An Experimental Analysis of Phoneme Blending and Segmenting Skills

Abstract

In this 2-experiment study, experimental analyses of phoneme blending and segmenting skills were conducted with four-first grade students. Intraindividual analyses were conducted to identify the effects of classroom-based instruction on blending phonemes in Experiment 1. In Experiment 2, the effects of an individualized intervention for the student who failed to improve in the first experiment were examined. Stimulus materials were drawn directly from the classroom curriculum, making it possible to monitor students’ response to classroom instruction and intervention over time. Generalization of responding to unique letter combinations was measured. A multiple-probe across tasks designs was used in both studies. Results indicated that all students improved their phoneme blending skills and are discussed in terms of the need for evaluation methods that are sensitive enough to identify individual differences in responding between students and to detect within-student performance increases in critical early literacy skills.