Examining the Role of Syllable Awareness in a Model of Concept of Word: Findings from Preschoolers

Concept of word in print is the development of an understanding of how monosyllabic and multisyllabic words operate in print. Young children show evidence of this understanding when they are able to repeat a line of text while accurately pointing to each word as it is said. A small but robust line of work has examined the knowledge, skills, and behaviors that support concept of word development in young children. This work has indicated that concept of word is grounded in letter knowledge and beginning sound awareness. The present study hypothesized that solid acquisition of concept of word also requires children to handle multisyllabic words and to understand that they are represented by only one printed unit. Although some level of syllable awareness must be operating in concept of word, few, if any, studies have examined the relationship between concept of word development and syllable awareness. This study tested a model of concept of word with preschool-age children that included syllable awareness, letter knowledge, and beginning sound awareness. The findings suggest that full attainment of concept of word in print depends in part on the awareness of syllable.