Not all Phonemes are Created Equal: The Effects of Linguistic Manipulations on Phonological Awareness Tasks Export

@article{citeulike:1978963, abstract = {The effects of varying linguistic manipulations on the difficulty level of phonological awareness tasks were examined. Participants included 32 kindergarten and 35 first-grade students who were administered two alternate forms of five different phonological awareness tasks (Rhyme-Providing, Sound-Providing, Blending, Segmentation, and Initial Deletion). Items within the tasks were selected and ordered using the following linguistic manipulations: continuant vs. noncontinuant sounds, number of phonemes within a word, and number of phonemes within an initial consonant cluster. Results suggested that significant differences in item difficulty varied depending on the type of task. However, four out of five tasks had some combination of manipulations that was easier or more difficult than others. Implications for creating new or evaluating existing measures of phonological awareness are discussed. 10.1177/073428290101900302}, author = {Chafouleas, Sandra M. and Vanauken, Tracy L. and Dunham, Katherine}, citeulike-article-id = {1978963}, citeulike-linkout-0 = {http://dx.doi.org/10.1177/073428290101900302}, citeulike-linkout-1 = {http://jpa.sagepub.com/cgi/content/abstract/19/3/216}, day = {1}, doi = {10.1177/073428290101900302}, journal = {Journal of Psychoeducational Assessment}, keywords = {phonological\_awareness, phonological\_properties, segment}, month = {September}, number = {3}, pages = {216--226}, posted-at = {2008-06-06 01:54:48}, priority = {2}, title = {Not all Phonemes are Created Equal: The Effects of Linguistic Manipulations on Phonological Awareness Tasks}, url = {http://dx.doi.org/10.1177/073428290101900302}, volume = {19}, year = {2001} }

TY - JOUR ID - citeulike:1978963 L3 - citeulike-article-id:1978963 N2 - The effects of varying linguistic manipulations on the difficulty level of phonological awareness tasks were examined. Participants included 32 kindergarten and 35 first-grade students who were administered two alternate forms of five different phonological awareness tasks (Rhyme-Providing, Sound-Providing, Blending, Segmentation, and Initial Deletion). Items within the tasks were selected and ordered using the following linguistic manipulations: continuant vs. noncontinuant sounds, number of phonemes within a word, and number of phonemes within an initial consonant cluster. Results suggested that significant differences in item difficulty varied depending on the type of task. However, four out of five tasks had some combination of manipulations that was easier or more difficult than others. Implications for creating new or evaluating existing measures of phonological awareness are discussed. 10.1177/073428290101900302 IS - 3 JF - Journal of Psychoeducational Assessment EP - 226 TI - Not all Phonemes are Created Equal: The Effects of Linguistic Manipulations on Phonological Awareness Tasks VL - 19 SP - 216 KW - phonological_awareness KW - phonological_properties KW - segment AU - Chafouleas, Sandra AU - Vanauken, Tracy AU - Dunham, Katherine PY - 2001/09/01/ UR - http://dx.doi.org/10.1177/073428290101900302 ER -