Sample records for teaching phonological awareness

  1. The Phonological Awareness Handbook for Kindergarten and Primary Teachers.

    ERIC Educational Resources Information Center

    Ericson, Lita; Juliebo, Moira Fraser

    This handbook offers a practical and comprehensive means of teaching and monitoring children's development of phonological awareness in the classroom. The handbook points out that studies have shown clearly that even informal phonological awareness activities, such as the natural and spontaneous word play found in stories, songs, and games, can…

  2. Delivering phonological and phonics training within whole-class teaching.

    PubMed

    Shapiro, Laura R; Solity, Jonathan

    2008-12-01

    Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

  3. The Effectiveness of Using a Content Acquisition Podcast to Teach Phonological Awareness, Phonemic Awareness, and Phonics to Preservice Special Education Teachers

    ERIC Educational Resources Information Center

    Carlisle, Abigail A.; Thomas, Cathy Newman; McCathren, Rebecca B.

    2016-01-01

    The purpose of this study was to examine the effects of using a content acquisition podcast (CAP) to teach phonological awareness, phonemic awareness, and phonics (PA) to preservice special education teachers. Fifty undergraduate preservice special education teachers over 2 years were randomly assigned to either the CAP group or a comparison group…

  4. [Phonological awareness improvement in primary school students].

    PubMed

    Cárnio, Maria Sílvia; dos Santos, Daniele

    2005-01-01

    Phonological awareness in primary school students. To verify the improvement of phonological awareness in primary school students after a speech and language stimulation program. 20 students with the worst results in the first literacy exam were selected. Phonological awareness tests were analyzed at the beginning and at the end of the stimulation program. Most of the subjects demonstrated to have a notion about phonological awareness activities. Students demonstrated improvement, suggesting the effectiveness of the program.

  5. Phonological awareness and writing skills in children with Down syndrome.

    PubMed

    Lavra-Pinto, Bárbara de; Lamprecht, Regina Ritter

    2010-01-01

    Down syndrome, phonological awareness, writing and working memory. to evaluate the phonological awareness of Brazilian children with Down syndrome; to analyze the relationship between the writing hypothesis and the phonological awareness scores of the participants; to compare the performance of children with Down syndrome to that of children with typical development according to the Phonological Awareness: Tool for sequential evaluation (PHONATSE), using the writing hypothesis as a matching criteria; to verify the correlation between the phonological awareness measurements and the phonological working memory. a group of eleven children aged between 7 and 14 years (average: 9 y 10 m) was selected for the study. Phonological awareness was evaluated using the PHONATSE. The phonological working memory was evaluated through an instrument developed by the researcher. all subjects presented measurable levels of phonological awareness through the PHONATSE. The phonological awareness scores and the writing hypothesis presented a significant positive association. The performance of children with Down syndrome was significantly lower than children with typical development who presented the same writing hypothesis. Measurements of phonological awareness and phonological working memory presented significant positive correlations. the phonological awareness of Brazilian children with Down syndrome can be evaluated through the PHONATSE. Syllable awareness improves with literacy, whereas phonemic awareness seems to result from written language learning. The phonological working memory influences the performance of children with Down syndrome in phonological awareness tasks.

  6. Young readers' use of phonological information: phonological awareness, memory, and comprehension.

    PubMed

    Gray, Audra; McCutchen, Deborah

    2006-01-01

    In this study, we explored the relationship between beginning readers' phonological awareness and other aspects of phonological processing, specifically as manifested in short-term memory and comprehension tasks. The theoretical questions underlying the study were (a) what roles phonological processes play in children's beginning reading, from word identification through sentence comprehension, and (b) whether those roles are sufficiently related that potential difficulties at one level directly affect processing at other levels. Phonologically induced effects were observed for word-list memory and for sentence judgments for both novice readers (at the end of kindergarten) and relatively more experienced readers (end of Grades 1 and 2). For both age groups, correlational analyses revealed relationships among phonological awareness, phonological processing in list memory, and word reading. However, phonological processing in sentence comprehension was not related to other types of phonological processing. These results indicate that although phonology plays a role during comprehension, phonological processing may not be as limiting a factor in comprehension as in word reading.

  7. Phonological Awareness Training. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2012

    2012-01-01

    Phonological awareness, or the ability to detect or manipulate the sounds in words independent of meaning, has been identified as a key early literacy skill and precursor to reading. For the purposes of this review, "phonological awareness training" refers to any practice targeting young children's phonological awareness abilities.…

  8. [Intervention in dyslexic disorders: phonological awareness training].

    PubMed

    Etchepareborda, M C

    2003-02-01

    Taking into account the systems for the treatment of brain information when drawing up a work plan allows us to recreate processing routines that go from multisensory perception to motor, oral and cognitive production, which is the step prior to executive levels of thought, bottom-up and top-down processing systems. In recent years, the use of phonological methods to prevent or resolve reading disorders has become the fundamental mainstay in the treatment of dyslexia. The work is mainly based on phonological proficiency, which enables the patient to detect phonemes (input), to think about them (performance) and to use them to build words (output). Daily work with rhymes, the capacity to listen, the identification of phrases and words, and handling syllables and phonemes allows us to perform a preventive intervention that enhances the capacity to identify letters, phonological analysis and the reading of single words. We present the different therapeutic models that are most frequently employed. Fast For Word (FFW) training helps make progress in phonematic awareness and other linguistic skills, such as phonological awareness, semantics, syntax, grammar, working memory and event sequencing. With Deco-Fon, a programme for training phonological decoding, work is carried out on the auditory discrimination of pure tones, letters and consonant clusters, auditory processing speed, auditory and phonematic memory, and graphophonological processing, which is fundamental for speech, language and reading writing disorders. Hamlet is a programme based on categorisation activities for working on phonological conceptualisation. It attempts to encourage the analysis of the segments of words, syllables or phonemes, and the classification of a certain segment as belonging or not to a particular phonological or orthographical category. Therapeutic approaches in the early phases of reading are oriented towards two poles based on the basic mechanisms underlying the process of learning

  9. Early Precursor of Reading: Acquisition of Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Turan, Figen; Gul, Gozde

    2008-01-01

    Phonological awareness skills begin to develop at preschool ages and support reading skills during school ages. Studies on phonological awareness show great relationship with reading skills development. Since literacy talents such as phonological awareness and vocabulary represent future success in reading, assisting literacy skills during…

  10. Phonological Awareness and Speech Comprehensibility: An Exploratory Study

    ERIC Educational Resources Information Center

    Venkatagiri, H. S.; Levis, John M.

    2007-01-01

    This study examined whether differences in phonological awareness were related to differences in speech comprehensibility. Seventeen adults who learned English as a foreign language (EFL) in academic settings completed 14 tests of phonological awareness that measured their explicit knowledge of English phonological structures, and three tests of…

  11. Phonological Awareness Training and Short-Term Working Memory: Clinical Implications.

    ERIC Educational Resources Information Center

    Gillam, Ronald B.; van Kleeck, Anne

    1996-01-01

    This article finds that two aspects of phonological working memory, phonological coding and phonological recoding, appear to be important elements in the relationship between phonological working memory and phonological awareness. It suggests an approach to training in phonological awareness and reports an intervention study in which phonological…

  12. Improving Teacher Candidates' Knowledge of Phonological Awareness: A Multimedia Approach

    ERIC Educational Resources Information Center

    Kennedy, Michael J.; Driver, Melissa K.; Pullen, Paige C.; Ely, Emily; Cole, Mira T.

    2013-01-01

    Knowledge of phonological awareness (PA) and how to teach students to develop PA is an important component of teacher preparation given its role in learning to read. We believe multimedia can play a key role in improving how educators acquire, master, and prepare to implement evidence-based reading instruction in any nation. One multimedia-based…

  13. Phonological awareness: one key to the reading proficiency of deaf children.

    PubMed

    Nielsen, Diane Corcoran; Luetke-Stahlman, Barbara

    2002-07-01

    A case is made for the importance of children's development of phonological awareness--whether they are hearing or deaf--if they are to reach their potential as readers. Relevant terms are defined (i.e., phonological awareness, phonological processes, and phonics) to assist the reader with the research review, which covers (a) the typical stages in the acquisition of phonological awareness and (b) phonological awareness and deafness. Suggestions for phonological awareness assessment are offered, along with the recommendation that the use of recently developed formal and informal measures of phonological awareness might facilitate the setting of goals and objectives when deaf educators or speech-language pathologists are evaluating the skills of deaf students and planning instruction for these students. Such tools yield information about skills that have been shown to correlate with literacy attainment and that are not commonly addressed by deaf educators or speech-language pathologists serving deaf students. Finally, research concerning the facilitation of phonological awareness and its application is explained.

  14. Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

    ERIC Educational Resources Information Center

    Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily

    2014-01-01

    Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called Content…

  15. Development of phonological awareness in bilingual chinese children.

    PubMed

    Chen, Xi; Ku, Yu-Min; Koyama, Emiko; Anderson, Richard C; Li, Wenling

    2008-11-01

    This study investigated the phonological awareness of 219 first, second, and fourth grade Cantonese-speaking children from the south of China, who received immersion Mandarin instruction beginning in the first grade. Children received onset, rime and tone awareness tasks in Cantonese and Mandarin. Children performed better on the Cantonese onset awareness task in grade one, but the difference disappeared in higher grades. However, their performance on the rime and tone awareness tasks was better in Mandarin. These results reflect the phonological structure of the two languages: Mandarin has a more complex onset system, whereas Cantonese has more complex tone and rime systems. Moreover, children's phonological awareness increased faster in Mandarin, which likely resulted from Mandarin instruction. Confirmatory factor analysis suggested that onset-rime awareness is a universal construct, whereas tone awareness is a language-specific construct.

  16. Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children

    ERIC Educational Resources Information Center

    Harper, Laurie J.

    2011-01-01

    Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child's ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children's existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided…

  17. The Relationship between Phonological Awareness and Music Aptitude

    ERIC Educational Resources Information Center

    Culp, Mara E.

    2017-01-01

    The purpose of this study was to investigate the relationship between phonological awareness and music aptitude. I administered the Intermediate Measures of Music Audiation (IMMA) to second-grade students in a rural school in Pennsylvania (N = 17). Speech-language specialists administered a hearing screening and The Phonological Awareness Test 2…

  18. Relations among Socioeconomic Status, Age, and Predictors of Phonological Awareness

    ERIC Educational Resources Information Center

    McDowell, Kimberly D.; Lonigan, Christopher J.; Goldstein, Howard

    2007-01-01

    Purpose: This study simultaneously examined predictors of phonological awareness within the framework of 2 theories: the phonological distinctness hypothesis and the lexical restructuring model. Additionally, age as a moderator of the relations between predictor variables and phonological awareness was examined. Method: This cross-sectional…

  19. Phonological Awareness and Musical Aptitude.

    ERIC Educational Resources Information Center

    Peynircioglu, Zehra F.; Durgunoglu, Aydyn Y.; Oney-Kusefoglu, Banu

    2002-01-01

    Examines the relationship between phonological awareness and musical aptitude in pre-school Turkish and American children. Finds that children in the high musical aptitude group did much better on all tasks than those in the low musical aptitude group, showing that success in manipulating linguistic sounds was related to awareness of distinct…

  20. Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework

    ERIC Educational Resources Information Center

    Westerveld, Marleen F.; Barton, Georgina M.

    2017-01-01

    The teaching of reading is a core priority across the education sector. In an attempt to better prepare our next generation of professional teachers of reading, academic staff at an Australian university implemented coursework changes that were designed to enhance the phonological awareness and orthographic knowledge of first-year preservice…

  1. Phonological Awareness and Print Knowledge of Preschool Children with Cochlear Implants

    PubMed Central

    Ambrose, Sophie E.; Fey, Marc E.; Eisenberg, Laurie S.

    2012-01-01

    Purpose To determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities. Method 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months, participated. Children’s print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed. Results For phonological awareness, the CI group’s mean score fell within 1 standard deviation of the TOPEL’s normative sample mean but was more than 1 standard deviation below our NH group mean. The CI group’s performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together, these predictor variables accounted for 34% of variance in the CI group’s phonological awareness but no significant variance in their print knowledge. Conclusions Children with CIs have the potential to develop age-appropriate early literacy skills by preschool-age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development. PMID:22223887

  2. Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers with Hearing Loss

    ERIC Educational Resources Information Center

    Gilliver, Megan; Cupples, Linda; Ching, Teresa Y. C.; Leigh, Greg; Gunnourie, Miriam

    2016-01-01

    This study evaluated the effectiveness of intervention for developing deaf and hard-of-hearing (DHH) preschoolers' phonological awareness (PA) skills. Thirty children (mean age 57 months) with aided, bilateral hearing loss (and who primarily communicated using spoken English) were recruited in the year prior to commencing formal schooling. The…

  3. The Effects of Training in Music and Phonological Skills on Phonological Awareness in 4- to 6-Year-Old Children of Immigrant Families

    PubMed Central

    Patscheke, Hanne; Degé, Franziska; Schwarzer, Gudrun

    2016-01-01

    Children of immigrant families often have great difficulties with language and disadvantages in schooling. Phonological problems appear especially common. Thus, the aim of this study was to determine whether music training has a positive effect on the phonological awareness in these children. The effects of a music program were compared with an established phonological skills program and with a sports control group. Preschoolers of immigrants (19 boys, 20 girls) were randomly assigned to one of the three groups. All groups were trained three times a week for 20 min each, over a period of 14 weeks. Phonological awareness was tested prior to the beginning of the training and after the training phase. At the pre-test, no differences between the groups were found regarding phonological awareness and control variables (age, gender, intelligence, socioeconomic status, language background, music experience). At the post-test, the music group and the phonological skills group showed a significant increase in phonological awareness of large phonological units. The effect size of the music training was larger compared to the phonological skills program. In contrast, the sports control group showed no significant increase in phonological awareness. The current results indicate that a music program could be used as an additional opportunity to promote phonological skills in children of immigrant families. PMID:27818643

  4. Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia.

    PubMed

    Kovelman, Ioulia; Norton, Elizabeth S; Christodoulou, Joanna A; Gaab, Nadine; Lieberman, Daniel A; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D E

    2012-04-01

    Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7-13) and a younger group of kindergarteners (ages 5-6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia.

  5. Auditory Middle Latency Response and Phonological Awareness in Students with Learning Disabilities

    PubMed Central

    Romero, Ana Carla Leite; Funayama, Carolina Araújo Rodrigues; Capellini, Simone Aparecida; Frizzo, Ana Claudia Figueiredo

    2015-01-01

    Introduction Behavioral tests of auditory processing have been applied in schools and highlight the association between phonological awareness abilities and auditory processing, confirming that low performance on phonological awareness tests may be due to low performance on auditory processing tests. Objective To characterize the auditory middle latency response and the phonological awareness tests and to investigate correlations between responses in a group of children with learning disorders. Methods The study included 25 students with learning disabilities. Phonological awareness and auditory middle latency response were tested with electrodes placed on the left and right hemispheres. The correlation between the measurements was performed using the Spearman rank correlation coefficient. Results There is some correlation between the tests, especially between the Pa component and syllabic awareness, where moderate negative correlation is observed. Conclusion In this study, when phonological awareness subtests were performed, specifically phonemic awareness, the students showed a low score for the age group, although for the objective examination, prolonged Pa latency in the contralateral via was observed. Negative weak to moderate correlation for Pa wave latency was observed, as was positive weak correlation for Na-Pa amplitude. PMID:26491479

  6. Phonological awareness and the working memory of children with and without literacy difficulties.

    PubMed

    Cardoso, Andreia Martins de Souza; Silva, Mônica Marins da; Pereira, Mônica Medeiros de Britto

    2013-01-01

    To investigate phonological awareness and working memory skills as well as their influence on the literacy process in a group of intellectually normal children. Forty intellectually normal children (7.6-8.0 years) from the second and third grades of elementary school participated. Children were organized in two groups (20 children each): one with and another without literacy difficulties. These participants underwent RAVEN's intelligence quotient test, audiometric assessment, CONFIAS test of phonological awareness, written spelling task, and working memory test. Children in the alphabetic phase presented a good development of phonological awareness, and 85% of them showed a high-performance working memory. Children in the syllabic-alphabetic phase had changes in phonological awareness, and 91.6% of them showed an average working memory performance. The subjects at pre-syllabic and syllabic phases demonstrated more difficulties in phonological awareness than those at syllabic-alphabetic and had a poor working memory performance. Between-group differences were observed for CONFIAS and working memory tests (p<0.0001). There was also a significant correlation (r=0.78, p=0.01) between the skills of phonological awareness and working memory for the total sample of individuals. Based on these results, it was found that as phonological awareness and working memory levels increased, the literacy phase also advanced, therefore showing that these are directly proportional measures.

  7. Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants

    PubMed Central

    Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

    2012-01-01

    In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children’s phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. PMID:22057983

  8. Successful Phonological Awareness Instruction with Preschool Children: Lessons from the Classroom

    ERIC Educational Resources Information Center

    Phillips, Beth M.; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.

    2008-01-01

    Phonological awareness is one of several key precursor skills to conventional literacy that develop during the preschool period. Significant amounts of research support the causal and predictive relation between phonological awareness and children's ease of learning to decode and spell. However, many preschool curricula and early childhood…

  9. Phonological Awareness: Factors of Influence

    ERIC Educational Resources Information Center

    Frohlich, Linda Paulina; Petermann, Franz; Metz, Dorothee

    2013-01-01

    Early child development is influenced by various genetic and environmental factors. This study aims to identify factors that affect the phonological awareness of preschool and first grade children. Based on a sample of 330 German-speaking children (mean age = 6.2 years) the following domains were evaluated: Parent factors, birth and pregnancy,…

  10. Learning Novel Phonological Representations in Developmental Dyslexia: Associations with Basic Auditory Processing of Rise Time and Phonological Awareness

    ERIC Educational Resources Information Center

    Thomson, Jennifer M.; Goswami, Usha

    2010-01-01

    Across languages, children with developmental dyslexia are known to have impaired lexical phonological representations. Here, we explore associations between learning new phonological representations, phonological awareness, and sensitivity to amplitude envelope onsets (rise time). We show that individual differences in learning novel phonological…

  11. Phonological awareness of English by Chinese and Korean bilinguals

    NASA Astrophysics Data System (ADS)

    Chung, Hyunjoo; Schmidt, Anna; Cheng, Tse-Hsuan

    2002-05-01

    This study examined non-native speakers phonological awareness of spoken English. Chinese speaking adults, Korean speaking adults, and English speaking adults were tested. The L2 speakers had been in the US for less than 6 months. Chinese and Korean allow no consonant clusters and have limited numbers of consonants allowable in syllable final position, whereas English allows a variety of clusters and various consonants in syllable final position. Subjects participated in eight phonological awareness tasks (4 replacement tasks and 4 deletion tasks) based on English phonology. In addition, digit span was measured. Preliminary analysis indicates that Chinese and Korean speaker errors appear to reflect L1 influences (such as orthography, phonotactic constraints, and phonology). All three groups of speakers showed more difficulty with manipulation of rime than onset, especially with postvocalic nasals. Results will be discussed in terms of syllable structure, L1 influence, and association with short term memory.

  12. Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness

    ERIC Educational Resources Information Center

    Hu, Chieh-Fang

    2014-01-01

    An implicit word learning paradigm was designed to test the hypothesis that children who came to the task of L2 vocabulary acquisition with poorer L1 phonological awareness (PA) are less capable of extracting phonological patterns from L2 and thus have difficulties capitalizing on this knowledge to support L2 vocabulary learning. A group of…

  13. Contributions of phonological awareness, phonological short-term memory, and rapid automated naming, toward decoding ability in students with mild intellectual disability.

    PubMed

    Soltani, Amanallah; Roslan, Samsilah

    2013-03-01

    Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual disability who commonly suffer from reading decoding problems. This study is aimed at determining the contributions of phonological awareness, phonological short-term memory, and rapid automated naming, as three well known phonological processing skills, to decoding ability among 60 participants with mild intellectual disability of unspecified origin ranging from 15 to 23 years old. The results of the correlation analysis revealed that all three aspects of phonological processing are significantly correlated with decoding ability. Furthermore, a series of hierarchical regression analysis indicated that after controlling the effect of IQ, phonological awareness, and rapid automated naming are two distinct sources of decoding ability, but phonological short-term memory significantly contributes to decoding ability under the realm of phonological awareness. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. Reading in Children With Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention.

    PubMed

    Adlof, Suzanne M; Klusek, Jessica; Hoffmann, Anne; Chitwood, Kerrie L; Brazendale, Allison; Riley, Karen; Abbeduto, Leonard J; Roberts, Jane E

    2018-05-01

    Individuals with fragile X syndrome (FXS) present with significant deficits in reading skills, but scant research exists to understand the characteristics of the reading delays or best practices for reading instruction with this population. Study 1 examined the relationship between phonological awareness and reading skills in individuals with FXS. Study 2 evaluated the feasibility of a web-based reading intervention, which incorporated phonological awareness and phonics instruction but was originally developed for mainstream students, for children with FXS. Results suggest that phonological awareness and reading skills are correlated in this population, and that instruction targeting phonological awareness and phonics should not be ruled out for individuals with FXS. Further studies are needed to examine their potential effects.

  15. Reading speed and phonological awareness deficits among Arabic-speaking children with dyslexia.

    PubMed

    Layes, Smail; Lalonde, Robert; Rebaï, Mohamed

    2015-02-01

    Although reading accuracy of isolated words and phonological awareness represent the main criteria of subtyping developmental dyslexia, there is increasing evidence that reduced reading speed also represents a defining characteristic. In the present study, reading speed and accuracy were measured in Arabic-speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9-10 to 9-8 years, were given single frequent and infrequent word and pseudo-word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo-word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language. Copyright © 2014 John Wiley & Sons, Ltd.

  16. Redefining Individual Growth and Development Indicators: Phonological Awareness.

    PubMed

    Wackerle-Hollman, Alisha K; Schmitt, Braden A; Bradfield, Tracy A; Rodriguez, Michael C; McConnell, Scott R

    2015-01-01

    Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework. © Hammill Institute on Disabilities 2013.

  17. Students' performance in phonological awareness, rapid naming, reading, and writing.

    PubMed

    Capellini, Simone Aparecida; Lanza, Simone Cristina

    2010-01-01

    phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.

  18. A Comparison of Two Phonological Awareness Techniques between Samples of Preschool Children.

    ERIC Educational Resources Information Center

    Maslanka, Phyllis; Joseph, Laurice M.

    2002-01-01

    Examines the differential effects of sound boxes and sound sort phonological awareness instructional techniques on preschoolers' phonological awareness performance. Finds that children in the sound box group significantly outperformed children in the sound sort group on isolating medial sounds and segmenting phonemes. Reveals that preschool…

  19. How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia.

    PubMed

    Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

    2018-05-01

    This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. © 2018 The Authors Dyslexia Published by John Wiley & Sons Ltd.

  20. Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome

    ERIC Educational Resources Information Center

    van Bysterveldt, Anne K.; Gillon, Gail T.; Moran, Catherine

    2006-01-01

    This study investigated the effectiveness of a phonological awareness intervention for 4-year-old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound…

  1. Phonological awareness: explicit instruction for young deaf and hard-of-hearing children.

    PubMed

    Miller, Elizabeth M; Lederberg, Amy R; Easterbrooks, Susan R

    2013-04-01

    The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a multifaceted emergent literacy intervention. Instruction occurred in settings where teachers used simultaneous communication or spoken language only. A multiple-baseline across skills design documented a functional relation between instruction and skill acquisition for those children who did not have the skills at baseline with one exception; one child did not meet criteria for syllable segmentation. These results were confirmed by changes on phonological awareness tests that were administered at the beginning and end of the school year. We found that DHH children who varied in primary communication mode, chronological age, and language ability all benefited from explicit instruction in phonological awareness.

  2. Sensitivity to Linguistic Stress, Phonological Awareness and Early Reading Ability in Preschoolers

    ERIC Educational Resources Information Center

    Goodman, Ilana; Libenson, Amanda; Wade-Woolley, Lesly

    2010-01-01

    Recent research has found that sensitivity to linguistic stress is related to phonological awareness and reading development. This study investigated the roles of two types of linguistic stress sensitivity (lexical and metrical stress) in the phonological awareness and reading development of young children. Forty-five kindergarten children were…

  3. Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.

    PubMed

    Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K

    2013-05-01

    This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

  4. Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children

    ERIC Educational Resources Information Center

    Miller, Elizabeth M.; Lederberg, Amy R.; Easterbrooks, Susan R.

    2013-01-01

    The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation,…

  5. Exploring Assessment Demands and Task Supports in Early Childhood Phonological Awareness Assessments

    ERIC Educational Resources Information Center

    Cassano, Christina M.; Steiner, Lilly

    2016-01-01

    Phonological awareness is assessed in various ways in both research studies and early childhood classrooms. The measures used to assess phonological awareness are related closely, although they differ in the linguistic unit used (e.g., word, syllable, onset-rime, or phoneme), the position of the linguistic unit (e.g., initial, medial, final), the…

  6. The Relationship between Prosodic Perception, Phonological Awareness and Vocabulary in Emergent Literacy

    ERIC Educational Resources Information Center

    Beattie, Rachel L.; Manis, Franklin R.

    2014-01-01

    Studies have begun to focus on what skills contribute to the development of phonological awareness, an important predictor of reading attainment. One of these skills is the perception of prosody, which is the rhythm, tempo and stress of a language. To examine whether prosodic perception contributes to phonological awareness prior to reading…

  7. Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

    PubMed Central

    Kempert, Sebastian; Götz, Regina; Blatter, Kristine; Tibken, Catharina; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra

    2016-01-01

    Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed. PMID:27899906

  8. Phonological awareness and sinusoidal amplitude modulation in phonological dislexia.

    PubMed

    Peñaloza-López, Yolanda; Herrera-Rangel, Aline; Pérez-Ruiz, Santiago J; Poblano, Adrián

    2016-04-01

    Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.

  9. Phonological Awareness for American Sign Language

    ERIC Educational Resources Information Center

    Corina, David P.; Hafer, Sarah; Welch, Kearnan

    2014-01-01

    This paper examines the concept of phonological awareness (PA) as it relates to the processing of American Sign Language (ASL). We present data from a recently developed test of PA for ASL and examine whether sign language experience impacts the use of metalinguistic routines necessary for completion of our task. Our data show that deaf signers…

  10. Phonological awareness and mathematical difficulty: a longitudinal perspective.

    PubMed

    Jordan, Julie-Ann; Wylie, Judith; Mulhern, Gerry

    2010-03-01

    The present longitudinal study sought to investigate the impact of poor phonology on children's mathematical status. From a screening sample of 256 five-year-olds, 82 children were identified as either typically achieving (TA; N = 31), having comorbid poor phonology and mathematical difficulties (PDMD; N = 31), or having only poor phonology (phonological difficulty, PD; N = 20). Children were assessed on eight components of informal and formal mathematics achievement at ages 5-7 years. PD children were found to have significant impairments in some, mainly formal, components of mathematics by age 7 compared to TA children. Analysis also revealed that, by age 7, approximately half of the PD children met the criteria for PDMD, while the remainder exhibited less severe deficits in some components of formal mathematics. Children's mathematical performance at age 5, however, did not predict which PD children were more likely to become PDMD at age 7, nor did they differ in terms of phonological awareness at age 5. However, those PD children who later became PDMD had lower scores on verbal and non-verbal tests of general ability.

  11. The Development of Phonological Awareness by Braille Users: A Review of the Research

    ERIC Educational Resources Information Center

    Monson, Martin R.; Bowen, Sandy K.

    2008-01-01

    This article presents a review of research on the development of phonological awareness by braille readers. The review determined that the relationship between phonological awareness and braille is uncertain because of the lack of commonality among the studies, the extent of contradictory findings, and the small number of studies involving…

  12. The Effectiveness of a Phonological Awareness Training Intervention on Pre-Reading Skills of Children with Mental Retardation

    ERIC Educational Resources Information Center

    Eissa, Mourad Ali

    2013-01-01

    Phonological awareness is the ability to manipulate the individual speech sounds that make up connected speech. Little information is reported on the acquisition of phonological awareness in special populations. The purpose of this study was to explore the effectiveness of a phonological awareness training intervention on pre-reading skills of…

  13. Genetic dyslexia risk variant is related to neural connectivity patterns underlying phonological awareness in children.

    PubMed

    Skeide, Michael A; Kirsten, Holger; Kraft, Indra; Schaadt, Gesa; Müller, Bent; Neef, Nicole; Brauer, Jens; Wilcke, Arndt; Emmrich, Frank; Boltze, Johannes; Friederici, Angela D

    2015-09-01

    Phonological awareness is the best-validated predictor of reading and spelling skill and therefore highly relevant for developmental dyslexia. Prior imaging genetics studies link several dyslexia risk genes to either brain-functional or brain-structural factors of phonological deficits. However, coherent evidence for genetic associations with both functional and structural neural phenotypes underlying variation in phonological awareness has not yet been provided. Here we demonstrate that rs11100040, a reported modifier of SLC2A3, is related to the functional connectivity of left fronto-temporal phonological processing areas at resting state in a sample of 9- to 12-year-old children. Furthermore, we provide evidence that rs11100040 is related to the fractional anisotropy of the arcuate fasciculus, which forms the structural connection between these areas. This structural connectivity phenotype is associated with phonological awareness, which is in turn associated with the individual retrospective risk scores in an early dyslexia screening as well as to spelling. These results suggest a link between a dyslexia risk genotype and a functional as well as a structural neural phenotype, which is associated with a phonological awareness phenotype. The present study goes beyond previous work by integrating genetic, brain-functional and brain-structural aspects of phonological awareness within a single approach. These combined findings might be another step towards a multimodal biomarker for developmental dyslexia. Copyright © 2015 Elsevier Inc. All rights reserved.

  14. Development and Evaluation of Game-Like Phonological Awareness Software for Kindergarteners: "JerenAli"

    ERIC Educational Resources Information Center

    Kartal, Günizi; Terziyan, Treysi

    2016-01-01

    The major goal of this study was to develop a game-like software application for phonological awareness training and to evaluate its role in improving phonological awareness skills at the kindergarten level, with the intention to eventually help reading acquisition in Turkish. The participants of the study came from two kindergarten classrooms in…

  15. The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities.

    PubMed

    Barton-Hulsey, Andrea; Sevcik, Rose A; Romski, MaryAnn

    2018-05-03

    A number of intrinsic factors, including expressive speech skills, have been suggested to place children with developmental disabilities at risk for limited development of reading skills. This study examines the relationship between these factors, speech ability, and children's phonological awareness skills. A nonexperimental study design was used to examine the relationship between intrinsic skills of speech, language, print, and letter-sound knowledge to phonological awareness in 42 children with developmental disabilities between the ages of 48 and 69 months. Hierarchical multiple regression was done to determine if speech ability accounted for a unique amount of variance in phonological awareness skill beyond what would be expected by developmental skills inclusive of receptive language and print and letter-sound knowledge. A range of skill in all areas of direct assessment was found. Children with limited speech were found to have emerging skills in print knowledge, letter-sound knowledge, and phonological awareness. Speech ability did not predict a significant amount of variance in phonological awareness beyond what would be expected by developmental skills of receptive language and print and letter-sound knowledge. Children with limited speech ability were found to have receptive language and letter-sound knowledge that supported the development of phonological awareness skills. This study provides implications for practitioners and researchers concerning the factors related to early reading development in children with limited speech ability and developmental disabilities.

  16. Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.

    PubMed

    Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sofia; Protopapas, Athanassios

    2017-01-01

    Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology-orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to

  17. Phonological Awareness and Vocabulary Performance of Monolingual and Bilingual Preschool Children with Hearing Loss

    ERIC Educational Resources Information Center

    Lund, Emily; Werfel, Krystal L.; Schuele, C. Melanie

    2015-01-01

    This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish-English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and…

  18. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

    PubMed Central

    Vanbinst, Kiran; Ansari, Daniel; Ghesquière, Pol; De Smedt, Bert

    2016-01-01

    In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children’s numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties. PMID:26942935

  19. The Impact of Feedback on Phonological Awareness Development

    ERIC Educational Resources Information Center

    Kazakou, Maria N.; Soulis, Spyros

    2014-01-01

    The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is…

  20. Explaining Phonology and Reading in Adult Learners: Introducing Prosodic Awareness and Executive Functions to Reading Ability

    ERIC Educational Resources Information Center

    Chan, Jessica S.; Wade-Woolley, Lesly

    2018-01-01

    Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used…

  1. Singaporean Kindergartners' Phonological Awareness and English Writing Skills

    ERIC Educational Resources Information Center

    Dixon, L. Quentin

    2011-01-01

    This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…

  2. Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong.

    PubMed

    Yeung, Susanna S; Chan, Carol K K

    2013-12-01

    Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners. This study aims to investigate L1 and L2 phonological awareness and oral language proficiency as predictors of English reading among children with Chinese as L1. One hundred and sixty-one typically developing children with a mean age of 5.16 (SD=.35) selected from seven preschools in Hong Kong. Participants were assessed for English reading, English and Chinese phonological awareness at different levels, English oral language skills, and letter naming ability. Hierarchical regression analyses indicated that both oral language proficiency and phonological awareness measures significantly predicted L2 word reading, when statistically controlled for age and general intelligence. Among various phonological awareness units, L2 phonemic awareness was the best predictor of L2 word reading. Cross-language transfer was shown with L1 phonological awareness at the tone level, uniquely predicting L2 word reading. The present findings show the important role of phonological awareness at the subsyllabic levels (rime and phoneme) and oral language proficiency in the course of L2 reading development in Chinese ESL learners. The significant contribution of L1 tone awareness to L2 reading suggests that phonological sensitivity is a general competence that ESL children need to acquire in early years. The findings have significant implications for understanding L2 reading development and curriculum development. © 2012 The British Psychological Society.

  3. Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities.

    PubMed

    Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital

    2011-06-01

    This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.

  4. Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP)

    ERIC Educational Resources Information Center

    Marshall, Dorothy; Christo, Catherine; Davis, John

    2013-01-01

    This study examined the performance of reading disabled children on the two Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Participants performed significantly different on these two subtests with a poorer performance on the Elision subtest than Blending Words. In addition, the two subtests were not…

  5. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    ERIC Educational Resources Information Center

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  6. Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness

    ERIC Educational Resources Information Center

    Anthony, Jason L.; Solari, Emily J.; Williams, Jeffrey M.; Schoger, Kimberly D.; Zhang, Zhou; Branum-Martin, Lee; Francis, David J.

    2009-01-01

    Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158…

  7. Sex Differences in Phonological Awareness and Reading Ability

    ERIC Educational Resources Information Center

    Chipere, Ngoni

    2014-01-01

    A study was conducted to measure possible sex differences in phonological awareness and reading ability among children in early primary school. A subset of the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) was administered to 140 children in kindergarten through to second grade (mean ages five to seven years). Independent…

  8. Relationships between Preschoolers' Oral Language and Phonological Awareness

    ERIC Educational Resources Information Center

    Hipfner-Boucher, Kathleen; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

    2014-01-01

    This study examines the relationship between complex oral language and phonological awareness in the preschool years. Specifically, the authors investigate the relationship between concurrent measures of oral narrative structure (based on measures of both story retell and generation), and measures of blending and elision in a sample of 89 children…

  9. Sounds Like Fun: Activities for Developing Phonological Awareness, Revised Edition

    ERIC Educational Resources Information Center

    Spector, Cecile Cyrul

    2009-01-01

    Kids love jokes--and teachers and SLPs love fast and easy ways to improve students' phonological awareness. That's why every elementary and middle-school SLP and educator needs this playful, effective activity book, packed with jokes and riddles that increase students' awareness of the phonemes that make up words. The perfect way to avoid "drill…

  10. A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness

    PubMed Central

    Hogan, Tiffany P.

    2010-01-01

    In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically-developing children, ages 61–78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., “chair-chain-ship”) that varied orthogonally by a phonological characteristic, sound-contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants – those with the highest vocabularies – results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words’ neighborhood density. Based on these findings, theories of early phoneme awareness development should consider both word-level (e.g., phonological and lexical characteristics) and child-level (e.g., vocabulary knowledge) influences on phoneme awareness performance. Attention to these word-level item influences is predicted to result in more sensitive and specific measures of reading risk. PMID:20574064

  11. Does Writing System Influence the Associations between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis

    ERIC Educational Resources Information Center

    Ruan, Yufang; Georgiou, George K.; Song, Shuang; Li, Yixun; Shu, Hua

    2018-01-01

    Differences in how writing systems represent language raise important questions about the extent to which the role of linguistic skills such as phonological awareness (PA) and morphological awareness (MA) in reading is universal. In this meta-analysis, the authors examined the relationship between PA, MA, and reading (accuracy, fluency, and…

  12. Phonological Awareness in Mandarin of Chinese and Americans

    ERIC Educational Resources Information Center

    Hu, Min

    2009-01-01

    Phonological awareness (PA) is the ability to analyze spoken language into its component sounds and to manipulate these smaller units. Literature review related to PA shows that a variety of factor groups play a role in PA in Mandarin such as linguistic experience (spoken language, alphabetic literacy, and second language learning), item type,…

  13. Phonological awareness intervention and attention efficiency in children at risk: evidence of effectiveness on visual attention.

    PubMed

    Porta, María Elsa; Carrada, Mariana Andrea; Ison, Mirta Susana

    2016-05-31

    Using a pretest and posttest comparison group design, this 20 weeks study investigated the effects of a phonological awareness training program (PATP) on attention efficiency (AE) in 57 children (age = 5 to 6 years) at risk. The experimental group received the PATP (EG; n=30). We obtained pretest and posttest measures of phonological awareness and AE. The ANOVA showed significant interaction effects of the PATP and time on phonological awareness and AE. For both groups, posttest AE score means were higher than pretest score means. Pretest measures showed that the AE score mean for the EG was lower than that for the Control Group (CG; n=31); whereas posttest data showed no between group differences. Contrast analysis showed that the EG gained a greater level of phonological awareness ability and AE over CG. Our results indicate that children's attention efficiency not only improved as they developed, but also increased by means of a PATP.

