Onsets and rimes as units of spoken syllables: Evidence from children

The effects of syllable structure on the development of phonemic analysis and reading skills were examined in four experiments and it was found that 4- and 5-year-olds less easily recognized a spoken or printed consonant target when it was the first phoneme of a cluster thanWhen it was a singleton.

Abstract

The effects of syllable structure on the development of phonemic analysis and reading skills were examined in four experiments. The experiments were motivated by theories that syllables consist of an onset (initial consonant or cluster) and a rime (vowel and any following consonants). Experiment 1 provided behavioral support for the syllable structure model by showing that 8-year-olds more easily learned word games that treated onsets and rimes as units than games that did not. Further support for the cohesiveness of the onset came from Experiments 2 and 3, which found that 4- and 5-year-olds less easily recognized a spoken or printed consonant target when it was the first phoneme of a cluster than when it was a singleton. Experiment 4 extended these results to printed words by showing that consonant-consonant-vowel nonsense syllables were more difficult for beginning readers to decode than consonant-vowel-consonant syllables.