Journal article

Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: evidence from Sinhala

Abstract:: We examined whether global instruction of complex akshara and explicit phoneme-level instruction of akshara impact the development of phoneme awareness and its association with akshara knowledge and word reading accuracy. The participants were 100 Sinhala-speaking children from Grades 4 and 5 in Sri Lanka. Phoneme awareness showed stronger growth and a significant relationship with word reading accuracy and akshara knowledge only after children received explicit phoneme-level instruction in akshara construction. Both word reading accuracy and akshara knowledge predicted phoneme awareness, but the opposite was not true. The results suggest that phoneme awareness in Sinhala is sensitive to the method of reading instruction, and contrary to the studies in alphabetic languages, it does not have a bidirectional relationship with reading.

Publication status:: Published

Peer review status:: Peer reviewed

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APA Style

Wijaythilake, M., Parrila, R., Inoue, T., & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: evidence from Sinhala. Scientific Studies of Reading, 22(5), 420–433.

MLA Style

Wijaythilake, M., et al. “Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala.” Scientific Studies of Reading, vol. 22, no. 5, Taylor and Francis, 2018, pp. 420–33.

Chicago Style

Wijaythilake, M, R Parrila, T Inoue, and S Nag. 2018. “Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala.” Scientific Studies of Reading 22 (5): 420–33.
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Files:: Wijaythilake_2018_Sinhala instruction effects.pdf

(Preview, Accepted manuscript, pdf, 358.0KB, Terms of use)

Publisher copy:: 10.1080/10888438.2018.1466890

Authors

+ Wijaythilake, M More by this author

Role:: Author

+ Parrila, R More by this author

Role:: Author

+ Inoue, T More by this author

Role:: Author

+ Nag, S More by this author

Institution:: University of Oxford
Division:: SSD
Department:: Education
Oxford college:: Brasenose College
Role:: Author

Publisher:: Taylor and Francis
Journal:: Scientific Studies of Reading More from this journal
Volume:: 22
Issue:: 5
Pages:: 420-433
Publication date:: 2018-05-14
Acceptance date:: 2018-04-16
DOI:: 10.1080/10888438.2018.1466890
EISSN:: 1532-799X
ISSN:: 1088-8438

Pubs id:: pubs:854414
UUID:: uuid:261f5636-3cf0-4725-bcb6-dcef8798946d
Local pid:: pubs:854414
Source identifiers:: 854414
Deposit date:: 2018-06-07

Terms of use

Copyright holder:: Society for the Scientific Study of Reading
Copyright date:: 2018
Notes:: © 2018 Society for the Scientific Study of Reading. This is the accepted manuscript version of the article. The final version is available online from Taylor and Francis at: 10.1080/10888438.2018.1466890

Licence:: Terms and Conditions of Use for Oxford University Research Archive

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