  14. On the Relationship between Phonological Awareness, Morphological Awareness and Chinese Literacy Skills: Evidence from an 8-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Pan, Jinger; Song, Shuang; Su, Mengmeng; McBride, Catherine; Liu, Hongyun; Zhang, Yuping; Li, Hong; Shu, Hua

    2016-01-01

    The present study reported data on phonological awareness, morphological awareness, and Chinese literacy skills of 294 children from an 8-year longitudinal study. Results showed that mainland Chinese children's preliterate syllable awareness at ages 4 to 6 years uniquely predicted post-literate morphological awareness at ages 7 to 10 years.…

  15. Contrast Responsivity in MT+ Correlates with Phonological Awareness and Reading Measures in Children

    PubMed Central

    Ben-Shachar, Michal; Dougherty, Robert F.; Deutsch, Gayle K.; Wandell, Brian A.

    2007-01-01

    There are several independent sets of findings concerning the neural basis of reading. One set demonstrates a powerful relationship between phonological processing and reading skills. Another set reveals a relationship between visual responses in the motion pathways and reading skills. It is widely assumed that these two findings are unrelated. We tested the hypothesis that phonological awareness is related to motion responsivity in children’s MT+. We measured BOLD signals to drifting gratings as a function of contrast. Subjects were 35 children ages 7–12y with a wide range of reading skills. Contrast responsivity in MT+, but not V1, was correlated with phonological awareness and to a lesser extent with two other measures of reading. No correlation was found between MT+ signals and rapid naming, age or general IQ measures. These results establish an important link between visual and phonological processing in children and suggest that MT+ responsivity is a marker for healthy reading development. PMID:17689981

  16. The Role of Music Perception in Predicting Phonological Awareness in Five- and Six-Year-Old Children

    ERIC Educational Resources Information Center

    Lathroum, Linda M.

    2011-01-01

    The purpose of this study was to examine the role of music perception in predicting phonological awareness in five- and six-year-old children. This study was based on the hypothesis that music perception and phonological awareness appear to have parallel auditory perceptual mechanisms. Previous research investigating the relationship between these…

  17. The Importance of Letter Knowledge in the Relationship between Phonological Awareness and Reading

    ERIC Educational Resources Information Center

    Blaiklock, Ken E.

    2004-01-01

    Previous correlational and experimental research has found a positive association between phonological awareness and reading skills. This paper provides an overview of studies in this area and shows that many studies have neglected to control for extraneous variables such as ability, phonological memory, pre-existing reading skills and letter…

  18. Predicting Third Grade Reading Success from Kindergarten Phonological Awareness

    ERIC Educational Resources Information Center

    Robinson, Stephanie J.

    2013-01-01

    Although phonological awareness (PA) is an essential preliteracy skill with well-established predictive validity for elementary school reading success, previous research indicates that PA intervention does not demonstrate long term effects on reading. The theory of automaticity was the underlying foundation used to understand the importance of…

  19. Rhymes & Reasons: Literature and Language Play for Phonological Awareness.

    ERIC Educational Resources Information Center

    Opitz, Michael F.

    This book addresses common questions to enable teachers to make informed decisions about the appropriateness of integrating phonological awareness activities into their language arts programs. The primary purpose is to call attention to recently published (mid to late 1990s) children's literature that can be used to foster children's…

  20. Adapting Phonological Awareness Interventions for Children with Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

    ERIC Educational Resources Information Center

    Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Al Otaiba, Stephanie; Fidler, Deborah J.

    2015-01-01

    Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down…

  1. The Link between Preschoolers' Phonological Awareness and Mothers' Book-Reading and Reminiscing Practices in Low-Income Families

    ERIC Educational Resources Information Center

    Leyva, Diana; Sparks, Alison; Reese, Elaine

    2012-01-01

    The relation between preschoolers' phonological awareness and the frequency and quality of parents' book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children's phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books…

  2. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

    PubMed

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

  3. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

    PubMed Central

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs. Trial Registration ClinicalTrials.gov NCT02316873 PMID:26407242

  4. Sensitivity to Speech Rhythm Explains Individual Differences in Reading Ability Independently of Phonological Awareness

    ERIC Educational Resources Information Center

    Holliman, Andrew J.; Wood, Clare; Sheehy, Kieron

    2008-01-01

    This study considered whether sensitivity to speech rhythm can predict concurrent variance in reading attainment after individual differences in age, vocabulary, and phonological awareness have been controlled. Five- to six-year-old English-speaking children completed a battery of phonological processing assessments and reading assessments, along…

  5. Evaluation of a Motion-Based Platform for Practicing Phonological Awareness of Preschool Children

    ERIC Educational Resources Information Center

    Goffredo, Michela; Bernabucci, Ivan; Lucarelli, Cristiana; Conforto, Silvia; Schmid, Maurizio; Nera, Maria Matilde; Lopez, Luisa; D'Alessio, Tommaso; Grasselli, Bruna

    2016-01-01

    The aim of this study is to introduce a new platform, called "En Plein", for the kinesthetic practice of phonological skills by preschool children and to examine its feasibility in combination with more traditional teaching methods. The rationale is that the manipulation of structural phonological units is important to train the…

  6. Phonological Awareness in Deaf Children Who Use Cochlear Implants

    ERIC Educational Resources Information Center

    James, Deborah; Rajput, Kaukab; Brown, Tracey; Sirimanna, Tony; Brinton, Julie; Goswami, Usha

    2005-01-01

    A short-term longitudinal study was conducted to investigate possible benefits of cochlear implant (CI) use on the development of phonological awareness in deaf children. Nineteen CI users were tested on 2 occasions. Two groups of deaf children using hearing aids were tested once: 11 profoundly deaf and 10 severely deaf children. A battery of…

  7. Bidirectional Relations between Phonological Awareness and Letter Knowledge in Preschool Revisited: A Growth Curve Analysis of the Relation between Two Code-Related Skills

    PubMed Central

    Lerner, Matthew D.; Lonigan, Christopher J.

    2017-01-01

    Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age = 48.60 months, SD = 7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bi-directionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills. PMID:26745710

  8. Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School

    ERIC Educational Resources Information Center

    Erdogan, Ozge

    2011-01-01

    The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…

  9. Phonological Awareness and Reading in Boys with Fragile X Syndrome

    ERIC Educational Resources Information Center

    Adlof, Suzanne M.; Klusek, Jessica; Shinkareva, Svetlana V.; Robinson, Marissa L.; Roberts, Jane E.

    2015-01-01

    Background: Reading delays are well documented in children with fragile X syndrome (FXS), but few studies have examined linguistic precursors of reading in this population. This study examined the longitudinal development of phonological awareness and its relationship with basic reading in boys with FXS. Individual differences in genetic,…

  10. Phonological Neighborhood Density Effects in a Rhyme Awareness Task in Five-Year-Old Children.

    ERIC Educational Resources Information Center

    De Cara, Bruno; Goswami, Usha

    2003-01-01

    Investigates one plausible source of the emergence of phonological awareness--phonological neighborhood density in a group of 5-year-old children, most of whom were pre-readers. Subjects with a high vocabulary age showed neighborhood density effects in a rhyme oddity task, but 5-year-olds with lower vocabulary ages did not. (Author/VWL)

  11. The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers.

    PubMed

    Saiegh-Haddad, Elinor; Taha, Haitham

    2017-11-01

    The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled). While phonological awareness emerged as the strongest predictor of reading, morphological awareness was also found to predict unique variance in reading, and even more so in spelling, beyond phonological awareness and cognitive skills. The results demonstrate the early emergence of morphological awareness deficits, alongside phonological deficits in Arabic RD, as well as the role of morphological processing in early reading and spelling. These findings reflect the centrality of derivational morphology in the structure of the spoken and the written Arabic word. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  12. Phonological Awareness and Listening Comprehension among Chinese English-Immersion Students

    ERIC Educational Resources Information Center

    Li, Miao; Cheng, Liying; Kirby, John R.

    2012-01-01

    This study investigates the relationship between English listening comprehension and English and Chinese phonological awareness (PA), and the cross-linguistic transfer of PA in 48 Grade 2 and 47 Grade 4 Chinese English-immersion students. The results of the study indicate a correlation between English PA and English listening comprehension.…

  13. Letter names and phonological awareness help children to learn letter-sound relations.

    PubMed

    Cardoso-Martins, Cláudia; Mesquita, Tereza Cristina Lara; Ehri, Linnea

    2011-05-01

    Two experimental training studies with Portuguese-speaking preschoolers in Brazil were conducted to investigate whether children benefit from letter name knowledge and phonological awareness in learning letter-sound relations. In Experiment 1, two groups of children were compared. The experimental group was taught the names of letters whose sounds occur either at the beginning (e.g., the letter /be/) or in the middle (e.g., the letter /'eli/) of the letter name. The control group was taught the shapes of the letters but not their names. Then both groups were taught the sounds of the letters. Results showed an advantage for the experimental group, but only for beginning-sound letters. Experiment 2 investigated whether training in phonological awareness could boost the learning of letter sounds, particularly middle-sound letters. In addition to learning the names of beginning- and middle-sound letters, children in the experimental group were taught to categorize words according to rhyme and alliteration, whereas controls were taught to categorize the same words semantically. All children were then taught the sounds of the letters. Results showed that children who were given phonological awareness training found it easier to learn letter sounds than controls. This was true for both types of letters, but especially for middle-sound letters. Copyright © 2011. Published by Elsevier Inc.

  14. Basic Auditory Processing Skills and Phonological Awareness in Low-IQ Readers and Typically Developing Controls

    ERIC Educational Resources Information Center

    Kuppen, Sarah; Huss, Martina; Fosker, Tim; Fegan, Natasha; Goswami, Usha

    2011-01-01

    We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task.…

  15. Phonological Awareness Skills in Young Boys with Duchenne Muscular Dystrophy

    ERIC Educational Resources Information Center

    Waring, Phoebe; Woodyatt, Gail

    2011-01-01

    Substantial research has detailed the reading deficits experienced by children with Duchenne muscular dystrophy (DMD). Although phonological awareness (PA) is vital in reading development, little is known about PA in the DMD population. This pilot study describes the PA abilities of a group of five young children with DMD, comparing the results…

  16. Correlates of Phonological Awareness in Preschoolers with Speech Sound Disorders

    ERIC Educational Resources Information Center

    Rvachew, Susan; Grawburg, Meghann

    2006-01-01

    Purpose: The purpose of this study was to examine the relationships among variables that may contribute to poor phonological awareness (PA) skills in preschool-aged children with speech sound disorders (SSD). Method: Ninety-five 4- and 5-year-old children with SSD were assessed during the spring of their prekindergarten year. Linear structural…

  17. Effects of a Music Programme on Kindergartners' Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Bolduc, Jonathan

    2009-01-01

    This research examines the effect of a music training programme on the development of phonological awareness among 104 Franco-Canadian kindergarten children. The experimental group (N = 51) participated in an adapted version of the Standley and Hughes music training programme, while the control group (N = 53) took part in the Ministere de…

  18. [Phonological awareness, working memory, reading and writing performances in familial dyslexia].

    PubMed

    Capellini, Simone Aparecida; Padula, Niura Aparecida de Mouro Ribeiro; Santos, Lara Cristina Antunes Dos; Lourenceti, Maria Dalva; Carrenho, Erika Hasse; Ribeiro, Lucilene Arilho

    2007-01-01

    familial dyslexia. to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, that is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.

  19. Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children

    ERIC Educational Resources Information Center

    Webb, Mi-young L.; Lederberg, Amy R.

    2014-01-01

    Purpose: This study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA. Method: One hundred and eight DHH children (mean age = 63.3 months) with cochlear…

  20. Musical plus phonological input for young foreign language readers

    PubMed Central

    Fonseca-Mora, M. C.; Jara-Jiménez, Pilar; Gómez-Domínguez, María

    2015-01-01

    Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills. PMID:25852604

  1. Musical plus phonological input for young foreign language readers.

    PubMed

    Fonseca-Mora, M C; Jara-Jiménez, Pilar; Gómez-Domínguez, María

    2015-01-01

    Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.

  2. Rhythmic Rhymes for Boosting Phonological Awareness in Socially Disadvantaged Children

    ERIC Educational Resources Information Center

    Kuppen, Sarah E. A.; Bourke, Emilie

    2017-01-01

    This study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1 (5-6-year-olds) from low socioeconomic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N = 98,…

  3. The Contribution of Phonological and Morphological Awareness in Chinese-English Bilingual Reading Acquisition

    ERIC Educational Resources Information Center

    Lin, Candise Y.; Cheng, Chenxi; Wang, Min

    2018-01-01

    The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M[subscript age] = 8.26 years) between Grades 1-4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime,…

  4. Auditory processing and phonological awareness skills of five-year-old children with and without musical experience.

    PubMed

    Escalda, Júlia; Lemos, Stela Maris Aguiar; França, Cecília Cavalieri

    2011-09-01

    To investigate the relations between musical experience, auditory processing and phonological awareness of groups of 5-year-old children with and without musical experience. Participants were 56 5-year-old subjects of both genders, 26 in the Study Group, consisting of children with musical experience, and 30 in the Control Group, consisting of children without musical experience. All participants were assessed with the Simplified Auditory Processing Assessment and Phonological Awareness Test and the data was statistically analyzed. There was a statistically significant difference between the results of the sequential memory test for verbal and non-verbal sounds with four stimuli, phonological awareness tasks of rhyme recognition, phonemic synthesis and phonemic deletion. Analysis of multiple binary logistic regression showed that, with exception of the sequential verbal memory with four syllables, the observed difference in subjects' performance was associated with their musical experience. Musical experience improves auditory and metalinguistic abilities of 5-year-old children.

  5. The Contributions of Phonological and Morphological Awareness to Literacy Skills In the Adult Basic Education Population

    PubMed Central

    Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S.

    2014-01-01

    The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners. PMID:24935886

  6. Phonological Awareness Deficits in Developmental Dyslexia and the Phonological Representations Hypothesis.

    ERIC Educational Resources Information Center

    Swan, Denise; Goswami, Usha

    1997-01-01

    Used picture-naming task to identify accurate/inaccurate phonological representations by dyslexic and control children; compared performance on phonological measures for words with precise/imprecise representations. Found that frequency effects in phonological tasks disappeared after considering representational quality, and that availability of…

  7. Language structures used by kindergartners with cochlear implants: relationship to phonological awareness, lexical knowledge and hearing loss.

    PubMed

    Nittrouer, Susan; Sansom, Emily; Low, Keri; Rice, Caitlin; Caldwell-Tarr, Amanda

    2014-01-01

    Listeners use their knowledge of how language is structured to aid speech recognition in everyday communication. When it comes to children with congenital hearing loss severe enough to warrant cochlear implants (CIs), the question arises of whether these children can acquire the language knowledge needed to aid speech recognition, in spite of only having spectrally degraded signals available to them. That question was addressed in the present study. Specifically, there were three goals: (1) to compare the language structures used by children with CIs to those of children with normal hearing (NH); (2) to assess the amount of variance in the language measures explained by phonological awareness and lexical knowledge; and (3) to assess the amount of variance in the language measures explained by factors related to the hearing loss itself and subsequent treatment. Language samples were obtained and transcribed for 40 children who had just completed kindergarten: 19 with NH and 21 with CIs. Five measures were derived from Systematic Analysis of Language Transcripts: (1) mean length of utterance in morphemes, (2) number of conjunctions, excluding and, (3) number of personal pronouns, (4) number of bound morphemes, and (5) number of different words. Measures were also collected on phonological awareness and lexical knowledge. Statistics examined group differences, as well as the amount of variance in the language measures explained by phonological awareness, lexical knowledge, and factors related to hearing loss and its treatment for children with CIs. Mean scores of children with CIs were roughly one standard deviation below those of children with NH on all language measures, including lexical knowledge, matching outcomes of other studies. Mean scores of children with CIs were closer to two standard deviations below those of children with NH on two out of three measures of phonological awareness (specifically those related to phonemic structure). Lexical knowledge

  8. Predicting Curriculum and Test Performance at Age 7 Years from Pupil Background, Baseline Skills and Phonological Awareness at Age 5

    ERIC Educational Resources Information Center

    Savage, R.; Carless, S.

    2004-01-01

    Background: Phonological awareness tests are known to be amongst the best predictors of literacy; however their predictive validity alongside current school screening practice (baseline assessment, pupil background data) and to National Curricular outcome measures is unknown. Aim: We explored the validity of phonological awareness and orthographic…

  9. Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in "Double-Deficit Children" Learning a Regular Orthography

    ERIC Educational Resources Information Center

    Mayer, Andreas; Motsch, Hans-Joachim

    2015-01-01

    This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong…

  10. Assessment of Arabic phonological awareness and its relation to word reading ability.

    PubMed

    Abou-Elsaad, Tamer; Ali, Rawhia; Abd El-Hamid, Haidy

    2016-12-01

    Phonological awareness (PA) is one of the most important components in the development of normal reading ability. It refers to the ability to detect and manipulate the sound structure of words independently of their meaning. The current study aimed to assess Arabic PA skills and the relation to word reading abilities in Egyptian Arabic-speaking children. The designed assessment was applied to 80 typically developing children, divided into two subgroups ranging in age from 5 years 6 months to 8 years 6 months. The design of assessment involved six PA tasks covering three levels: rhyme awareness, syllabic awareness, and phonemic awareness, as well as the assessment of reading abilities that include real word and nonsense word reading tasks. Descriptive statistics (mean, standard deviation), Student's t tests, and Pearson correlation coefficient tests were used to analyze the data. The reliability of the test was proven using the test-retest procedure. Validity of the test was estimated through internal consistency validity. The results revealed that the Arabic PA assessment test (APAAT) proved to be a reliable and valid tool for assessing Arabic reading skills. Findings from the study provided important insights into the developmental patterns of Arabic PA. In addition, the findings revealed a strong relationship between phonological awareness skills and the proficiency in word reading abilities in Arabic school-aged children.

  11. Does the Brown Banana Have a Beak? Preschool Children's Phonological Awareness as a Function of Parents' Talk about Speech Sounds

    ERIC Educational Resources Information Center

    Reese, Elaine; Robertson, Sarah-Jane; Divers, Sarah; Schaughency, Elizabeth

    2015-01-01

    Children's phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents' talk in preschool children's phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new "Sound…

  12. Orthographic Influences, Vocabulary Development, and Phonological Awareness in Deaf Children Who Use Cochlear Implants

    ERIC Educational Resources Information Center

    James, Deborah; Rajput, Kaukab; Brinton, Julie; Goswami, Usha

    2009-01-01

    In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in…

  13. The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population.

    PubMed

    Fracasso, Lucille E; Bangs, Kathryn; Binder, Katherine S

    2016-01-01

    The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension, and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners. © Hammill Institute on Disabilities 2014.

  14. Phonological Coding Abilities: Identification of Impairments Related to Phonologically Based Reading Problems.

    ERIC Educational Resources Information Center

    Swank, Linda K.

    1994-01-01

    Relationships between phonological coding abilities and reading outcomes have implications for differential diagnosis of language-based reading problems. The theoretical construct of specific phonological coding ability is explained, including phonological encoding, phonological awareness and metaphonology, lexical access, working memory, and…

  15. Importance of Speech Production for Phonological Awareness and Word Decoding: The Case of Children with Cerebral Palsy

    ERIC Educational Resources Information Center

    Peeters, Marieke; Verhoeven, Ludo; de Moor, Jan; van Balkom, Hans

    2009-01-01

    The goal of this longitudinal study was to investigate the precursors of early reading development in 52 children with cerebral palsy at kindergarten level in comparison to 65 children without disabilities. Word Decoding was measured to investigate early reading skills, while Phonological Awareness, Phonological Short-term Memory (STM), Speech…

  16. Phonological Awareness, Vocabulary, and Reading in Deaf Children with Cochlear Implants

    ERIC Educational Resources Information Center

    Johnson, Carol; Goswami, Usha

    2010-01-01

    Purpose: To explore the phonological awareness skills of deaf children with cochlear implants (CIs) and relationships with vocabulary and reading development. Method: Forty-three deaf children with implants who were between 5 and 15 years of age were tested; 21 had been implanted at around 2.5 years of age (Early CI group), and 22 had been…

  17. Letter Names and Phonological Awareness Help Children to Learn Letter-Sound Relations

    ERIC Educational Resources Information Center

    Cardoso-Martins, Claudia; Mesquita, Tereza Cristina Lara; Ehri, Linnea

    2011-01-01

    Two experimental training studies with Portuguese-speaking preschoolers in Brazil were conducted to investigate whether children benefit from letter name knowledge and phonological awareness in learning letter-sound relations. In Experiment 1, two groups of children were compared. The experimental group was taught the names of letters whose sounds…

  18. Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity.

    PubMed

    Milburn, Trelani F; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

    2015-04-01

    The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Thirty-one educators and 4 children from each of their classrooms (N = 121) were randomly assigned to an experimental group (21 hr of in-service workshops plus 5 coaching sessions) and a comparison group (workshops alone). The in-service workshops included instruction on how to talk about print and phonological awareness during a post-story craft/writing activity. All educators were video-recorded during a 15-min craft/writing activity with a small group of preschoolers at pretest and posttest. All videotapes were transcribed and coded for verbal references to print and phonological awareness by the educators and children. Although at posttest, there were no significant group differences in the educators' or the children's references to print as measured by rate per minute, both the educators and the children in the experimental group used a significantly higher rate per minute of references to phonological awareness relative to the comparison group. Professional development that included coaching with a speech-language pathologist enabled educators and children to engage in more phonological awareness talk during this activity.

  19. Relationships between Reading Ability in Third Grade and Phonological Awareness in Kindergarten

    ERIC Educational Resources Information Center

    Pannell, Melissa

    2012-01-01

    The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to answer the research questions posed. The…

  20. Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic

    ERIC Educational Resources Information Center

    Tibi, Sana; Kirby, John R.

    2018-01-01

    Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading…

  1. Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy

    ERIC Educational Resources Information Center

    Noe, Sean; Spencer, Trina D.; Kruse, Lydia; Goldstein, Howard

    2014-01-01

    This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention. Children…

  2. Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese.

    PubMed

    Li, Luan; Wang, Hua-Chen; Castles, Anne; Hsieh, Miao-Ling; Marinus, Eva

    2018-07-01

    According to the self-teaching hypothesis (Share, 1995), phonological decoding is fundamental to acquiring orthographic representations of novel written words. However, phonological decoding is not straightforward in non-alphabetic scripts such as Chinese, where words are presented as characters. Here, we present the first study investigating the role of phonological decoding in orthographic learning in Chinese. We examined two possible types of phonological decoding: the use of phonetic radicals, an internal phonological aid, andthe use of Zhuyin, an external phonological coding system. Seventy-three Grade 2 children were taught the pronunciations and meanings of twelve novel compound characters over four days. They were then exposed to the written characters in short stories, and were assessed on their reading accuracy and on their subsequent orthographic learning via orthographic choice and spelling tasks. The novel characters were assigned three different types of pronunciation in relation to its phonetic radical - (1) a pronunciation that is identical to the phonetic radical in isolation; (2) a common alternative pronunciation associated with the phonetic radical when it appears in other characters; and (3) a pronunciation that is unrelated to the phonetic radical. The presence of Zhuyin was also manipulated. The children read the novel characters more accurately when phonological cues from the phonetic radicals were available and in the presence of Zhuyin. However, only the phonetic radicals facilitated orthographic learning. The findings provide the first empirical evidence of orthographic learning via self-teaching in Chinese, and reveal how phonological decoding functions to support learning in non-alphabetic writing systems. Copyright © 2018 Elsevier B.V. All rights reserved.

  3. Kindergarten Prevention of Dyslexia: Does Training in Phonological Awareness Work for Everybody?

    ERIC Educational Resources Information Center

    Schneider, Wolfgang; Ennemoser, Marco; Roth, Ellen; Kuspert, Petra

    1999-01-01

    A study examined effects of phonological awareness training on 191 German kindergartners. Comparisons of children at risk with average and advanced children revealed that training gains were similar for all of these groups. Furthermore, training had comparable long-term effects on reading and spelling in grades 1 and 2 for each group. (Author/CR)

  4. Investigating the Relationship between Social Behaviors and Phonological Awareness in Preschool Children

    ERIC Educational Resources Information Center

    Girard, Lisa-Christine; Girolametto, Luigi

    2013-01-01

    Purpose: This study examined the longitudinal effects of social behaviors in predicting phonological awareness outcomes in 4-year-old children. Method: One hundred two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighborhoods in a large metropolitan city and were assessed at the beginning and end of the preschool…

  5. [Prevention of dyslexia – short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children].

    PubMed

    Höse, Anna; Wyschkon, Anne; Moraske, Svenja; Eggeling, Marie; Quandte, Sabine; Kohn, Juliane; Poltz, Nadine; von Aster, Michael; Esser, Günter

    2016-09-01

    This study assesses the short-term and intermediate effects of preschool training stimulating phonological awareness and letter-sound correspondence for children at risk of developing dyslexia. Moreover, we examined whether training reduced the frequency of subsequent dyslexic problems. 25 children at risk of developing dyslexia were trained with Hören, Lauschen, Lernen 1 und 2 (Küspert & Schneider, 2008; Plume & Schneider, 2004) by their kindergarten teachers and were compared with 60 untrained at-risk children. The training revealed a significant short-term effect: The phonological awareness of trained at-risk children increased significantly over that of untrained at-risk children. However, there were no differences in phonological awareness, spelling, and reading ability between the first-graders in the training and control group. Furthermore, reading problems were reduced in the training group. In the future, phonological awareness as well as additional predictors should be included when identifying children vulnerable to developing dyslexia. Moreover, in order to prevent dyslexia, additional prerequisite deficits need to be identified, alleviated, and their effects evaluated.

  6. General Auditory Processing, Speech Perception and Phonological Awareness Skills in Chinese-English Biliteracy

    ERIC Educational Resources Information Center

    Chung, Kevin K. H.; McBride-Chang, Catherine; Cheung, Him; Wong, Simpson W. L.

    2013-01-01

    This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2--4 ("N" = 133) participated and were administered…

  7. PA-EFL: A Phonological Awareness Program For Indigenous EFL Students with Hearing Disabilities.

    ERIC Educational Resources Information Center

    Yonovitz, L.; Yonovitz, A.; Palmer, Juan C.

    2000-01-01

    Australia's indigenous populations have endemic levels of otitis media with conductive hearing loss. PA-EFL is a phonological awareness program designed for indigenous Australians who are at high risk for hearing disabilities and who are learning English as a foreign language (EFL). Hearing support services were provided; remarkable literacy gains…

  8. A School-Based Phonological Awareness Intervention for Struggling Readers in Early French Immersion

    ERIC Educational Resources Information Center

    Wise, Nancy; D'Angelo, Nadia; Chen, Xi

    2016-01-01

    The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…

  9. Phonological Awareness and Types of Sound Errors in Preschoolers with Speech Sound Disorders

    ERIC Educational Resources Information Center

    Preston, Jonathan; Edwards, Mary Louise

    2010-01-01

    Purpose: Some children with speech sound disorders (SSD) have difficulty with literacy-related skills, particularly phonological awareness (PA). This study investigates the PA skills of preschoolers with SSD by using a regression model to evaluate the degree to which PA can be concurrently predicted by types of speech sound errors. Method:…

  10. Training for Phonological Awareness in an Orthographically Transparent Language in Two Different Modalities

    ERIC Educational Resources Information Center

    Kartal, Günizi; Babür, Nalan; Erçetin, Gülcan

    2016-01-01

    The main goal of this study was to investigate the effects of an experimental program designed to develop the phonological awareness (PA) skills of beginning readers in Turkish, an orthographically transparent language. We administered pre-, post-, and follow-up tests to assess the PA skills of 113 first graders and kindergartners in 2…

  11. Development of Phonological Awareness in down Syndrome: A Meta-Analysis and Empirical Study

    ERIC Educational Resources Information Center

    Naess, Kari-Anne B.

    2016-01-01

    Phonological awareness (PA) is the knowledge and understanding of the sound structure of language and is believed to be an important skill for the development of reading. This study explored PA skills in children with Down syndrome and matched typically developing (TD) controls using a dual approach: a meta-analysis of the existing international…

  12. Cross-Linguistic Transfer of Oral Language, Decoding, Phonological Awareness and Reading Comprehension: A Meta-Analysis of the Correlational Evidence

    ERIC Educational Resources Information Center

    Melby-Lervag, Monica; Lervag, Arne

    2011-01-01

    We present a meta-analysis of cross-linguistic transfer of oral language (vocabulary and listening comprehension), phonology (decoding and phonological awareness) and reading comprehension. Our findings show a small meta-correlation between first (L1) and second (L2) oral language and a moderate to large correlation between L1 and L2 phonological…

  13. Phonological awareness and short-term memory in hearing and deaf individuals of different communication backgrounds.

    PubMed

    Koo, Daniel; Crain, Kelly; LaSasso, Carol; Eden, Guinevere F

    2008-12-01

    Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects' retrieval was lower than that of hearing subjects. Our results support the claim (Bavelier et al., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, phonological coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.

  14. The Effects of Technology-Assisted Instruction to Improve Phonological-Awareness Skills in Children with Reading Difficulties: A Systematic Review. EBP Briefs. Volume 8, Issue 1

    ERIC Educational Resources Information Center

    Lee, Sue Ann S.; Sancibrian, Sherry; Ahlfinger, Nicole

    2013-01-01

    Clinical Question: For preschool and school-age children with or at risk for reading difficulties, does technology-assisted instruction lead to better phonological-awareness (PA) skills than instruction without technology? Method: Systematic Review Sources: ERIC, PsychInfo, CINAHL, and ASHA journal search Search Terms: phonological awareness,…

  15. Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness

    ERIC Educational Resources Information Center

    Kantor, Patricia Thatcher; Wagner, Richard K.; Torgesen, Joseph K.; Rashotte, Carol A.

    2011-01-01

    The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic…

  16. Memory and phonological awareness in children with Benign Rolandic Epilepsy compared to a matched control group.

    PubMed

    Northcott, Ellen; Connolly, Anne M; Berroya, Anna; McIntyre, Jenny; Christie, Jane; Taylor, Alan; Bleasel, Andrew F; Lawson, John A; Bye, Ann M E

    2007-06-01

    In a previous study we demonstrated children with Benign Rolandic Epilepsy have normal intelligence and language ability. However, difficulties in verbal and visual memory and aspects of phonological awareness were found compared to normative data. To address the methodological limitations related to the use of normative data, we compared the same cohort of children with Benign Rolandic Epilepsy to a matched control group. Controls (n=40) matched on age and gender to the Benign Rolandic Epilepsy cohort underwent neuropsychological assessment. The life functioning of the control group was assessed using a modified version of the Quality of Life in Childhood Epilepsy Questionnaire (QOLCE). The study confirmed the previous findings of memory and phonological awareness difficulties. In addition, the children with Benign Rolandic Epilepsy had significantly lower IQ scores than the matched control group. Paired sample t-tests showed that on 8 of 11 QOLCE scales, children with Benign Rolandic Epilepsy were rated by parents as having poorer life functioning compared to matched controls, including lower parental ratings on the subscales of memory and language. Benign Rolandic Epilepsy has an excellent seizure prognosis, but this study further emphasizes potential cognitive difficulties. Using an age and gender matched control group, the previous findings of memory and phonological awareness difficulties were validated. These problems in cognition were also identified by parents of children with Benign Rolandic Epilepsy as problematic and impacting upon the child's quality of life.

  17. The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

    PubMed Central

    Bridges, Mindy Sittner; Catts, Hugh W.

    2013-01-01

    This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students. PMID:21571700

  18. Phonological Awareness and Language Intervention in Preschoolers from Low Socio-Economic Backgrounds: A Longitudinal Investigation

    ERIC Educational Resources Information Center

    O'Connor, Meghan; Arnott, Wendy; McIntosh, Beth; Dodd, Barbara

    2009-01-01

    This study examines the literacy outcomes for children from socially disadvantaged backgrounds who had received specific whole-class phonological awareness (PA) and language intervention in preschool. The participants were 57 children who had been involved in the original intervention study. Their PA skills, letter-sound knowledge, real word and…

  19. Bilingual Phonological Awareness: Multilevel Construct Validation among Spanish-Speaking Kindergarteners in Transitional Bilingual Education Classrooms

    ERIC Educational Resources Information Center

    Branum-Martin, Lee; Mehta, Paras D.; Fletcher, Jack M.; Carlson, Coleen D.; Ortiz, Alba; Carlo, Maria; Francis, David J.

    2006-01-01

    The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme…

  20. An Examination of the Relations between Oral Vocabulary and Phonological Awareness in Early Childhood

    ERIC Educational Resources Information Center

    Cassano, Christina M.; Schickedanz, Judith A.

    2015-01-01

    This article reports a post hoc analysis conducted as part of a larger study in which 61 typically developing, 3-, 4-, and 5-year-olds were assessed in phonological awareness (PA), vocabulary (i.e., receptive, expressive, and definitional), and grammatical skill at baseline and 3, 6, and 9 months later. The larger study's purpose was to shed light…

  1. Phonemic Awareness: A Step by Step Approach for Success in Early Reading

    ERIC Educational Resources Information Center

    Perez, Idalia Rodriguez

    2008-01-01

    This guide will help teach phonemic awareness to Pre K-3 students. It presents phonemic awareness as a sophisticated branch of phonological awareness through interactive activities that allows the student to succeed in learning the sounds represented by the letters of the alphabet. The book is designed to provide easy-to-follow suggestions for:…

  2. Early Development of Metalinguistic Awareness in Japanese: Evidence from Pragmatic and Phonological Aspects of Language

    ERIC Educational Resources Information Center

    Tsuji, Hiromi; Doherty, Martin J.

    2014-01-01

    The development of metalinguistic awareness for linguistic politeness was examined in 68 Japanese-speaking children aged between three and five years old. A politeness judgement task was administered together with several phonological judgement tasks and false-belief tasks. Four- and five-year old Japanese children, but not three-year-olds, made…

  3. Cross-Language Correlates in Phonological Awareness and Naming Speed: Evidence from Deep and Shallow Orthographies

    ERIC Educational Resources Information Center

    Pae, Hye Kyeong; Sevcik, Rose A.; Morris, Robin D.

    2010-01-01

    Phonological awareness (PA) and rapid automatised naming (RAN) skills in relation to reading acquisition were examined using two languages, one with a deep orthography (English) and the other with a shallow orthography (Korean). Participants were 50 Korean American children who spoke English as a dominant language (DL) and were learning to read…

  4. Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-Analysis

    ERIC Educational Resources Information Center

    Mayberry, Rachel I.; del Giudice, Alex A.; Lieberman, Amy M.

    2011-01-01

    The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found…

  5. Exploring the Impact of Phonological Awareness, Visual-Spatial Working Memory, and Preschool Quantity--Number Competencies on Mathematics Achievement in Elementary School: Findings from a 3-year Longitudinal Study

    ERIC Educational Resources Information Center

    Krajewski, Kristin; Schneider, Wolfgang

    2009-01-01

    This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at…

  6. Evidence of an association between sign language phonological awareness and word reading in deaf and hard-of-hearing children.

    PubMed

    Holmer, Emil; Heimann, Mikael; Rudner, Mary

    2016-01-01

    Children with good phonological awareness (PA) are often good word readers. Here, we asked whether Swedish deaf and hard-of-hearing (DHH) children who are more aware of the phonology of Swedish Sign Language, a language with no orthography, are better at reading words in Swedish. We developed the Cross-modal Phonological Awareness Test (C-PhAT) that can be used to assess PA in both Swedish Sign Language (C-PhAT-SSL) and Swedish (C-PhAT-Swed), and investigated how C-PhAT performance was related to word reading as well as linguistic and cognitive skills. We validated C-PhAT-Swed and administered C-PhAT-Swed and C-PhAT-SSL to DHH children who attended Swedish deaf schools with a bilingual curriculum and were at an early stage of reading. C-PhAT-SSL correlated significantly with word reading for DHH children. They performed poorly on C-PhAT-Swed and their scores did not correlate significantly either with C-PhAT-SSL or word reading, although they did correlate significantly with cognitive measures. These results provide preliminary evidence that DHH children with good sign language PA are better at reading words and show that measures of spoken language PA in DHH children may be confounded by individual differences in cognitive skills. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  7. Early Contribution of Phonological Awareness and Later Influence of Phonological Memory throughout Reading Acquisition

    ERIC Educational Resources Information Center

    Nithart, Christelle; Demont, Elisabeth; Metz-Lutz, Marie-Noelle; Majerus, Steve; Poncelet, Martine; Leybaert, Jacqueline

    2011-01-01

    The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1-year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological…

  8. Effects of Targeted Reading Instruction on Phonological Awareness and Phonic Decoding in Children with Down Syndrome

    ERIC Educational Resources Information Center

    Cologon, Kathy; Cupples, Linda; Wyver, Shirley

    2011-01-01

    This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language,…

  9. Developmental dyslexia and phonological processing in European Portuguese orthography.

    PubMed

    Moura, Octávio; Moreno, Joana; Pereira, Marcelino; Simões, Mário R

    2015-02-01

    This study analysed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N=24; aged 10-12 years), chronological age (CA)-matched controls (N=24; aged 10-12 years) and reading level (RL)-matched controls (N=24; aged 7-9 years) were tested on measures of phonological processing (phonological awareness, naming speed and verbal short-term memory) and reading. The results indicated that the children with DD performed significantly poorer in all measures compared with the CA and RL. Phonological awareness and naming speed showed a high accuracy (receiver operating characteristics curve analysis) for discriminating the children with DD from the CA and RL, whereas the presence of abnormally low scores in phonological awareness and naming speed was more frequent in the DD group than in the controls and the normative population. Hierarchical linear regression analyses revealed that phonological awareness was the most important predictor of all reading accuracy measures, whereas naming speed was particularly related to text reading fluency. Copyright © 2014 John Wiley & Sons, Ltd.

  10. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic.

