Abstract
The ability to segment phonemes in words is fundamental for learning to read and spell. In two experiments, kindergartners segmented 2- and 3-phoneme words in an oral task using blank markers. Children segmented vowel-consonant (VC) words (e.g., age) more easily than consonant-vowel (CV) words (e.g., me) and much more easily than consonant-vowel-consonant (CVC) words (e.g., same). The greater ease of segmenting VC over CV words is attributed to the salience of vowels in initial position. The rime-cohesion hypothesis predicted segmentation performance with CVC but not with CV and VC words, indicating that rimes are a structural property of 3- but not 2-phoneme words. A practical implication is that instruction in phoneme segmentation should begin with 2-phoneme words before 3-phoneme words are taught.
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