The role of phoneme and onset‐rime awareness in second language reading acquisition
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated the link between phoneme and onset‐rime awareness and reading outcomes in children learning to read in a second language (L2). Closely matched phoneme and onset‐rime awareness tasks were administered in English and French in the spring of kindergarten to English‐dominant children in French immersion programmes ( n =98). Regression analyses indicated that English phoneme manipulation was a significant predictor of both English and French reading outcomes after controlling for kindergarten knowledge of letter names and word identification. French onset‐rime knowledge measured in kindergarten accounted for significant variance for French reading outcome measures. Results support the existence of a link between English phoneme manipulation in kindergarten and both English and French reading outcomes in Grade 2. Practically, these results provide information about what phonological awareness measures can be used in kindergarten to predict later reading outcomes for children learning to read in an L2.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it