    PubMed

    Schiff, Rachel; Saiegh-Haddad, Elinor

    2018-01-01

    This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children's phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children's early morphological awareness in SpA explained variance in children's gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

  11. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

    PubMed Central

    Schiff, Rachel; Saiegh-Haddad, Elinor

    2018-01-01

    This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts. PMID:29686633

  12. English Phonological Awareness in Bilinguals: A Cross-Linguistic Study of Tamil, Malay and Chinese English-Language Learners

    ERIC Educational Resources Information Center

    Dixon, L. Quentin; Chuang, Hui-Kai; Quiroz, Blanca

    2012-01-01

    To test the lexical restructuring hypothesis among bilingual English-language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi-level regression analysis showed that…

  13. The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population

    ERIC Educational Resources Information Center

    Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S.

    2016-01-01

    The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In…

  14. Children with Down Syndrome Use Phonological Knowledge in Reading.

    ERIC Educational Resources Information Center

    Gombert, Jean-Emile

    2002-01-01

    Discusses an experiment that links phonological awareness and reading performance in children with Down syndrome. Examines the results within the framework of the author's metalinguistic development theory in which alphabet reading is a pacemaker for the development of explicit phonological awareness. (PM)

  15. The Efficacy of Phonological Awareness Training with First-Grade Students Who Have Behavior Problems and Reading Difficulties.

    ERIC Educational Resources Information Center

    Lane, Kathleen L.; O'Shaughnessy, Tam E.; Lambros, Katina M.; Gresham, Frank M.; Beebe-Frankenberger, Margaret E.

    2001-01-01

    This study examined the effectiveness of a phonological awareness reading intervention with seven first-graders at risk for conduct and attention problems. Findings support the efficacy of the program but suggest the intervention may not have been of sufficient intensity and duration to produce lasting changes and produce beginning reading skill…

  16. Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: findings from a 3-year longitudinal study.

    PubMed

    Krajewski, Kristin; Schneider, Wolfgang

    2009-08-01

    This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at 5 years of age, was mediated by early QNC, which predicted math achievement in third grade. Importantly, and confirming our isolated number words hypothesis, phonological awareness had no impact on higher numerical competencies (i.e., when number words needed to be linked with quantities [QNC Level II and above]) but predicted basic numerical competencies (i.e., when number words were isolated from quantities [QNC Level I]), explaining the moderate relationship between early literacy development and the development of mathematical competencies.

  17. Learner-generated drawing for phonological and orthographic dyslexic readers.

    PubMed

    Wang, Li-Chih; Yang, Hsien-Ming; Tasi, Hung-Ju; Chan, Shih-Yi

    2013-01-01

    This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. Copyright © 2012 Elsevier Ltd. All rights reserved.

  18. The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School Children

    ERIC Educational Resources Information Center

    Anthony, Jason L.; Lonigan, Christopher J.

    2004-01-01

    Significant controversy exists about the nature of phonological awareness, a causal variable in reading acquisition. In 4 studies that included 202 5- to 6-year-old children studied longitudinally for 3 years, 123 2- to 5-year-old children, 38 4-year-old children studied longitudinally for 2 years, and 826 4- to 7-year-old children, the authors…

  19. Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

    PubMed

    Arnott, Wendy; Sali, Lauren; Copland, David

    2011-05-15

    The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  20. Phonological awareness predicts activation patterns for print and speech

    PubMed Central

    Frost, Stephen J.; Landi, Nicole; Mencl, W. Einar; Sandak, Rebecca; Fulbright, Robert K.; Tejada, Eleanor T.; Jacobsen, Leslie; Grigorenko, Elena L.; Constable, R. Todd; Pugh, Kenneth R.

    2009-01-01

    Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from six to ten years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on the path toward successful literacy acquisition. PMID:19306061

  1. Beyond the Total Score: A Preliminary Investigation into the Types of Phonological Awareness Errors Made by First Graders

    ERIC Educational Resources Information Center

    Hayward, Denyse V.; Annable, Caitlin D.; Fung, Jennifer E.; Williamson, Robert D.; Lovell-Johnston, Meridith A.; Phillips, Linda M.

    2017-01-01

    Current phonological awareness assessment procedures consider only the total score a child achieves. Such an approach may result in children who achieve the same total score receiving the same instruction even though the configuration of their errors represent fundamental knowledge differences. The purpose of this study was to develop a tool for…

  2. Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention with Preschoolers with Early Literacy Deficits

    ERIC Educational Resources Information Center

    Kruse, Lydia G.; Spencer, Trina D.; Olszewski, Arnold; Goldstein, Howard

    2015-01-01

    Purpose: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method: A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on…

  3. Children's Expressive Language Skills and Their Impact on the Relation between First-and Second-Language Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.

    2014-01-01

    The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first-and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study.…

  4. Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children with Histories of Speech Sound Disorders

    ERIC Educational Resources Information Center

    Preston, Jonathan L.; Hull, Margaret; Edwards, Mary Louise

    2013-01-01

    Purpose: To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method: Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up…

  5. Assessing Early Literacy with Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening--Español

    ERIC Educational Resources Information Center

    Yaden, David B., Jr.; Marx, Ronald W.; Cimetta, Adriana D.; Alkhadim, Ghadah S.; Cutshaw, Christina

    2017-01-01

    For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child's primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy…

  6. Letter Names, Letter Sounds and Phonological Awareness: An Examination of Kindergarten Children across Letters and of Letters across Children

    ERIC Educational Resources Information Center

    Evans, Mary Ann; Bell, Michelle; Shaw, Deborah; Moretti, Shelley; Page, Jodi

    2006-01-01

    In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and…

  7. The interaction between awareness of one's own speech disorder with linguistics variables: distinctive features and severity of phonological disorder.

    PubMed

    Dias, Roberta Freitas; Melo, Roberta Michelon; Mezzomo, Carolina Lisbôa; Mota, Helena Bolli

    2013-01-01

    To analyze the possible relationship among the awareness of one's own speech disorder and some aspects of the phonological system, as the number and the type of changed distinctive features, as well as the interaction among the severity of the disorder and the non-specification of distinctive features. The analyzed group has 23 children with diagnosis of speech disorder, aged 5:0 to 7:7. The speech data were analyzed through the Distinctive Features Analysis and classified by the Percentage of Correct Consonants. One also applied the Awareness of one's own speech disorder test. The children were separated in two groups: with awareness of their own speech disorder established (more than 50% of correct identification) and without awareness of their own speech disorder established (less than 50% of correct identification). Finally, the variables of this research were submitted to analysis using descriptive and inferential statistics. The type of changed distinctive features weren't different between the groups, as well as the total of changed features and the severity disorder. However, a correlation between the severity disorder and the non-specification of distinctive features was verified, because the more severe disorders have more changes in these linguistic variables. The awareness of one's own speech disorder doesn't seem to be directly influenced by the type and by the number of changed distinctive features, neither by the speech disorder severity. Moreover, one verifies that the greater phonological disorder severity, the greater the number of changed distinctive features.

  8. The Structure of Phonological Processing and Its Relationship to Basic Reading

    ERIC Educational Resources Information Center

    Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel

    2012-01-01

    We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate…

  9. The Impact of Rapid Automatized Naming and Phonological Awareness on the Reading Fluency of a Minority Student Population

    ERIC Educational Resources Information Center

    Taub, Gordon E.; Szente, Judit

    2012-01-01

    The purpose of this study was to explore the relationship between phonological awareness (PA) and rapid automatized naming (RAN) on the reading fluency (RF) of students from traditionally underrepresented groups. The study included 86 participants attending 1st through 4th grade within an inner-city charter school located in a high-poverty, urban…

  10. Morphological Awareness as a Function of Semantics, Phonology, and Orthography and as a Predictor of Reading Comprehension in Chinese

    ERIC Educational Resources Information Center

    Li, Hong; Dronjic, Vedran; Chen, Xi; Li, Yixun; Cheng, Yahua; Wu, Xinchun

    2017-01-01

    This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of…

  11. Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.

    PubMed

    Foster, Matthew E; Sevcik, Rose A; Romski, Maryann; Morris, Robin D

    2015-01-01

    Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual disabilities (MID). Participants were assessed using the Comprehensive Test of Phonological Processes and the KeyMath Revised Diagnostic Inventory of Essential Mathematics. Hierarchical regression analyses accounting for the effects of age indicated that children with MID rely on both PA and naming speed when solving mathematics problems, although PA was the more robust indicator of the two. As a whole, these results suggest that children with intellectual disabilities evidence the same types of reading and math relationships as shown for other populations of children.

  12. The Influences and Outcomes of Phonological Awareness: A Study of MA, PA and Auditory Processing in Pre-Readers with a Family Risk of Dyslexia

    ERIC Educational Resources Information Center

    Law, Jeremy M.; Wouters, Jan; Ghesquière, Pol

    2017-01-01

    The direct influence of phonological awareness (PA) on reading outcomes has been widely demonstrated, yet PA may also exert indirect influence on reading outcomes through other cognitive variables such as morphological awareness (MA). However, PA's own development is dependent and influenced by many extraneous variables such as auditory…

  13. Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese.

    PubMed

    Li, Hong; Dronjic, Vedran; Chen, X I; Li, Yixun; Cheng, Yahua; Wu, Xinchun

    2017-09-01

    This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for.

  14. Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? A Longitudinal Study from Kindergarten through Grade 1

    ERIC Educational Resources Information Center

    Gellert, Anna S.; Elbro, Carsten

    2017-01-01

    A few studies have indicated that dynamic measures of phonological awareness may contribute uniquely to the prediction of early reading development. However, standard control measures have been few and limited by floor effects, thus limiting their predictive value. The purpose of the present study was to examine the predictive value of a dynamic…

  15. Teaching Phoneme Awareness to Pre-Literate Children with Speech Disorder: A Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Hesketh, Anne; Dima, Evgenia; Nelson, Veronica

    2007-01-01

    Background: Awareness of individual phonemes in words is a late-acquired level of phonological awareness that usually develops in the early school years. It is generally agreed to have a close relationship with early literacy development, but its role in speech change is less well understood. Speech and language therapy for children with speech…

  16. Teaching Phonics in the Literature-Based Classroom. Bill Harp Professional Teachers Library.

    ERIC Educational Resources Information Center

    Fowler, Dorothy; Frey, Jean

    Intended for preschool, kindergarten, and primary grade teachers, the ideas in this book will support teachers as they plan language and literacy experiences that develop phonological awareness. Stressing that a knowledge of phonemic awareness and phonics is critical to successful reading, the authors encourage teaching all aspects of reading,…

  17. Bilingualism and Phonological Awareness: Re-examining Theories of Cross-Language Transfer and Structural Sensitivity

    PubMed Central

    Kuo, Li-Jen; Uchikoshi, Yuuko; Kim, Tae-Jin; Yang, Xinyuan

    2016-01-01

    The purpose of this study was to examine the relationship between bilingualism and phonological awareness by re-evaluating structural sensitivity theory and expanding cross-language transfer theory. The study was conducted with three groups of 1st and 2nd graders matched in age, SES and non-verbal IQ: a) monolingual English-speaking children from a general education program, b) native Japanese-speaking children from a Japanese-English two-way immersion bilingual program and c) native English-speaking children from the same bilingual program. An odd-man-out task that took into account the phonological and orthographical contrasts between English and Japanese was developed to assess onset awareness. The results showed that the bilingual children outperformed their monolingual peers in processing onsets that are shared between the two languages, which provided empirical support for the first hypothesis derived from structural sensitivity theory and highlighted the importance of contextual variability in bilingual metalinguistic processing. The second hypothesis derived from structural sensitivity theory, which predicated that bilingual advantage would be more evident in processing novel stimuli, was not confirmed in the present study. The absence of the predicted group difference may be attributed to the disparity in the extent of novelty of the stimuli and the difference in the comparability of participants’ degrees of bilingualism between the present study and previous research. Finally, expanding existing research, results from this study showed that cross-language transfer can occur at a phonetic featural level. Future research and theoretical implications were discussed. PMID:28025589

  18. Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy

    ERIC Educational Resources Information Center

    Henning, Caroline; McIntosh, Beth; Arnott, Wendy; Dodd, Barbara

    2010-01-01

    Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill,…

  19. Promoting Vocabulary, Phonological Awareness and Concept about Print among Children at Risk for Learning Disability: Can E-Books Help?

    ERIC Educational Resources Information Center

    Shamir, Adina; Korat, Ofra; Fellah, Renat

    2012-01-01

    The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the…

  20. University Teaching Staffs' Pedagogical Awareness Displayed through ICT-Facilitated Teaching

    ERIC Educational Resources Information Center

    Lofstrom, Erika; Nevgi, Anne

    2008-01-01

    This article focuses on how the teachers' pedagogical awareness is displayed and shaped while they learn to use information and communication technology (ICT) in their teaching and the aim here is to increase our understanding of university teachers as learners and as developers of their pedagogical awareness. The pedagogical awareness of teachers…

  1. Phonological Awareness, Vocabulary, and Word Reading in Children Who Use Cochlear Implants: Does Age of Implantation Explain Individual Variability in Performance Outcomes and Growth?

    ERIC Educational Resources Information Center

    James, Deborah; Rajput, Kaukab; Brinton, Julie; Goswami, Usha

    2008-01-01

    The phonological awareness (PA), vocabulary, and word reading abilities of 19 children with cochlear implants (CI) were assessed. Nine children had an implant early (between 2 and 3.6 years) and 10 had an implant later (between 5 and 7 years). Participants were tested twice over a 12-month period on syllable, rhyme, and phoneme awareness (see…

  2. The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years.

    PubMed

    Elhassan, Zena; Crewther, Sheila G; Bavin, Edith L

    2017-01-01

    Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9-12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent ( n = 47), moderate ( n = 38) and fluent ( n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading.

  3. The Reliability and Validity of a Progress-Monitoring Tool: A Psychometric Examination of the Phonological Awareness Skills of Preschoolers with ASD

    ERIC Educational Resources Information Center

    Martini, Jay R.

    2017-01-01

    The purpose of this study was to conduct a psychometric evaluation the "Sound Beginning" phonological awareness progress monitoring tool. This assessment was used to track emergent literacy skills of preschoolers with autism spectrum disorder who were participating in a randomized trial studying early literacy interventions. Research…

  4. Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities.

    PubMed

    Stothers, Margot; Klein, Perry D

    2010-12-01

    It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study's findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.

  5. A Comparison of Phonemic and Phonological Awareness in Educators Working with Children Who Are d/Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    Messier, Jane; Jackson, Carla Wood

    2013-01-01

    The Researchers explored the phonological awareness (PA) competency and confidence of educators working with children who are d/Deaf or hard of hearing. Performance comparisons were made between the two surveyed professional groups, teachers of the deaf (TODs; n = 58) and speech-language pathologists (SLPs; n = 51). It was found that both…

  6. Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

    ERIC Educational Resources Information Center

    Malenfant, Nathalie; Grondin, Simon; Boivin, Michel; Forget-Dubois, Nadine; Robaey, Philippe; Dionne, Ginette

    2012-01-01

    This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between…

  7. The Effects of Phonological Awareness of Zulu-Speaking Children Learning to Spell in English: A Study of Cross-Language Transfer

    ERIC Educational Resources Information Center

    De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica

    2010-01-01

    Background: Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy…

  8. Lexical Characteristics of Spanish and English Words and the Development of Phonological Awareness Skills in Spanish-Speaking Language-Minority Children

    ERIC Educational Resources Information Center

    Goodrich, J. Marc; Lonigan, Christopher J.

    2016-01-01

    The lexical restructuring model (LRM) is a theory that attempts to explain the developmental origins of phonological awareness (PA). According to the LRM, various characteristics of words should be related to the extent to which words are segmentally represented in the lexicon. Segmental representations of words allow children to access the parts…

  9. Phonological Awareness and Rapid Automatized Naming Predicting Early Development in Reading and Spelling: Results from a Cross-Linguistic Longitudinal Study

    ERIC Educational Resources Information Center

    Furnes, Bjarte; Samuelsson, Stefan

    2011-01-01

    In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230…

  10. The Relationships among Verbal Short-Term Memory, Phonological Awareness, and New Word Learning: Evidence from Typical Development and Down Syndrome

    ERIC Educational Resources Information Center

    Jarrold, Christopher; Thorn, Annabel S. C.; Stephens, Emma

    2009-01-01

    This study examined the correlates of new word learning in a sample of 64 typically developing children between 5 and 8 years of age and a group of 22 teenagers and young adults with Down syndrome. Verbal short-term memory and phonological awareness skills were assessed to determine whether learning new words involved accurately representing…

  11. Small-Group Phonological Awareness Training for Pre-Kindergarten Children with Hearing Loss Who Wear Cochlear Implants and/or Hearing Aids

    ERIC Educational Resources Information Center

    Werfel, Krystal L.; Douglas, Michael; Ackal, Leigh

    2016-01-01

    This case report details a year-long phonological awareness (PA) intervention for pre-kindergarten children with hearing loss (CHL) who use listening and spoken language. All children wore cochlear implants and/or hearing aids. Intervention occurred for 15 min/day, 4 days per week across the pre-kindergarten school year and was delivered by…

  12. Effects of a Pre-Recorded Parent-Child Shared Reading Intervention on At-Risk Preschool Children's Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Noe, Sean

    2012-01-01

    Two studies were conducted to examine the effects of an embedded parent-child shared reading intervention on children's phonological awareness skills. Seven children considered at-risk for reading difficulty listened to 6 pre-recorded children's books with embedded early literacy activities three times each with a parent. Children's…

  13. Modeling the Early Paths of Phonological Awareness and Factors Supporting Its Development in Children with and without Familial Risk of Dyslexia

    ERIC Educational Resources Information Center

    Torppa, Minna; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Tolvanen, Asko; Leskinen, Esko; Leppanen, Paavo H. T.; Puolakanaho, Anne; Lyytinen, Heikki

    2007-01-01

    The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to…

  14. Executive and Phonological Processes in Second-Language Acquisition

    ERIC Educational Resources Information Center

    Engel de Abreu, Pascale M. J.; Gathercole, Susan E.

    2012-01-01

    This article reports a latent variable study exploring the specific links among executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual education. Children completed multiple L1-measures of…

  15. Phonology and reading: a response to Wang, Trezek, Luckner, and Paul.

    PubMed

    Allen, Thomas E; Clark, M Diane; del Giudice, Alex; Koo, Daniel; Lieberman, Amy; Mayberry, Rachel; Miller, Paul

    2009-01-01

    Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

  16. The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

    PubMed Central

    Elhassan, Zena; Crewther, Sheila G.; Bavin, Edith L.

    2017-01-01

    Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9–12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent (n = 47), moderate (n = 38) and fluent (n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading. PMID:28443048

  17. The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension

    ERIC Educational Resources Information Center

    Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

    2016-01-01

    The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school students on phonological awareness (segmental phonology) and text-reading…

  18. Cat in the Hat or Cat in the Cap? An Investigation of the Developmental Trajectories of Phonological Awareness for Korean Children

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2008-01-01

    This study investigated trajectories of Korean children's growth in the awareness of four phonological units--"syllable," "body," "rime" and "phoneme"--over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests…

  19. Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners

    PubMed Central

    Brennan, Christine; Booth, James R.

    2016-01-01

    Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography given initial instruction that directed attention to either large or small grain size units (i.e., words or letters). We examined how initial instruction influenced processing speed (i.e., reaction time (RT)) and sensitivity to different orthographic grain sizes (i.e., rimes and letters). Directing attention to large grain size units during initial instruction resulted in higher accuracy for rimes, whereas directing attention to smaller grain size units resulted in slower RTs across all measures. Additionally, phonological awareness skill modulated early learning effects, compensating for the limitations of the initial instruction provided. Collectively, these findings suggest that when adults are learning to read a second orthography, consideration should be given to how initial instruction directs attention to different grain sizes and inherent phonological awareness ability. PMID:27829705

  20. Phonology, Reading Development, and Dyslexia: A Cross-Linguistic Perspective.

    ERIC Educational Resources Information Center

    Goswami, Usha

    2002-01-01

    This article presents a theoretical overview at the cognitive level of the role of phonological awareness in reading development and developmental dyslexia across languages. It is argued that the primary deficit in developmental dyslexia in all languages lies in representing speech sounds: a deficit in phonological representation. (Contains…

  1. Effects of Coaching on Educators' and Preschoolers' Use of References to Print and Phonological Awareness during a Small-Group Craft/Writing Activity

    ERIC Educational Resources Information Center

    Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

    2015-01-01

    Purpose: The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Method: Thirty-one educators and 4 children from each of their classrooms (N = 121)…

  2. Teaching Energy Awareness. Environmental Education Series.

    ERIC Educational Resources Information Center

    Gore, Patrick D.; And Others

    The major objective of the 32 activities in this teaching guide is to make students aware of energy issues. Although the activities are designed for students in grades 4-12, they can be adapted for younger students and for adults. Departing from the standard expository approaches found in most curriculum materials, these teaching strategies…

  3. Metalinguistic awareness and reading performance: a cross language comparison.

    PubMed

    Ibrahim, Raphiq; Eviatar, Zohar; Aharon-Peretz, Judith

    2007-07-01

    The study examined two questions: (1) do the greater phonological awareness skills of billinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and reading measures in three groups of first graders: monolingual Hebrew speakers, bilingual Russian-Hebrew speakers, and Arabic-speaking children. We found that language experience affects phonological awareness, as both Russian-Hebrew bilinguals and the Arabic speakers achieved higher scores on metalinguistic tests than Hebrew speakers. Orthography affected reading measures and their correlation with phonological abilitites. Children reading Hebrew showed better text reading ability and significant correlations between phonological awareness and reading scores. Children reading Arabic showed a slight advantage in single word and nonword reading over the two Hebrew reading groups, and very weak relationships between phonological abilities and reading performance. We conclude that native Arabic speakers have more difficulty in processing Arabic orthography than Hebrew monolinguals and bilinguals have in processing Hebrew orthography, and suggest that this is due to the additional visual complexity of Arabic orthography.

  4. Improving Preservice Teachers' Phonemic Awareness, Morphological Awareness and Orthographic Knowledge

    ERIC Educational Resources Information Center

    McNeill, Brigid C.

    2018-01-01

    Few studies have examined the effectiveness of methods to develop preservice teachers' phonemic, morphological and orthographic awareness for spelling instruction. Preservice teachers (n = 86) participated in 10 hours of metalinguistic coursework. The coursework focused on: phonological awareness, orthographic awareness, morphological awareness…

  5. Deficit in phonological processes: a characteristic of the neuropsychological profile of children with NF1.

    PubMed

    Chaix, Yves; Lauwers-Cancès, Valérie; Faure-Marie, Nathalie; Gentil, Catherine; Lelong, Sandrine; Schweitzer, Elisabeth; Rodriguez, Diana; Iannuzzi, Stéphanie; Kemlin, Isabelle; Dorison, Nathalie; Rivier, François; Carniero, Maryline; Preclaire, Elodie; Barbarot, Sébastien; Lion-François, Laurence; Castelnau, Pierre

    2018-05-01

    Learning disabilities are one of the most frequent complications of neurofibromatosis type 1 (NF1) in children. Studies of the effects of the neurocognitive deficit on academic performance are relatively rare, owing to the small size of the populations concerned. However, research is needed to develop effective rehabilitation programs. In the present study, we explored the impact of a possible phonological deficit on the reading abilities of children with NF1. A multicenter, cross-sectional study was conducted in France on two groups of 75 children with or without NF1 aged 8-12 years, matched for age, sex, handedness, and reading level. All participants underwent a neuropsychological evaluation to assess their general cognitive level, reading skills, phonological processes, visuoperceptual abilities, and attentional capacity. Phonological skills were assessed by means of two phonological awareness tasks and one short-term memory task. In the group of children with NF1, 41% had reading difficulties. Phonological processes were impaired in this group, compared with the children without NF1. Similar differences were found for a phoneme deletion task after adjustment for reading difficulties, IQ level, and visuoperceptual abilities. Phonological awareness, but not phonological short-term memory, was impaired in children with NF1, and not just those whose reading was impaired. Results suggest that children with NF1 have a phonological awareness deficit, whatever their reading level. Identification of reduced phonological skills may warrant the implementation of a specific rehabilitation program before early reading difficulties emerge.

  6. Using Computer-Aided Instruction to Support the Systematic Practice of Phonological Skills in Beginning Readers

    ERIC Educational Resources Information Center

    Wild, Mary

    2009-01-01

    The paper reports the results of a randomised control trial investigating the use of computer-aided instruction (CAI) for practising phonological awareness skills with beginning readers. Two intervention groups followed the same phonological awareness programme: one group undertook practice exercises using a computer and the other group undertook…

  7. Visual versus Phonological Abilities in Spanish Dyslexic Boys and Girls

    ERIC Educational Resources Information Center

    Bednarek, Dorota; Saldana, David; Garcia, Isabel

    2009-01-01

    Phonological and visual theories propose different primary deficits as part of the explanation for dyslexia. Both theories were put to test in a sample of Spanish dyslexic readers. Twenty-one dyslexic and 22 typically-developing children matched on chronological age were administered phonological discrimination and awareness tasks and coherent…

  8. Measuring Early Spanish Literacy: Factor Structure and Measurement Invariance of the "Phonological Awareness Literacy Screening for Kindergarteners" in Spanish ("PALS español K")

    ERIC Educational Resources Information Center

    Huang, Francis L.; Ford, Karen L.; Invernizzi, Marcia; Fan, Xitao

    2013-01-01

    We investigated the latent factor structure of the "Phonological Awareness Literacy Screening for Kindergarteners" in Spanish ("PALS español K"). Participants included 590 Spanish-speaking, public-school kindergarteners from five states. Three theoretically-guided factor structures were measured and tested with one half of our…

  9. Developing Cultural Awareness in Foreign Language Teaching

    ERIC Educational Resources Information Center

    Shemshadsara, Zahra Ghorbani

    2012-01-01

    Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

  10. Prevalence of phonological disorders and phonological processes in typical and atypical phonological development.

    PubMed

    Ceron, Marizete Ilha; Gubiani, Marileda Barichello; Oliveira, Camila Rosa de; Gubiani, Marieli Barichello; Keske-Soares, Márcia

    2017-05-08

    To determine the occurrence of phonological disorders by age, gender and school type, and analyze the phonological processes observed in typical and atypical phonological development across different age groups. The sample consisted of 866 children aged between 3:0 and 8:11 years, recruited from public and private schools in the city of Santa Maria/RS. A phonological evaluation was performed to analyze the operative phonological processes. 15.26% (n = 132) of the sample presented atypical phonological acquisition (phonological disorders). Phonological impairments were more frequent in public school students across all age groups. Phonological alterations were most frequent between ages 4 -to 6, and more prevalent in males than females in all but the youngest age group. The most common phonological processes in typical phonological acquisition were: cluster reduction; nonlateral liquid deletion in coda; nonlateral liquid substitution in onset; semivocalization of lateral liquids in coda; and unstressed syllable deletion. In children with phonological disorders, the most common phonological processes were: lateral and nonlateral liquid substitution in onset position; nonlateral liquid deletion; fronting of fricatives in onset position; unstressed syllable deletion; semivocalization of nonlateral liquid in coda; and nonlateral liquid deletion in coda position. Phonological processes were highly prevalent in the present sample, and occurred more often in boys than in girls. Information regarding the type and frequency of phonological processes in both typical phonological acquisition and phonological disorders may contribute to early diagnosis and increase the efficiency of treatment planning.

  11. The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension

    PubMed Central

    Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

    2016-01-01

    The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school children on phonological awareness (segmental phonology) and text reading prosody (suprasegmental phonology) in fourth-grade and fifth-grade, and reading comprehension in sixth-grade were examined. In addition, decoding efficiency as a general assessment of reading was examined. Structural path modeling firstly showed that the relation between decoding efficiency and both measures of phonology from fourth- to fifth grade was unidirectional. Secondly, the relation between decoding in fourth- and fifth-grade and reading comprehension in sixth-grade became indirect when segmental and suprasegmental phonology were added to the model. Both factors independently exerted influence on later reading comprehension. This leads to the conclusion that not only segmental, but also suprasegmental phonology, contributes substantially to children's reading development. PMID:27551159

  12. Programmed Course in Modern Literary Arabic Phonology and Script.

    ERIC Educational Resources Information Center

    McCarus, Ernest; Rammuny, Raji

    Three sets of instructional materials for the teaching of Arabic phonology and script have been prepared on the basis of studies of (1) the phonologies of American English and Modern Literary Arabic (MLA), (2) the MLA writing system, and (3) the vocabularies of 11 Arabic textbooks used in the United States. The effectiveness of these materials was…

  13. Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants

    PubMed Central

    Ching, Teresa Y.C.; Cupples, Linda

    2015-01-01

    Children with hearing loss typically underachieve in reading, possibly as a result of their underdeveloped phonological skills. This study addressed the questions of whether the development of phonological awareness (PA) is influenced by 1) the degree of hearing loss; and 2) whether performance of children with severe-profound hearing loss differed according to the hearing devices used. Drawing on data collected as part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI, www.outcomes.nal.gov.au) study, the authors found that sound-matching scores of children with hearing loss ranging from mild to profound degrees were, on average, within the normal range. The degree of hearing loss did not have a significant impact on scores, but there was a non-significant tendency for the proportion of children who achieved zero scores to increase with increase in hearing loss. For children with severe hearing loss, there was no significant group difference in scores among children who used bilateral hearing aids, bimodal fitting (a cochlear implant and a hearing aid in contralateral ears), and bilateral cochlear implants. Although there is a need for further prospective research, professionals have an important role in targeting PA skills for rehabilitation of young children with hearing loss. PMID:26929789

  14. Teaching the Phonology via Articulatory Settings.

    ERIC Educational Resources Information Center

    Erazmus, Edward T.

    The failure of the phonological approach in establishing native-like speech in the learner is examined in connection with new knowledge derived from articulatory setting theory. This theory is based on the work of Honikman (1964) who demonstrated that there is an intimate relationship between the tongue and teeth in speech production.…

  15. Teaching Environmental Awareness Using a Terrarium.

    ERIC Educational Resources Information Center

    Doutt, Kathleen M.; Airhart, Douglas L.

    1991-01-01

    Techniques for using a terrarium to teach principles of environmental science and environmental awareness to mildly retarded, learning-disabled, or gifted students are suggested. Environmental cycles (water, respiration, photosynthesis), appropriate plants, and terrarium construction and care are covered. (DB)

  16. Degree of Illiteracy and Phonological and Metaphonological Skills in Unschooled Adults

    ERIC Educational Resources Information Center

    Loureiro, Clara de Santos; Willadino Braga, Lucia; Souza, Ligia do Nascimento; Filho, Gilberto Nunes; Queiroz, Elizabeth; Dellatolas, Georges

    2004-01-01

    Phonological and metaphonological skills are explored in 97 Brazilian illiterate and semiliterate adults. A simple letter- and word-reading task was used to define the degree of illiteracy. Phonemic awareness was strongly dependent on the level of letter and word reading ability. Phonological memory was very low in illiterates and unrelated to…

  17. Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children

    ERIC Educational Resources Information Center

    Taibah, Nadia J.; Haynes, Charles W.

    2011-01-01

    This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures…

  18. Longitudinal trajectories of the representation and access to phonological information in bilingual children with specific language impairment.

    PubMed

    Buil-Legaz, Lucia; Aguilar-Mediavilla, Eva; Adrover-Roig, Daniel

    2016-10-01

    Language development in children with Specific Language Impairment (SLI) is still poorly understood, especially if children with SLI are bilingual. This study describes the longitudinal trajectory of several linguistic abilities in bilingual children with SLI relative to bilingual control children matched by their age and socioeconomic status. A set of measures of non-word repetition, sentence repetition, phonological awareness, rapid automatic naming and verbal fluency were collected at three time points, from 6-12 years of age using a prospective longitudinal design. Results revealed that, at all ages, children with SLI obtained lower values in measures of sentence repetition, non-word repetition, phonological fluency and phonological awareness (without visual cues) when compared to typically-developing children. Other measures, such as rapid automatic naming, improved over time, given that differences at 6 years of age did not persist at further moments of testing. Other linguistic measures, such as phonological awareness (with visual cues) and semantic fluency were equivalent between both groups across time. Children with SLI manifest persistent difficulties in tasks involved in manipulating segments of words and in maintaining verbal units active in phonological working memory, while other abilities, such as the access to underlying phonological representations are unaffected.

  19. Teachers' perceptions of promoting sign language phonological awareness in an ASL/English bilingual program.

    PubMed

    Crume, Peter K

    2013-10-01

    The National Reading Panel emphasizes that spoken language phonological awareness (PA) developed at home and school can lead to improvements in reading performance in young children. However, research indicates that many deaf children are good readers even though they have limited spoken language PA. Is it possible that some deaf students benefit from teachers who promote sign language PA instead? The purpose of this qualitative study is to examine teachers' beliefs and instructional practices related to sign language PA. A thematic analysis is conducted on 10 participant interviews at an ASL/English bilingual school for the deaf to understand their views and instructional practices. The findings reveal that the participants had strong beliefs in developing students' structural knowledge of signs and used a variety of instructional strategies to build students' knowledge of sign structures in order to promote their language and literacy skills.

  20. Critical Language Awareness in the Teaching of Portuguese.

    ERIC Educational Resources Information Center

    Leal, Maria Christina Diniz

    1998-01-01

    Reports a two-phase project aimed at developing critical language awareness through the teaching of Portuguese. During the first phase, 13-year-olds in a Brazilian state school evaluated their Portuguese lessons, and identified features they felt needed altering to develop critical awareness of language and social reality. Changes were proposed…

  1. Neural basis of phonological awareness in beginning readers with familial risk of dyslexia-Results from shallow orthography.

    PubMed

    Dębska, Agnieszka; Łuniewska, Magdalena; Chyl, Katarzyna; Banaszkiewicz, Anna; Żelechowska, Agata; Wypych, Marek; Marchewka, Artur; Pugh, Kenneth R; Jednoróg, Katarzyna

    2016-05-15

    Phonological processing ability is a key factor in reading acquisition, predicting its later success or causing reading problems when it is weakened. Our aim here was to establish the neural correlates of auditory word rhyming (a standard phonological measure) in 102 young children with (FHD+) and without familial history of dyslexia (FHD-) in a shallow orthography (i.e. Polish). Secondly, in order to gain a deeper understanding on how schooling shapes brain activity to phonological awareness, a comparison was made of children who had had formal literacy instruction for several months (in first grade) and those who had not yet had any formal instruction in literacy (in kindergarten). FHD+ children compared to FHD- children in the first grade scored lower in an early print task and showed longer reaction times in the in-scanner rhyme task. No behavioral differences between FHD+ and FHD- were found in the kindergarten group. On the neuronal level, overall familial risk was associated with reduced activation in the bilateral temporal, tempo-parietal and inferior temporal-occipital regions, as well as the bilateral inferior and middle frontal gyri. Subcortically, hypoactivation was found in the bilateral thalami, caudate, and right putamen in FHD+. A main effect of the children's grade was present only in the left inferior frontal gyrus, where reduced activation for rhyming was shown in first-graders. Several regions in the ventral occipital cortex, including the fusiform gyrus, and in the right middle frontal and postcentral gyri, displayed an interaction between familial risk and grade. The present results show strong influence of familial risk that may actually increase with formal literacy instruction. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study.

    PubMed

    Taha, Haitham; Saiegh-Haddad, Elinor

    2016-06-01

    The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological intervention and a non-intervention control group. Phonological awareness, morphological awareness, and spelling abilities were tested before and after the intervention. Participants from both linguistic intervention programs and in all grades made significant progress in linguistic awareness and spelling after the intervention. The results showed that both intervention programs were successful in promoting children's spelling skills in both groups. Also, older poor readers showed a stronger response to the morphological intervention than the older skilled readers. A transfer effect was found with the phonological training contributing to the morphological skills and vice versa. The results of the current study were discussed in the light of developmental and psycholinguistic views of spelling acquisition as well as the characteristics of Arabic language and orthography.

  3. Failing to Succeed the First School: Exploring Phonological Factors and Letter Reading Ability in Grade 1

    ERIC Educational Resources Information Center

    Gafoor, Kunnathodi Abdul; Remia, K. R.

    2013-01-01

    The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…

  4. Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills

    ERIC Educational Resources Information Center

    Li, Hong; Shu, Hua; McBride-Chang, Catherine; Liu, Hongyun; Peng, Hong

    2012-01-01

    Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming…

  5. Difficulties in Lexical Stress versus Difficulties in Segmental Phonology among Adolescents with Dyslexia

    ERIC Educational Resources Information Center

    Anastasiou, Dimitris; Protopapas, Athanassios

    2015-01-01

    Dyslexic difficulties in lexical stress were compared to difficulties in segmental phonology. Twenty-nine adolescents with dyslexia and 29 typically developing adolescents, matched on age and nonverbal ability, were assessed on reading, spelling, phonological and stress awareness, rapid naming, and short-term memory. Group differences in stress…

  6. On the Form of Bilingual Grammars: The Phonological Component.

    ERIC Educational Resources Information Center

    Elerick, Charles

    This research is based on the assumption that a Spanish/English bilingual is aware of the phonological and semantic relatedness of the many hundreds of pairs of transparently cognate items in the two languages. This awareness is linguistically significant in that it is reflected in the internalized grammar of the bilingual. The bilingual speaker…

  7. Effects of English Cued Speech on Speech Perception, Phonological Awareness and Literacy: A Case Study of a 9-Year-Old Deaf Boy Using a Cochlear Implant

    ERIC Educational Resources Information Center

    Rees, Rachel; Bladel, Judith

    2013-01-01

    Many studies have shown that French Cued Speech (CS) can enhance lipreading and the development of phonological awareness and literacy in deaf children but, as yet, there is little evidence that these findings can be generalized to English CS. This study investigated the possible effects of English CS on the speech perception, phonological…

  8. Phonological Awareness Errors Mirror Underlying Phonological Representations: Evidence from Hebrew L1-English L2 Adults

    ERIC Educational Resources Information Center

    Russak, Susie; Saiegh-Haddad, Elinor

    2017-01-01

    This article examines the effect of phonological context (singleton vs. clustered consonants) on full phoneme segmentation in Hebrew first language (L1) and in English second language (L2) among typically reading adults (TR) and adults with reading disability (RD) (n = 30 per group), using quantitative analysis and a fine-grained analysis of…

  9. The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers.

    PubMed

    Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

    2010-01-01

    This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

  10. A Latent Variable Investigation of the Phonological Awareness Literacy Screening-Kindergarten Assessment: Construct Identification and Multigroup Comparisons between Spanish-Speaking English-Language Learners (ELLs) and Non-ELL Students

    ERIC Educational Resources Information Center

    Huang, Francis L.; Konold, Timothy R.

