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Children's phonological awareness: confusions between phonemes that differ only in voicing
R Treiman1, V Broderick, R Tincoff
1Department of Psychology, Wayne State University, Detroit, MI 48202, USA. treiman@math.wayne.edu
Journal of Experimental Child Psychology
|May 9, 1998
Summary
Children
Area of Science:
- Child language acquisition
- Developmental psychology
- Speech and hearing sciences
Background:
- Phonemic awareness is crucial for reading and spelling.
- Understanding linguistic factors influencing phonemic awareness is important for educational strategies.
Purpose of the Study:
- To investigate how linguistic features of consonants affect children's phoneme recognition.
- To explore the organizational principles of children's phonological systems.
Main Methods:
- Children completed a phoneme recognition task involving different consonant types.
- Analysis focused on error patterns related to voicing and place of articulation.
Main Results:
- Children did not show better performance with fricatives than stops.
- Preschoolers and kindergartners were more likely to confuse phonemes differing only in voicing.
Conclusions:
- Children's phonological systems are sensitive to voicing distinctions.
- Findings inform the design and interpretation of phonemic awareness assessments.
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