Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers

Journal article

Steacy, Laura M., Compton, Donald, Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rueckl, Jay G., Sawi, Oliver, Frost, Stephen J. and Pugh, Kenneth R.. (2019). Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers. Scientific Studies of Reading. 23(1), pp. 49-63. https://doi.org/10.1080/10888438.2018.1466303
AuthorsSteacy, Laura M., Compton, Donald, Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rueckl, Jay G., Sawi, Oliver, Frost, Stephen J. and Pugh, Kenneth R.
Abstract

As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience.

Keywordsreading; early childhood; statistical learning; grapheme-phoneme correspondences; context dependent vowel pronunciation; vowel pronunciation; nonword factors; elementary readers
Year01 Jan 2019
JournalScientific Studies of Reading
Journal citation23 (1), pp. 49-63
PublisherRoutledge
ISSN1088-8438
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2018.1466303
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/10888438.2018.1466303
Open accessPublished as non-open access
Research or scholarlyResearch
Page range49-63
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 May 2018
Publication process dates
Deposited31 Jul 2024
Additional information

© 2018 Society for the Scientific Study of Reading

Place of publicationUnited States
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