    2014-01-01

    Psychometric properties of the Phonological Awareness Literacy Screening for Kindergarten (PALS-K) instrument were investigated in a sample of 2844 first-time public school kindergarteners. PALS-K is a widely used English literacy screening assessment. Exploratory factor analysis revealed a theoretically defensible measurement structure that was…

  11. Dyslexia in Adults: Evidence for Deficits in Non-Word Reading and in the Phonological Representation of Lexical Items.

    ERIC Educational Resources Information Center

    Elbro, Carsten; And Others

    1994-01-01

    Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…

  12. Preschool speech error patterns predict articulation and phonological awareness outcomes in children with histories of speech sound disorders

    PubMed Central

    Preston, Jonathan L.; Hull, Margaret; Edwards, Mary Louise

    2012-01-01

    Purpose To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost four years later. Method Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 and followed up at 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors were used to predict later speech sound production, PA, and literacy outcomes. Results Group averages revealed below-average school-age articulation scores and low-average PA, but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom more than 10% of their speech sound errors were atypical had lower PA and literacy scores at school-age than children who produced fewer than 10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores. Conclusions Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschool may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschool distortions may be resistant to change over time, leading to persisting speech sound production problems. PMID:23184137

  13. Preschool speech error patterns predict articulation and phonological awareness outcomes in children with histories of speech sound disorders.

    PubMed

    Preston, Jonathan L; Hull, Margaret; Edwards, Mary Louise

    2013-05-01

    To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.

  14. Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study.

    PubMed

    Lousada, M; Jesus, Luis M T; Capelas, S; Margaça, C; Simões, D; Valente, A; Hall, A; Joffe, V L

    2013-01-01

    In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there is a focus on collecting information on and differentiating between the effectiveness of PT and AT for children with different types of phonologically based SSD, as well as on the role of phonological awareness in remediating SSD. It is important to collect more evidence for the most effective and efficient type of intervention approach for different SSDs and for these data to be collected from diverse linguistic and cultural perspectives. To evaluate the effectiveness of a PT and AT approach for treatment of 14 Portuguese children, aged 4.0-6.7 years, with a phonologically based SSD. The children were randomly assigned to one of the two treatment approaches (seven children in each group). All children were treated by the same SLT, blind to the aims of the study, over three blocks of a total of 25 weekly sessions of intervention. Outcome measures of phonological ability (percentage of consonants correct (PCC), percentage occurrence of different phonological processes and phonetic inventory) were taken before and after intervention. A qualitative assessment of intervention effectiveness from the perspective of the parents of participants was included. Both treatments were effective in improving the participants' speech, with the children receiving PT showing a more significant improvement in PCC score than those receiving the AT. Children in the PT group also showed greater generalization to untreated words than those receiving AT. Parents reported both intervention approaches to be as effective in improving their children's speech. The PT (combination of expressive phonological tasks, phonological awareness, listening and

  15. Aberrant N400 responses to phonological overlap during rhyme judgements in children at risk for dyslexia.

    PubMed

    Noordenbos, Mark W; Segers, Eliane; Wagensveld, Barbara; Verhoeven, Ludo

    2013-11-06

    It is widely accepted that dyslexia is associated with difficulties in phonological awareness and that rhyme awareness in young children can predict later reading success. However, little is known regarding the underlying phonological mechanisms of rhyme awareness in dyslexia, as rhyme awareness is typically assessed using explicit behavioural measures that represent only the endpoint of processing and often lack phonological distracters. We examined event-related potentials (ERPs) in response to auditory word pairs that differed in phonological overlap during a rhyme judgement task given to 6-year-old beginning readers who were at risk for dyslexia (n=30) and typical-reading age-matched controls (n=29). ERPs were recorded in response to word pairs with various types of phonological overlap, including rhyming (e.g., wall-ball), non-rhyming overlapping (e.g., bell-ball) and non-rhyming unrelated (e.g., sock-ball) word pairs. Both groups of participants exhibited N400 responses for basic rhyme judgements vs. unrelated targets. In the typical-reading controls, the neural responses also differed between the rhyming targets and the non-rhyming overlapping targets, whereas neural responses to these targets were similar in the group of children at risk for dyslexia, indicating difficulties in their ability to process similar-sounding, non-rhyming targets. These findings suggest that typical-reading children solve the rhyme judgement task using a more analytical approach, whereas children who are at risk for dyslexia base their judgments on a comparison of overall sound similarity. © 2013 Elsevier B.V. All rights reserved.

  16. Phonology, reading, and Chomsky and Halle's optimal orthography.

    PubMed

    Steinberg, D D

    1973-09-01

    Chomsky and Halle claim that an orthography based on their underlying phonological representations (UPR) of lexical items would be optimal for English. This paper challenges three of C & H's basic phonological assumptions, that their vowel shift rule is valid, that the UPR is the only sound representation to be listed in the lexicon, and that derived words do not appear as wholes in the lexicon. A less abstract phonological representation level based on the conscious perceptions of speakers, the surface phonemic (SPR), is proposed. An SPR-based orthography has advantages which a UPR-based orthography would not: it is easy to learn and teach, it can be learned at an early age, and it permits rapid detection of rhyme. It is concluded that an orthography based on SPRs, and not UPRs, would be optimal.

  17. Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

    PubMed Central

    Al Otaiba, Stephanie; Puranik, Cynthia; Zilkowski, Robin; Curran, Tricia

    2009-01-01

    This article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to typically developing peers. Methodological issues are described and implications for practice and future research are discussed. PMID:20161557

  18. Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits.

    ERIC Educational Resources Information Center

    Frost, Julie A.; Emery, Michael J.

    1996-01-01

    This article briefly defines phonological core deficits in cases of dyslexia; considers student classification based on federal and state learning disability placement guidelines; and suggests 10 interventions such as teaching metacognitive strategies, providing direct instruction in language analysis and the alphabetic code, and teaching reading…

  19. Study the left prefrontal cortex activity of Chinese children with dyslexia in phonological processing by NIRS

    NASA Astrophysics Data System (ADS)

    Zhang, Zhili; Li, Ting; Zheng, Yi; Luo, Qingming; Song, Ranran; Gong, Hui

    2006-02-01

    Developmental dyslexia, a kind of prevalent psychological disease, represents that dyslexic children have unexpected difficulties in phonological processing and recognition test of Chinese characters. Some functional imaging technologies, such as fMRI and PET, have been used to study the brain activities of the children with dyslexia whose first language is English. In this paper, a portable, 16-channel, continuous-wave (CW) NIRS instrument was used to monitor the concentration changes of each hemoglobin species when Chinese children did the task of phonological processing and recognition test. The NIRS recorded the hemodynamic changes in the left prefrontal cortex of the children. 20 dyslexia-reading children (10~12 years old) and 20 normal-reading children took part in the phonological processing of Chinese characters including the phonological awareness section and the phonological decoding section. During the phonological awareness section, the changed concentration of deoxy-hemoglobin in dyslexia-reading children were significantly higher (p<0.05) than normal-reading children in the left ventrolateral prefrontal cortex (VLPFC). While in the phonological decoding section, both normal and dyslexic reading children had more activity in the left VLPFC, but only normal-reading children had activity in the left middorsal prefrontal cortex. In conclusion, both dyslexic and normal-reading children have activity in the left prefrontal cortex, but the degree and the areas of the prefrontal cortex activity are different between them when they did phonological processing.

  20. Lexical and metaphonological abilities in preschoolers with phonological disorders.

    PubMed

    Costa, Ranilde Cristiane Cavalcante; Avila, Clara Regina Brandão de

    2010-01-01

    lexical and metaphonological abilities of phonologically disordered preschoolers. to investigate the influence of Phonological Disorder on the lexical and metaphonological abilities of a group of preschoolers and the correlation between them. participants were 56 preschoolers - 32 boys and 24 girls - with ages between 4 years and 6 months and 6 years and 11 months, divided into two different groups: the Research Group, composed of 28 preschoolers with Phonological Disorder, and the Control Group, composed of 28 preschoolers with normal speech and no oral speech-related complaints, paired to the research group by gender and age. All of the participants were initially assessed by the ABFW Test - Phonology. After that, they were assessed on their lexical and metaphonological abilities by the ABFW Test - Vocabulary and phonological awareness test: sequential assessment instrument, CONFIAS - identification tasks and, rhyme and alliteration production, respectively. regarding lexical ability, the preschoolers from both groups presented similar behavior. The disordered preschoolers presented the worst performance on the overall analysis of the metaphonological ability. Age had an influence on the performance of lexical ability for both groups and the metaphonological abilities only for the Control Group. Correlations were identified, mostly positive, good to moderate between lexical and metaphonological abilities. the influence of Phonological Disorder may only be observed on the metaphonological performance. Phonological Disorder did not interfere with the development of the lexical ability of this group of preschoolers. Positive correlations were identified between both abilities in the studied age group.

  1. Phonological Awareness and Rapid Automatized Naming Predicting Early Development in Reading and Spelling: Results from a Cross-Linguistic Longitudinal Study

    PubMed Central

    Furnes, Bjarte; Samuelsson, Stefan

    2010-01-01

    In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) were investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230 Scandinavian children were followed longitudinally between kindergarten and 2nd grade. PA and RAN were measured in kindergarten and Grade 1, while word recognition, phonological decoding, and spelling were measured in kindergarten, Grade 1, and Grade 2. In general, high stability was observed for the various reading and spelling measures, such that little additional variance was left open for PA and RAN. However, results demonstrated that RAN was more related to reading than spelling across orthographies, with the opposite pattern shown for PA. In addition, tests of measurement invariance show that the factor loadings of each observed indicator on the latent PA factor was the same across U.S./Australia and Scandinavia. Similar findings were obtained for RAN. In general, tests of structural invariance show that models of early literacy development are highly transferable across languages. PMID:21359098

  2. Exploring Dyslexics' Phonological Deficit II: Phonological Grammar

    ERIC Educational Resources Information Center

    Szenkovits, Gayaneh; Darma, Quynliaan; Darcy, Isabelle; Ramus, Franck

    2016-01-01

    Language learners have to acquire the phonological grammar of their native language, and different levels of representations on which the grammar operates. Developmental dyslexia is associated with a phonological deficit, which is commonly assumed to stem from degraded phonological representations. The present study investigates one aspect of the…

  3. Making Diversity Awareness Part of Your Teaching.

    ERIC Educational Resources Information Center

    Kirk, Rea; Nkemnji, John; Gudgeon, Katherine; Hardy, Sarah; Hooker, Gina; Lowry, Mark; Roberts, Brionne

    This paper presents a series of interactive activities designed to help educators make diversity awareness part of their teaching. The activities are: "Best Friends," which helps people recognize the role race plays in their perceptions of people and in their values; "Conclusion Jumping," which helps people identify common stereotypes and raise…

  4. Altered brain activity for phonological manipulation in dyslexic Japanese children

    PubMed Central

    Yamamoto, Hisako; Oba, Kentaro; Terasawa, Yuri; Moriguchi, Yoshiya; Uchiyama, Hitoshi; Seki, Ayumi; Koeda, Tatsuya; Inagaki, Masumi

    2013-01-01

    Because of unique linguistic characteristics, the prevalence rate of developmental dyslexia is relatively low in the Japanese language. Paradoxically, Japanese children have serious difficulty analysing phonological processes when they have dyslexia. Neurobiological deficits in Japanese dyslexia remain unclear and need to be identified, and may lead to better understanding of the commonality and diversity in the disorder among different linguistic systems. The present study investigated brain activity that underlies deficits in phonological awareness in Japanese dyslexic children using functional magnetic resonance imaging. We developed and conducted a phonological manipulation task to extract phonological processing skills and to minimize the influence of auditory working memory on healthy adults, typically developing children, and dyslexic children. Current experiments revealed that several brain regions participated in manipulating the phonological information including left inferior and middle frontal gyrus, left superior temporal gyrus, and bilateral basal ganglia. Moreover, dyslexic children showed altered activity in two brain regions. They showed hyperactivity in the basal ganglia compared with the two other groups, which reflects inefficient phonological processing. Hypoactivity in the left superior temporal gyrus was also found, suggesting difficulty in composing and processing phonological information. The altered brain activity shares similarity with those of dyslexic children in countries speaking alphabetical languages, but disparity also occurs between these two populations. These are initial findings concerning the neurobiological impairments in dyslexic Japanese children. PMID:24052613

  5. Altered brain activity for phonological manipulation in dyslexic Japanese children.

    PubMed

    Kita, Yosuke; Yamamoto, Hisako; Oba, Kentaro; Terasawa, Yuri; Moriguchi, Yoshiya; Uchiyama, Hitoshi; Seki, Ayumi; Koeda, Tatsuya; Inagaki, Masumi

    2013-12-01

    Because of unique linguistic characteristics, the prevalence rate of developmental dyslexia is relatively low in the Japanese language. Paradoxically, Japanese children have serious difficulty analysing phonological processes when they have dyslexia. Neurobiological deficits in Japanese dyslexia remain unclear and need to be identified, and may lead to better understanding of the commonality and diversity in the disorder among different linguistic systems. The present study investigated brain activity that underlies deficits in phonological awareness in Japanese dyslexic children using functional magnetic resonance imaging. We developed and conducted a phonological manipulation task to extract phonological processing skills and to minimize the influence of auditory working memory on healthy adults, typically developing children, and dyslexic children. Current experiments revealed that several brain regions participated in manipulating the phonological information including left inferior and middle frontal gyrus, left superior temporal gyrus, and bilateral basal ganglia. Moreover, dyslexic children showed altered activity in two brain regions. They showed hyperactivity in the basal ganglia compared with the two other groups, which reflects inefficient phonological processing. Hypoactivity in the left superior temporal gyrus was also found, suggesting difficulty in composing and processing phonological information. The altered brain activity shares similarity with those of dyslexic children in countries speaking alphabetical languages, but disparity also occurs between these two populations. These are initial findings concerning the neurobiological impairments in dyslexic Japanese children.

  6. Tone matters for Cantonese-English bilingual children's English word reading development: A unified model of phonological transfer.

    PubMed

    Tong, Xiuli; He, Xinjie; Deacon, S Hélène

    2017-02-01

    Languages differ considerably in how they use prosodic features, or variations in pitch, duration, and intensity, to distinguish one word from another. Prosodic features include lexical tone in Chinese and lexical stress in English. Recent cross-sectional studies show a surprising result that Mandarin Chinese tone sensitivity is related to Mandarin-English bilingual children's English word reading. This study explores the mechanism underlying this relation by testing two explanations of these effects: the prosodic hypothesis and segmental phonological awareness transfer. We administered multiple measures of Cantonese tone sensitivity, English stress sensitivity, segmental phonological awareness in Cantonese and English, nonverbal ability, and English word reading to 123 Cantonese-English bilingual children ages 7 and 8 years. Structural equation modeling revealed a longitudinal prediction of Cantonese tone sensitivity to English word reading between 8 and 9 years of age. This relation was realized through two parallel routes. In one, Cantonese tone sensitivity predicted English stress sensitivity, and English stress sensitivity, in turn, significantly predicted English word reading, as postulated by the prosodic hypothesis. In the second, Cantonese tone sensitivity predicted English word reading through the transfer of segmental phonological awareness between Cantonese and English, as predicted by segmental phonological transfer. These results support a unified model of phonological transfer, emphasizing the role of tone in English word reading for Cantonese-English bilingual children.

  7. A Phonologically Based Intervention for School-Age Children with Language Impairment: Implications for Reading Achievement

    ERIC Educational Resources Information Center

    Ritter, Michaela J.; Park, Jungjun; Saxon, Terrill F.; Colson, Karen A.

    2013-01-01

    This study was conducted utilizing a quasi-experimental pre- and postgroup design to examine the effects of a phonologically based intervention aimed to improve phonological awareness (PA) and reading abilities in school-age children with language impairment (LI) in Grades 1 through 3. The intervention included instruction in PA and sound-symbol…

  8. Dialect Variation and Phonological Knowledge: Phonological Representations and Metalinguistic Awareness among Beginning Readers who Speak Nonmainstream American English

    ERIC Educational Resources Information Center

    Terry, Nicole Patton

    2014-01-01

    Children's spoken nonmainstream American English (NMAE) dialect use and their knowledge about phonological representations of word pronunciations were assessed in a sample of 105 children in kindergarten through second grade. Children were given expressive and receptive tasks with dialect-sensitive stimuli. Students who produced many NMAE…

  9. Teaching Global Awareness Using the Media. Grades 6-12, Global Awareness Series.

    ERIC Educational Resources Information Center

    Lamy, Steven L.; And Others

    This teaching guide on global awareness contains 15 media-related activities for students in grades 6-12. The objective is to help students see how the media affect their opinions and the roles the media plays in world affairs. The activities are divided into five sections. The first section contains a general survey of the students' knowledge of…

  10. Does Phonological Recoding Occur during Silent Reading, and Is It Necessary for Orthographic Learning?

    ERIC Educational Resources Information Center

    de Jong, Peter F.; Bitter, Danielle J. L.; van Setten, Margot; Marinus, Eva

    2009-01-01

    Two studies were conducted to test the central claim of the self-teaching hypothesis (i.e., phonological recoding is necessary for orthographic learning) in silent reading. The first study aimed to demonstrate the use of phonological recoding during silent reading. Texts containing pseudowords were read silently or aloud. Two days later, target…

  11. Phonological Bases for L2 Morphological Learning

    ERIC Educational Resources Information Center

    Hu, Chieh-Fang

    2010-01-01

    Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g.,…

  12. A Closer Look at Phonology as a Predictor of Spoken Sentence Processing and Word Reading

    ERIC Educational Resources Information Center

    Myers, Suzanne; Robertson, Erin K.

    2015-01-01

    The goal of this study was to tease apart the roles of phonological awareness (pA) and phonological short-term memory (pSTM) in sentence comprehension, sentence production, and word reading. Children 6- to 10-years of age (N = 377) completed standardized tests of pA ("Elision") and pSTM ("Nonword Repetition") from the…

  13. Do Children with Phonological Delay Have Phonological Short-Term and Phonological Working Memory Deficits?

    ERIC Educational Resources Information Center

    Waring, Rebecca; Eadie, Patricia; Liow, Susan Rickard; Dodd, Barbara

    2017-01-01

    While little is known about why children make speech errors, it has been hypothesized that cognitive-linguistic factors may underlie phonological speech sound disorders. This study compared the phonological short-term and phonological working memory abilities (using immediate memory tasks) and receptive vocabulary size of 14 monolingual preschool…

  14. Exploring English and Spanish Rhyme Awareness and Beginning Sound Segmentation Skills in Prekindergarten Spanish-Speaking English Learners

    ERIC Educational Resources Information Center

    Raynolds, Laura B.; López-Velásquez, Angela; Olivo Valentín, Laura E.

    2017-01-01

    Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for…

  15. Phonological skills and their role in learning to read: a meta-analytic review.

    PubMed

    Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Hulme, Charles

    2012-03-01

    The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comparisons indicated that children with dyslexia show a large deficit on phonemic awareness in relation to typically developing children of the same age (pooled effect size estimate: -1.37) and children matched on reading level (pooled effect size estimate: -0.57). There were significantly smaller group deficits on both rime awareness and verbal short-term memory (pooled effect size estimates: rime skills in relation to age-matched controls, -0.93, and reading-level controls, -0.37; verbal short-term memory skills in relation to age-matched controls, -0.71, and reading-level controls, -0.09). Analyses of studies of unselected samples showed that phonemic awareness was the strongest correlate of individual differences in word reading ability and that this effect remained reliable after controlling for variations in both verbal short-term memory and rime awareness. These findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development. We discuss whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.

  16. The Impact of Early Classroom Inattention on Phonological Processing and Word-Reading Development.

    PubMed

    Dittman, Cassandra K

    2016-08-01

    The present study investigated the longitudinal relationships between inattention, phonological processing and word reading across the first 2 years of formal reading instruction. In all, 136 school entrants were administered measures of letter knowledge, phonological awareness, phonological memory, rapid naming, and word reading at the start and end of their 1st year of school, and the end of their 2nd year, while teachers completed rating scales of inattention. School entry inattentiveness predicted unique variance in word reading at the end of first grade, after controlling for verbal ability, letter knowledge, and phonological processing. End-of-first-grade inattention predicted a small but significant amount of unique variance in second-grade word reading and word-reading efficiency. Inattention, however, was not a reliable predictor of phonological processing in either first or second grade. Early classroom inattentiveness influences learning to read independent of critical developmental precursors of word-reading development. © The Author(s) 2013.

  17. Classroom phonological awareness instruction and literacy outcomes in the first year of school.

    PubMed

    Carson, Karyn L; Gillon, Gail T; Boustead, Therese M

    2013-04-01

    Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI). A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA. Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction. A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.

  18. Language skills and phonological awareness in children with cochlear implants and normal hearing.

    PubMed

    Soleymani, Zahra; Mahmoodabadi, Najmeh; Nouri, Mina Mohammadi

    2016-04-01

    Early auditory experience plays a major role in language acquisition. Linguistic and metalinguistic abilities of children aged 5-5.5 years with cochlear implants (CIs) were compared to age-matched children with normal hearing (NH) to investigate the effect of hearing on development of these two skills. Eighteen children with NH and 18 children with CIs took part in the study. The Test of Language Development-Primary, third edition, was used to assess language and metalinguistic skills by assessment of phonological awareness (PA). Language skills and PA were then compared between groups. Hierarchical linear regression was conducted to determine whether the language skills explained the unique variance in PA. There were significant differences between children with NH and those with CIs for language skills and PA (p≤0.001). All language skills (semantics, syntax, listening, spoken language, organizing, and speaking) were uniquely predictive of PA outcome in the CI children. Linear combinations of listening and semantics and listening, semantics, and syntax correlated significantly with PA. The results show that children with CIs may have trouble with language skills and PA. Listening, semantics, and syntax, among other skills, are significant indicators of the variance in PA for children with CIs. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  19. The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

    PubMed

    Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie

    2013-10-01

    The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

  20. Survey of Residents' Attitudes and Awareness Toward Teaching and Student Feedback

    PubMed Central

    Tuck, Keiran K.; Murchison, Charles; Flores, Christine; Kraakevik, Jeff

    2014-01-01

    Background Teaching medical students is an important component of residency; however, little is known about student feedback regarding resident teaching skills. Objective We sought to explore resident awareness of medical student feedback mechanisms and how feedback is obtained, and also identified attitudes about teaching more commonly found in residents who seek feedback. Methods We surveyed all resident physicians at a university-affiliated academic health center about awareness of student feedback regarding their teaching abilities, and their attitudes related to teaching that may impact whether residents seek feedback. Results Of 605 residents, 335 (55%) responded, with 72% (242 of 335) noting they did not formally review student feedback of their teaching with their advisor during regularly scheduled meetings, 42% (140 of 332) reporting they did not know of any formal feedback mechanisms, and 28.4% (95 of 334) reporting they had not received feedback from students in any format. Although only a quarter of residents solicit feedback always or often, more than half would like feedback always or often. Reported barriers to feedback included student apprehension, time constraints, and lack of a formal system. A majority of residents had positive attitudes toward teaching and felt that student feedback would help teaching ability and medical proficiency. Conclusions A large percentage of residents at 1 teaching institution reported not receiving feedback from students on their teaching abilities. Residents who did receive feedback were more likely to have actively solicited it. Overall, residents believe that this feedback from students would benefit their clinical and teaching performance. PMID:26140121

  1. Reflective Awareness in Mathematics Teachers' Learning and Teaching

    ERIC Educational Resources Information Center

    Chapman, Olive

    2015-01-01

    The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

  2. Phonological and Articulation Treatment Approaches in Portuguese Children with Speech and Language Impairments: A Randomized Controlled Intervention Study

    ERIC Educational Resources Information Center

    Lousada, M.; Jesus, Luis M. T.; Capelas, S.; Margaca, C.; Simoes, D.; Valente, A.; Hall, A.; Joffe, V. L.

    2013-01-01

    Background: In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there…

  3. Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4.

    PubMed

    Li, Liping; Wu, Xinchun

    2015-01-01

    This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4.

  4. Teaching Phonemic Awareness through Children's Literature and Experiences

    ERIC Educational Resources Information Center

    Jurenka, Nancy

    2006-01-01

    Teaching phonemic awareness can be boring and repetitive in the hands of a teacher who wishes to just use a workbook approach. This delightful book packs loads of fun into 75 lesson plans, providing educators with myriad creative strategies for integrating word study with children's picture books. Each lesson includes a read-aloud book…

  5. Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2010-01-01

    This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were…

  6. An exploratory study of phonological awareness and working memory differences and literacy performance of people that use AAC.

    PubMed

    Gómez Taibo, María Luisa; Vieiro Iglesias, Pilar; González Raposo, María del Salvador; Sotillo Méndez, María

    2010-11-01

    Twelve cerebral palsied adolescents and young adults with complex communicative needs who used augmentative and alternative communication were studied. They were classified according to their working memory capacity (high vs. low) into two groups of 6 participants. They were also divided into two groups of 6 participants according to their high vs. low phonological skills. These groups were compared on their performance in reading tests -orthographic knowledge, a word test and a pseudoword reading test- and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as factors for the participants that used AAC in our study. Implications of the results are discussed.

  7. The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention

    PubMed Central

    Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al

    2013-01-01

    Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281

  8. Medical Terminology: A Phonological Analysis for Teaching English Pronunciation.

    ERIC Educational Resources Information Center

    Jabbour-Lagocki, Judith

    1992-01-01

    A phonological analysis of medical terminology was developed as an answer to pleas from students in medical English courses in Austria. The analysis can serve as a model for other sciences in which a comparable predicament exists: Graeco-Latinate terms are readily understood when written, but not easily recognized when spoken. (JL)

  9. Development of Model for Teaching Cultural and Ethnic Awareness.

    ERIC Educational Resources Information Center

    Price, Dorothy Z.

    1991-01-01

    A model for teaching cultural awareness includes three environments that affect an entity such as a family: (1) macroenvironment (cultural, political, and economic systems); (2) intermediate environment (motivation, needs, values, roles, and resources); and (3) microenvironment--the means by which goals are achieved (structure, communication,…

  10. The interface between morphology and phonology: Exploring a morpho-phonological deficit in spoken production

    PubMed Central

    Cohen-Goldberg, Ariel M.; Cholin, Joana; Miozzo, Michele; Rapp, Brenda

    2013-01-01

    Morphological and phonological processes are tightly interrelated in spoken production. During processing, morphological processes must combine the phonological content of individual morphemes to produce a phonological representation that is suitable for driving phonological processing. Further, morpheme assembly frequently causes changes in a word's phonological well-formedness that must be addressed by the phonology. We report the case of an aphasic individual (WRG) who exhibits an impairment at the morpho-phonological interface. WRG was tested on his ability to produce phonologically complex sequences (specifically, coda clusters of varying sonority) in heteromorphemic and tautomorphemic environments. WRG made phonological errors that reduced coda sonority complexity in multimorphemic words (e.g., passed→[pæstɪd]) but not in monomorphemic words (e.g., past). WRG also made similar insertion errors to repair stress clash in multimorphemic environments, confirming his sensitivity to cross-morpheme well-formedness. We propose that this pattern of performance is the result of an intact phonological grammar acting over the phonological content of morphemic representations that were weakly joined because of brain damage. WRG may constitute the first case of a morpho-phonological impairment—these results suggest that the processes that combine morphemes constitute a crucial component of morpho-phonological processing. PMID:23466641

  11. Contributions of Phonological Awareness, Phonological Short-Term Memory, and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability

    ERIC Educational Resources Information Center

    Soltani, Amanallah; Roslan, Samsilah

    2013-01-01

    Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual…

  12. Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

    PubMed Central

    Li, Liping; Wu, Xinchun

    2015-01-01

    Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530

  13. The Role of Categorical Speech Perception and Phonological Processing in Familial Risk Children With and Without Dyslexia.

    PubMed

    Hakvoort, Britt; de Bree, Elise; van der Leij, Aryan; Maassen, Ben; van Setten, Ellie; Maurits, Natasha; van Zuijen, Titia L

    2016-12-01

    This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those without dyslexia (FRND). Data were collected from 9-year-old FRD (n = 37) and FRND (n = 41) children and age-matched controls (n = 49) on CP identification and discrimination and on the phonological processing measures rapid automatized naming, phoneme awareness, and nonword repetition. The FRD group performed more poorly on CP than the FRND and control groups. Findings on phonological processing align with the literature in that (a) phonological processing related to reading and (b) the FRD group showed the lowest phonological processing outcomes. Furthermore, CP correlated weakly with reading, but this relationship was fully mediated by rapid automatized naming. Although CP phonological skills are related to dyslexia, there was no strong evidence for a cascade from CP to phonology to reading. Deficits in CP at the behavioral level are not directly associated with dyslexia.

  14. Viewing a Phonological Deficit within a Multifactorial Model of Dyslexia

    ERIC Educational Resources Information Center

    Catts, Hugh W.; McIlraith, Autumn; Bridges, Mindy Sittner; Nielsen, Diane Corcoran

    2017-01-01

    Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological…

  15. Onset and Rime Awareness and Analogies in Reading.

    ERIC Educational Resources Information Center

    Goswami, Usha; Mead, Felicity

    1992-01-01

    Examines the effects of onset and rime awareness on children's recognition of spelling patterns in written words. Reports that onset-rime awareness was associated with word ending similarities, whereas word beginning analogies appeared to involve higher-level phonological skills. Suggests longitudinal research regarding the issue. (SG)

  16. The Acquisition of Phoneme Awareness in Children Learning the Hiragana Syllabary

    ERIC Educational Resources Information Center

    Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Naka, Makiko

    2011-01-01

    In research on the acquisition of reading, there have been some cross-orthographic comparisons between alphabetic scripts and the hiragana syllabic script. One of the theoretical motives for these comparisons is the hypothesis that phonological awareness is related to the size of the phonological unit mapped by the orthography, with phoneme…

  17. Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing.

    PubMed

    Männel, Claudia; Schaadt, Gesa; Illner, Franziska K; van der Meer, Elke; Friederici, Angela D

    2017-02-01

    Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  18. Phonological coding during reading

    PubMed Central

    Leinenger, Mallorie

    2014-01-01

    The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early (pre-lexical) or that phonological codes come online late (post-lexical)) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eyetracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model (Van Order, 1987), dual-route model (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), parallel distributed processing model (Seidenberg & McClelland, 1989)) are discussed. PMID:25150679

  19. A Brief Critique of Chomsky's Challenge to Classical Phonemic Phonology.

    ERIC Educational Resources Information Center

    Liu, Ngar-Fun

    1994-01-01

    Phonemic phonology became important because it provided a descriptive account of dialects and languages that had never been transcribed before, and it derives its greatest strength from its practical orientation, which has proved beneficial to language teaching and learning. Noam Chomsky's criticisms of it are largely unjust because he has not…

  20. Integrating Teaching Practice with Developmental Norms: The Case of Phonological Teaching in L2

    ERIC Educational Resources Information Center

    Wong, Richard Kwok-Shing; MacWhinney, Brian

    2009-01-01

    This paper highlights the crucial role of phonological instruction in early second language English learning. Although older learners can acquire grammar and vocabulary efficiently, younger learners appear to have a greater facility with the learning of sounds. Thus, it makes good sense to focus on articulatory skills for these early learners. By…

  1. Density, Frequency and the Expressive Phonology of Children with Phonological Delay

    ERIC Educational Resources Information Center

    Gierut, Judith A.; Morrisette, Michele L.

    2012-01-01

    The effect of word-level variables on expressive phonology has not been widely studied, although the properties of words likely bear on the emergence of sound structure (Stoel-Gammon, 2011). Eight preschoolers, diagnosed with phonological delay, were assigned to treatment to experimentally induce gains in expressive phonology. Erred sounds were…

  2. Phonological coding during reading.

    PubMed

    Leinenger, Mallorie

    2014-11-01

    The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early [prelexical] or that phonological codes come online late [postlexical]) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eye-tracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model, Van Orden, 1987; dual-route model, e.g., M. Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; parallel distributed processing model, Seidenberg & McClelland, 1989) are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  3. Amplitude Envelope Perception, Phonology and Prosodic Sensitivity in Children with Developmental Dyslexia

    ERIC Educational Resources Information Center

    Goswami, Usha; Gerson, Danielle; Astruc, Luisa

    2010-01-01

    Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to…

  4. Discrimination Training of Phonemic Contrasts Enhances Phonological Processing in Mainstream School Children

    ERIC Educational Resources Information Center

    Moore, D.R.; Rosenberg, J.F.; Coleman, J.S.

    2005-01-01

    Auditory perceptual learning has been proposed as effective for remediating impaired language and for enhancing normal language development. We examined the effect of phonemic contrast discrimination training on the discrimination of whole words and on phonological awareness in 8- to 10-year-old mainstream school children. Eleven phonemic contrast…

  5. Teaching Strategies to Increase Cultural Awareness in Nursing Students.

    PubMed

    Lonneman, William

    2015-01-01

    Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

  6. Awareness of Societal Issues Among High School Biology Teachers Teaching Genetics

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Bloch, Ilit

    2005-12-01

    The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when scientists from all the above-mentioned disciplines had been involved in trying to support and develop the eugenics theories. It investigates pre- and postwar theories of the eugenics movement in the United States which were implemented successfully in Germany and a literature survey of the studies of societal issues related to these subjects. The sample consisted of 30 male and female biology teachers. Enclosed are teachers' answers in favor or against including debates about societal issues in their classrooms while teaching the disciplines mentioned above. Teachers' answers were analyzed in relation to three variables: years of teaching experience, gender, and religion faith. Data were collected from questionnaires and personal interviews and analyzed according to qualitative and quantitative methods. The results show that amongst the teachers there is a medium to low level of awareness of societal issues, while mainly emphasizing scientific subjects in preparation of matriculation examinations. The majority of the teachers do not include societal issues in their teaching, but if students raise these issues, teachers claimed to address them. No differences in teachers' opinions to societal issues were found in relation to gender or religious faith. Teachers with more years of teaching experience tend to teach with a more Science, Technology, and Society (STS) approach than novice teachers. The results are discussed in relation to teachers' professional development and teaching strategies are suggested to be used in their classrooms based on a STS approach, which includes the societal issues as a main goal.

  7. Prosodic Awareness Skills and Literacy Acquisition in Spanish

    ERIC Educational Resources Information Center

    Defior, Sylvia; Gutierrez-Palma, Nicolas; Cano-Marin, Maria Jose

    2012-01-01

    There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and…

  8. Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items.

    PubMed

    Elbro, C; Nielsen, I; Petersen, D K

    1994-01-01

    Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words.

  9. Sounds, Letters and Meanings: The Independent Influences of Phonological, Morphological and Orthographic Skills on Early Word Reading Accuracy

    ERIC Educational Resources Information Center

    Deacon, S. Helene

    2012-01-01

    This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English-speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of…

  10. Phonological Models.

    ERIC Educational Resources Information Center

    Ballard, W.L.

    1968-01-01

    The article discusses models of synchronic and diachronic phonology and suggests changes in them. The basic generative model of phonology is outlined with the author's reinterpretations. The systematic phonemic level is questioned in terms of its unreality with respect to linguistic performance and its lack of validity with respect to historical…

  11. Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits.

    PubMed

    Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

    2013-07-01

    The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.

  12. The Effects of Spelling Consistency on Phonological Awareness: A Comparison of English and German

    ERIC Educational Resources Information Center

    Goswami, Usha; Ziegler, Johannes C.; Richardson, Ulla

    2005-01-01

    Within alphabetic languages, spelling-to-sound consistency can differ dramatically. For example, English and German are very similar in their phonological and orthographic structure but not in their consistency. In English the letter "a" is pronounced differently in the words "bank," "ball," and "park,"…

  13. Selective attention to phonology dynamically modulates initial encoding of auditory words within the left hemisphere.

    PubMed

    Yoncheva, Yuliya; Maurer, Urs; Zevin, Jason D; McCandliss, Bruce D

    2014-08-15

    play in phonological awareness impairments thought to underlie developmental reading disabilities. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

  14. Selective attention to phonology dynamically modulates initial encoding of auditory words within the left hemisphere

    PubMed Central

    Yoncheva; Maurer, Urs; Zevin, Jason; McCandliss, Bruce

    2015-01-01

    Selective attention to phonology, i.e., the ability to attend to sub-syllabic units within spoken words, is a critical precursor to literacy acquisition. Recent functional magnetic resonance imaging evidence has demonstrated that a left-lateralized network of frontal, temporal, and posterior language regions, including the visual word form area, supports this skill. The current event-related potential (ERP) study investigated the temporal dynamics of selective attention to phonology during spoken word perception. We tested the hypothesis that selective atten tion to phonology dynamically modulates stimulus encoding by recruiting left-lateralized processes specifically while the information critical for performance is unfolding. Selective attention to phonology was captured by ma nipulating listening goals: skilled adult readers attended to either rhyme or melody within auditory stimulus pairs. Each pair superimposed rhyming and melodic information ensuring identical sensory stimulation. Selective attention to phonology produced distinct early and late topographic ERP effects during stimulus encoding. Data- driven source localization analyses revealed that selective attention to phonology led to significantly greater re cruitment of left-lateralized posterior and extensive temporal regions, which was notably concurrent with the rhyme-relevant information within the word. Furthermore, selective attention effects were specific to auditory stimulus encoding and not observed in response to cues, arguing against the notion that they reflect sustained task setting. Collectively, these results demonstrate that selective attention to phonology dynamically engages a left-lateralized network during the critical time-period of perception for achieving phonological analysis goals. These findings support the key role of selective attention to phonology in the development of literacy and motivate future research on the neural bases of the interaction between phonological

  15. The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia

    PubMed Central

    Law, Jeremy M.; Vandermosten, Maaike; Ghesquiere, Pol; Wouters, Jan

    2014-01-01

    This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences. PMID:25071512

  16. The Relationship between Phonological and Auditory Processing and Brain Organization in Beginning Readers

    ERIC Educational Resources Information Center

    Pugh, Kenneth R.; Landi, Nicole; Preston, Jonathan L.; Mencl, W. Einar; Austin, Alison C.; Sibley, Daragh; Fulbright, Robert K.; Seidenberg, Mark S.; Grigorenko, Elena L.; Constable, R. Todd; Molfese, Peter; Frost, Stephen J.

