The Role of Syllable Awareness and Syllable-Controlled Text in the Development of Finger-Point Reading

Abstract

Concept of word is a pivotal developmental insight that is reflected when preliterate learners are able to repeat a line of print and accurately point to the words while saying them (finger-point reading) and relocate a specific word within that line (word finding). Several studies have shown that letter knowledge, phonemic skills, one-to-one correspondence, and spelling relate to finger-point reading. However, no studies have examined the relationship between syllable awareness and finger-point reading despite the fact that finger-point reading requires learners to handle multisyllabic words. With a group of young children this study examined: (a) the influence of syllable-controlled text on learning finger-point reading and (b) the degree to which syllable awareness would contribute to the prediction of finger-point reading above letter naming and initial sound awareness. Syllable-controlled text did not influence finger-point reading but syllable awareness did predict a significant proportion of the variance in finger-point reading over and above letter knowledge and initial sound awareness. Implications of the interactive nature of phonological and print knowledge are discussed as well as capacity of young children to learn about print.