Although Adams doesn't talk explicitly about developmental levels when discussing phonemic segmentation, she does when discussing
phoneme manipulation; she says that
phoneme manipulation tasks have generally been found to be beyond the reach of children before the very end of first grade (p. 72).
Adams reviews various phonemic awareness tasks, arranging them from «most primitive» to most sophisticated as follows: knowledge of nursery rhymes, oddity tasks, blending and syllable - splitting, phonemic segmentation, and
phoneme manipulation.
Not exact matches
phoneme awareness, specifically
phoneme segmentation, blending, and
manipulation tasks; letter naming fluency; letter sound association; phonological memory, including nonword repetition; oral vocabulary; and word recognition fluency (i.e., accuracy and rate)(Compton, et al., 2010; Jenkins & Johnson, 2008).