    2013-01-01

    We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of…

  17. Phonological Processing Skills as Predictors of Literacy amongst Arabic Speaking Bahraini Children

    ERIC Educational Resources Information Center

    al Mannai, Haya; Everatt, John

    2005-01-01

    This paper reports a study of the reading and spelling skills of grades 1-3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal…

  18. Do children with dyslexia and/or specific language impairment compensate for place assimilation? Insight into phonological grammar and representations.

    PubMed

    Marshall, Chloe R; Ramus, Franck; van der Lely, Heather

    2011-10-01

    English speakers have to recognize, for example, that te[m] in te[m] pens is a form of ten, despite place assimilation of the nasal consonant. Children with dyslexia and specific language impairment (SLI) are commonly proposed to have a phonological deficit, and we investigate whether that deficit extends to place assimilation, as a way of probing phonological representations and phonological grammar. Children with SLI plus dyslexia, SLI only, and dyslexia only listened to sentences containing a target word in different assimilatory contexts-viable, unviable, and no change-and pressed a button to report hearing the target. The dyslexia-only group did not differ from age-matched controls, but the SLI groups showed more limited ability to accurately identify words within sentences. Once this factor was taken into account, the groups did not differ in their ability to compensate for assimilation. The results add to a growing body of evidence that phonological representations are not necessarily impaired in dyslexia. SLI children's results suggest that they too are sensitive to this aspect of phonological grammar, but are more liberal in their acceptance of alternative phonological forms of words. Furthermore, these children's ability to reject alternative phonological forms seems to be primarily limited by their vocabulary size and phonological awareness abilities.

  19. Improving Phonological Awareness and Reading through Rhyme Picture Books for EFL Elementary School Students

    ERIC Educational Resources Information Center

    Yang, Hui Chen

    2009-01-01

    The problem. The Taiwanese educational system incorporated English classes into the third grade curriculum beginning in 2005, making English language education more and more important in Taiwan. The goals for implementing this English educational policy in elementary schools are for students to be able to comprehend letters, phonology, and…

  20. Reading Comprehension Mediates the Relationship between Syntactic Awareness and Writing Composition in Children: A Longitudinal Study.

    PubMed

    Tong, Xiuhong; McBride, Catherine

    2016-12-01

    This research aimed to explore the relation between syntactic awareness and writing composition in 129 Hong Kong Chinese children. These children were from a ten-year longitudinal project. At each year, a number of measures were administered. The 129 children's data of nonverbal reasoning at age 4, phonological awareness, morphological awareness, vocabulary knowledge at age 8, reading comprehension at age 12 and syntactic awareness and writing composition skills at ages 11 and 12 were included in this study. Syntactic awareness was longitudinally and uniquely predictive of Chinese children's writing composition, and children's performance in early writing composition was uniquely associated with their later syntactic skills, even when controlling for the contributions from age, nonverbal and verbal abilities, phonological awareness, and morphological awareness. The relationship between syntactic awareness and writing composition was mediated by children's performance in reading comprehension. These findings may suggest a reciprocal relation between syntactic awareness and writing composition, and this association may vary with ability in reading comprehension in Chinese children.

  1. Is the Phonological Deficit in Developmental Dyslexia Related to Impaired Phonological Representations and to Universal Phonological Grammar?

    ERIC Educational Resources Information Center

    Maionchi-Pino, Norbert; Taki, Yasuyuki; Yokoyama, Satoru; Magnan, Annie; Takahashi, Kei; Hashizume, Hiroshi; Ecalle, Jean; Kawashima, Ryuta

    2013-01-01

    To date, the nature of the phonological deficit in developmental dyslexia is still debated. We concur with possible impairments in the representations of the universal phonological constraints that universally govern how phonemes co-occur as a source of this deficit. We were interested in whether-and how-dyslexic children have sensitivity to…

  2. Awareness of Societal Issues among High School Biology Teachers Teaching Genetics

    ERIC Educational Resources Information Center

    Lazarowitz, Reuven; Bloch, Ilit

    2005-01-01

    The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when…

  3. Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.

    PubMed

    Vander Stappen, Caroline; Reybroeck, Marie Van

    2018-01-01

    Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs. RAN) could improve word reading and word spelling performances, and (c) to assess the efficacy of a RAN-objects' intervention. Thirty-six French-speaking second graders, from two Belgian elementary schools, were divided into two groups, and received either a PA- or a RAN-objects' intervention. Twenty-five-minute lessons took place at school twice a week over a period of 2 months. Both groups were compared on multiple experimental measures (PA, RAN, word reading, and word spelling), before and immediately after the intervention, and 6 months later. Results showed specific efficacy of the two interventions, with participants trained in one ability outperforming those from the other group on this specific ability at post-test. Moreover, the PA intervention revealed transfer effects on the sub-lexical processes of spelling, while the RAN intervention enhanced word reading speed. Finally, the results demonstrated the efficacy of a RAN-objects' intervention for the first time. These findings provide a new piece of evidence showing the independence of PA and RAN, each process influencing the acquisition of literacy skills in a different way. The efficacy and the specific transfer effects of both interventions open up new perspectives for prevention and targeted remediation of reading disabilities.

  4. Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study

    PubMed Central

    Vander Stappen, Caroline; Reybroeck, Marie Van

    2018-01-01

    Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs. RAN) could improve word reading and word spelling performances, and (c) to assess the efficacy of a RAN-objects’ intervention. Thirty-six French-speaking second graders, from two Belgian elementary schools, were divided into two groups, and received either a PA- or a RAN-objects’ intervention. Twenty-five-minute lessons took place at school twice a week over a period of 2 months. Both groups were compared on multiple experimental measures (PA, RAN, word reading, and word spelling), before and immediately after the intervention, and 6 months later. Results showed specific efficacy of the two interventions, with participants trained in one ability outperforming those from the other group on this specific ability at post-test. Moreover, the PA intervention revealed transfer effects on the sub-lexical processes of spelling, while the RAN intervention enhanced word reading speed. Finally, the results demonstrated the efficacy of a RAN-objects’ intervention for the first time. These findings provide a new piece of evidence showing the independence of PA and RAN, each process influencing the acquisition of literacy skills in a different way. The efficacy and the specific transfer effects of both interventions open up new perspectives for prevention and targeted remediation of reading disabilities. PMID:29593618

  5. Phonological Interpretation into Preordered Algebras

    NASA Astrophysics Data System (ADS)

    Kubota, Yusuke; Pollard, Carl

    We propose a novel architecture for categorial grammar that clarifies the relationship between semantically relevant combinatoric reasoning and semantically inert reasoning that only affects surface-oriented phonological form. To this end, we employ a level of structured phonology that mediates between syntax (abstract combinatorics) and phonology proper (strings). To notate structured phonologies, we employ a lambda calculus analogous to the φ-terms of [8]. However, unlike Oehrle's purely equational φ-calculus, our phonological calculus is inequational, in a way that is strongly analogous to the functional programming language LCF [10]. Like LCF, our phonological terms are interpreted into a Henkin frame of posets, with degree of definedness ('height' in the preorder that interprets the base type) corresponding to degree of pronounceability; only maximal elements are actual strings and therefore fully pronounceable. We illustrate with an analysis (also new) of some complex constituent-order phenomena in Japanese.

  6. Phonological learning in semantic dementia.

    PubMed

    Jefferies, Elizabeth; Bott, Samantha; Ehsan, Sheeba; Lambon Ralph, Matthew A

    2011-04-01

    Patients with semantic dementia (SD) have anterior temporal lobe (ATL) atrophy that gives rise to a highly selective deterioration of semantic knowledge. Despite pronounced anomia and poor comprehension of words and pictures, SD patients have well-formed, fluent speech and normal digit span. Given the intimate connection between phonological STM and word learning revealed by both neuropsychological and developmental studies, SD patients might be expected to show good acquisition of new phonological forms, even though their ability to map these onto meanings is impaired. In contradiction of these predictions, a limited amount of previous research has found poor learning of new phonological forms in SD. In a series of experiments, we examined whether SD patient, GE, could learn novel phonological sequences and, if so, under which circumstances. GE showed normal benefits of phonological knowledge in STM (i.e., normal phonotactic frequency and phonological similarity effects) but reduced support from semantic memory (i.e., poor immediate serial recall for semantically degraded words, characterised by frequent item errors). Next, we demonstrated normal learning of serial order information for repeated lists of single-digit number words using the Hebb paradigm: these items were well-understood allowing them to be repeated without frequent item errors. In contrast, patient GE showed little learning of nonsense syllable sequences using the same Hebb paradigm. Detailed analysis revealed that both GE and the controls showed a tendency to learn their own errors as opposed to the target items. Finally, we showed normal learning of phonological sequences for GE when he was prevented from repeating his errors. These findings confirm that the ATL atrophy in SD disrupts phonological processing for semantically degraded words but leaves the phonological architecture intact. Consequently, when item errors are minimised, phonological STM can support the acquisition of new phoneme

  7. Development of Phonological Constancy

    PubMed Central

    Best, Catherine T.; Tyler, Michael D.; Gooding, Tiffany N.; Orlando, Corey B.; Quann, Chelsea A.

    2009-01-01

    Efficient word recognition depends on detecting critical phonetic differences among similar-sounding words, or sensitivity to phonological distinctiveness, an ability evident at 19 months of age but unreliable at 14 to 15 months of age. However, little is known about phonological constancy, the equally crucial ability to recognize a word's identity across natural phonetic variations, such as those in cross-dialect pronunciation differences. We show that 15- and 19-month-old children recognize familiar words spoken in their native dialect, but that only the older children recognize familiar words in a dissimilar nonnative dialect, providing evidence for emergence of phonological constancy by 19 months. These results are compatible with a perceptual-attunement account of developmental change in early word recognition, but not with statistical-learning or phonological accounts. Thus, the complementary skills of phonological constancy and distinctiveness both appear at around 19 months of age, together providing the child with a fundamental insight that permits rapid vocabulary growth and later reading acquisition. PMID:19368700

  8. A Three-Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness.

    PubMed

    Tong, Xiuhong; McBride, Catherine; Lo, Jason Chor Ming; Shu, Hua

    2017-11-01

    In the present study, we used a three-time point longitudinal design to investigate the associations of morphological awareness to word reading and spelling in a small group of those with and without dyslexia taken from a larger sample of 164 Hong Kong Chinese children who remained in a longitudinal study across ages 6, 7 and 8. Among those 164 children, 15 had been diagnosed as having dyslexia by professional psychologists, and 15 other children manifested average reading ability and had been randomly selected from the sample for comparison. All children were administered a battery of tasks including Chinese character recognition, word dictation, morphological awareness, phonological awareness and rapid automatized naming. Multivariate analysis of variance and predictive discriminate analysis were performed to examine whether the dyslexic children showed differences in the cognitive-linguistic tasks in comparison with controls. Results suggested that the dyslexic groups had poorer performance in morphological awareness and RAN across all 3 years. However, phonological awareness was not stable in distinguishing the groups. Findings suggest that morphological awareness is a relatively strong correlate of spelling difficulties in Chinese, but phonological awareness is not. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  9. Phonetics and Phonology. Occasional Papers, No. 16.

    ERIC Educational Resources Information Center

    Essex Univ., Colchester (England). Dept. of Language and Linguistics.

    This volume is devoted to phonetics and phonology. It consists of the following papers: (1) "Generative Phonology, Dependency Phonology and Southern French," by J. Durand, which discusses aspects of a regional pronunciation of French, the status of syllables in generative phonology, and concepts of dependency phonology; (2) "On the…

  10. Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants

    PubMed Central

    Tomblin, J. Bruce

    2009-01-01

    This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother’s educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience. PMID:18424771

  11. Small groups, big gains: efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits.

    PubMed

    Kruse, Lydia G; Spencer, Trina D; Olszewski, Arnold; Goldstein, Howard

    2015-05-01

    The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.

  12. Project S.P.I.C.E.: Special Partnership in Career Education. Economic Awareness Teaching Module.

    ERIC Educational Resources Information Center

    Emerson, Debby H.; And Others

    The economic awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in…

  13. Metrical Phonology: German Sound System.

    ERIC Educational Resources Information Center

    Tice, Bradley S.

    Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English and German languages. The objective is to promote use of metrical phonology as a tool for enhancing instruction in stress patterns in words and sentences, particularly in…

  14. The Structure of Phonological Theory

    ERIC Educational Resources Information Center

    Samuels, Bridget D.

    2009-01-01

    This dissertation takes a Minimalist approach to phonology, treating the phonological module as a system of abstract symbolic computation, divorced from phonetic content. I investigate the position of the phonological module within the architecture of grammar and the evolutionary scenario developed by Hauser et al. (2002a) and Fitch et al. (2005).…

  15. The Role of Morphological Awareness in Reading Comprehension among Typical and Learning Disabled Native Arabic Speakers

    ERIC Educational Resources Information Center

    Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

    2010-01-01

    This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills,…

  16. Project S.P.I.C.E.: Special Partnership in Career Education. Self-Awareness Teaching Module.

    ERIC Educational Resources Information Center

    Emerson, Debby H.; And Others

    The self awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in each…

  17. The Phonological Permeability Hypothesis: Measuring Regressive L3 Influence to Test L1 and L2 Phonological Representations

    ERIC Educational Resources Information Center

    Cabrelli Amaro, Jennifer Lauren

    2013-01-01

    The Phonological Permeability Hypothesis (PPH, Cabrelli Amaro & Rothman, 2010) attempts to reconcile evidence suggesting some L2 learners, however rare, attain native-like L2 phonological systems with the observation that most do not. Considering existing L2 phonology research, it is not clear that phonological differences between early and…

  18. Promoting Morphological Awareness in Children with Language Needs: Do the Common Core State Standards Pave the Way?

    ERIC Educational Resources Information Center

    Gabig, Cheryl Smith; Zaretsky, Elena

    2013-01-01

    Recent research has acknowledged the importance of morphological awareness, beyond phonological awareness, to literacy achievement in both reading and writing for children, adolescents, and adults. Morphological awareness is the ability to recognize, reflect on, and manipulate the sublexical structure of words--the roots, prefixes, and suffixes.…

  19. Bilingualism and Morphological Awareness: A Study with Children from General Education and Spanish-English Dual Language Programs

    ERIC Educational Resources Information Center

    Kuo, Li-Jen; Ramirez, Gloria; de Marin, Sharon; Kim, Tae-Jin; Unal-Gezer, Melike

    2017-01-01

    Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy…

  20. Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning

    ERIC Educational Resources Information Center

    Harris, Lindsay N.; Perfetti, Charles A.

    2017-01-01

    Share (1995) proposed "phonological recoding" (the translation of letters into sounds) as a self-teaching mechanism through which readers establish complete lexical representations. More recently, McKague et al. (2008) proposed a similar role for "orthographic recoding", that is, feedback from sounds to letters, in building and…

  1. Phonological or orthographic training for children with phonological or orthographic decoding deficits.

    PubMed

    Gustafson, Stefan; Ferreira, Janna; Rönnberg, Jerker

    2007-08-01

    In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding. Copyright (c) 2007 John Wiley & Sons, Ltd.

  2. Morphological Awareness Intervention in School-Age Children with Language and Literacy Deficits: A Case Study

    ERIC Educational Resources Information Center

    Wolter, Julie A.; Green, Laura

    2013-01-01

    This article highlights the clinical application of morphological awareness intervention to facilitate phonological, vocabulary, reading, and spelling success in children with language and literacy deficits. First, the research-based benefits of morphological awareness instruction are reviewed and current theoretical and research-based…

  3. Project S.P.I.C.E. Special Partnership in Career Education. Self-Awareness. A Teaching Module.

    ERIC Educational Resources Information Center

    Volusia County Schools, Daytona Beach, FL.

    This first in a series of six teaching modules on self-awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections:…

  4. Auditory sequence analysis and phonological skill

    PubMed Central

    Grube, Manon; Kumar, Sukhbinder; Cooper, Freya E.; Turton, Stuart; Griffiths, Timothy D.

    2012-01-01

    This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence. PMID:22951739

  5. The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers

    ERIC Educational Resources Information Center

    Alshaboul, Yousef; Asassfeh, Sahail; Alshboul, Sabri; Alodwan, Talal

    2014-01-01

    Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between…

  6. Differences between Dyslexic and Non-Dyslexic Children in the Performance of Phonological Visual-Auditory Recognition Tasks: An Eye-Tracking Study

    PubMed Central

    Tiadi, Aimé; Seassau, Magali; Gerard, Christophe-Loïc; Bucci, Maria Pia

    2016-01-01

    The object of this study was to explore further phonological visual-auditory recognition tasks in a group of fifty-six healthy children (mean age: 9.9 ± 0.3) and to compare these data to those recorded in twenty-six age-matched dyslexic children (mean age: 9.8 ± 0.2). Eye movements from both eyes were recorded using an infrared video-oculography system (MobileEBT® e(y)e BRAIN). The recognition task was performed under four conditions in which the target object was displayed either with phonologically unrelated objects (baseline condition), or with cohort or rhyme objects (cohort and rhyme conditions, respectively), or both together (rhyme + cohort condition). The percentage of the total time spent on the targets and the latency of the first saccade on the target were measured. Results in healthy children showed that the percentage of the total time spent in the baseline condition was significantly longer than in the other conditions, and that the latency of the first saccade in the cohort condition was significantly longer than in the other conditions; interestingly, the latency decreased significantly with the increasing age of the children. The developmental trend of phonological awareness was also observed in healthy children only. In contrast, we observed that for dyslexic children the total time spent on the target was similar in all four conditions tested, and also that they had similar latency values in both cohort and rhyme conditions. These findings suggest a different sensitivity to the phonological competitors between dyslexic and non-dyslexic children. Also, the eye-tracking technique provides online information about phonological awareness capabilities in children. PMID:27438352

  7. Gradient Phonological Inconsistency Affects Vocabulary Learning

    ERIC Educational Resources Information Center

    Muench, Kristin L.; Creel, Sarah C.

    2013-01-01

    Learners frequently experience phonologically inconsistent input, such as exposure to multiple accents. Yet, little is known about the consequences of phonological inconsistency for language learning. The current study examines vocabulary acquisition with different degrees of phonological inconsistency, ranging from no inconsistency (e.g., both…

  8. Phonological and Cognitive Correlates of Word-Reading Acquisition under Two Different Instructional Approaches in Greek.

    ERIC Educational Resources Information Center

    Papadopoulos, Timothy C.

    2001-01-01

    Examines the relationship between phonological and cognitive tasks with beginning reading acquisition. Uses two teaching techniques for tasks given first-grade students in Cyprus (n=50) and Greece (n=50). Reports differences were revealed in word-decoding accuracy, Greek students showed a higher linguistic ability, and successive processing and…

  9. Project S.P.I.C.E.: Special Partnership in Career Education. Career/Educational Awareness Teaching Module.

    ERIC Educational Resources Information Center

    Emerson, Debby H.; And Others

    The career/educational awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the activities and…

  10. The Synergistic Effect of Teaching a Combined Explicit Movement and Phonological Awareness Program to Preschool Aged Students

    ERIC Educational Resources Information Center

    Callcott, Deborah; Hammond, Lorraine; Hill, Susan

    2015-01-01

    While movement is critical to young children's development, there is an ongoing debate about the time devoted to teaching movement in early childhood classrooms. Nevertheless, research has established a link between specific precursor motor skills and early literacy development. This study investigated the synergistic effect of practising specific…

  11. Phonological and semantic processing during comprehension in Wernicke's aphasia: An N400 and Phonological Mapping Negativity Study.

    PubMed

    Robson, Holly; Pilkington, Emma; Evans, Louise; DeLuca, Vincent; Keidel, James L

    2017-06-01

    Comprehension impairments in Wernicke's aphasia are thought to result from a combination of impaired phonological and semantic processes. However, the relationship between these cognitive processes and language comprehension has only been inferred through offline neuropsychological tasks. This study used ERPs to investigate phonological and semantic processing during online single word comprehension. EEG was recorded in a group of Wernicke's aphasia n=8 and control participants n=10 while performing a word-picture verification task. The N400 and Phonological Mapping Negativity/Phonological Mismatch Negativity (PMN) event-related potential components were investigated as an index of semantic and phonological processing, respectively. Individuals with Wernicke's aphasia displayed reduced and inconsistent N400 and PMN effects in comparison to control participants. Reduced N400 effects in the WA group were simulated in the control group by artificially degrading speech perception. Correlation analyses in the Wernicke's aphasia group found that PMN but not N400 amplitude was associated with behavioural word-picture verification performance. The results confirm impairments at both phonological and semantic stages of comprehension in Wernicke's aphasia. However, reduced N400 responses in Wernicke's aphasia are at least partially attributable to earlier phonological processing impairments. The results provide further support for the traditional model of Wernicke's aphasia which claims a causative link between phonological processing and language comprehension impairments. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. The nature and treatment of phonological text agraphia.

    PubMed

    Beeson, Pélagie M; Rising, Kindle; DeMarco, Andrew T; Foley, Taylor Howard; Rapcsak, Steven Z

    2018-06-01

    Phonological alexia and agraphia are written language disorders characterised by disproportionate difficulty reading and spelling nonwords in comparison to real words. In phonological alexia, it has been shown that, despite relatively accurate reading of words in isolation, text-level reading deficits are often marked and persistent. Specifically, some individuals demonstrate difficulty reading functors and affixes in sentences, a profile referred to as phonological text alexia. In this paper, we demonstrate an analogous manifestation of the phonological impairment on text-level writing and suggest the term "phonological text agraphia". We examined four individuals with phonological alexia/agraphia who also showed disproportionate difficulty writing well-formed sentences in comparison to their grammatical competence in spoken utterances. Implementation of a phonological treatment protocol resulted in significantly improved sublexical phonology skills as well as improvements in grammatical accuracy of written narratives. These findings support the notion of a common phonological impairment underlying nonword reading/spelling deficits and sentence-level difficulties.

  13. Incremental Phonological Encoding during Unscripted Sentence Production

    PubMed Central

    Jaeger, T. Florian; Furth, Katrina; Hilliard, Caitlin

    2012-01-01

    We investigate phonological encoding during unscripted sentence production, focusing on the effect of phonological overlap on phonological encoding. Previous work on this question has almost exclusively employed isolated word production or highly scripted multi-word production. These studies have led to conflicting results: some studies found that phonological overlap between two words facilitates phonological encoding, while others found inhibitory effects. One worry with many of these paradigms is that they involve processes that are not typical to everyday language use, which calls into question to what extent their findings speak to the architectures and mechanisms underlying language production. We present a paradigm to investigate the consequences of phonological overlap between words in a sentence while leaving speakers much of the lexical and structural choices typical in everyday language use. Adult native speakers of English described events in short video clips. We annotated the presence of disfluencies and the speech rate at various points throughout the sentence, as well as the constituent order. We find that phonological overlap has an inhibitory effect on phonological encoding. Specifically, if adjacent content words share their phonological onset (e.g., hand the hammer), they are preceded by production difficulty, as reflected in fluency and speech rate. We also find that this production difficulty affects speakers’ constituent order preferences during grammatical encoding. We discuss our results and previous works to isolate the properties of other paradigms that resulted in facilitatory or inhibitory results. The data from our paradigm also speak to questions about the scope of phonological planning in unscripted speech and as to whether phonological and grammatical encoding interact. PMID:23162515

  14. Phonological Planning during Sentence Production: Beyond the Verb.

    PubMed

    Schnur, Tatiana T

    2011-01-01

    The current study addresses the extent of phonological planning during spontaneous sentence production. Previous work shows that at articulation, phonological encoding occurs for entire phrases, but encoding beyond the initial phrase may be due to the syntactic relevance of the verb in planning the utterance. I conducted three experiments to investigate whether phonological planning crosses multiple grammatical phrase boundaries (as defined by the number of lexical heads of phrase) within a single phonological phrase. Using the picture-word interference paradigm, I found in two separate experiments a significant phonological facilitation effect to both the verb and noun of sentences like "He opens the gate." I also altered the frequency of the direct object and found longer utterance initiation times for sentences ending with a low-frequency vs. high-frequency object offering further support that the direct object was phonologically encoded at the time of utterance initiation. That phonological information for post-verbal elements was activated suggests that the grammatical importance of the verb does not restrict the extent of phonological planning. These results suggest that the phonological phrase is unit of planning, where all elements within a phonological phrase are encoded before articulation. Thus, consistent with other action sequencing behavior, there is significant phonological planning ahead in sentence production.

  15. A Descriptive Study of Working Memory, Phonological Awareness and Literacy Performance of People Who Use AAC

    ERIC Educational Resources Information Center

    Taibo, Maria Luisa Gomez; Iglesias, Pilar Vieiro; Mendez, Maria Sotillo; del Salvador, Maria Gonzalez Raposo

    2009-01-01

    Ten cerebral palsied adolescents and young adults with complex communicative needs who use augmentative and alternative communication were studied. They were classified according to their high versus low working memory capacity and according to their high versus low phonological skills into two groups of participants. These groups were compared on…

  16. Pinyin Invented Spelling in Mandarin Chinese-Speaking Children With and Without Reading Difficulties.

    PubMed

    Ding, Yi; Liu, Ru-De; McBride, Catherine; Zhang, Dake

    2015-01-01

    This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling was significantly correlated with Chinese character recognition and Chinese phonological awareness (i.e., syllable deletion and phoneme deletion). In comparison to good and average readers, poor readers performed significantly worse on the invented spelling task, and a difference was also found between average and good readers. To differentiate readers at different levels, the pinyin invented spelling task, which examined both segmental and suprasegmental elements, was superior to the typical phonological awareness task, which examined segments only. Within this new task, items involving tone sandhi (Chinese language changes in which the tones of words alter according to predetermined rules) were more difficult to manipulate than were those without tone sandhi. The findings suggest that this newly developed task may be optimal for tapping unique phonological and linguistic features in reading of Chinese and examining particular tonal difficulties in struggling Chinese readers. In addition, the results suggest that phonics manipulations within tasks of phonological and tonal awareness can alter their difficulty levels. © Hammill Institute on Disabilities 2014.

  17. Gradient Weight in Phonology

    ERIC Educational Resources Information Center

    Ryan, Kevin Michael

    2011-01-01

    Research on syllable weight in generative phonology has focused almost exclusively on systems in which weight is treated as an ordinal hierarchy of clearly delineated categories (e.g. light and heavy). As I discuss, canonical weight-sensitive phenomena in phonology, including quantitative meter and quantity-sensitive stress, can also treat weight…

  18. Mimicking Accented Speech as L2 Phonological Awareness

    ERIC Educational Resources Information Center

    Mora, Joan C.; Rochdi, Youssef; Kivistö-de Souza, Hanna

    2014-01-01

    This study investigated Spanish-speaking learners' awareness of a non-distinctive phonetic difference between Spanish and English through a delayed mimicry paradigm. We assessed learners' speech production accuracy through voice onset time (VOT) duration measures in word-initial pre-vocalic /p t k/ in Spanish and English words, and in Spanish…

  19. Project S.P.I.C.E. Special Partnership in Career Education. Career/Educational Awareness. A Teaching Module.

    ERIC Educational Resources Information Center

    Volusia County Schools, Daytona Beach, FL.

    This third in a series of six teaching modules on career/educational awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major…

  20. Phonological Skills and Ability to Perceive Auditorily the Structure of a Word at the Level of a Single Phoneme at Ages 2-6

    ERIC Educational Resources Information Center

    Suortti, Outi; Lipponen, Lasse

    2014-01-01

    The present study is the first part of a longitudinal research project investigating whether children become more aware of phonemes or rhyming when they learn letters or letter sounds or even begin to read, and if so how. For the present paper, the phonological awareness of young children aged 2-6 years was analyzed, particularly their auditory…

  1. Metrical Phonology and SLA.

    ERIC Educational Resources Information Center

    Tice, Bradley S.

    Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English language with the intention that it may be used in second language instruction. Stress is defined by its physical and acoustical correlates, and the principles of…

  2. Can a bird brain do phonology?

    PubMed Central

    Samuels, Bridget D.

    2015-01-01

    A number of recent studies have revealed correspondences between song- and language-related neural structures, pathways, and gene expression in humans and songbirds. Analyses of vocal learning, song structure, and the distribution of song elements have similarly revealed a remarkable number of shared characteristics with human speech. This article reviews recent developments in the understanding of these issues with reference to the phonological phenomena observed in human language. This investigation suggests that birds possess a host of abilities necessary for human phonological computation, as evidenced by behavioral, neuroanatomical, and molecular genetic studies. Vocal-learning birds therefore present an excellent model for studying some areas of human phonology, though differences in the primitives of song and language as well as the absence of a human-like morphosyntax make human phonology differ from birdsong phonology in crucial ways. PMID:26284006

  3. Implementation of a teaching programme to improve doctors' awareness of DVLA guidelines: a multicentre study.

    PubMed

    Maruthappu, Mahiben; Sykes, Mark; Green, Ben L; Watson, Robert; Gollop, Nicholas D; Shalhoub, Joseph; Ng, Ka Ying Bonnie

    2017-02-01

    Over half of the UK population holds a driver's licence. Driver and Vehicle Licensing Authority (DVLA) guidelines are available for conditions from most specialties. Despite this, no focused training occurs in the undergraduate or postgraduate setting. We evaluate the impact of a teaching programme to improve guideline awareness. A 25-point questionnaire was designed using the current DVLA guidelines. Five questions were included for the following fields: neurology, cardiology, drug and alcohol abuse, visual disorders and respiratory. This was distributed to doctors in training at five hospitals. Four weeks later, a single-session teaching programme was implemented. The questionnaire was redistributed. Preintervention and postintervention scores were compared using the Wilcoxon rank sum test. 139 preteaching and 144 post-teaching questionnaires were completed. Implementation of a single-session teaching programme significantly improved the knowledge of DVLA guidelines in all five areas explored. Median scores: neurology, preteaching 40%, post-teaching 100%, p<0.001; cardiology, 0%, 100%, p<0.001; drug and alcohol misuse, 0%, 100%, p<0.001; visual disorders, 40%, 100%, p<0.001; respiratory disorders, 20%, 100%, p<0.001; and overall, 28%, 92%, p<0.001. Knowledge of DVLA guidelines among our cohort was poor. Implementation of a single-session teaching programme can significantly improve guideline knowledge and awareness, serving as a cost-effective intervention. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  4. Phonological Representations and Early Literacy in Chinese

    ERIC Educational Resources Information Center

    Kidd, Joanna C.; Shum, Kathy Kar-Man; Ho, Connie Suk-Han; Au, Terry Kit-fong

    2015-01-01

    Phonological processing skills predict early reading development, but what underlies developing phonological processing skills? Phonological representations of 140 native Cantonese-speaking Chinese children (age 4-10) were assessed with speech gating, mispronunciation detection, and nonword repetition tasks; their nonverbal IQ, reading, and…

  5. DISFLUENCY PATTERNS AND PHONOLOGICAL SKILLS NEAR STUTTERING ONSET

    PubMed Central

    Gregg, Brent Andrew; Yairi, Ehud

    2012-01-01

    There is a substantial amount of literature reporting the incidence of phonological difficulties to be higher for children who stutter when compared to normally fluent children, suggesting a link between stuttering and phonology. In view of this, the purpose of the investigation was to determine whether, among children who stutter, there are relationships between phonological skills and the initial characteristics of stuttering. That is, close to the onset of stuttering, are there differences in specific stuttering patterns between children who exhibit minimal and moderate phonological deviations in terms of frequency of stuttering and length of stuttering events? Twenty-nine preschool children near the onset of stuttering, ranging in age from 29 to 49 months, with a mean of 39.17 months, were divided into two groups based on the level of phonological ability: minimal phonological deviations and moderate phonological deviations. The children’s level of stuttering-like disfluencies was examined. Results revealed no statistically significant differences in the stuttering characteristics of the two groups near onset, calling into the question the nature of the stuttering-phonology link. PMID:22939524

  6. Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers

    PubMed Central

    To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

    2015-01-01

    For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. PMID:27158173

  7. Effects of Phonological and Musical Training on the Reading Readiness of Native- and Foreign-Spanish-Speaking Children

    ERIC Educational Resources Information Center

    Herrera, Lucia; Lorenzo, Oswaldo; Defior, Sylvia; Fernandez-Smith, Gerard; Costa-Giomi, Eugenia

    2011-01-01

    The purpose of this study was to evaluate the effectiveness of a music training program on children's phonological awareness and naming speed in Spanish. Participants were preschool children whose first language was either Spanish (n = 45) or Tamazight ( n = 52), a Berber dialect spoken in Morocco's Rif area. The two-year pretest/posttest study…

  8. Grammatical constraints on phonological encoding in speech production.

    PubMed

    Heller, Jordana R; Goldrick, Matthew

    2014-12-01

    To better understand the influence of grammatical encoding on the retrieval and encoding of phonological word-form information during speech production, we examine how grammatical class constraints influence the activation of phonological neighbors (words phonologically related to the target--e.g., MOON, TWO for target TUNE). Specifically, we compare how neighbors that share a target's grammatical category (here, nouns) influence its planning and retrieval, assessed by picture naming latencies, and phonetic encoding, assessed by word productions in picture names, when grammatical constraints are strong (in sentence contexts) versus weak (bare naming). Within-category (noun) neighbors influenced planning time and phonetic encoding more strongly in sentence contexts. This suggests that grammatical encoding constrains phonological processing; the influence of phonological neighbors is grammatically dependent. Moreover, effects on planning times could not fully account for phonetic effects, suggesting that phonological interaction affects articulation after speech onset. These results support production theories integrating grammatical, phonological, and phonetic processes.

  9. Pinyin Invented Spelling in Mandarin Chinese-Speaking Children with and without Reading Difficulties

    ERIC Educational Resources Information Center

    Ding, Yi; Liu, Ru-De; McBride, Catherine; Zhang, Dake

    2015-01-01

    This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling…

  10. The Dynamics of Phonological Planning

    ERIC Educational Resources Information Center

    Roon, Kevin D.

    2013-01-01

    This dissertation proposes a dynamical computational model of the timecourse of phonological parameter setting. In the model, phonological representations embrace phonetic detail, with phonetic parameters represented as activation fields that evolve over time and determine the specific parameter settings of a planned utterance. Existing models of…

  11. When Moral Awareness Isn't Enough: Teaching Our Students to Recognize Social Influence

    ERIC Educational Resources Information Center

    Baker, Diane F.

    2014-01-01

    The traditional case-based method used to teach ethics in business classrooms gives students valuable practice identifying and applying key moral principles. This approach builds on a rational model of decision making and emphasizes moral awareness and moral judgment, encouraging students to describe moral dilemmas and assess the consequences of…

  12. The Source[R] for Bilingual Students with Language Disorders.

    ERIC Educational Resources Information Center

    Roseberry-McKibbin, Celeste

    This book is designed to help speech-language pathologists develop vocabulary and phonological awareness skills in bilingual students with language-learning disabilities (LLD). The book targets beginning through intermediate bilingual students in grades K-8. Part 1 of the book begins with teaching style strategies for teaching bilingual students…

  13. Relationships among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers

    ERIC Educational Resources Information Center

    Savage, Robert S.; Frederickson, Norah; Goodwin, Roz; Patni, Ulla; Smith, Nicola; Tuersley, Louise

    2005-01-01

    In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor…

  14. Differential effects of orthographic and phonological consistency in cortex for children with and without reading impairment

    PubMed Central

    Bolger, Donald J.; Minas, Jennifer; Burman, Douglas D.; Booth, James R.

