Persistent Link:
http://hdl.handle.net/10150/316779
Title:
Phonemic Awareness and Reading Ability in Literate Adults
Author:
Lorenson, Susan Beth
Issue Date:
2014
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation is an examination phonemic awareness and its relationship to reading ability in literate adults. Phonemic awareness is an indisputable predictor of reading ability in children, but whether the same relationship between phonemic awareness and reading exists in adult readers is unknown. All alphabetically literate adults are understood to be phonemically aware to a certain degree. Moreover, adults pay attention to sound/symbol relationships when reading. Yet, the relationship between phonemic awareness and reading ability in alphabetically literate adults has not been explicitly studied, even though phonemic awareness is understood to be a key component of reading strategy and proficiency. A study was conducted on phonemic and syllabic awareness in adults. The results indicate that adults, despite years of alphabetic reading experience, are differentiated with regard to phonemic awareness and are more syllabically aware than phonemically aware. Additionally, the study demonstrates that phonemic awareness is associated with reading ability in adults, though syllabic awareness is not. Implications and directions for future study are discussed.
Type:
text; Electronic Dissertation
Keywords:
literacy; phonemic awareness; phonological awareness; reading; Linguistics; linguistics
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Linguistics
Degree Grantor:
University of Arizona
Advisor:
Hammond, Michael T.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titlePhonemic Awareness and Reading Ability in Literate Adultsen_US
dc.creatorLorenson, Susan Bethen_US
dc.contributor.authorLorenson, Susan Bethen_US
dc.date.issued2014-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation is an examination phonemic awareness and its relationship to reading ability in literate adults. Phonemic awareness is an indisputable predictor of reading ability in children, but whether the same relationship between phonemic awareness and reading exists in adult readers is unknown. All alphabetically literate adults are understood to be phonemically aware to a certain degree. Moreover, adults pay attention to sound/symbol relationships when reading. Yet, the relationship between phonemic awareness and reading ability in alphabetically literate adults has not been explicitly studied, even though phonemic awareness is understood to be a key component of reading strategy and proficiency. A study was conducted on phonemic and syllabic awareness in adults. The results indicate that adults, despite years of alphabetic reading experience, are differentiated with regard to phonemic awareness and are more syllabically aware than phonemically aware. Additionally, the study demonstrates that phonemic awareness is associated with reading ability in adults, though syllabic awareness is not. Implications and directions for future study are discussed.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectliteracyen_US
dc.subjectphonemic awarenessen_US
dc.subjectphonological awarenessen_US
dc.subjectreadingen_US
dc.subjectLinguisticsen_US
dc.subjectlinguisticsen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLinguisticsen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHammond, Michael T.en_US
dc.contributor.committeememberHammond, Michael T.en_US
dc.contributor.committeememberGerken, LouAnnen_US
dc.contributor.committeememberOhala, Diane K.en_US
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