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Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences : An exploratory study
Larsen, Linda Schauber, Stefan Kilian Kohnen, Saskia Nickels, Lyndsey McArthur, Genevieve
Larsen, Linda
Schauber, Stefan Kilian
Kohnen, Saskia
Nickels, Lyndsey
McArthur, Genevieve
Abstract
In this study, we examined Australian children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child’s name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes, and performance was better for GPCs which occur more frequently in text. GPCs with higher entropy values (less consistent) had close to 40% lower odds of being known by children. The study has practical implications by providing an evidence-based guide for the order in which GPCs should be introduced to children in schools.
Keywords
grapheme-phoneme correspondence knowledge, grapheme-phoneme correspondence complexity, phoneme status, grapheme-phoneme correspondence entropy, grapheme-phoneme correspondence frequency, multilevel modelling
Date
2020
Type
Journal article
Journal
Early Childhood Research Quarterly
Book
Volume
51
Issue
Page Range
379-391
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open