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Abstract
This study investigates whether teaching letters-to-syllable connections is more effective in boosting phonemic awareness than teaching grapheme-phoneme connections in French-speaking preschoolers. A controlled longitudinal teaching program was implemented, comparing two groups: one taught letter-to-syllable correspondences and the other letter-to-phoneme correspondences. Phonemic awareness was assessed at three time points. Results indicate that the letters-to-syllable group showed greater progress in phonemic awareness, particularly between the first and second assessments. This suggests that focusing on syllables as accessible phonological units can be a more effective approach to developing phonemic awareness in early literacy learning.
Publisher
Scientific Reports
Published On
Dec 17, 2020
Authors
Doignon-Camus, N, Zagar, D, Viallard, M, Gombert, J, Bertelson, P
Tags
phonemic awareness
early literacy
French preschoolers
letter-to-syllable
grapheme-phoneme
education
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