Phoneme awareness span: A neglected dimension of phonemic awareness

Abstract

AbstractThe importance of phonemic awareness knowledge in learning to be literate his wellestablished. One dimension of its acquisition, the developmental trend from an implicit awareness of rimes to an explicit awareness of phonemes, has attracted substantial interest.A second dimension, a trend in the amount of phonemic knowledge that can be manipulated, or phonemic awareness span, is examined in the present study. One hundred and sixty children from Preparatory (Prep) to Grade 3 completed five phonological tasks: rhyming, onset-rime segmentation, initial sound recognition, phoneme segmentation, and phoneme substitution. Each task involved words ranging in length from three to five phoneme..