    2009-01-01

    One of the central challenges in mastering English is becoming sensitive to consistency from spelling to sound (i.e. phonological consistency) and from sound to spelling (i.e. orthographic consistency). Using functional magnetic resonance imaging (fMRI), we examined the neural correlates of consistency in 9-15-year-old Normal and Impaired Readers during a rhyming task in the visual modality. In line with our previous study, for Normal Readers, lower phonological and orthographic consistency were associated with greater activation in several regions including bilateral inferior/middle frontal gyri, bilateral anterior cingulate cortex as well as left fusiform gyrus. Impaired Readers activated only bilateral anterior cingulate cortex in response to decreasing consistency. Group comparisons revealed that, relative to Impaired Readers, Normal Readers exhibited a larger response in this network for lower phonological consistency whereas orthographic consistency differences were limited. Lastly, brain-behavior correlations revealed a significant relationship between skill (i.e. Phonological Awareness and non-word decoding) and cortical consistency effects for Impaired Readers in left inferior/middle frontal gyri and left fusiform gyrus. Impaired Readers with higher skill showed greater activation for higher consistency. This relationship was reliably different from that of Normal Readers in which higher skill was associated with greater activation for lower consistency. According to single-route or connectionist models, these results suggest that Impaired Readers with higher skill devote neural resources to representing the mapping between orthography and phonology for higher consistency words, and therefore do not robustly activate this network for lower consistency words. PMID:18725239

  15. Addressing Phonological Questions with Ultrasound

    ERIC Educational Resources Information Center

    Davidson, Lisa

    2005-01-01

    Ultrasound can be used to address unresolved questions in phonological theory. To date, some studies have shown that results from ultrasound imaging can shed light on how differences in phonological elements are implemented. Phenomena that have been investigated include transitional schwa, vowel coalescence, and transparent vowels. A study of…

  16. Awareness of Patients' Rights among Inpatients of a Tertiary Care Teaching Hospital- A Cross-sectional Study.

    PubMed

    Agrawal, Upasana; D'Souza, Brayal C; Seetharam, Arun Mavaji

    2017-09-01

    The rights of a patient are a set of rules of conduct which govern the interaction between the patients' and healthcare professionals. Every patient has a right to be informed about their rights and also the responsibility of the healthcare provider. To assess awareness among inpatient about patients' rights at an academic accredited hospital. A questionnaire based cross-sectional study was carried out among 350 patients admitted to the wards of a Tertiary Care Teaching Hospital. A 21-point questionnaire was developed based on standards of the National Accreditation Board for Hospitals and Healthcare Providers (NABH) and patients' charter of rights and validated. This charter of rights is also displayed in the hospital for patient's awareness. Frequencies and percentages were depicted. Chi-square test was used for statistical analysis. Positive awareness among the patients ranged from 28% to 97.4%. Females were more aware of their rights than males for 11 out of the 21 patient rights items. Younger adults were more aware than any other age group participants. Participants who were admitted to wards of higher categories (deluxe rooms) had high degree of awareness about patients' rights and education. Patients from urban areas and higher educational status were more aware than patients coming from rural areas. The study concludes that effective measures should be taken to improve the overall awareness not only among patients but also among different stakeholders in the healthcare delivery system. Readability of the patients' rights charter with good readability score, developing and distributing patient education materials in simple language about the rights and responsibilities to the patient and their family/relatives during their stay in the hospital or at the time of registration.Continuing nursing and medical education in medical teaching institutions and hospitals should focus on patients' rights and its importance, its need for awareness and its consequences

  17. Awareness of Patients’ Rights among Inpatients of a Tertiary Care Teaching Hospital– A Cross-sectional Study

    PubMed Central

    Agrawal, Upasana; Seetharam, Arun Mavaji

    2017-01-01

    Introduction The rights of a patient are a set of rules of conduct which govern the interaction between the patients’ and healthcare professionals. Every patient has a right to be informed about their rights and also the responsibility of the healthcare provider. Aim To assess awareness among inpatient about patients’ rights at an academic accredited hospital. Materials and Methods A questionnaire based cross-sectional study was carried out among 350 patients admitted to the wards of a Tertiary Care Teaching Hospital. A 21-point questionnaire was developed based on standards of the National Accreditation Board for Hospitals and Healthcare Providers (NABH) and patients’ charter of rights and validated. This charter of rights is also displayed in the hospital for patient’s awareness. Frequencies and percentages were depicted. Chi-square test was used for statistical analysis. Results Positive awareness among the patients ranged from 28% to 97.4%. Females were more aware of their rights than males for 11 out of the 21 patient rights items. Younger adults were more aware than any other age group participants. Participants who were admitted to wards of higher categories (deluxe rooms) had high degree of awareness about patients’ rights and education. Patients from urban areas and higher educational status were more aware than patients coming from rural areas. Conclusion The study concludes that effective measures should be taken to improve the overall awareness not only among patients but also among different stakeholders in the healthcare delivery system. Readability of the patients’ rights charter with good readability score, developing and distributing patient education materials in simple language about the rights and responsibilities to the patient and their family/relatives during their stay in the hospital or at the time of registration. Continuing nursing and medical education in medical teaching institutions and hospitals should focus on patients

  18. Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development

    ERIC Educational Resources Information Center

    Jasinska, Kaja K.; Petitto, Laura-Ann

    2018-01-01

    Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied…

  19. Phonology without universal grammar

    PubMed Central

    Archangeli, Diana; Pulleyblank, Douglas

    2015-01-01

    The question of identifying the properties of language that are specific human linguistic abilities, i.e., Universal Grammar, lies at the center of linguistic research. This paper argues for a largely Emergent Grammar in phonology, taking as the starting point that memory, categorization, attention to frequency, and the creation of symbolic systems are all nonlinguistic characteristics of the human mind. The articulation patterns of American English rhotics illustrate categorization and systems; the distribution of vowels in Bantu vowel harmony uses frequencies of particular sequences to argue against Universal Grammar and in favor of Emergent Grammar; prefix allomorphy in Esimbi illustrates the Emergent symbolic system integrating phonological and morphological generalizations. The Esimbi case has been treated as an example of phonological opacity in a Universal Grammar account; the Emergent analysis resolves the pattern without opacity concerns. PMID:26388791

  20. The Universality of Acquisitional Phonology.

    ERIC Educational Resources Information Center

    Salus, Peter H.

    This paper is concerned with the Aristotelian notion of "universal" as applied to phonological phenomena. It is claimed that speech production in children and adults, in normal and deviant speakers, and in a variety of languages, can all be described according to the same universal phonological rules which constitute the universal process of…

  1. Effect Size in Clinical Phonology

    ERIC Educational Resources Information Center

    Gierut, Judith A.; Morrisette, Michele L.

    2011-01-01

    The purpose of this article is to motivate the use of effect size (ES) for single-subject research in clinical phonology, with an eye towards meta-analyses of treatment effects for children with phonological disorders. Standard mean difference (SMD) is introduced and illustrated as one ES well suited to the multiple baseline (MBL) design and…

  2. Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5-6-year old children.

    PubMed

    Wang, Jin; Joanisse, Marc F; Booth, James R

    2018-04-01

    The left ventral occipitotemporal cortex (vOT) is important in visual word recognition. Studies have shown that the left vOT is generally observed to be involved in spoken language processing in skilled readers, suggesting automatic access to corresponding orthographic information. However, little is known about where and how the left vOT is involved in the spoken language processing of young children with emerging reading ability. In order to answer this question, we examined the relation of reading ability in 5-6-year-old kindergarteners to the activation of vOT during an auditory phonological awareness task. Two experimental conditions: onset word pairs that shared the first phoneme and rhyme word pairs that shared the final biphone/triphone, were compared to allow a measurement of vOT's activation to small (i.e., onsets) and large grain sizes (i.e., rhymes). We found that higher reading ability was associated with better accuracy of the onset, but not the rhyme, condition. In addition, higher reading ability was only associated with greater sensitivity in the posterior left vOT for the contrast of the onset versus rhyme condition. These results suggest that acquisition of reading results in greater specialization of the posterior vOT to smaller rather than larger grain sizes in young children. Copyright © 2018. Published by Elsevier Ltd.

  3. Analyzing clinical phonological data using Phon

    PubMed Central

    McAllister Byun, Tara

    2016-01-01

    In this paper, we describe how Phon, a software program for the transcription and analysis of phonological data, can be applied to facilitate clinical phonological analyses. We begin with a summary of the types of analyses that are frequently used in the assessment and management of speech sound disorders. We then discuss challenges inherent to the transcription and analysis of clinical phonological data. For each challenge, we discuss solutions currently available within Phon, and offer an outlook on future methodological and technical developments in the area of clinical phonology. This paper includes a step-by-step introduction to Phon suitable for readers who lack previous experience with the software. We conclude with a discussion of data sharing and its vital role in advancing research and intervention practices in the area of speech development and disorders. PMID:27111269

  4. Phonologically driven variability: the case of determiners.

    PubMed

    Bürki, Audrey; Laganaro, Marina; Alario, F Xavier

    2014-09-01

    Speakers usually produce words in connected speech. In such contexts, the form in which many words are uttered is influenced by the phonological properties of neighboring words. The current article examines the representations and processes underlying the production of phonologically constrained word form variations. For this purpose, we consider determiners whose form is sensitive to phonological context (e.g., in English: a car vs. an animal; in French: le chien 'the dog' vs. l'âne 'the donkey'). Two hypotheses have been proposed regarding how these words are processed. Determiners either are thought to have different representations for each of their surface forms, or they are thought to have only 1 representation while other forms are generated online after selection through a rule-based process. We tested the predictions derived from these 2 views in 3 picture naming experiments. Participants named pictures using determiner-adjective-noun phrases (e.g., la nouvelle table 'the new table'). Phonologically consistent or inconsistent conditions were contrasted, based on the phonological onsets of the adjective and the noun. Results revealed shorter naming latencies for consistent than for inconsistent sequences (i.e., a phonological consistency effect) for all the determiner types tested. Our interpretation of these findings converges on the assumption that determiners with varying surface forms are represented in memory with multiple phonological-lexical representations. This conclusion is discussed in relation to models of determiner processing and models of lexical variability.

  5. Phonological Words and Stuttering on Function Words

    PubMed Central

    Au-Yeung, James; Howell, Peter; Pilgrim, Lesley

    2007-01-01

    Stuttering on function words was examined in 51 people who stutter. The people who stutter were subdivided into young (2 to 6 years), middle (6 to 9 years), and older (9 to 12 years) child groups; teenagers (13 to 18 years); and adults (20 to 40 years). As reported by previous researchers, children up to about age 9 stuttered more on function words (pronouns, articles, prepositions, conjunctions, auxiliary verbs), whereas older people tended to stutter more on content words (nouns, main verbs, adverbs, adjectives). Function words in early positions in utterances, again as reported elsewhere, were more likely to be stuttered than function words at later positions in an utterance. This was most apparent for the younger groups of speakers. For the remaining analyses, utterances were segmented into phonological words on the basis of Selkirk’s work (1984). Stuttering rate was higher when function words occurred in early phonological word positions than other phonological word positions whether the phonological word appeared in initial position in an utterance or not. Stuttering rate was highly dependent on whether the function word occurred before or after the single content word allowed in Selkirk’s (1984) phonological words. This applied, once again, whether the phonological word was utterance-initial or not. It is argued that stuttering of function words before their content word in phonological words in young speakers is used as a delaying tactic when the forthcoming content word is not prepared for articulation. PMID:9771625

  6. Some Problems of American Students in Mastering Persian Phonology.

    NASA Astrophysics Data System (ADS)

    Ghadessy, Esmael

    1988-12-01

    An adult learning to speak a foreign language normally retains an "accent" which may affect the intelligibility of certain sounds, but more often simply conveys the fact that the speaker is a non-native speaker. Various scholars have experimented and discussed the elements involved in a foreign accent. However, in Iran very few researchers have attempted to verify scientifically what are the phonetic and phonological aspects of an "accent." This author tried to determine whether or not a selected group of words, emphasizing stop voicing, produced by native speakers of Persian had significant phonetic and phonemic differences from those achieved by the American students. Subjects for the experiments were three groups of students, one Iranian, two American. A contrastive analysis of the Persian and the English stop consonants was made. An identical measurement test for all three groups was administered. Utilized was a Kay Sona-graph for acoustic analysis, and all spoken data from the Iranian group were compared with those of the American groups. An examination of acoustic correlates of Tehran stops produced by American students shows that the phonetically different but similar feature of /voice/ found in Tehran, Persian and English stops is intuitive to the Americans, and that the language learner cannot readily disassociate a phonological feature from habits of articulation. The results of this research support using the phonetic method for adult learners who want to improve their pronunciation ability. Further research and experimentation is necessary on the effect of the suprasegmental elements on a foreign accent and the most effective teaching materials and methods and to explore other possible techniques in the teaching process.

  7. Paediatric Automatic Phonological Analysis Tools (APAT).

    PubMed

    Saraiva, Daniela; Lousada, Marisa; Hall, Andreia; Jesus, Luis M T

    2017-12-01

    To develop the pediatric Automatic Phonological Analysis Tools (APAT) and to estimate inter and intrajudge reliability, content validity, and concurrent validity. The APAT were constructed using Excel spreadsheets with formulas. The tools were presented to an expert panel for content validation. The corpus used in the Portuguese standardized test Teste Fonético-Fonológico - ALPE produced by 24 children with phonological delay or phonological disorder was recorded, transcribed, and then inserted into the APAT. Reliability and validity of APAT were analyzed. The APAT present strong inter- and intrajudge reliability (>97%). The content validity was also analyzed (ICC = 0.71), and concurrent validity revealed strong correlations between computerized and manual (traditional) methods. The development of these tools contributes to fill existing gaps in clinical practice and research, since previously there were no valid and reliable tools/instruments for automatic phonological analysis, which allowed the analysis of different corpora.

  8. Teaching towards Cultural Awareness and Intercultural Competence: From What through How to Why Culture Is?

    ERIC Educational Resources Information Center

    Sellami, Abdel Latif

    This article provides an account of some characteristics of the current situation of culture teaching in foreign language education. The focus is that existing approaches need to be revisited and redefined, because the superficiality characterizing the way culture is taught is not very helpful in raising learners' cultural awareness and developing…

  9. A Probabilistic Model of Phonological Relationships from Contrast to Allophony

    ERIC Educational Resources Information Center

    Hall, Kathleen Currie

    2009-01-01

    This dissertation proposes a model of phonological relationships, the Probabilistic Phonological Relationship Model (PPRM), that quantifies how predictably distributed two sounds in a relationship are. It builds on a core premise of traditional phonological analysis, that the ability to define phonological relationships such as contrast and…

  10. Knowledge and awareness regarding biomedical waste management in dental teaching institutions in India- A systematic review

    PubMed Central

    Kapoor, Daljit; Nirola, Ashutosh; Kapoor, Vinod

    2014-01-01

    Objectives: Proper handling, treatment and disposal of biomedical wastes are important elements in any health care setting. Not much attention has been paid to the management of Biomedical Waste (BMW) in recent years, in dental colleges and hospitals in India. The present systematic review was conducted to assess knowledge and awareness regarding BMW management among staff and students of dental teaching institutions in India. Material and Methods: A systematic review of relevant cross-sectional studies was conducted regarding BMW management in India in dental teaching institutions in India. Six studies were finally included in the present review after conducting both electronic and manual search like Pubmed, EMBASE etc. and after making necessary exclusions. Potential biases were addressed and relevant data was extracted by the concerned investigators. Results: Six studies were finally included in the review. Colour coding of wastes was not done by 67% of the subjects in one of the studies conducted in Haryana. Almost all the subjects agreed to the fact that exposure to hazardous health care waste can result in disease or infection in another study. According to another study reports, none of the respondents was able to list the legislative act regarding BMW when asked. Conclusions: The results of the present review showed that knowledge and awareness level of subjects was inadequate and there is considerable variation in practice and management regarding BMW. There is a great need for continuing education and training programmes to be conducted in dental teaching institutions in India. Key words:Biomedical waste, knowledge, awareness, dentists, institution. PMID:25593667

  11. Knowledge and awareness regarding biomedical waste management in dental teaching institutions in India- A systematic review.

    PubMed

    Kapoor, Daljit; Nirola, Ashutosh; Kapoor, Vinod; Gambhir, Ramandeep-Singh

    2014-10-01

    Proper handling, treatment and disposal of biomedical wastes are important elements in any health care setting. Not much attention has been paid to the management of Biomedical Waste (BMW) in recent years, in dental colleges and hospitals in India. The present systematic review was conducted to assess knowledge and awareness regarding BMW management among staff and students of dental teaching institutions in India. A systematic review of relevant cross-sectional studies was conducted regarding BMW management in India in dental teaching institutions in India. Six studies were finally included in the present review after conducting both electronic and manual search like Pubmed, EMBASE etc. and after making necessary exclusions. Potential biases were addressed and relevant data was extracted by the concerned investigators. Six studies were finally included in the review. Colour coding of wastes was not done by 67% of the subjects in one of the studies conducted in Haryana. Almost all the subjects agreed to the fact that exposure to hazardous health care waste can result in disease or infection in another study. According to another study reports, none of the respondents was able to list the legislative act regarding BMW when asked. The results of the present review showed that knowledge and awareness level of subjects was inadequate and there is considerable variation in practice and management regarding BMW. There is a great need for continuing education and training programmes to be conducted in dental teaching institutions in India. Key words:Biomedical waste, knowledge, awareness, dentists, institution.

  12. Is phonology bypassed in normal or dyslexic development?

    PubMed

    Pennington, B F; Lefly, D L; Van Orden, G C; Bookman, M O; Smith, S D

    1987-01-01

    A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development.None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32-53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill

  13. Morphological awareness and reading comprehension: Examining mediating factors.

    PubMed

    Levesque, Kyle C; Kieffer, Michael J; Deacon, S Hélène

    2017-08-01

    The relation between morphological awareness-defined as the awareness of and ability to manipulate the smallest units of meaning in language-and reading comprehension remains in need of specification. In this study, we evaluated four potential intervening variables through which morphological awareness may contribute indirectly to reading comprehension. We assessed word reading and vocabulary as well as children's ability to read and analyze the meaning of morphologically complex words (morphological decoding and morphological analysis, respectively). Controls of phonological awareness and nonverbal ability were included in the model. Participants were 221 English-speaking children in Grade 3. Multivariate path analyses revealed evidence of two indirect relations and one direct relation between morphological awareness and reading comprehension. In the first indirect path, morphological awareness contributed to morphological decoding, which then influenced word reading and finally reading comprehension. In a second indirect path, morphological awareness contributed to morphological analysis, which contributed to reading comprehension. Finally, in a direct path, morphological awareness contributed to reading comprehension beyond all other variables. These findings inform as to the potential mechanisms underlying the relation between morphological awareness and reading comprehension in children. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. Phonological Representations in Children with SLI

    ERIC Educational Resources Information Center

    Claessen, Mary; Leitao, Suze

    2012-01-01

    It has been hypothesized that children with specific language impairment (SLI) have difficulty processing sound-based information, including storing and accessing phonological representations in the lexicon. Tasks are emerging in the literature that provide a measure of the quality of stored phonological representations, without requiring a verbal…

  15. Minding Morphology: How Morphological Awareness Relates to Reading for English Language Learners

    ERIC Educational Resources Information Center

    Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria S.; August, Diane; Calderon, Margarita

    2013-01-01

    This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was…

  16. Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia.

    PubMed

    Zoubrinetzky, Rachel; Collet, Gregory; Serniclaes, Willy; Nguyen-Morel, Marie-Ange; Valdois, Sylviane

    2016-01-01

    We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants' VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition.

  17. Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia

    PubMed Central

    Zoubrinetzky, Rachel; Collet, Gregory; Serniclaes, Willy; Nguyen-Morel, Marie-Ange; Valdois, Sylviane

    2016-01-01

    We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants’ VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition. PMID:26950210

  18. What Models of Verbal Working Memory Can Learn from Phonological Theory: Decomposing the Phonological Similarity Effect

    ERIC Educational Resources Information Center

    Schweppe, Judith; Grice, Martine; Rummer, Ralf

    2011-01-01

    Despite developments in phonology over the last few decades, models of verbal working memory make reference to phoneme-sized phonological units, rather than to the features of which they are composed. This study investigates the influence on short-term retention of such features by comparing the serial recall of lists of syllables with varying…

  19. Neither action nor phonological video games make dyslexic children read better.

    PubMed

    Łuniewska, Magdalena; Chyl, Katarzyna; Dębska, Agnieszka; Kacprzak, Agnieszka; Plewko, Joanna; Szczerbiński, Marcin; Szewczyk, Jakub; Grabowska, Anna; Jednoróg, Katarzyna

    2018-01-11

    The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention. In our study, we tested how two forms of training: based on AVG and on phonological non-action video games (PNAVG), affect reading in a group of fifty-four Polish children with dyslexia. Both speed and accuracy of reading increased in AVG as much as in PNAVG group. Moreover, both groups improved in phonological awareness, selective attention and rapid naming. Critically, the reading progress in the two groups did not differ from a dyslexic control group which did not participate in any training. Thus, the observed improvement in reading in AVG and PNAVG can be attributed either to the normal reading development related to schooling or to test practice effect. Overall, we failed to replicate previous studies: Neither AVG nor PNAVG remedy difficulties in reading in school children.

  20. Phonological Advance Planning in Sentence Production

    ERIC Educational Resources Information Center

    Oppermann, Frank; Jescheniak, Jorg D.; Schriefers, Herbert

    2010-01-01

    Our study addresses the scope of phonological advance planning during sentence production using a novel experimental procedure. The production of German sentences in various syntactic formats (SVO, SOV, and VSO) was cued by presenting pictures of the agents of previously memorized agent-action-patient scenes. To tap the phonological activation of…

  1. The Relationship between Auditory Temporal Processing, Phonemic Awareness, and Reading Disability.

    ERIC Educational Resources Information Center

    Bretherton, Lesley; Holmes, V. M.

    2003-01-01

    Investigated the relationship between auditory temporal processing of nonspeech sounds and phonological awareness ability in 8- to 12-year-olds with a reading disability, placed in groups based on performance on Tallal's tone-order judgment task. Found that a tone-order deficit did not relate to performance on order processing of speech sounds, to…

  2. Phonology and Language: A Historical Perspective

    ERIC Educational Resources Information Center

    Arezzo, Emilia La Pergola

    1978-01-01

    This article first gives the definition of "phonology" most widely accepted today, and then illustrates briefly the role that phonology has had in the works of European and American linguists, such as De Saussure, Trubetckoj, Sapir, Bloomfield, H. Sweet, D. Jones, O. Jesperson, K. Pike, Trager and Smith, and N. Chomsky. (CFM)

  3. Phonological Learning with Output-Driven Maps

    ERIC Educational Resources Information Center

    Tesar, Bruce

    2017-01-01

    The concept of an output-driven map formally characterizes an intuitive notion about phonology: that disparities between the input and the output are introduced only to the extent necessary to satisfy restrictions on outputs. When all of the grammars definable in a phonological system are output-driven, the implied structure provides significant…

  4. Type-specific proactive interference in patients with semantic and phonological STM deficits.

    PubMed

    Harris, Lara; Olson, Andrew; Humphreys, Glyn

    2014-01-01

    Prior neuropsychological evidence suggests that semantic and phonological components of short-term memory (STM) are functionally and neurologically distinct. The current paper examines proactive interference (PI) from semantic and phonological information in two STM-impaired patients, DS (semantic STM deficit) and AK (phonological STM deficit). In Experiment 1 probe recognition tasks with open and closed sets of stimuli were used. Phonological PI was assessed using nonword items, and semantic and phonological PI was assessed using words. In Experiment 2 phonological and semantic PI was elicited by an item recognition probe test with stimuli that bore phonological and semantic relations to the probes. The data suggested heightened phonological PI for the semantic STM patient, and exaggerated effects of semantic PI in the phonological STM case. The findings are consistent with an account of extremely rapid decay of activated type-specific representations in cases of severely impaired phonological and semantic STM.

  5. Phonological Priming in Children with Hearing Loss: Effect of Speech Mode, Fidelity, and Lexical Status

    PubMed Central

    Jerger, Susan; Tye-Murray, Nancy; Damian, Markus F.; Abdi, Hervé

    2016-01-01

    s phonological knowledge. Two exceptions occurred, however. First—with regard to lexical status—both the CHI and CNH showed significantly greater phonological priming from the nonwords than words, a pattern consistent with the prediction that children are more aware of phonetics-phonology content for nonwords. This overall pattern of similarity between the groups was qualified by the finding that CHI showed more nearly equal priming by the high vs. low fidelity nonwords than the CNH; in other words, the CHI were less affected by the fidelity of the auditory input for nonwords. Second, auditory word recognition—but not degree of HI or age—uniquely influenced phonological priming by the nonwords presented AV. Conclusions With minor exceptions, phonological priming in CHI and CNH showed more similarities than differences. Importantly, we documented that the addition of visual speech significantly increased phonological priming in both groups. Clinically these data support intervention programs that view visual speech as a powerful asset for developing spoken language in CHI. PMID:27438867

  6. Native Language Experience Shapes Neural Basis of Addressed and Assembled Phonologies

    PubMed Central

    Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; He, Qinghua; Wei, Miao; Zhang, Mingxia; Dong, Qi; Chen, Chuansheng

    2015-01-01

    Previous studies have suggested differential engagement of addressed and assembled phonologies in reading Chinese and alphabetic languages (e.g., English) and the modulatory role of native language in learning to read a second language. However, it is not clear whether native language experience shapes the neural mechanisms of addressed and assembled phonologies. To address this question, we trained native Chinese and native English speakers to read the same artificial language (based on Korean Hangul) either through addressed (i.e., whole-word mapping) or assembled (i.e., grapheme-to-phoneme mapping) phonology. We found that, for both native Chinese and native English speakers, addressed phonology relied on the regions in the ventral pathway, whereas assembled phonology depended on the regions in the dorsal pathway. More importantly, we found that the neural mechanisms of addressed and assembled phonologies were shaped by native language experience. Specifically, two key regions for addressed phonology (i.e., the left middle temporal gyrus and right inferior temporal gyrus) showed greater activation for addressed phonology in native Chinese speakers, while one key region for assembled phonology (i.e., the left supramarginal gyrus) showed more activation for assembled phonology in native English speakers. These results provide direct neuroimaging evidence for the effect of native language experience on the neural mechanisms of phonological access in a new language and support the assimilation-accommodation hypothesis. PMID:25858447

  7. The dorsal stream contribution to phonological retrieval in object naming

    PubMed Central

    Faseyitan, Olufunsho; Kim, Junghoon; Coslett, H. Branch

    2012-01-01

    Meaningful speech, as exemplified in object naming, calls on knowledge of the mappings between word meanings and phonological forms. Phonological errors in naming (e.g. GHOST named as ‘goath’) are commonly seen in persisting post-stroke aphasia and are thought to signal impairment in retrieval of phonological form information. We performed a voxel-based lesion-symptom mapping analysis of 1718 phonological naming errors collected from 106 individuals with diverse profiles of aphasia. Voxels in which lesion status correlated with phonological error rates localized to dorsal stream areas, in keeping with classical and contemporary brain-language models. Within the dorsal stream, the critical voxels were concentrated in premotor cortex, pre- and postcentral gyri and supramarginal gyrus with minimal extension into auditory-related posterior temporal and temporo-parietal cortices. This challenges the popular notion that error-free phonological retrieval requires guidance from sensory traces stored in posterior auditory regions and points instead to sensory-motor processes located further anterior in the dorsal stream. In a separate analysis, we compared the lesion maps for phonological and semantic errors and determined that there was no spatial overlap, demonstrating that the brain segregates phonological and semantic retrieval operations in word production. PMID:23171662

  8. Morphological processing with deficient phonological short-term memory.

    PubMed

    Kavé, Gitit; Ze'ev, Hagit Bar; Lev, Anita

    2007-07-01

    This paper investigates the processing of Hebrew derivational morphology in an individual (S.E.) with deficient phonological short-term memory. In comparison to 10 age- and education-matched men, S.E. was impaired on digit span tasks and demonstrated no recency effect in word list recall. S.E. had low word retention span, but he exhibited phonological similarity and word length effects. His ability to make lexical decisions was intact. In a paired-associate test S.E. successfully learned semantically and morphologically related pairs but not phonologically related pairs, and his learning of nonwords was facilitated by the presence of Hebrew consonant roots. Semantic and morphological similarity enhanced immediate word recall. Results show that S.E. is capable of conducting morphological decomposition of Hebrew-derived words despite his phonological deficit, suggesting that transient maintenance of morphological constituents is independent of temporary storage and rehearsal of phonological codes, and that each is processed separately within short-term memory.

  9. Auditory Processing Skills and Phonological Representation in Dyslexic Children

    ERIC Educational Resources Information Center

    Richardson, Ulla; Thomson, Jennifer M.; Scott, Sophie K.; Goswami, Usha

    2004-01-01

    It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of phonological representations in children. Dyslexic and control children were given a battery of phonological tasks,…

  10. Modeling the Control of Phonological Encoding in Bilingual Speakers

    ERIC Educational Resources Information Center

    Roelofs, Ardi; Verhoef, Kim

    2006-01-01

    Phonological encoding is the process by which speakers retrieve phonemic segments for morphemes from memory and use the segments to assemble phonological representations of words to be spoken. When conversing in one language, bilingual speakers have to resist the temptation of encoding word forms using the phonological rules and representations of…

  11. Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns.

    PubMed

    Suárez, Natalia; Sánchez, Carmen R; Jiménez, Juan E; Anguera, M Teresa

    2018-01-01

    The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

  12. From Cultural Awareness to Intercultural Awareness: Culture in ELT

    ERIC Educational Resources Information Center

    Baker, Will

    2012-01-01

    Cultural awareness (CA) has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching. That is, L2 users need to understand L2 communication as a cultural process and to be aware of their own culturally based communicative behaviour and that of others. However, while CA has provided a…

  13. Name Writing but not Environmental Print Recognition Is Related to Letter-Sound Knowledge and Phonological Awareness in Pre-Readers

    ERIC Educational Resources Information Center

    Blair, Rebecca; Savage, Robert

    2006-01-01

    This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4-5 years, named environmental print (EP), wrote their own name,…

  14. The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia.

    PubMed

    Kalindi, Sylvia Chanda; Chung, Kevin Kien Hoa

    2018-01-01

    This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling). The results indicated that early adolescent readers with dyslexia performed less well than the typical readers on all cognitive-linguistic and literacy measures except the phonological measures. Both groups' scores showed substantial correlations between morphological awareness and Chinese word reading and dictation. Visual-orthographic knowledge and rapid naming were also associated with dictation in early adolescent readers with and without dyslexia, respectively. Moderated multiple regression analyses further revealed that morphological awareness and rapid naming explained unique variance in word reading and dictation for the readers with dyslexia and typical readers separately after controlling readers' age and group effect. These results highlight the potential importance of morphological awareness and rapid naming in Chinese word reading and writing in Chinese early adolescents' literacy development and impairment.

  15. Prosodic and Phonemic Awareness in Children's Reading of Long and Short Words

    ERIC Educational Resources Information Center

    Wade-Woolley, Lesly

    2016-01-01

    Phonemic and prosodic awareness are both phonological processes that operate at different levels: the former at the level of the individual sound segment and the latter at the suprasegmental level across syllables. Both have been shown to be related to word reading in young readers. In this study we examine how these processes are differentially…

  16. Examining the relationship between immediate serial recall and immediate free recall: common effects of phonological loop variables but only limited evidence for the phonological loop.

    PubMed

    Spurgeon, Jessica; Ward, Geoff; Matthews, William J

    2014-07-01

    We examined the contribution of the phonological loop to immediate free recall (IFR) and immediate serial recall (ISR) of lists of between one and 15 words. Following Baddeley (1986, 2000, 2007, 2012), we assumed that visual words could be recoded into the phonological store when presented silently but that recoding would be prevented by concurrent articulation (CA; Experiment 1). We further assumed that the use of the phonological loop would be evidenced by greater serial recall for lists of phonologically dissimilar words relative to lists of phonologically similar words (Experiments 2A and 2B). We found that in both tasks, (a) CA reduced recall; (b) participants recalled short lists from the start of the list, leading to enhanced forward-ordered recall; (c) participants were increasingly likely to recall longer lists from the end of the list, leading to extended recency effects; (d) there were significant phonological similarity effects in ISR and IFR when both were analyzed using serial recall scoring; (e) these were reduced by free recall scoring and eliminated by CA; and (f) CA but not phonological similarity affected the tendency to initiate recall with the first list item. We conclude that similar mechanisms underpin ISR and IFR. Critically, the phonological loop is not strictly necessary for the forward-ordered recall of short lists on both tasks but may augment recall by increasing the accessibility of the list items (relative to CA), and in so doing, the order of later items is preserved better in phonologically dissimilar than in phonologically similar lists. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  17. Awareness and attitude of antenatal clients towards HIV voluntary counselling and testing in Aminu Kano Teaching Hospital, Kano, Nigeria.

    PubMed

    Iliyasu, Z; Kabir, M; Galadanci, H S; Abubakar, I S; Aliyu, M H

    2005-01-01

    Mother to child transmission accounts for the majority of HIV infections in children in the developing countries. This study assessed pregnant women's knowledge of HIV/AIDS, awareness and attitudes towards Voluntary Counselling and Testing (VCT) in a teaching hospital in northern Nigeria. A pre-tested structured interview questionnaire was administered on a cross-section of 210 antenatal clients in Aminu Kano Teaching Hospital, Nigeria. All respondents were aware of HIV/AIDS. Fifty seven percent had good knowledge, 32% had fair knowledge and the remaining 11% had poor knowledge of the infection. Most respondents were aware of VCT through health workers, mass media and friends. Similarly, most respondents (81.0%) approved of VCT, 13.0% disapproved of it and the remaining (6%) was undecided. The main reasons for disapproval were; fear of stigmatisation, isolation and effect on marriage security. Those that had tertiary level of education were three times more likely to accept VCT compared to those with lower levels of education (O.R=3.2, 95% confidence interval =1.3-8.0). Although the awareness of VCT for HIV was quite high with most antenatal clients harbouring positive attitudes towards it, there is a need to intensify health education to convince the remaining minority who are still sceptical or ignorant of the benefits of VCT.

  18. Early Phonological Development: Creating an Assessment Test

    ERIC Educational Resources Information Center

    Stoel-Gammon, Carol; Williams, A. Lynn

    2013-01-01

    This paper describes a new protocol for assessing the phonological systems of two-year-olds with typical development and older children with delays in vocabulary acquisition. The test (Profiles of Early Expressive Phonological Skills ("PEEPS"), Williams & Stoel-Gammon, in preparation) differs from currently available assessments in…

  19. The Effects of Phonological Skills and Vocabulary on Morphophonological Processing

    ERIC Educational Resources Information Center

    Boersma, Tiffany; Baker, Anne; Rispens, Judith; Weerman, Fred

    2018-01-01

    Morphophonological processing involves the phonological analysis of morphemes. Item-specific phonological characteristics have been shown to influence morphophonological skills in children. This study investigates the relative contributions of broad phonological skills and vocabulary to production and judgement accuracies of the Dutch past tense…

  20. African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks

    ERIC Educational Resources Information Center

    Kohler, Candida T.; Bahr, Ruth Huntley; Silliman, Elaine R.; Bryant, Judith Becker; Apel, Kenn; Wilkinson, Louise C.

    2007-01-01

    Purpose: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use. Method: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then…

  1. Phonologically Driven Variability: The Case of Determiners

    ERIC Educational Resources Information Center

    Bürki, Audrey; Laganaro, Marina; Alario, F.-Xavier

    2014-01-01

    Speakers usually produce words in connected speech. In such contexts, the form in which many words are uttered is influenced by the phonological properties of neighboring words. The current article examines the representations and processes underlying the production of phonologically constrained word form variations. For this purpose, we consider…

  2. Phonological Activation in Multi-Syllabic Sord Recognition

    ERIC Educational Resources Information Center

    Lee, Chang H.

    2007-01-01

    Three experiments were conducted to test the phonological recoding hypothesis in visual word recognition. Most studies on this issue have been conducted using mono-syllabic words, eventually constructing various models of phonological processing. Yet in many languages including English, the majority of words are multi-syllabic words. English…

  3. The Effects of Visual Attention Span and Phonological Decoding in Reading Comprehension in Dyslexia: A Path Analysis.

    PubMed

    Chen, Chen; Schneps, Matthew H; Masyn, Katherine E; Thomson, Jennifer M

    2016-11-01

    Increasing evidence has shown visual attention span to be a factor, distinct from phonological skills, that explains single-word identification (pseudo-word/word reading) performance in dyslexia. Yet, little is known about how well visual attention span explains text comprehension. Observing reading comprehension in a sample of 105 high school students with dyslexia, we used a pathway analysis to examine the direct and indirect path between visual attention span and reading comprehension while controlling for other factors such as phonological awareness, letter identification, short-term memory, IQ and age. Integrating phonemic decoding efficiency skills in the analytic model, this study aimed to disentangle how visual attention span and phonological skills work together in reading comprehension for readers with dyslexia. We found visual attention span to have a significant direct effect on more difficult reading comprehension but not on an easier level. It also had a significant direct effect on pseudo-word identification but not on word identification. In addition, we found that visual attention span indirectly explains reading comprehension through pseudo-word reading and word reading skills. This study supports the hypothesis that at least part of the dyslexic profile can be explained by visual attention abilities. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  4. Phonological Priming and Orthographic Analogies in Reading.

    ERIC Educational Resources Information Center

    Goswami, Usha

    1990-01-01

    Findings of two experiments involving young children at a reading level of six years to six years, nine months suggest that phonological priming is an insufficient explanation of the analogy effect at the single word level. Phonological priming plays no role in the use of analogies in story reading. (RH)

  5. The "No Crossing Constraint" in Autosegmental Phonology.

    ERIC Educational Resources Information Center

    Coleman, John; Local, John

    A discussion of autosegmental phonology (AP), a theory of phonological representation that uses graphs rather than strings as the central data structure, considers its principal constraint, the "No Crossing Constraint" (NCC). The NCC is the statement that in a well-formed autosegmental diagram, lines of association may not cross. After…

  6. Phonological Priming and Cohort Effects in Toddlers

    ERIC Educational Resources Information Center

    Mani, Nivedita; Plunkett, Kim

    2011-01-01

    Adult word recognition is influenced by prior exposure to phonologically or semantically related words ("cup" primes "cat" or "plate") compared to unrelated words ("door"), suggesting that words are organised in the adult lexicon based on their phonological and semantic properties and that word recognition implicates not just the heard word, but…

  7. Articulation of Phonologically Similar Items Disrupts Free Recall of Nonwords

    ERIC Educational Resources Information Center

    Nishiyama, Ryoji; Ukita, Jun

    2013-01-01

    The present study sought to clarify whether phonological similarity of encoded information impairs free recall performance (the phonological similarity effect: PSE) for nonwords. Five experiments examined the influence of the encoding process on the PSE in a step-by-step fashion, by using lists that consisted of phonologically similar (decoy)…

  8. Learning General Phonological Rules from Distributional Information: A Computational Model

    ERIC Educational Resources Information Center

    Calamaro, Shira; Jarosz, Gaja

    2015-01-01

    Phonological rules create alternations in the phonetic realizations of related words. These rules must be learned by infants in order to identify the phonological inventory, the morphological structure, and the lexicon of a language. Recent work proposes a computational model for the learning of one kind of phonological alternation, allophony…

  9. Phonological decisions require both the left and right supramarginal gyri.

    PubMed

    Hartwigsen, Gesa; Baumgaertner, Annette; Price, Cathy J; Koehnke, Maria; Ulmer, Stephan; Siebner, Hartwig R

    2010-09-21

    Recent functional imaging studies demonstrated that both the left and right supramarginal gyri (SMG) are activated when healthy right-handed subjects make phonological word decisions. However, lesion studies typically report difficulties with phonological processing after left rather than right hemisphere damage. Here, we used a unique dual-site transcranial magnetic stimulation (TMS) approach to test whether the SMG in the right hemisphere contributes to modality-independent (i.e., auditory and visual) phonological decisions. To test task-specificity, we compared the effect of real or sham TMS during phonological, semantic, and perceptual decisions. To test laterality and anatomical specificity, we compared the effect of TMS over the left, right, or bilateral SMG and angular gyri. The accuracy and reaction times of phonological decisions were selectively disrupted relative to semantic and perceptual decisions when real TMS was applied over the left, right, or bilateral SMG. These effects were not observed for TMS over the angular gyri. A follow-up experiment indicated that the threshold-intensity for inducing a disruptive effect on phonological decisions was identical for unilateral TMS over the right or left SMG. Taken together, these findings provide converging evidence that the right SMG contributes to accurate and efficient phonological decisions in the healthy brain, with no evidence that the left and right SMG can compensate for one another during TMS. Our findings motivate detailed studies of phonological processing in patients with acute or long-term damage of the right SMG.

