ACQUISITION OF BLENDING SKILLS: COMPARISONS AMONG BODY-CODA,ONSET-RIME,AND PHONEME BLENDING TASKS

Following research on phonological awareness development, this study explores children's acquisition of blending skills using three types of stimuli: body-coda, onset-rime, and phonemes. The results demonstrated that kindergarten children consistently gained proficiency for blending body-coda stimuli prior to onset-rime stimuli and phonemes. The results are interpreted to support an instructional process where blending is treated as a generalizable skill, and children work with the simplest material first. Thus, our proposition is that children be trained to blend body-codas first, then progress to more phonologically difficult blending tasks such as onset-rimes and phonemes.     

'Wholly Present' Defined

Three‐dimensionalists, sometimes referred to as endurantists, think that objects persist through time by being “wholly present” at every time they exist. But what is it for something to be wholly present at a time? It is surprisingly difficult to say. the three‐dimensionalist is free, of course, to take ‘is wholly present at’ as one of her theory's primitives, but this is problematic for at least one reason: some philosophers claim not to understand her primitive. Clearly the three‐dimensionalist would be better off if she could state her theory in terms accessible to all. We think she can. What is needed is a definition of ‘is wholly present at’ that all can understand, in this paper, we offer one.