Teaching Children to Segment Spoken Words as an Aid in Learning to Read

Abstract

Preschool children in Oslo were taught to analyze spoken words; during individual testing sessions their reactions were observed to find out as much as possible concerning their analytic activities. Pretesting showed that the children did not spontaneously segment words into parts of phonemic size. In the course of the teaching program, the children often selected segments from the wrong position in the test word. In analyzing the words, the children were relying heavily on articulatory information, which seemed to be necessary to perform a true segmentation of the words. The segments were not always correctly reported. Observation showed that the segments were grouped mainly according to differences and similarities.

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