Abstract
<p>Beginning readers apparently face difficulties when they are to learn English language skills, particularly reading skill. This research paper reviews the literature regarding the relationship between the skill of phonemic segmentation and EFL word recognition. It addresses three main issues: the position of phonemic segmentation skill in literature, the relation between phonological awareness and ability to read, and the skill of word recognition and learning to read. The aim of this paper is to precisely explore the nature of the relation of phonemic segmentation skill and beginning readers’ word recognition. The leading research question for this paper is: What is the relationship between the skill of phonemic segmentation and beginning readers’ EFL word recognition? To answer the research question, the researcher will review literature to explore that relation. The researcher will conclude that the relationship between the skill of phonemic segmentation and word recognition has received substantial concern in literature. It has significant effects on learning to read as well. Calls for implications, recommendations and intervention programs will be presented accordingly. </p>
Highlights
The fundamental and foundational associations required for gaining the success of later reading are provided by the reading skills acquired during the preschool stage
The aim of this paper is to precisely explore the nature of the relation of phonemic segmentation skill and beginning readers’ word recognition
The aim of this paper is to precisely explore the nature of the relation of phonemic segmentation skill and beginning readers’ English as a Foreign Language (EFL) word recognition
Summary
The fundamental and foundational associations required for gaining the success of later reading are provided by the reading skills acquired during the preschool stage. A number of researchers firmly contended that young learners who confront difficulty in the process of detecting or manipulating sounds in words will face problems towards the process of learning to read (Hatcher et al, 2004; Vellutino, Fletcher, Snowling & Scanlon, 2004; Anthony & Farncis, 2005; Snowling, 1998; Share, 1995) Such claim provides a legitimate association between phonological awareness and reading development. 2016, Vol 8, No 2 refers to their ability to recognize the written form of a word or its meaning to operate other skills such as the word’s meaning, syntactic information, and other pragmatic connections These processes function at a pre-lexical stage. According to MacDonald (2000), their knowledge is rigorous for comprehension and reading fluency of a foreign language
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