  10. From sound to syntax: phonological constraints on children's lexical categorization of new words.

    PubMed

    Fitneva, Stanka A; Christiansen, Morten H; Monaghan, Padraic

    2009-11-01

    Two studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends on extensive experience with a language. Phonological cues were assessed via phonological typicality - an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment 1 showed that when monolingual English-speaking seven-year-olds could rely on learning by exclusion, phonological typicality only affected their initial inferences about the words. Consistent with recent computational analyses, phonological cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.

  11. Phonological bases for L2 morphological learning.

    PubMed

    Hu, Chieh-Fang

    2010-08-01

    Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g., inflate - inflation) from multiple exposures. Experiment 2 further assessed children's ability to use morphological cues for syntactic categorization through exposures to novel morphologically varying forms (e.g., lutate vs. lutant) presented in the corresponding sentential positions (noun vs. verb). The third-grade EFL learners revealed emergent sensitivity to the morphological cues in the input but failed in fully processing intraword variations. The learners with poorer L1 PA were likely to encounter difficulties in identifying morphological alternation rules and in discovering the syntactic properties of L2 morphology. In addition to L1 PA, L2 vocabulary knowledge also contributed significantly to L2 morphological learning.

  12. Orthographic vs. Phonologic Syllables in Handwriting Production

    ERIC Educational Resources Information Center

    Kandel, Sonia; Herault, Lucie; Grosjacques, Geraldine; Lambert, Eric; Fayol, Michel

    2009-01-01

    French children program the words they write syllable by syllable. We examined whether the syllable the children use to segment words is determined phonologically (i.e., is derived from speech production processes) or orthographically. Third, 4th and 5th graders wrote on a digitiser words that were mono-syllables phonologically (e.g.…

  13. Generative Phonology in the Clinic. CLCS Occasional Paper No. 10.

    ERIC Educational Resources Information Center

    Kallen, Jeffrey L.

    A discussion of the use of generative phonology in the speech clinic, especially with children, begins with an outline of some constructs of generative phonology. First, some notes on phonetic notation and definitions of terms used in nongenerative phonology that have special meanings in this field are presented. Then a discussion of distinctive…

  14. Orthographically Influenced Abstract Phonological Representation: Evidence from Non-Rhotic Speakers

    ERIC Educational Resources Information Center

    Taft, Marcus

    2006-01-01

    It is typically assumed that when orthography is translated silently into phonology (i.e., when reading silently), the phonological representation is equivalent to the spoken form or, at least, the surface phonemic form. The research presented here demonstrates that the phonological representation is likely to be more abstract than this, and is…

  15. Phonological and Semantic Cues to Learning from Word-Types

    PubMed Central

    Richtsmeier, Peter

    2017-01-01

    Word-types represent the primary form of data for many models of phonological learning, and they often predict performance in psycholinguistic tasks. Word-types are often tacitly defined as phonologically unique words. Yet, an explicit test of this definition is lacking, and natural language patterning suggests that word meaning could also act as a cue to word-type status. This possibility was tested in a statistical phonotactic learning experiment in which phonological and semantic properties of word-types varied. During familiarization, the learning targets—word-medial consonant sequences—were instantiated either by four related word-types or by just one word-type (the experimental frequency factor). The expectation was that more word-types would lead participants to generalize the target sequences. Regarding semantic cues, related word-types were either associated with different referents or all with a single referent. Regarding phonological cues, related word-types differed from each other by one, two, or more phonemes. At test, participants rated novel wordforms for their similarity to the familiarization words. When participants heard four related word-types, they gave higher ratings to test words with the same consonant sequences, irrespective of the phonological and semantic manipulations. The results support the existing phonological definition of word-types. PMID:29187914

  16. The differential role of phonological and distributional cues in grammatical categorisation.

    PubMed

    Monaghan, Padraic; Chater, Nick; Christiansen, Morten H

    2005-06-01

    Recognising the grammatical categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of the word contribute as cues for grammatical category assignment, but phonological cues, too, have been implicated as important sources of information. The value of phonological and distributional cues has not, with very few exceptions, been empirically assessed. This paper presents a series of analyses of phonological cues and distributional cues and their potential for distinguishing grammatical categories of words in corpus analyses. The corpus analyses indicated that phonological cues were more reliable for less frequent words, whereas distributional information was most valuable for high frequency words. We tested this prediction in an artificial language learning experiment, where the distributional and phonological cues of categories of nonsense words were varied. The results corroborated the corpus analyses. For high-frequency nonwords, distributional information was more useful, whereas for low-frequency words there was more reliance on phonological cues. The results indicate that phonological and distributional cues contribute differentially towards grammatical categorisation.

  17. Teaching Teaching.

    ERIC Educational Resources Information Center

    Watts, Heidi

    1982-01-01

    A staff development specialist describes personal qualities demanded by that field: (1) a "watchbird" mentality, emphasizing self-awareness; (2) a clear sense of personal goals; (3) a sense of the mutuality of teaching and learning; and (4) willingness to take risks. Staff developers benefit from frequent returns to classroom teaching.…

  18. Comparison between Simulation-based Training and Lecture-based Education in Teaching Situation Awareness. A Randomized Controlled Study.

    PubMed

    Lee Chang, Alfredo; Dym, Andrew A; Venegas-Borsellino, Carla; Bangar, Maneesha; Kazzi, Massoud; Lisenenkov, Dmitry; Qadir, Nida; Keene, Adam; Eisen, Lewis Ari

    2017-04-01

    Situation awareness has been defined as the perception of the elements in the environment within volumes of time and space, the comprehension of their meaning, and the projection of their status in the near future. Intensivists often make time-sensitive critical decisions, and loss of situation awareness can lead to errors. It has been shown that simulation-based training is superior to lecture-based training for some critical scenarios. Because the methods of training to improve situation awareness have not been well studied in the medical field, we compared the impact of simulation vs. lecture training using the Situation Awareness Global Assessment Technique (SAGAT) score. To identify an effective method for teaching situation awareness. We randomly assigned 17 critical care fellows to simulation vs. lecture training. Training consisted of eight cases on airway management, including topics such as elevated intracranial pressure, difficult airway, arrhythmia, and shock. During the testing scenario, at random times between 4 and 6 minutes into the simulation, the scenario was frozen, and the screens were blanked. Respondents then completed the 28 questions on the SAGAT scale. Sample items were categorized as Perception, Projection, and Comprehension of the situation. Results were analyzed using SPSS Version 21. Eight fellows from the simulation group and nine from the lecture group underwent simulation testing. Sixty-four SAGAT scores were recorded for the simulation group and 48 scores were recorded for the lecture group. The mean simulation vs. lecture group SAGAT score was 64.3 ± 10.1 (SD) vs. 59.7 ± 10.8 (SD) (P = 0.02). There was also a difference in the median Perception ability between the simulation vs. lecture groups (61.1 vs. 55.5, P = 0.01). There was no difference in the median Projection and Comprehension scores between the two groups (50.0 vs. 50.0, P = 0.92, and 83.3 vs. 83.3, P = 0.27). We found a significant, albeit

  19. [Working memory abilities and the severity of phonological disorders].

    PubMed

    Linassi, Lisiane Zorzella; Keske-Soares, Marcia; Mota, Helena Bolli

    2005-01-01

    Working memory. To verify the performance of working memory abilities and their relation with the severity of phonological disorders. 45 children, with ages between 5.0 and 7.11 years, with evolutional phonological disorders (EFD), 17 female and 18 male, were evaluated. All subjects were assessed using the Child Phonological Evaluation proposed by Yavas et al. (1991). The severity of the disorder was determined by the Percentage of Correct Consonants (PCC) proposed by Shriberg and Kwiatkowski (1982), classifying the phonological disorder as severe, moderate-severe, average-moderate and average. After that, subtest 5 of the Psycholinguistic Abilities Test (ITPA--Bogossian & Santos, 1977) and the non-word repetition test (Kessler, 1997) were applied. After analyzing the data according the statistical tests of Kruskal Wallis and Duncan, it was verified that the performance of moderate-severe and severe individuals in the non-word repetition test was inferior to that of average-moderate and average individuals. However, performance results in the digit repetition test did not present a positive correlation with severity. The performance of phonological memory has a relation with the severity of phonological disorders. This allows us to accept the idea that the phonologic memory is related to speech production. Regarding the central executor, the results indicate that the performance in digit repetition, used to assess the central executor, did not present a correlation with the severity of the disorder. This can be justified by the fact that the central executor is more directly related to vocabulary acquisition and is responsible for processing and storing information.

  20. The minimal unit of phonological encoding: prosodic or lexical word.

    PubMed

    Wheeldon, Linda R; Lahiri, Aditi

    2002-09-01

    Wheeldon and Lahiri (Journal of Memory and Language 37 (1997) 356) used a prepared speech production task (Sternberg, S., Monsell, S., Knoll, R. L., & Wright, C. E. (1978). The latency and duration of rapid movement sequences: comparisons of speech and typewriting. In G. E. Stelmach (Ed.), Information processing in motor control and learning (pp. 117-152). New York: Academic Press; Sternberg, S., Wright, C. E., Knoll, R. L., & Monsell, S. (1980). Motor programs in rapid speech: additional evidence. In R. A. Cole (Ed.), The perception and production of fluent speech (pp. 507-534). Hillsdale, NJ: Erlbaum) to demonstrate that the latency to articulate a sentence is a function of the number of phonological words it comprises. Latencies for the sentence [Ik zoek het] [water] 'I seek the water' were shorter than latencies for sentences like [Ik zoek] [vers] [water] 'I seek fresh water'. We extend this research by examining the prepared production of utterances containing phonological words that are less than a lexical word in length. Dutch compounds (e.g. ooglid 'eyelid') form a single morphosyntactic word and a phonological word, which in turn includes two phonological words. We compare their prepared production latencies to those syntactic phrases consisting of an adjective and a noun (e.g. oud lid 'old member') which comprise two morphosyntactic and two phonological words, and to morphologically simple words (e.g. orgel 'organ') which comprise one morphosyntactic and one phonological word. Our findings demonstrate that the effect is limited to phrasal level phonological words, suggesting that production models need to make a distinction between lexical and phrasal phonology.

  1. Electrophysiological signatures of phonological and semantic maintenance in sentence repetition.

    PubMed

    Meltzer, Jed A; Kielar, Aneta; Panamsky, Lilia; Links, Kira A; Deschamps, Tiffany; Leigh, Rosie C

    2017-08-01

    Verbal short-term memory comprises resources for phonological rehearsal, which have been characterized anatomically, and for maintenance of semantic information, which are less understood. Sentence repetition tasks tap both processes interactively. To distinguish brain activity involved in phonological vs. semantic maintenance, we recorded magnetoencephalography during a sentence repetition task, incorporating three manipulations emphasizing one mechanism over the other. Participants heard sentences or word lists and attempted to repeat them verbatim after a 5-second delay. After MEG, participants completed a cued recall task testing how much they remembered of each sentence. Greater semantic engagement relative to phonological rehearsal was hypothesized for 1) sentences vs. word lists, 2) concrete vs. abstract sentences, and 3) well recalled vs. poorly recalled sentences. During auditory perception and the memory delay period, we found highly left-lateralized activation in the form of 8-30 Hz event-related desynchronization. Compared to abstract sentences, concrete sentences recruited posterior temporal cortex bilaterally, demonstrating a neural signature for the engagement of visual imagery in sentence maintenance. Maintenance of arbitrary word lists recruited right hemisphere dorsal regions, reflecting increased demands on phonological rehearsal. Sentences that were ultimately poorly recalled in the post-test also elicited extra right hemisphere activation when they were held in short-term memory, suggesting increased demands on phonological resources. Frontal midline theta oscillations also reflected phonological rather than semantic demand, being increased for word lists and poorly recalled sentences. These findings highlight distinct neural resources for phonological and semantic maintenance, with phonological maintenance associated with stronger oscillatory modulations. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Phonological skills and disfluency levels in preschool children who stutter.

    PubMed

    Gregg, Brent Andrew; Yairi, Ehud

    2007-01-01

    The relation between stuttering and aspects of language, including phonology, has been investigated for many years. Whereas past literature reported that the incidence of phonological difficulties is higher for children who stutter when compared to normally fluent children, the suggestion of association between the two disorders also drew several critical evaluations. Nevertheless, only a limited amount of information exists concerning the manner and extent to which the speech sound errors exhibited by young children who stutter, close to stuttering onset, is related to the characteristics of their stuttering, such as its severity. Conversely, information is limited regarding the effects a child's phonological skills may have on his/her stuttering severity. The current study investigated the mutual relations between these two factors in 28 carefully selected preschool children near the onset of their stuttering. The children, 20 boys and 8 girls, ranged in age from 25 to 38 months, with a mean of 32.2 months. The phonological skills of two groups with different ratings of stuttering were compared. Similarly, the stuttering severities of two groups with different levels of phonological skills (minimal deviations-moderate deviations) were compared. No statistically significant differences were found for either of the two factors. Inspection of the data revealed interesting individual differences. The reader will be able to list: (1) differences in the phonological skills of preschool children whose stuttering is severe as compared to children whose stuttering is mild and (2) differences in stuttering severity in preschool children with minimal phonological deviations as compared to children with moderate phonological deviations.

  3. Nonword Repetition: The Relative Contributions of Phonological Short-Term Memory and Phonological Representations in Children with Language and Reading Impairment

    ERIC Educational Resources Information Center

    Rispens, Judith; Baker, Anne

    2012-01-01

    Purpose: This study investigates the relative contributions of phonological short-term memory and phonological representations to nonword repetition (NWR). This was evaluated in children with specific language impairment (SLI) and/or reading impairment (RI); it was also studied from a developmental perspective by comparing 2 groups of typically…

  4. Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: a longitudinal study of the auditory temporal processing theory.

    PubMed

    Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquière, Pol

    2007-04-09

    This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school children at high-family risk for dyslexia, compared to a group of well-matched low-risk control children. Based on family risk status and first grade literacy achievement children were categorized in groups and pre-school data were retrospectively reanalyzed. On average, children showing both increased family risk and literacy-impairment at the end of first grade, presented significant pre-school deficits in phonological awareness, rapid automatized naming, speech-in-noise perception and frequency modulation detection. The concurrent presence of these deficits before receiving any formal reading instruction, might suggest a causal relation with problematic literacy development. However, a closer inspection of the individual data indicates that the core of the literacy problem is situated at the level of higher-order phonological processing. Although auditory and speech perception problems are relatively over-represented in literacy-impaired subjects and might possibly aggravate the phonological and literacy problem, it is unlikely that they would be at the basis of these problems. At a neurobiological level, results are interpreted as evidence for dysfunctional processing along the auditory-to-articulation stream that is implied in phonological processing, in combination with a relatively intact or inconsistently impaired functioning of the auditory-to-meaning stream that subserves auditory processing and speech perception.

  5. Teaching English as a Second Dialect in Liberia

    ERIC Educational Resources Information Center

    Candler, W. J.

    1977-01-01

    Liberian English differs from standard educated English. English teachers in Liberia are attempting to teach standard spoken English rather than the Liberian dialect, using TEFL strategies. This article discusses the phonological, syntactic, morphological, lexical and semantic characteristics of Liberian English and the consequences for English…

  6. Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

    PubMed Central

    Suárez, Natalia; Sánchez, Carmen R.; Jiménez, Juan E.; Anguera, M. Teresa

    2018-01-01

    The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom. PMID:29449818

  7. Phonological and Orthographic Overlap Effects in Fast and Masked Priming

    PubMed Central

    Frisson, Steven; Bélanger, Nathalie N.; Rayner, Keith

    2014-01-01

    We investigated how orthographic and phonological information is activated during reading, using a fast priming task, and during single word recognition, using masked priming. Specifically, different types of overlap between prime and target were contrasted: high orthographic and high phonological overlap (track-crack), high orthographic and low phonological overlap (bear-gear), or low orthographic and high phonological overlap (fruit-chute). In addition, we examined whether (orthographic) beginning overlap (swoop-swoon) yielded the same priming pattern as end (rhyme) overlap (track-crack). Prime durations were 32 and 50ms in the fast priming version, and 50ms in the masked priming version, and mode of presentation (prime and target in lower case) was identical. The fast priming experiment showed facilitatory priming effects when both orthography and phonology overlapped, with no apparent differences between beginning and end overlap pairs. Facilitation was also found when prime and target only overlapped orthographically. In contrast, the masked priming experiment showed inhibition for both types of end overlap pairs (with and without phonological overlap), and no difference for begin overlap items. When prime and target only shared principally phonological information, facilitation was only found with a long prime duration in the fast priming experiment, while no differences were found in the masked priming version. These contrasting results suggest that fast priming and masked priming do not necessarily tap into the same type of processing. PMID:24365065

  8. Guiding Children's Invented Spellings: A Gateway into Literacy Learning

    ERIC Educational Resources Information Center

    Ouellette, Gene; Senechal, Monique; Haley, Allyson

    2013-01-01

    This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a…

  9. Interaction between Phonological and Semantic Representations: Time Matters

    ERIC Educational Resources Information Center

    Chen, Qi; Mirman, Daniel

    2015-01-01

    Computational modeling and eye-tracking were used to investigate how phonological and semantic information interact to influence the time course of spoken word recognition. We extended our recent models (Chen & Mirman, 2012; Mirman, Britt, & Chen, 2013) to account for new evidence that competition among phonological neighbors influences…

  10. Multimodal therapy of word retrieval disorder due to phonological encoding dysfunction.

    PubMed

    Weill-Chounlamountry, Agnès; Capelle, Nathalie; Tessier, Catherine; Pradat-Diehl, Pascale

    2013-01-01

    To determine whether phonological multimodal therapy can improve naming and communication in a patient showing a lexical phonological naming disorder. This study employed oral and written learning tasks, using an error reduction procedure. A single-case design computer-assisted treatment was used with a 52 year-old woman with fluent aphasia consecutive to a cerebral infarction. The cognitive analysis of her word retrieval disorder exhibited a phonological encoding dysfunction. Thus, a phonological procedure was designed addressing the output phonological lexicon using computer analysis of spoken and written words. The effects were tested for trained words, generalization to untrained words, maintenance and specificity. Transfer of improvement to daily life was also assessed. After therapy, the verbal naming of both trained and untrained words was improved at p < 0.001. The improvement was still maintained after 3 months without therapy. This treatment was specific since the word dictation task did not change. Communication in daily life was improved at p < 0.05. This study of a patient with word retrieval disorder due to phonological encoding dysfunction demonstrated the effectiveness of a phonological and multimodal therapeutic treatment.

  11. Project for a Contrastive Analysis of the Sound Systems, Grammars and Lexicons of Serbo-Croatian and English. Phase 1: Phonology and Grammar. Final Report.

    ERIC Educational Resources Information Center

    Filipovic, Rudolf

    This project provides descriptions of some points of contrast between Serbo-Croatian and English in the fields of phonology, grammar, and lexicon. The project concentrated particularly on the points showing difficulties for the English-speaking learner of Serbo-Croatian, thus forming the basis for development of teaching materials and guides for…

  12. A Nonword Repetition Task to Assess Bilingual Children's Phonology

    ERIC Educational Resources Information Center

    dos Santos, Christophe; Ferré, Sandrine

    2018-01-01

    Children with specific language impairment (SLI) are particularly sensitive to phonological complexity in their language. Their performance drops when there are specific phonological structures or when complexity increases. A nonword repetition (NWR) test, which aims to assess the phonology of bilingual speakers with and without SLI, should…

  13. The effects of phonological awareness of Zulu-speaking children learning to spell in English: a study of cross-language transfer.

    PubMed

    De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica

    2010-12-01

    Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Performance on monolingual PA, monolingual and emergent bilingual spelling was compared. In addition, PA and spelling in emergent bilingual Zulu-English speakers was explored to ascertain cross-language transfer relationships. Thirty emergent bilingual Zulu-English and thirty monolingual English children in grade 2 participated. Emergent bilinguals were assessed on Zulu PA, Zulu and English spelling skills. Monolinguals were assessed on English PA and English spelling skills. Emergent bilinguals had more Zulu PA levels related to spelling English tasks than to spelling Zulu tasks, and both Zulu PA and Zulu spelling were positively related to English spelling tasks. Significant differences were found between L1 Zulu and English phoneme and rime PA levels, and L1 English and L2 English spelling tasks. Findings support the language-universal hypothesis that L1 PA is related to spelling across languages in emergent bilinguals. In emergent bilinguals, both Zulu spoken proficiency and English-only literacy instruction influences the underlying repertoire of PA skills used to spell within the L1 and the L2. Rime and phoneme PA and spelling skills in Zulu/English rely on language-specific orthographic knowledge.

  14. Phonological Working Memory for Words and Nonwords in Cerebral Cortex.

    PubMed

    Perrachione, Tyler K; Ghosh, Satrajit S; Ostrovskaya, Irina; Gabrieli, John D E; Kovelman, Ioulia

    2017-07-12

    The primary purpose of this study was to identify the brain bases of phonological working memory (the short-term maintenance of speech sounds) using behavioral tasks analogous to clinically sensitive assessments of nonword repetition. The secondary purpose of the study was to identify how individual differences in brain activation were related to participants' nonword repetition abilities. We used functional magnetic resonance imaging to measure neurophysiological response during a nonword discrimination task derived from standard clinical assessments of phonological working memory. Healthy adult control participants (N = 16) discriminated pairs of real words or nonwords under varying phonological working memory load, which we manipulated by parametrically varying the number of syllables in target (non)words. Participants' cognitive and phonological abilities were also measured using standardized assessments. Neurophysiological responses in bilateral superior temporal gyrus, inferior frontal gyrus, and supplementary motor area increased with greater phonological working memory load. Activation in left superior temporal gyrus during nonword discrimination correlated with participants' performance on standard clinical nonword repetition tests. These results suggest that phonological working memory is related to the function of cortical structures that canonically underlie speech perception and production.

  15. The Proximate Phonological Unit of Chinese-English Bilinguals: Proficiency Matters

    PubMed Central

    Verdonschot, Rinus Gerardus; Nakayama, Mariko; Zhang, Qingfang; Tamaoka, Katsuo; Schiller, Niels Olaf

    2013-01-01

    An essential step to create phonology according to the language production model by Levelt, Roelofs and Meyer is to assemble phonemes into a metrical frame. However, recently, it has been proposed that different languages may rely on different grain sizes of phonological units to construct phonology. For instance, it has been proposed that, instead of phonemes, Mandarin Chinese uses syllables and Japanese uses moras to fill the metrical frame. In this study, we used a masked priming-naming task to investigate how bilinguals assemble their phonology for each language when the two languages differ in grain size. Highly proficient Mandarin Chinese-English bilinguals showed a significant masked onset priming effect in English (L2), and a significant masked syllabic priming effect in Mandarin Chinese (L1). These results suggest that their proximate unit is phonemic in L2 (English), and that bilinguals may use different phonological units depending on the language that is being processed. Additionally, under some conditions, a significant sub-syllabic priming effect was observed even in Mandarin Chinese, which indicates that L2 phonology exerts influences on L1 target processing as a consequence of having a good command of English. PMID:23646107

  16. Phonological Working Memory for Words and Nonwords in Cerebral Cortex

    PubMed Central

    Ghosh, Satrajit S.; Ostrovskaya, Irina; Gabrieli, John D. E.; Kovelman, Ioulia

    2017-01-01

    Purpose The primary purpose of this study was to identify the brain bases of phonological working memory (the short-term maintenance of speech sounds) using behavioral tasks analogous to clinically sensitive assessments of nonword repetition. The secondary purpose of the study was to identify how individual differences in brain activation were related to participants' nonword repetition abilities. Method We used functional magnetic resonance imaging to measure neurophysiological response during a nonword discrimination task derived from standard clinical assessments of phonological working memory. Healthy adult control participants (N = 16) discriminated pairs of real words or nonwords under varying phonological working memory load, which we manipulated by parametrically varying the number of syllables in target (non)words. Participants' cognitive and phonological abilities were also measured using standardized assessments. Results Neurophysiological responses in bilateral superior temporal gyrus, inferior frontal gyrus, and supplementary motor area increased with greater phonological working memory load. Activation in left superior temporal gyrus during nonword discrimination correlated with participants' performance on standard clinical nonword repetition tests. Conclusion These results suggest that phonological working memory is related to the function of cortical structures that canonically underlie speech perception and production. PMID:28631005

  17. The phonological abilities of Cantonese-speaking children with hearing loss.

    PubMed

    Dodd, B J; So, L K

    1994-06-01

    Little is known about the acquisition of phonology by children with hearing loss who learn languages other than English. In this study, the phonological abilities of 12 Cantonese-speaking children (ages 4:2 to 6:11) with prelingual hearing impairment are described. All but 3 children had almost complete syllable-initial consonant repertoires; all but 2 had complete syllable-final consonant and vowel repertoires; and only 1 child failed to produce all nine tones. Children's perception of single words was assessed using sets of words that included tone, consonant, and semantic distractors. Although the performance of the subjects was not age appropriate, they nevertheless most often chose the target, with most errors observed for the tone distractor. The phonological rules used included those that characterize the speech of younger hearing children acquiring Cantonese (e.g., cluster reduction, stopping, and deaspiration). However, most children also used at least one unusual phonological rule (e.g., frication, addition, initial consonant deletion, and/or backing). These rules are common in the speech of Cantonese-speaking children diagnosed as phonologically disordered. The influence of the ambient language on children's patterns of phonological errors is discussed.

  18. The Importance of Situational Awareness: A Qualitative Study of Family Members' and Nurses' Perspectives on Teaching During Family-Centered Rounds.

    PubMed

    Beck, Jimmy; Meyer, Rebecca; Kind, Terry; Bhansali, Priti

    2015-10-01

    Family-centered rounds (FCR) has become a leading model for pediatric inpatient rounding. During FCR, faculty must balance trainees' educational needs with patient care priorities. Investigators have examined trainees' views on effective teaching during FCR, but none have evaluated what family members and nurses consider to be effective teaching behaviors of attending physicians. The authors sought to explore family members' and nurses' perspectives on effective teaching behaviors during FCR. The authors conducted (2012-2013) a qualitative study of families and nurses at an academic children's hospital where FCR is the standard model for inpatient rounds. Nurses and families familiar with FCR participated in separate focus groups. The authors reviewed focus group transcripts using techniques of qualitative content analysis; they generated codes and developed categories, supported by illustrative quotations. Fifteen nurses and 13 family members participated in the focus groups. The unifying theme was that situational awareness on behalf of the attending physician is essential for FCR to be educational for all participants. The authors identified four categories of awareness-(1) cognitive factors, (2) logistics and time management, (3) physical environment, (4) emotional state-and developed a set of effective teaching strategies based on participants' comments. The findings of this study support previous work identifying effective FCR teaching strategies, but this study is the first to include the perspectives of families and nurses. The inclusion of these participants provides a framework for faculty development and training to improve the educational value of FCR.

  19. Phonological Deficits in French Speaking Children with SLI

    ERIC Educational Resources Information Center

    Maillart, Christelle; Parisse, Christophe

    2006-01-01

    Background: This study investigated the phonological disorders of French-speaking children with specific language impairment (SLI) in production. Aims: The main goal was to confirm whether children with SLI have limitations in phonological ability as compared with normally developing children matched by mean length of utterance (MLU) and phonemic…

  20. An Examination of the LVA Approach to Teaching Reading

    ERIC Educational Resources Information Center

    Murphy, Jean C.

    2004-01-01

    The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and…

  1. Implicit phonological priming during visual word recognition.

    PubMed

    Wilson, Lisa B; Tregellas, Jason R; Slason, Erin; Pasko, Bryce E; Rojas, Donald C

    2011-03-15

    Phonology is a lower-level structural aspect of language involving the sounds of a language and their organization in that language. Numerous behavioral studies utilizing priming, which refers to an increased sensitivity to a stimulus following prior experience with that or a related stimulus, have provided evidence for the role of phonology in visual word recognition. However, most language studies utilizing priming in conjunction with functional magnetic resonance imaging (fMRI) have focused on lexical-semantic aspects of language processing. The aim of the present study was to investigate the neurobiological substrates of the automatic, implicit stages of phonological processing. While undergoing fMRI, eighteen individuals performed a lexical decision task (LDT) on prime-target pairs including word-word homophone and pseudoword-word pseudohomophone pairs with a prime presentation below perceptual threshold. Whole-brain analyses revealed several cortical regions exhibiting hemodynamic response suppression due to phonological priming including bilateral superior temporal gyri (STG), middle temporal gyri (MTG), and angular gyri (AG) with additional region of interest (ROI) analyses revealing response suppression in the left lateralized supramarginal gyrus (SMG). Homophone and pseudohomophone priming also resulted in different patterns of hemodynamic responses relative to one another. These results suggest that phonological processing plays a key role in visual word recognition. Furthermore, enhanced hemodynamic responses for unrelated stimuli relative to primed stimuli were observed in midline cortical regions corresponding to the default-mode network (DMN) suggesting that DMN activity can be modulated by task requirements within the context of an implicit task. Copyright © 2010 Elsevier Inc. All rights reserved.

  2. Phonological Feature Repetition Suppression in the Left Inferior Frontal Gyrus.

    PubMed

    Okada, Kayoko; Matchin, William; Hickok, Gregory

    2018-06-07

    Models of speech production posit a role for the motor system, predominantly the posterior inferior frontal gyrus, in encoding complex phonological representations for speech production, at the phonemic, syllable, and word levels [Roelofs, A. A dorsal-pathway account of aphasic language production: The WEAVER++/ARC model. Cortex, 59(Suppl. C), 33-48, 2014; Hickok, G. Computational neuroanatomy of speech production. Nature Reviews Neuroscience, 13, 135-145, 2012; Guenther, F. H. Cortical interactions underlying the production of speech sounds. Journal of Communication Disorders, 39, 350-365, 2006]. However, phonological theory posits subphonemic units of representation, namely phonological features [Chomsky, N., & Halle, M. The sound pattern of English, 1968; Jakobson, R., Fant, G., & Halle, M. Preliminaries to speech analysis. The distinctive features and their correlates. Cambridge, MA: MIT Press, 1951], that specify independent articulatory parameters of speech sounds, such as place and manner of articulation. Therefore, motor brain systems may also incorporate phonological features into speech production planning units. Here, we add support for such a role with an fMRI experiment of word sequence production using a phonemic similarity manipulation. We adapted and modified the experimental paradigm of Oppenheim and Dell [Oppenheim, G. M., & Dell, G. S. Inner speech slips exhibit lexical bias, but not the phonemic similarity effect. Cognition, 106, 528-537, 2008; Oppenheim, G. M., & Dell, G. S. Motor movement matters: The flexible abstractness of inner speech. Memory & Cognition, 38, 1147-1160, 2010]. Participants silently articulated words cued by sequential visual presentation that varied in degree of phonological feature overlap in consonant onset position: high overlap (two shared phonological features; e.g., /r/ and /l/) or low overlap (one shared phonological feature, e.g., /r/ and /b/). We found a significant repetition suppression effect in the left

  3. Do deep dyslexia, dysphasia and dysgraphia share a common phonological impairment?

    PubMed Central

    Jefferies, Elizabeth; Sage, Karen; Lambon Ralph, Matthew A.

    2007-01-01

    This study directly compared four patients who, to varying degrees, showed the characteristics of deep dyslexia, dysphasia and/or dysgraphia – i.e., they made semantic errors in oral reading, repetition and/or spelling to dictation. The “primary systems” hypothesis proposes that these different conditions result from severe impairment to a common phonological system, rather than damage to task-specific mechanisms (i.e. grapheme-phoneme conversion). By this view, deep dyslexic/dysphasic patients should show overlapping deficits but previous studies have not directly compared them. All four patients in the current study showed poor phonological production across different tasks, including repetition, reading aloud and spoken picture naming, in line with the primary systems hypothesis. They also showed severe deficits in tasks that required the manipulation of phonology, such as phoneme addition and deletion. Some of the characteristics of the deep syndromes – namely lexicality and imageability effects – were typically observed in all of the tasks, regardless of whether semantic errors occurred or not, suggesting that the patients’ phonological deficits impacted on repetition, reading aloud and spelling to dictation in similar ways. Differences between the syndromes were accounted for by variation in other primary systems – particularly auditory processing. Deep dysphasic symptoms occurred when the impact of phonological input on spoken output was disrupted or reduced, either as a result of auditory/phonological impairment, or for patients with good phonological input analysis, when repetition was delayed. ‘Deep’ disorders of reading aloud, repetition and spelling can therefore be explained in terms of damage to interacting primary systems such as phonology, semantics and vision, with phonology playing a critical role. PMID:17227679

  4. Visual sign phonology: insights into human reading and language from a natural soundless phonology.

    PubMed

    Petitto, L A; Langdon, C; Stone, A; Andriola, D; Kartheiser, G; Cochran, C

    2016-11-01

    Among the most prevailing assumptions in science and society about the human reading process is that sound and sound-based phonology are critical to young readers. The child's sound-to-letter decoding is viewed as universal and vital to deriving meaning from print. We offer a different view. The crucial link for early reading success is not between segmental sounds and print. Instead the human brain's capacity to segment, categorize, and discern linguistic patterning makes possible the capacity to segment all languages. This biological process includes the segmentation of languages on the hands in signed languages. Exposure to natural sign language in early life equally affords the child's discovery of silent segmental units in visual sign phonology (VSP) that can also facilitate segmental decoding of print. We consider powerful biological evidence about the brain, how it builds sound and sign phonology, and why sound and sign phonology are equally important in language learning and reading. We offer a testable theoretical account, reading model, and predictions about how VSP can facilitate segmentation and mapping between print and meaning. We explain how VSP can be a powerful facilitator of all children's reading success (deaf and hearing)-an account with profound transformative impact on learning to read in deaf children with different language backgrounds. The existence of VSP has important implications for understanding core properties of all human language and reading, challenges assumptions about language and reading as being tied to sound, and provides novel insight into a remarkable biological equivalence in signed and spoken languages. WIREs Cogn Sci 2016, 7:366-381. doi: 10.1002/wcs.1404 For further resources related to this article, please visit the WIREs website. © 2016 Wiley Periodicals, Inc.

  5. Explaining lexical-semantic deficits in specific language impairment: the role of phonological similarity, phonological working memory, and lexical competition.

    PubMed

    Mainela-Arnold, Elina; Evans, Julia L; Coady, Jeffry A

    2010-12-01

    In this study, the authors investigated potential explanations for sparse lexical-semantic representations in children with specific language impairment (SLI) and typically developing peers. The role of auditory perception, phonological working memory, and lexical competition were investigated. Participants included 32 children (ages 8;5-12;3 [years;months]): Sixteen children with SLI and 16 typically developing age- and nonverbal IQ-matched peers (CA). Children's word definitions were investigated. The words to be defined were manipulated for phonological neighborhood density. Nonword repetition and two lexical competition measures were tested as predictors of word definition abilities. Children with SLI gave word definitions with fewer content details than children in the CA group. Compared with the CA group, the definitions of children in the SLI group were not disproportionately impacted by phonological neighborhood density. Lexical competition was a significant unique predictor of children's word definitions, but nonword repetition was not. Individual differences in richness of lexical semantic representations as well as differences between children with SLI and typically developing peers may-at least, in part-be explained by processes of competition. However, difficulty with auditory perception or phonological working memory does not fully explain difficulties in lexical semantics.

  6. Revealing and quantifying the impaired phonological analysis underpinning impaired comprehension in Wernicke's aphasia.

    PubMed

    Robson, Holly; Keidel, James L; Ralph, Matthew A Lambon; Sage, Karen

    2012-01-01

    Wernicke's aphasia is a condition which results in severely disrupted language comprehension following a lesion to the left temporo-parietal region. A phonological analysis deficit has traditionally been held to be at the root of the comprehension impairment in Wernicke's aphasia, a view consistent with current functional neuroimaging which finds areas in the superior temporal cortex responsive to phonological stimuli. However behavioural evidence to support the link between a phonological analysis deficit and auditory comprehension has not been yet shown. This study extends seminal work by Blumstein, Baker, and Goodglass (1977) to investigate the relationship between acoustic-phonological perception, measured through phonological discrimination, and auditory comprehension in a case series of Wernicke's aphasia participants. A novel adaptive phonological discrimination task was used to obtain reliable thresholds of the phonological perceptual distance required between nonwords before they could be discriminated. Wernicke's aphasia participants showed significantly elevated thresholds compared to age and hearing matched control participants. Acoustic-phonological thresholds correlated strongly with auditory comprehension abilities in Wernicke's aphasia. In contrast, nonverbal semantic skills showed no relationship with auditory comprehension. The results are evaluated in the context of recent neurobiological models of language and suggest that impaired acoustic-phonological perception underlies the comprehension impairment in Wernicke's aphasia and favour models of language which propose a leftward asymmetry in phonological analysis. Copyright © 2011 Elsevier Ltd. All rights reserved.

