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Subsyllabic units in computerized reading instruction: onset-rime vs. postvowel segmentation.

B W Wise¹, R K Olson, R Treiman

¹Department of Psychology, University of Colorado, Boulder 80309.

Journal of Experimental Child Psychology

|February 1, 1990

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Teaching children to read is more effective when words are segmented using the onset-rime (e.g., CL-AP) method compared to postvowel segmentation. This finding supports using phonological awareness strategies for early reading instruction.

Area of Science:

Cognitive Psychology
Developmental Psychology
Education

Background:

Adults and children naturally segment spoken syllables into onset-rime units.
The effectiveness of this natural segmentation in early reading acquisition is not fully understood.

Purpose of the Study:

To investigate if onset-rime segmentation aids children's word learning more than postvowel segmentation.
To determine the benefits of specific phonological segmentation strategies in teaching reading.

Main Methods:

Three experiments were conducted with first-grade students.
Participants studied single words presented via computer and speech synthesizer.
Word segmentation varied between onset-rime (e.g., CL-AP) and postvowel (e.g., CLA-P) boundaries.

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Main Results:

Onset-rime segmentation was consistently more beneficial for short-term word learning across all three experiments.
The advantage of onset-rime segmentation was observed in words with different letter-phoneme structures.

Conclusions:

Onset-rime segmentation appears to be a more effective strategy than postvowel segmentation for teaching early reading skills.
These findings suggest incorporating phonological awareness training focused on onset-rime units can enhance reading acquisition.