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The syllabic bridge: the first step in learning spelling-to-sound correspondences*

It is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllab...

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Detalles Bibliográficos
Autores principales: DOIGNON-CAMUS, NADEGE, ZAGAR, DANIEL
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cambridge University Press 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4136375/
https://www.ncbi.nlm.nih.gov/pubmed/24040752
http://dx.doi.org/10.1017/S0305000913000305
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author DOIGNON-CAMUS, NADEGE
ZAGAR, DANIEL
author_facet DOIGNON-CAMUS, NADEGE
ZAGAR, DANIEL
author_sort DOIGNON-CAMUS, NADEGE
collection PubMed
description It is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, might be a faster and more direct way of learning spelling-to-sound correspondences in French. After a few minutes of exposure, prereaders are able to learn the statistical properties of letter co-occurrences. Statistical learning is boosted by explicit instructions about the associations between letter clusters and syllables. Building the syllabic bridge from available phonological syllables and frequent letter clusters may therefore be the first step in learning to read.
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spelling pubmed-41363752014-08-18 The syllabic bridge: the first step in learning spelling-to-sound correspondences* DOIGNON-CAMUS, NADEGE ZAGAR, DANIEL J Child Lang Brief Research Reports It is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, might be a faster and more direct way of learning spelling-to-sound correspondences in French. After a few minutes of exposure, prereaders are able to learn the statistical properties of letter co-occurrences. Statistical learning is boosted by explicit instructions about the associations between letter clusters and syllables. Building the syllabic bridge from available phonological syllables and frequent letter clusters may therefore be the first step in learning to read. Cambridge University Press 2014-09 2013-09-16 /pmc/articles/PMC4136375/ /pubmed/24040752 http://dx.doi.org/10.1017/S0305000913000305 Text en © Cambridge University Press 2013 The online version of this article is published within an Open Access environment subject to the conditions of the Creative Commons Attribution license <http://creativecommons.org/licenses/by/3.0/.
spellingShingle Brief Research Reports
DOIGNON-CAMUS, NADEGE
ZAGAR, DANIEL
The syllabic bridge: the first step in learning spelling-to-sound correspondences*
title The syllabic bridge: the first step in learning spelling-to-sound correspondences*
title_full The syllabic bridge: the first step in learning spelling-to-sound correspondences*
title_fullStr The syllabic bridge: the first step in learning spelling-to-sound correspondences*
title_full_unstemmed The syllabic bridge: the first step in learning spelling-to-sound correspondences*
title_short The syllabic bridge: the first step in learning spelling-to-sound correspondences*
title_sort syllabic bridge: the first step in learning spelling-to-sound correspondences*
topic Brief Research Reports
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4136375/
https://www.ncbi.nlm.nih.gov/pubmed/24040752
http://dx.doi.org/10.1017/S0305000913000305
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