To ascertain the role of words' syllable count in phonological awareness of children, a sample of 80 male and female Faarsee speaking preschoolers with the average age of 5.5 years was selected and then tested on phonological awareness using a test constructed for this purpose. Data analyses revealed the syllable count and gender had a significant effect on syllable awareness, with girls out-performing the boys in both two- and three-syllable words. Findings indicate that preschoolers need to become more phonologically aware prior to entering school if reading problems are to be avoided farther along.
DaanaayeToosee, M., & AmeereeMoghaddam, S. (2013). The role of words\' syllable count in learning to read: pre-schoolers awareness of morphology. The Journal of New Thoughts on Education, 9(1), 35-50. doi: 10.22051/jontoe.2013.333
MLA
Maryam DaanaayeToosee; Soheyla AmeereeMoghaddam. "The role of words\' syllable count in learning to read: pre-schoolers awareness of morphology", The Journal of New Thoughts on Education, 9, 1, 2013, 35-50. doi: 10.22051/jontoe.2013.333
HARVARD
DaanaayeToosee, M., AmeereeMoghaddam, S. (2013). 'The role of words\' syllable count in learning to read: pre-schoolers awareness of morphology', The Journal of New Thoughts on Education, 9(1), pp. 35-50. doi: 10.22051/jontoe.2013.333
VANCOUVER
DaanaayeToosee, M., AmeereeMoghaddam, S. The role of words\' syllable count in learning to read: pre-schoolers awareness of morphology. The Journal of New Thoughts on Education, 2013; 9(1): 35-50. doi: 10.22051/jontoe.2013.333
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