Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

Matthew K. Burns; Kathrin E. Maki; Lori Helman; Jennifer J. McComas; Helen Young

doi:10.1080/10573569.2018.1468835

Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

Matthew K. Burns, Kathrin E. Maki, Lori Helman, Jennifer J. McComas, Helen Young

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Phonemic awareness (PA) includes rhyming, phoneme isolation, blending, and segmenting, but the relative importance of each component is unclear, especially for students from high-poverty areas. The current study examined the relationship between components of PA and an early literacy measure among 192 kindergarten students from high-poverty urban elementary schools. A researcher assessed the students using the Quick Phonemic Awareness Assessment and a measure of letter-sound knowledge (LSK). The results showed that PA was highly correlated with LSK. Initial phoneme isolation, blending, and segmenting contributed significant variance to LSK, but rhyming did not. The data supported the Quick Phonemic Awareness Assessment as a measure of PA among an urban population but questioned the importance of rhyming as a predictive component of PA.

Original language	English (US)
Pages (from-to)	409-418
Number of pages	10
Journal	Reading and Writing Quarterly
Volume	34
Issue number	5
DOIs	https://doi.org/10.1080/10573569.2018.1468835
State	Published - Sep 3 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Taylor & Francis.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access

10.1080/10573569.2018.1468835

OpenUrl availability

Full text

Cite this

@article{6c019c38e87542038944131c172d2e88,

title = "Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools",

abstract = "Phonemic awareness (PA) includes rhyming, phoneme isolation, blending, and segmenting, but the relative importance of each component is unclear, especially for students from high-poverty areas. The current study examined the relationship between components of PA and an early literacy measure among 192 kindergarten students from high-poverty urban elementary schools. A researcher assessed the students using the Quick Phonemic Awareness Assessment and a measure of letter-sound knowledge (LSK). The results showed that PA was highly correlated with LSK. Initial phoneme isolation, blending, and segmenting contributed significant variance to LSK, but rhyming did not. The data supported the Quick Phonemic Awareness Assessment as a measure of PA among an urban population but questioned the importance of rhyming as a predictive component of PA.",

author = "Burns, {Matthew K.} and Maki, {Kathrin E.} and Lori Helman and McComas, {Jennifer J.} and Helen Young",

note = "Publisher Copyright: {\textcopyright} 2018, {\textcopyright} 2018 Taylor & Francis.",

year = "2018",

month = sep,

day = "3",

doi = "10.1080/10573569.2018.1468835",

language = "English (US)",

volume = "34",

pages = "409--418",

journal = "Reading and Writing Quarterly",

issn = "1057-3569",

publisher = "Taylor and Francis Ltd.",

number = "5",

}

TY - JOUR

T1 - Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

AU - Burns, Matthew K.

AU - Maki, Kathrin E.

AU - Helman, Lori

AU - McComas, Jennifer J.

AU - Young, Helen

PY - 2018/9/3

Y1 - 2018/9/3

N2 - Phonemic awareness (PA) includes rhyming, phoneme isolation, blending, and segmenting, but the relative importance of each component is unclear, especially for students from high-poverty areas. The current study examined the relationship between components of PA and an early literacy measure among 192 kindergarten students from high-poverty urban elementary schools. A researcher assessed the students using the Quick Phonemic Awareness Assessment and a measure of letter-sound knowledge (LSK). The results showed that PA was highly correlated with LSK. Initial phoneme isolation, blending, and segmenting contributed significant variance to LSK, but rhyming did not. The data supported the Quick Phonemic Awareness Assessment as a measure of PA among an urban population but questioned the importance of rhyming as a predictive component of PA.

AB - Phonemic awareness (PA) includes rhyming, phoneme isolation, blending, and segmenting, but the relative importance of each component is unclear, especially for students from high-poverty areas. The current study examined the relationship between components of PA and an early literacy measure among 192 kindergarten students from high-poverty urban elementary schools. A researcher assessed the students using the Quick Phonemic Awareness Assessment and a measure of letter-sound knowledge (LSK). The results showed that PA was highly correlated with LSK. Initial phoneme isolation, blending, and segmenting contributed significant variance to LSK, but rhyming did not. The data supported the Quick Phonemic Awareness Assessment as a measure of PA among an urban population but questioned the importance of rhyming as a predictive component of PA.

UR - http://www.scopus.com/inward/record.url?scp=85049970957&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049970957&partnerID=8YFLogxK

U2 - 10.1080/10573569.2018.1468835

DO - 10.1080/10573569.2018.1468835

M3 - Article

AN - SCOPUS:85049970957

SN - 1057-3569

VL - 34

SP - 409

EP - 418

JO - Reading and Writing Quarterly

JF - Reading and Writing Quarterly

IS - 5

ER -

Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

Abstract

Bibliographical note

UN SDGs

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this