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<p>The combined effect of orthography, phonology, and semantics on reading has been well researched. The focus of this present study is the singular effect of the phonological lexicon on initial decoding. The question at hand: Does the quality of a student’s phonological lexicon impact automatic decoding is investigated using a quasi-experimental design in the Southeast United States for four weeks. The class had 19 students. Of the 19 students, 14 are African American, and five are Hispanic. Students participated in 10-minute phonological awareness training sessions three days per week. Each week, following the three days of phonological training, students were given a pseudoword reading assessment. Following the week-two assessment, seven students were randomly chosen and asked a series of interview questions to provide a more thorough understanding of how having a phonological representation of one word set, but not the other, supported word reading. Data collected over the four weeks showed that students had fewer errors and higher fluency rates on the trained set of pseudowords. The data from this research sheds light on the importance and impact of language in the classroom. Educators can positively impact students’ decoding ability by being word-conscious and elevating and expanding the vocabulary they use every day.</p>

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There is More to a Word Than Meets the Eye…Or Should We Say Ear? The Phonological Lexicon and Effects on Decoding

  • 期刊论文

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  • 发表日期：

    2026年5月26日

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  • Vicky Cardullo,
  • Andrea Forehand

摘要

The combined effect of orthography, phonology, and semantics on reading has been well researched. The focus of this present study is the singular effect of the phonological lexicon on initial decoding. The question at hand: Does the quality of a student’s phonological lexicon impact automatic decoding is investigated using a quasi-experimental design in the Southeast United States for four weeks. The class had 19 students. Of the 19 students, 14 are African American, and five are Hispanic. Students participated in 10-minute phonological awareness training sessions three days per week. Each week, following the three days of phonological training, students were given a pseudoword reading assessment. Following the week-two assessment, seven students were randomly chosen and asked a series of interview questions to provide a more thorough understanding of how having a phonological representation of one word set, but not the other, supported word reading. Data collected over the four weeks showed that students had fewer errors and higher fluency rates on the trained set of pseudowords. The data from this research sheds light on the importance and impact of language in the classroom. Educators can positively impact students’ decoding ability by being word-conscious and elevating and expanding the vocabulary they use every day.