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A validity study of an implicit phonological awareness paradigm

D M Lance1, L A Swanson, H A Peterson

  • 1University of Tennessee, Knoxville, USA. dlance@cc1.uca.edu

Journal of Speech, Language, and Hearing Research : JSLHR
|November 5, 1997
PubMed
Summary

This study validates a new implicit phonological awareness task for children. The task effectively measures phonological skills and developmental differences in early readers.

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Area of Science:

  • Psycholinguistics
  • Developmental Psychology
  • Educational Psychology

Background:

  • Phonological awareness is crucial for reading development.
  • Implicit phonological awareness tasks are less explored than explicit ones.
  • Developing valid implicit tasks aids in understanding reading acquisition.

Purpose of the Study:

  • To evaluate the validity of a novel nonsense-word-pairs paradigm as an implicit phonological awareness task.
  • To determine if this task correlates with other measures of phonological and reading skills.
  • To assess the task's sensitivity to developmental changes in early literacy.

Main Methods:

  • Eighty-one first and second graders completed the nonsense-word-pairs task.
  • Participants also undertook explicit phonological awareness tasks, reading assessments, and a word production task.

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  • Performance on the implicit task was correlated with performance on other measures.

    • Main Results:

    • The implicit phonological awareness task showed significant correlations with most experimental tasks.
    • A notable exception was observed in its correlation with one specific task.
    • The task demonstrated sensitivity to developmental differences between first and second graders.

    Conclusions:

    • The nonsense-word-pairs paradigm is a valid measure of implicit phonological awareness.
    • This task can differentiate developmental levels in early reading skills.
    • Findings support the use of implicit tasks in assessing foundational literacy skills.