Journal article

Graphophonemic awareness: Development in elementary students

Ehri L, Soffer A ...see all

Scientific Studies of Reading, vol. 3, issue 1 (1999) pp. 1-30

  • 42


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.
Sign in to save reference


Graphophonemic (GP) awareness, the ability to match up graphemes to phonemes within individual words, was examined in 78 2nd, 3rd, 5th, and 6th graders who were grouped by spelling performance into 3 literacy levels: Young, Middle, Older. Students marked 24 words by circling letters and digraphs that represented the smallest sounds in words and crossing out letters that represented no sound. The Older group exhibited greater GP awareness and greater digraph knowledge than the Young group, but silent letter markings were not related to literacy levels. GP awareness was correlated with spelling scores only in the Young group, suggesting that it contributes mainly to early reading and spelling acquisition. In general, students' markings conformed to the conventional system, although there was a greater than expected tendency to attribute sounds to individual letters. The Middle group was more apt to mark units larger than single phonemes. Results are interpreted to bear on Ehri's phase theory of word reading acquisition and on connectionist models of word reading. (PsycINFO Database Record (c) 2003 APA )

Author-supplied keywords

  • 2820 Cognitive & Perceptual Development
  • 2nd vs 3rd vs 5th vs 6th graders
  • Age Differences
  • Letters (Alphabet)
  • Phonemes
  • Phonology
  • Reading Development
  • Spelling
  • graphophonemic awareness & literacy development ba
  • performance

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in


  • Linnea C Ehri

  • Alison G Soffer

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free