awareness skills

phonological awareness

phonological processing

spelling

reading spelling

emergent literacy

phonemic awareness

poor readers

word reading

Cahiers De Psychologie Cognitive-current Psychology of Cognition

The question of the relationships between segmental analysis abilities and alphabetic literacy acquisition remains confused in the literature. In this paper, it is argued ( 1 ) that segmental analysis ability does not develop without specific stimulation and that it usually appears when learning to read and write in the alphabetic system. After distinguishing between segmental awareSegmental analysis and literacy 435 ness and segmental analysis abilities. it is also argued that (2) segmental analysis ability can develop outside learning to read in the alphabetic system, (3) contributes to success in reading and writing, and (4) is a good predictor of reading ability even when learning to read in a whole-word setting. Receiv­ ing reading instruction is not sufficient to develop segmental analysis ability. but alphabetic literacy is (almost) a sufficient indication of segmental skill. Then. we distinguish between several forms 0/ phonological awareness: aware­ ness of phonological strings, of phones, and 0/ phonemes. It is claimed, in particular, that rhyme appreciation and manipulation do not require segmental analysis. The kind of capacities that might underlie the development of seg­ mental analysis are examined. Finally. some educational implications are

The relationships between segmental analysis and alphabetic literacy: An interactive view.