Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences: an exploratory study

Linda Larsen; Stefan Kilian Schauber; Saskia Kohnen; Lyndsey Nickels; Genevieve McArthur

doi:10.1016/j.ecresq.2019.12.001

Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences: an exploratory study

Linda Larsen^*, Stefan Kilian Schauber, Saskia Kohnen, Lyndsey Nickels, Genevieve McArthur

^*Corresponding author for this work

Macquarie University Centre for Reading

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

6 Citations (Scopus)

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Abstract

In this study, we examined Australian children's knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child's name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes, and performance was better for GPCs which occur more frequently in text. GPCs with higher entropy values (less consistent) had close to 40% lower odds of being known by children. The study has practical implications by providing an evidence-based guide for the order in which GPCs should be introduced to children in schools.

Original language	English
Pages (from-to)	379-391
Number of pages	13
Journal	Early Childhood Research Quarterly
Volume	51
DOIs	https://doi.org/10.1016/j.ecresq.2019.12.001
Publication status	Published - Apr 2020

Bibliographical note

Copyright the Author(s) 2019. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

grapheme-phoneme correspondence complexity
grapheme-phoneme correspondence entropy
grapheme-phoneme correspondence frequency
grapheme-phoneme correspondence knowledge
multilevel modelling
phoneme status

Access to Document

10.1016/j.ecresq.2019.12.001Licence: CC BY-NC-ND

Publisher version (open access)Final published version, 648 KBLicence: CC BY-NC-ND

Cite this

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title = "Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences: an exploratory study",

abstract = "In this study, we examined Australian children's knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child's name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes, and performance was better for GPCs which occur more frequently in text. GPCs with higher entropy values (less consistent) had close to 40% lower odds of being known by children. The study has practical implications by providing an evidence-based guide for the order in which GPCs should be introduced to children in schools.",

keywords = "grapheme-phoneme correspondence complexity, grapheme-phoneme correspondence entropy, grapheme-phoneme correspondence frequency, grapheme-phoneme correspondence knowledge, multilevel modelling, phoneme status",

author = "Linda Larsen and Schauber, {Stefan Kilian} and Saskia Kohnen and Lyndsey Nickels and Genevieve McArthur",

note = "Copyright the Author(s) 2019. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.",

year = "2020",

month = apr,

doi = "10.1016/j.ecresq.2019.12.001",

language = "English",

volume = "51",

pages = "379--391",

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AU - Larsen, Linda

AU - Schauber, Stefan Kilian

AU - Kohnen, Saskia

AU - Nickels, Lyndsey

AU - McArthur, Genevieve

N1 - Copyright the Author(s) 2019. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

PY - 2020/4

Y1 - 2020/4

N2 - In this study, we examined Australian children's knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child's name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes, and performance was better for GPCs which occur more frequently in text. GPCs with higher entropy values (less consistent) had close to 40% lower odds of being known by children. The study has practical implications by providing an evidence-based guide for the order in which GPCs should be introduced to children in schools.

AB - In this study, we examined Australian children's knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child's name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes, and performance was better for GPCs which occur more frequently in text. GPCs with higher entropy values (less consistent) had close to 40% lower odds of being known by children. The study has practical implications by providing an evidence-based guide for the order in which GPCs should be introduced to children in schools.

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ER -

Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences: an exploratory study

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

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Developing better treatments for language disorders (ARC)

Children's difficulties in learning to read: Causes and consequences of poor letter-sound knowledge

Cite this

Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences: an exploratory study

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Projects

Developing better treatments for language disorders (ARC)

Children's difficulties in learning to read: Causes and consequences of poor letter-sound knowledge

Cite this