  7. Beyond decoding: phonological processing during silent reading in beginning readers.

    PubMed

    Blythe, Hazel I; Pagán, Ascensión; Dodd, Megan

    2015-07-01

    In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children's lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading. (c) 2015 APA, all rights reserved.

  8. Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency

    ERIC Educational Resources Information Center

    Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R.

    2018-01-01

    We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…

  9. Acoustic-Emergent Phonology in the Amplitude Envelope of Child-Directed Speech

    PubMed Central

    Leong, Victoria; Goswami, Usha

    2015-01-01

    When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes). Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship between amplitude envelope sensitivity and phonological development has been found, suggesting that children may make use of amplitude modulation (AM) patterns within the envelope to develop a phonological system. Here we present the Spectral Amplitude Modulation Phase Hierarchy (S-AMPH) model, a set of algorithms for deriving the dominant AM patterns in child-directed speech (CDS). Using Principal Components Analysis, we show that rhythmic CDS contains an AM hierarchy comprising 3 core modulation timescales. These timescales correspond to key phonological units: prosodic stress (Stress AM, ~2 Hz), syllables (Syllable AM, ~5 Hz) and onset-rime units (Phoneme AM, ~20 Hz). We argue that these AM patterns could in principle be used by naïve listeners to compute acoustic-phonological mappings without lexical knowledge. We then demonstrate that the modulation statistics within this AM hierarchy indeed parse the speech signal into a primitive hierarchically-organised phonological system comprising stress feet (proto-words), syllables and onset-rime units. We apply the S-AMPH model to two other CDS corpora, one spontaneous and one deliberately-timed. The model accurately identified 72–82% (freely-read CDS) and 90–98% (rhythmically-regular CDS) stress patterns, syllables and onset-rime units. This in-principle demonstration that primitive phonology can be extracted from speech AMs is termed Acoustic-Emergent Phonology (AEP) theory. AEP theory provides a set of methods for examining how early phonological development is shaped by the temporal modulation structure of speech across

  10. Acoustic-Emergent Phonology in the Amplitude Envelope of Child-Directed Speech.

    PubMed

    Leong, Victoria; Goswami, Usha

    2015-01-01

    When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes). Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship between amplitude envelope sensitivity and phonological development has been found, suggesting that children may make use of amplitude modulation (AM) patterns within the envelope to develop a phonological system. Here we present the Spectral Amplitude Modulation Phase Hierarchy (S-AMPH) model, a set of algorithms for deriving the dominant AM patterns in child-directed speech (CDS). Using Principal Components Analysis, we show that rhythmic CDS contains an AM hierarchy comprising 3 core modulation timescales. These timescales correspond to key phonological units: prosodic stress (Stress AM, ~2 Hz), syllables (Syllable AM, ~5 Hz) and onset-rime units (Phoneme AM, ~20 Hz). We argue that these AM patterns could in principle be used by naïve listeners to compute acoustic-phonological mappings without lexical knowledge. We then demonstrate that the modulation statistics within this AM hierarchy indeed parse the speech signal into a primitive hierarchically-organised phonological system comprising stress feet (proto-words), syllables and onset-rime units. We apply the S-AMPH model to two other CDS corpora, one spontaneous and one deliberately-timed. The model accurately identified 72-82% (freely-read CDS) and 90-98% (rhythmically-regular CDS) stress patterns, syllables and onset-rime units. This in-principle demonstration that primitive phonology can be extracted from speech AMs is termed Acoustic-Emergent Phonology (AEP) theory. AEP theory provides a set of methods for examining how early phonological development is shaped by the temporal modulation structure of speech across

  11. Differential Phonological and Semantic Modulation of Neurophysiological Responses to Visual Word Recognition.

    PubMed

    Drakesmith, Mark; El-Deredy, Wael; Welbourne, Stephen

    2015-01-01

    Reading words for meaning relies on orthographic, phonological and semantic processing. The triangle model implicates a direct orthography-to-semantics pathway and a phonologically mediated orthography-to-semantics pathway, which interact with each other. The temporal evolution of processing in these routes is not well understood, although theoretical evidence predicts early phonological processing followed by interactive phonological and semantic processing. This study used electroencephalography-event-related potential (ERP) analysis and magnetoencephalography (MEG) source localisation to identify temporal markers and the corresponding neural generators of these processes in early (∼200 ms) and late (∼400 ms) neurophysiological responses to visual words, pseudowords and consonant strings. ERP showed an effect of phonology but not semantics in both time windows, although at ∼400 ms there was an effect of stimulus familiarity. Phonological processing at ~200 ms was localised to the left occipitotemporal cortex and the inferior frontal gyrus. At 400 ms, there was continued phonological processing in the inferior frontal gyrus and additional semantic processing in the anterior temporal cortex. There was also an area in the left temporoparietal junction which was implicated in both phonological and semantic processing. In ERP, the semantic response at ∼400 ms appeared to be masked by concurrent processes relating to familiarity, while MEG successfully differentiated these processes. The results support the prediction of early phonological processing followed by an interaction of phonological and semantic processing during word recognition. Neuroanatomical loci of these processes are consistent with previous neuropsychological and functional magnetic resonance imaging studies. The results also have implications for the classical interpretation of N400-like responses as markers for semantic processing.

  12. Gestural Characterization of a Phonological Class: The Liquids

    ERIC Educational Resources Information Center

    Proctor, Michael Ian

    2009-01-01

    Rhotics and laterals pattern together in a variety of ways that suggest that they form a phonological class (Walsh-Dickey 1997), yet capturing the relevant set of consonants and describing the behavior of its members has proven difficult under feature-based phonological theory (Wiese 2001). In this dissertation, I argue that an articulatory…

  13. Is Phonology Bypassed in Normal or Dyslexic Development?

    ERIC Educational Resources Information Center

    Pennington, Bruce F.; And Others

    1987-01-01

    Two studies involving 215 subjects tested the hypothesis that orthographic coding bypasses phonological coding after the early stages of reading or spelling. It was found that nondyslexics continue to develop phonological coding skill until adulthood and rely on it for reading and spelling to a significantly greater extent than do dyslexics.…

  14. Disfluency Patterns and Phonological Skills Near Stuttering Onset

    ERIC Educational Resources Information Center

    Gregg, Brent Andrew; Yairi, Ehud

    2012-01-01

    There is a substantial amount of literature reporting the incidence of phonological difficulties to be higher for children who stutter when compared to normally fluent children, suggesting a link between stuttering and phonology. In view of this, the purpose of the investigation was to determine whether, among children who stutter, there are…

  15. Phonemic Awareness Is a More Important Predictor of Orthographic Processing than Rapid Serial Naming: Evidence from Russian

    ERIC Educational Resources Information Center

    Rakhlin, Natalia; Cardoso-Martins, Cláudia; Grigorenko, Elena L.

    2014-01-01

    We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor…

  16. Cross-language phonological activation: evidence from masked onset priming and ERPs.

    PubMed

    Jouravlev, Olessia; Lupker, Stephen J; Jared, Debra

    2014-07-01

    The goal of the present research was to provide direct evidence for the cross-language interaction of phonologies at the sub-lexical level by using the masked onset priming paradigm. More specifically, we investigated whether there is a cross-language masked onset priming effect (MOPE) with L2 (English) primes and L1 (Russian) targets and whether it is modulated by the orthographic similarity of primes and targets. Primes and targets had onsets that overlapped either only phonologically, only orthographically, both phonologically and orthographically, or did not have any overlap. Phonological overlap, but not orthographic overlap, between primes and targets led to faster naming latencies. In contrast, the ERP data provided evidence for effects of both phonological and orthographic overlap. Finally, the time-course of phonological and orthographic processing for our bilinguals mirrored the time-course previously reported for monolinguals in the ERP data. These results provide evidence for shared representations at the sub-lexical level for a bilingual's two languages. Copyright © 2014 Elsevier Inc. All rights reserved.

  17. Phonological Concept Learning

    ERIC Educational Resources Information Center

    Moreton, Elliott; Pater, Joe; Pertsova, Katya

    2017-01-01

    Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by…

  18. Small wins big: analytic pinyin skills promote Chinese word reading.

    PubMed

    Lin, Dan; McBride-Chang, Catherine; Shu, Hua; Zhang, Yuping; Li, Hong; Zhang, Juan; Aram, Dorit; Levin, Iris

    2010-08-01

    The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.

  19. Working Memory Compensates for Hearing Related Phonological Processing Deficit

    ERIC Educational Resources Information Center

    Classon, Elisabet; Rudner, Mary; Ronnberg, Jerker

    2013-01-01

    Acquired hearing impairment is associated with gradually declining phonological representations. According to the Ease of Language Understanding (ELU) model, poorly defined representations lead to mismatch in phonologically challenging tasks. To resolve the mismatch, reliance on working memory capacity (WMC) increases. This study investigated…

  20. The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds.

    PubMed

    Abel, Alyson D; Schuele, C Melanie

    2014-08-01

    The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task.

  1. Topographical gradients of semantics and phonology revealed by temporal lobe stimulation.

    PubMed

    Miozzo, Michele; Williams, Alicia C; McKhann, Guy M; Hamberger, Marla J

    2017-02-01

    Word retrieval is a fundamental component of oral communication, and it is well established that this function is supported by left temporal cortex. Nevertheless, the specific temporal areas mediating word retrieval and the particular linguistic processes these regions support have not been well delineated. Toward this end, we analyzed over 1000 naming errors induced by left temporal cortical stimulation in epilepsy surgery patients. Errors were primarily semantic (lemon → "pear"), phonological (horn → "corn"), non-responses, and delayed responses (correct responses after a delay), and each error type appeared predominantly in a specific region: semantic errors in mid-middle temporal gyrus (TG), phonological errors and delayed responses in middle and posterior superior TG, and non-responses in anterior inferior TG. To the extent that semantic errors, phonological errors and delayed responses reflect disruptions in different processes, our results imply topographical specialization of semantic and phonological processing. Specifically, results revealed an inferior-to-superior gradient, with more superior regions associated with phonological processing. Further, errors were increasingly semantically related to targets toward posterior temporal cortex. We speculate that detailed semantic input is needed to support phonological retrieval, and thus, the specificity of semantic input increases progressively toward posterior temporal regions implicated in phonological processing. Hum Brain Mapp 38:688-703, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  2. Phonological effects in handwriting production: evidence from the implicit priming paradigm.

    PubMed

    Afonso, Olivia; Álvarez, Carlos J

    2011-11-01

    In the present article, we report 3 experiments using the odd-man-out variant of the implicit priming paradigm, aimed at determining the role played by phonological information during the handwriting process. Participants were asked to write a small set of words learned in response to prompts. Within each block, response words could share initial segments (constant homogeneous) or not (heterogeneous). Also, 2 variable homogeneous blocks were created by including a response word that did not share orthographic onset with the other response (odd-man-out). This odd-man-out could be phonologically related to the targets or not. Experiment 1 showed a preparation effect in the constant homogeneous condition, which disappeared (spoil effect) in the variable condition not phonologically related. However, no spoil effect was found when the odd-man-out shared the phonological initial segment with the targets. In Experiment 2, we obtained a spoil effect in the variable phonologically related condition, but it was significantly smaller than in the variable not phonologically related condition. The effects observed in Experiment 2 vanished in Experiment 3 under articulatory suppression, suggesting that they originated at a sublexical level. These findings suggest that phonological sublexical information is used during handwriting and provide evidence that the implicit priming paradigm (and the odd-man-out version of this) is a suitable tool for handwriting production research.

  3. Pre-Service Teachers' Knowledge of Language Concepts: Relationships to Field Experiences

    ERIC Educational Resources Information Center

    Tetley, Deborah; Jones, Caroline

    2014-01-01

    Acquisition of language concepts by pre-service teachers (PSTs) is likely influenced by university coursework and field experiences, but little research has examined how. Knowledge of phonics and phonological awareness and confidence to teach reading were surveyed among primary PSTs at one New South Wales university, most in second year following…

  4. DaisyQuest. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2006

    2006-01-01

    "DaisyQuest" is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years. The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same…

  5. Supporting Children with Speech and Language Difficulties. Supporting Children Series

    ERIC Educational Resources Information Center

    David Fulton Publishers, 2004

    2004-01-01

    Off-the-shelf support containing all the vital information practitioners need to know about Speech and Language Difficulties, this book includes: (1) Strategies for developing attention control; (2) Guidance on how to improve language and listening skills; and (3) Ideas for teaching phonological awareness. Following a foreword and an introduction,…

  6. Becoming Literate in Different Languages: Similar Problems, Different Solutions

    ERIC Educational Resources Information Center

    Ziegler, Johannes C.; Goswami, Usha

    2006-01-01

    The teaching of reading in different languages should be informed by an effective evidence base. Although most children will eventually become competent, indeed skilled, readers of their languages, the pre-reading (e.g. phonological awareness) and language skills that they bring to school may differ in systematic ways for different language…

  7. Visual attention shift to printed words during spoken word recognition in Chinese: The role of phonological information.

    PubMed

    Shen, Wei; Qu, Qingqing; Tong, Xiuhong

    2018-05-01

    The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and partial-phonological overlap conditions. That is, phonological competitors attracted more fixations than distractors, which suggested that phonological information mediates the visual attention shift during spoken word recognition. More importantly, we found that the mediating role of phonological information varies as a function of the phonological similarity between target words and phonological competitors.

  8. Rapid Extraction of Lexical Tone Phonology in Chinese Characters: A Visual Mismatch Negativity Study

    PubMed Central

    Wang, Xiao-Dong; Liu, A-Ping; Wu, Yin-Yuan; Wang, Peng

    2013-01-01

    Background In alphabetic languages, emerging evidence from behavioral and neuroimaging studies shows the rapid and automatic activation of phonological information in visual word recognition. In the mapping from orthography to phonology, unlike most alphabetic languages in which there is a natural correspondence between the visual and phonological forms, in logographic Chinese, the mapping between visual and phonological forms is rather arbitrary and depends on learning and experience. The issue of whether the phonological information is rapidly and automatically extracted in Chinese characters by the brain has not yet been thoroughly addressed. Methodology/Principal Findings We continuously presented Chinese characters differing in orthography and meaning to adult native Mandarin Chinese speakers to construct a constant varying visual stream. In the stream, most stimuli were homophones of Chinese characters: The phonological features embedded in these visual characters were the same, including consonants, vowels and the lexical tone. Occasionally, the rule of phonology was randomly violated by characters whose phonological features differed in the lexical tone. Conclusions/Significance We showed that the violation of the lexical tone phonology evoked an early, robust visual response, as revealed by whole-head electrical recordings of the visual mismatch negativity (vMMN), indicating the rapid extraction of phonological information embedded in Chinese characters. Source analysis revealed that the vMMN was involved in neural activations of the visual cortex, suggesting that the visual sensory memory is sensitive to phonological information embedded in visual words at an early processing stage. PMID:23437235

  9. Auditory phonological priming in children and adults during word repetition

    NASA Astrophysics Data System (ADS)

    Cleary, Miranda; Schwartz, Richard G.

    2004-05-01

    Short-term auditory phonological priming effects involve changes in the speed with which words are processed by a listener as a function of recent exposure to other similar-sounding words. Activation of phonological/lexical representations appears to persist beyond the immediate offset of a word, influencing subsequent processing. Priming effects are commonly cited as demonstrating concurrent activation of word/phonological candidates during word identification. Phonological priming is controversial, the direction of effects (facilitating versus slowing) varying with the prime-target relationship. In adults, it has repeatedly been demonstrated, however, that hearing a prime word that rhymes with the following target word (ISI=50 ms) decreases the time necessary to initiate repetition of the target, relative to when the prime and target have no phonemic overlap. Activation of phonological representations in children has not typically been studied using this paradigm, auditory-word + picture-naming tasks being used instead. The present study employed an auditory phonological priming paradigm being developed for use with normal-hearing and hearing-impaired children. Initial results from normal-hearing adults replicate previous reports of faster naming times for targets following a rhyming prime word than for targets following a prime having no phonemes in common. Results from normal-hearing children will also be reported. [Work supported by NIH-NIDCD T32DC000039.

  10. Phonological skills, visual attention span, and visual stress in developmental dyslexia.

    PubMed

    Saksida, Amanda; Iannuzzi, Stéphanie; Bogliotti, Caroline; Chaix, Yves; Démonet, Jean-François; Bricout, Laure; Billard, Catherine; Nguyen-Morel, Marie-Ange; Le Heuzey, Marie-France; Soares-Boucaud, Isabelle; George, Florence; Ziegler, Johannes C; Ramus, Franck

    2016-10-01

    In this study, we concurrently investigated 3 possible causes of dyslexia-a phonological deficit, visual stress, and a reduced visual attention span-in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response accuracy (92.1% of the sample), speed (84.8%), or both (79.3%). Deficits in visual attention span, as measured by partial report ability, affected 28.1% of dyslexic participants, all of which also showed a phonological deficit. Visual stress, as measured by subjective reports of visual discomfort, affected 5.5% of dyslexic participants, not more than controls (8.5%). Although phonological variables explained a large amount of variance in literacy skills, visual variables did not explain any additional variance. Finally, children with comorbid phonological and visual deficits did not show more severe reading disability than children with a pure phonological deficit. These results (a) confirm the importance of phonological deficits in dyslexia; (b) suggest that visual attention span may play a role, but a minor one, at least in this population; (c) do not support any involvement of visual stress in dyslexia. Among the factors that may explain some differences with previously published studies, the present sample is characterized by very stringent inclusion criteria, in terms of the severity of reading disability and in terms of exclusion of comorbidities. This may exacerbate the role of phonological deficits to the detriment of other factors playing a role in reading acquisition. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  11. Reading for sound with dyslexia: evidence for early orthographic and late phonological integration deficits.

    PubMed

    Savill, Nicola J; Thierry, Guillaume

    2011-04-18

    Deteriorated phonological representations are widely assumed to be the underlying cause of reading difficulties in developmental dyslexia; however, existing evidence also implicates degraded orthographic processing. Here, we used event-related potentials whilst dyslexic and control adults performed a pseudoword-word priming task requiring deep phonological analysis to examine phonological and orthographic priming, respectively. Pseudowords were manipulated to be homophonic or non-homophonic to a target word and more or less orthographically similar. Since previous ERP research with normal readers has established phonologically driven differences as early as 250 ms from word presentation, degraded phonological representations were expected to reveal reduced phonological priming in dyslexic readers from 250 ms after target word onset. However, phonological priming main effects in both the N2 and P3 ranges were indistinguishable in amplitude between groups. Critically, we found group differences in the N1 range, such that orthographic modulations observed in controls were absent in the dyslexic group. Furthermore, early group differences in phonological priming transpired as interactions with orthographic priming (in P2, N2 and P3 ranges). A group difference in phonological priming did not emerge until the P600 range, in which the dyslexic group showed significantly attenuated priming. As the P600 is classically associated with online monitoring and reanalysis, this pattern of results suggest that during deliberate phonological processing, the phonological deficit in reading may relate more to inefficient monitoring rather than deficient detection. Meanwhile, early differences in perceptual processing of phonological information may be driven by the strength of engagement with orthographic information. Copyright © 2011 Elsevier B.V. All rights reserved.

  12. Otitis Media and Disordered Phonologies: Some Concerns and Cautions.

    ERIC Educational Resources Information Center

    Paden, Elaine Pagel

    1994-01-01

    This article reviews problems faced by researchers in the association between otitis media with effusion and phonological impairment and then summarizes currently established findings concerning otitis media and its effects on phonological acquisition. Professionals are cautioned to neither ignore nor exaggerate the possible influence of otitis…

  13. Mixed-List Phonological Similarity Effects in Delayed Serial Recall

    ERIC Educational Resources Information Center

    Farrell, Simon

    2006-01-01

    Recent experiments have shown that placing dissimilar items on lists of phonologically similar items enhances accuracy of ordered recall of the dissimilar items [Farrell, S., & Lewandowsky, S. (2003). Dissimilar items benefit from phonological similarity in serial recall. "Journal of Experimental Psychology: Learning, Memory, and Cognition," 29,…

  14. School-Aged Children's Phonological Production of Derived English Words

    ERIC Educational Resources Information Center

    Jarmulowicz, Linda

    2006-01-01

    Purpose: Little is known about the phonological aspects of derivational processes. Neutral suffixes (e.g., "-ness") that do not change stress and rhythmic or nonneutral suffixes (e.g., "-ity") that alter stem stress were used in a production task that explored developmental changes in phonological accuracy of derived English…

  15. Semantic and Phonological Coding in Poor and Normal Readers.

    ERIC Educational Resources Information Center

    Vellutino, Frank R.; And Others

    1995-01-01

    Using poor and normal readers, three studies evaluated semantic coding and phonological coding deficits as explanations for reading disability. It was concluded that semantic coding deficits are unlikely causes of difficulties in poor readers in early stages but accrue with prolonged reading difficulties in older readers. Phonological coding…

  16. Phonological Development of Monolingual Haitian Creole-Speaking Preschool Children

    ERIC Educational Resources Information Center

    Archer, Justine; Champion, Tempii; Tyrone, Martha E.; Walters, Sylvia

    2018-01-01

    This study provides preliminary data on the phonological development of Haitian Creole-Speaking children. The purpose of this study is to determine phonological acquisition in the speech of normally developing monolingual Haitian Creole-Speaking preschoolers, ages 2 to 4. Speech samples were collected cross-sectionally from 12 Haitian children…

  17. A Study on the Effect of a Program Teaching Healthy Sexuality Values on Adolescent Sexual Awareness and Sexual Behavior

    ERIC Educational Resources Information Center

    Moon, Sang Huy

    2013-01-01

    This study was conducted to explore the effectiveness of a program teaching healthy sexuality values on adolescent sexual awareness and sexual behavior. For this study, the present researcher, along with two other professors, developed a 4-h program on 4 different subjects, and conducted the full education program through four different 4-h…

  18. The role of phonological alternation in speech production: evidence from Mandarin tone sandhi

    PubMed Central

    Politzer-Ahles, Stephen; Zhang, Jie

    2014-01-01

    We investigate the role of phonological alternation during speech production in Mandarin using implicit priming, a paradigm in which participants respond faster to words in sets that are phonologically homogeneous than in sets that are phonologically heterogeneous. We test whether priming is obtained when words in a set share the same tones at the underlying level but have different tones at the surface level-i.e., when the set includes a word that undergoes a phonological alternation which changes the tone. Sets that are heterogeneous at the surface level (in which the heterogeneity is due to a phonological operation) failed to elicit priming, as did sets that are heterogeneous at the underlying and surface levels (in which the heterogeneity is due to the lexical representations). This finding suggests that the phonological alternation was computed before the initiation of articulation, offering evidence that the progression from underlying phonological representations to articulatory execution may be mediated online by phonological input-to-output mapping. Furthermore, sets of words that are heterogeneous only at the surface level showed a different trend than sets of words that are heterogeneous at both levels, suggesting that both the surface and underlying levels of representation play a role during speech production. PMID:24967001

  19. Gamma phase locking modulated by phonological contrast during auditory comprehension in reading disability.

    PubMed

    Han, Jooman; Mody, Maria; Ahlfors, Seppo P

    2012-10-03

    Children with specific reading impairment may have subtle deficits in speech perception related to difficulties in phonological processing. The aim of this study was to examine brain oscillatory activity related to phonological processing in the context of auditory sentence comprehension using magnetoencephalography to better understand these deficits. Good and poor readers, 16-18 years of age, were tested on speech perception of sentence-terminal incongruent words that were phonologically manipulated to be similar or dissimilar to corresponding congruent target words. Functional coupling between regions was measured using phase-locking values (PLVs). Gamma-band (30-45 Hz) PLV between auditory cortex and superior temporal sulcus in the right hemisphere was differentially modulated in the two groups by the degree of phonological contrast between the congruent and the incongruent target words in the latency range associated with semantic processing. Specifically, the PLV was larger in the phonologically similar than in the phonologically dissimilar condition in the good readers. This pattern was reversed in the poor readers, whose lower PLV in the phonologically similar condition may be indicative of the impaired phonological coding abilities of the group, and consequent vulnerability under perceptually demanding conditions. Overall, the results support the role of gamma oscillations in spoken language processing.

  20. Phonological working memory in German children with poor reading and spelling abilities.

    PubMed

    Steinbrink, Claudia; Klatte, Maria

    2008-11-01

    Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's phonological loop model, this study examined serial recall performance in German second-grade children with poor vs good reading and spelling abilities. Children were presented with four-item lists of common nouns for immediate serial recall. Word length and phonological similarity as well as presentation modality (visual vs auditory) and type of recall (visual vs verbal) were varied as within-subject factors in a mixed design. Word length and phonological similarity effects did not differ between groups, thus indicating equal use of phonological coding and rehearsal in poor and good readers. However, in all conditions, except the one that combined visual presentation and visual recall, overall performance was significantly lower in poor readers. The results suggest that the poor readers' difficulties do not arise from an avoidance of the phonological loop, but from its inefficient use. An alternative account referring to unstable phonological representations in long-term memory is discussed. Copyright (c) 2007 John Wiley & Sons, Ltd.

  1. DaisyQuest for Preschool Children. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2006

    2006-01-01

    "DaisyQuest" is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years (or preschool to second grade). The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme;…

  2. A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development

    ERIC Educational Resources Information Center

    Sundman-Wheat, Ashley N.

    2012-01-01

    This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three…

  3. Phonological Memory and the Acquisition of Grammar in Child L2 Learners

    ERIC Educational Resources Information Center

    Verhagen, Josje; Leseman, Paul; Messer, Marielle

    2015-01-01

    Previous studies show that second language (L2) learners with large phonological memory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory…

  4. The phonological-distributional coherence hypothesis: cross-linguistic evidence in language acquisition.

    PubMed

    Monaghan, Padraic; Christiansen, Morten H; Chater, Nick

    2007-12-01

    Several phonological and prosodic properties of words have been shown to relate to differences between grammatical categories. Distributional information about grammatical categories is also a rich source in the child's language environment. In this paper we hypothesise that such cues operate in tandem for developing the child's knowledge about grammatical categories. We term this the Phonological-Distributional Coherence Hypothesis (PDCH). We tested the PDCH by analysing phonological and distributional information in distinguishing open from closed class words and nouns from verbs in four languages: English, Dutch, French, and Japanese. We found an interaction between phonological and distributional cues for all four languages indicating that when distributional cues were less reliable, phonological cues were stronger. This provides converging evidence that language is structured such that language learning benefits from the integration of information about category from contextual and sound-based sources, and that the child's language environment is less impoverished than we might suspect.

  5. Implicit Sublexical Phonological Processing in an Acquired Dyslexic Patient.

    ERIC Educational Resources Information Center

    Hildebrandt, Nancy; Sokol, Scott M.

    1993-01-01

    Reports a case study of an acquired dyslexic subject who showed no evidence of having any access to sublexical phonological information. Notes, however, that the subject showed normal effects of spelling regularity for low-frequency words, suggesting sublexical phonological processing. Suggests that the types of explicit tasks previously used are…

  6. Multidimensional Assessment of Phonological Similarity within and between Children

    ERIC Educational Resources Information Center

    Ingram, David; Dubasik, Virginia L.

    2011-01-01

    Multidimensional analysis involves moving away from one-dimensional analyses such as most articulation tests to comprehensive analyses involving levels of phonological information from the word level down to segments. This article outlines one such approach that looks at four levels from words to segments, using nine phonological measures. It also…

  7. Phonological and Visuospatial Working Memory in Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Macizo, P.; Soriano, M. F.; Paredes, N.

    2016-01-01

    We evaluated phonological and visuospatial working memory (WM) in autism spectrum disorders. Autistic children and typically developing children were compared. We used WM tasks that measured phonological and visuospatial WM up to the capacity limit of each children. Overall measures of WM did not show differences between autistic children and…

  8. Phonetics, Phonology, and Applied Linguistics.

    ERIC Educational Resources Information Center

    Nadasdy, Adam

    1995-01-01

    Examines recent trends in phonetics and phonology and their influence on second language instruction, specifically grammar and lexicography. An annotated bibliography discusses nine important works in the field. (99 references) (MDM)

  9. The development of phonological skills in late and early talkers

    PubMed Central

    KEHOE, Margaret; CHAPLIN, Elisa; MUDRY, Pauline; FRIEND, Margaret

    2016-01-01

    This study examined the relationship between phonological and lexical development in a group of French-speaking children (n=30), aged 29 months. The participants were divided into three sub-groups based on the number of words in their expressive vocabulary : low vocabulary (below the 15th percentile) (<< late-talkers >>) ; average-sized vocabulary (40-60th percentile) (<< middle group >>) and advanced vocabulary (above the 90th percentile) (<< precocious >> or “early talkers”). The phonological abilities (e.g., phonemic inventory, percentage of correct consonants, and phonological processes) of the three groups were compared. The comparison was based on analyses of spontaneous language samples. Most findings were consistent with previous results found in English-speaking children, indicating that the phonological abilities of late talkers are less well developed than those of children with average-sized vocabularies which in turn are less well-developed than those of children with advanced vocabularies. Nevertheless, several phonological measures were not related to vocabulary size, in particular those concerning syllable-final position. These findings differ from those obtained in English. The article finally discusses the clinical implications of the findings for children with delayed language development. PMID:26924855

  10. Short-term phonological memory in preschool children.

    PubMed

    Rodrigues, Amalia; Befi-Lopes, Debora Maria

    2013-01-01

    The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.

  11. Acoustic evidence for phonologically mismatched speech errors.

    PubMed

    Gormley, Andrea

    2015-04-01

    Speech errors are generally said to accommodate to their new phonological context. This accommodation has been validated by several transcription studies. The transcription methodology is not the best choice for detecting errors at this level, however, as this type of error can be difficult to perceive. This paper presents an acoustic analysis of speech errors that uncovers non-accommodated or mismatch errors. A mismatch error is a sub-phonemic error that results in an incorrect surface phonology. This type of error could arise during the processing of phonological rules or they could be made at the motor level of implementation. The results of this work have important implications for both experimental and theoretical research. For experimentalists, it validates the tools used for error induction and the acoustic determination of errors free of the perceptual bias. For theorists, this methodology can be used to test the nature of the processes proposed in language production.

  12. Phonological complexity in school-aged children who stutter and exhibit a language disorder.

    PubMed

    Wolk, Lesley; LaSalle, Lisa R

    2015-03-01

    The Index of Phonological Complexity and the Word Complexity Measure are two measures of the phonological complexity of a word. Other phonological measures such as phonological neighborhood density have been used to compare stuttered versus fluent words. It appears that in preschoolers who stutter, the length and complexity of the utterance is more influential than the phonetic features of the stuttered word. The present hypothesis was that in school-age children who stutter, stuttered words would be more phonologically complex than fluent words, when the length and complexity of the utterance containing them is comparable. School-age speakers who stutter were hypothesized to differ from those with a concomitant language disorder. Sixteen speakers, six females and ten males (M age=12;3; Range=7;7 to 19;5) available from an online database, were divided into eight who had a concomitant language disorder (S+LD) and eight age- and sex-matched speakers who did not (S-Only). When all stuttered content words were identified, S+LD speakers produced more repetitions, and S-Only speakers produced more inaudible sound prolongations. When stuttered content words were matched to fluent content words and when talker groups were combined, stuttered words were significantly (p≤0.01) higher in both the Index of Phonological Complexity and the Word Complexity Measure and lower in density ("sparser") than fluent words. Results corroborate those of previous researchers. Future research directions are suggested, such as cross-sectional designs to evaluate developmental patterns of phonological complexity and stuttering plus language disordered connections. The reader will be able to: (a) Define and describe phonological complexity; (b) Define phonological neighborhood density and summarize the literature on the topic; (c) Describe the Index of Phonological Complexity (IPC) for a given word; (d) Describe the Word Complexity Measure (WCM) for a given word; (e) Summarize two findings

  13. Evidence-Based Practice: A Matrix for Predicting Phonological Generalization

    ERIC Educational Resources Information Center

    Gierut, Judith A.; Hulse, Lauren E.

    2010-01-01

    This paper describes a matrix for clinical use in the selection of phonological treatment targets to induce generalization, and in the identification of probe sounds to monitor during the course of intervention. The matrix appeals to a set of factors that have been shown to promote phonological generalization in the research literature, including…

  14. Descartes discarded? Introspective self-awareness and the problems of transparency and compositionality.

    PubMed

    Werning, Markus

    2010-09-01

    What has the self to be like such that introspective awareness of it is possible? The paper asks if Descartes's idea of an inner self can be upheld and discusses this issue by invoking two principles: the phenomenal transparency of experience and the semantic compositionality of conceptual content. It is assumed that self-awareness is a second-order state either in the domain of experience or in the domain of thought. In the former case self-awareness turns out empty if experience is transparent. In the latter, it can best be conceived of as a form of mental quotation. Various proposed analyses of direct and indirect quotation are discussed and tested regarding their applicability to thought. It is concluded that, on the assumption of compositionality, the inner self is only insofar accessible to awareness as it has an accessible phonological (or otherwise subsymbolic) structure, as apparently only inner speech does. Copyright © 2010 Elsevier Inc. All rights reserved.

  15. Lessons learned from a rigorous peer-review process for building the Climate Literacy and Energy Awareness (CLEAN) collection of high-quality digital teaching materials

    NASA Astrophysics Data System (ADS)

    Gold, A. U.; Ledley, T. S.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Niepold, F.; Fox, S.; Howell, C. D.; Lynds, S. E.

    2010-12-01

    The topic of climate change permeates all aspects of our society: the news, household debates, scientific conferences, etc. To provide students with accurate information about climate science and energy awareness, educators require scientifically and pedagogically robust teaching materials. To address this need, the NSF-funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway has assembled a new peer-reviewed digital collection as part of the National Science Digital Library (NSDL) featuring teaching materials centered on climate and energy science for grades 6 through 16. The scope and framework of the collection is defined by the Essential Principles of Climate Science (CCSP 2009) and a set of energy awareness principles developed in the project. The collection provides trustworthy teaching materials on these socially relevant topics and prepares students to become responsible decision-makers. While a peer-review process is desirable for curriculum developer as well as collection builder to ensure quality, its implementation is non-trivial. We have designed a rigorous and transparent peer-review process for the CLEAN collection, and our experiences provide general guidelines that can be used to judge the quality of digital teaching materials across disciplines. Our multi-stage review process ensures that only resources with teaching goals relevant to developing climate literacy and energy awareness are considered. Each relevant resource is reviewed by two individuals to assess the i) scientific accuracy, ii) pedagogic effectiveness, and iii) usability/technical quality. A science review by an expert ensures the scientific quality and accuracy. Resources that pass all review steps are forwarded to a review panel of educators and scientists who make a final decision regarding inclusion of the materials in the CLEAN collection. Results from the first panel review show that about 20% (~100) of the resources that were initially considered for inclusion

  16. On Rejecting Emotional Lures Created by Phonological Neighborhood Activation

    ERIC Educational Resources Information Center

    Starns, Jeffrey J.; Cook, Gabriel I.; Hicks, Jason L.; Marsh, Richard L.

    2006-01-01

    The authors conducted 2 experiments to assess how phonologically related lures are rejected in a false memory paradigm. Some phonological lures were emotional (i.e., taboo) words, and others were not. The authors manipulated the presence of taboo items on the study list and reduced the ability to use controlled rejection strategies by dividing…

  17. The neural substrates of improved phonological processing following successful treatment in a case of phonological alexia and agraphia

    PubMed Central

    DeMarco, Andrew T.; Wilson, Stephen M.; Rising, Kindle; Rapcsak, Steven Z.; Beeson, Pélagie M.

    2018-01-01

    Deficits in phonology are among the most common and persistent impairments in aphasia after left hemisphere stroke, and can have significant functional consequences for spoken and written language. While many individuals make considerable gains in response to treatment, the neural substrates supporting these improvements are poorly understood. To address this issue, we used BOLD fMRI to measure regional brain activation in an individual during pseudoword reading before and after treatment targeting phonological skills. After the first phase of treatment, significant improvement in pseudoword reading was associated with greater activation in residual regions of the left dorsal language network, as well as bilateral regions that support attention and cognitive effort outside of canonical language areas. Following a second treatment phase, behavioral gains were maintained, while brain activation returned to pre-treatment levels. In addition to revealing the neural support for improved phonological skills in the face of damage to critical brain regions, this case demonstrated that behavioral advances may ultimately be maintained without the need to sustain a marked increase in cognitive effort. PMID:29350575

  18. Phonological, visual, and semantic coding strategies and children's short-term picture memory span.

    PubMed

    Henry, Lucy A; Messer, David; Luger-Klein, Scarlett; Crane, Laura

    2012-01-01

    Three experiments addressed controversies in the previous literature on the development of phonological and other forms of short-term memory coding in children, using assessments of picture memory span that ruled out potentially confounding effects of verbal input and output. Picture materials were varied in terms of phonological similarity, visual similarity, semantic similarity, and word length. Older children (6/8-year-olds), but not younger children (4/5-year-olds), demonstrated robust and consistent phonological similarity and word length effects, indicating that they were using phonological coding strategies. This confirmed findings initially reported by Conrad (1971), but subsequently questioned by other authors. However, in contrast to some previous research, little evidence was found for a distinct visual coding stage at 4 years, casting doubt on assumptions that this is a developmental stage that consistently precedes phonological coding. There was some evidence for a dual visual and phonological coding stage prior to exclusive use of phonological coding at around 5-6 years. Evidence for semantic similarity effects was limited, suggesting that semantic coding is not a key method by which young children recall lists of pictures.

  19. A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading

    ERIC Educational Resources Information Center

    Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne

    2018-01-01

    The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present…

  20. Critical Language Awareness in Pedagogic Context

    ERIC Educational Resources Information Center

    Ali, Shamim

    2011-01-01

    This study was designed to investigate the significance of developing students' critical language awareness through explicit teaching methodology of some procedures of critical discourse analysis. The researcher integrated critical activities into her teaching and students' learning process. The study was planned prudently to discover the…