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Phonological awareness

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https://www.readbyqxmd.com/read/28914469/morphology-and-spelling-in-french-a-comparison-of-at-risk-readers-and-typically-developing-children
#1
Poh Wee Koh, Sharry Shakory, Xi Chen, S Hélène Deacon
We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non-verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade...
September 15, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28901672/reading-comprehension-difficulties-in-chinese-english-bilingual-children
#2
Xiuhong Tong, Catherine McBride, Hua Shu, Connie Suk-Han Ho
The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty...
September 13, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28891762/reading-and-phonological-awareness-in-africa
#3
Katherine J Alcock, Damaris S Ngorosho, Matthew C H Jukes
Literacy levels in Africa are low, and school instruction outcomes are not promising. Africa also has a disproportionate number of unschooled children. Phonological awareness (PA), especially phoneme awareness, is critically associated with literacy, but there is little evidence about whether PA is gained through literacy, schooling, or both, because most children studied are in education and can read at least letters. Our previous study of PA and reading in children in and out of school in Tanzania found that PA was associated with reading ability, not schooling or age, and many unschooled children learned to read...
September 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28880490/not-all-phonological-awareness-deficits-are-created-equal-evidence-from-a-comparison-between-children-with-otitis-media-and-poor-readers
#4
Julia M Carroll, Helen L Breadmore
Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty-three poor readers were compared to individually matched chronological age and reading age controls. Their phonological awareness and morphological awareness skills were consistently at the level of reading age matched controls...
September 7, 2017: Developmental Science
https://www.readbyqxmd.com/read/28837426/factorial-validity-and-measurement-invariance-of-the-test-of-preschool-early-literacy-phonological-awareness-test-among-deaf-and-hard-of-hearing-children-and-hearing-children
#5
Mi-Young Lee Webb, Nicole Patton-Terry, Gary E Bingham, Cynthia S Puranik, Amy R Lederberg
OBJECTIVES: Emerging evidence suggests that early phonological awareness in deaf and hard-of-hearing (DHH) children with functional hearing is significantly related to their reading acquisition, and the assessment of phonological awareness can play a critical role in preventing reading difficulties. Validation of the scores obtained from standardized assessments when used with DHH students is crucial to support the assessments' intended interpretations and implications of test scores...
August 23, 2017: Ear and Hearing
https://www.readbyqxmd.com/read/28814992/feasibility-of-a-supplemental-phonological-awareness-intervention-via-telepractice-for-children-with-hearing-loss-a-preliminary-study
#6
Sue Ann S Lee, Brittany Hall, Sherry Sancibrian
The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade...
2017: International Journal of Telerehabilitation
https://www.readbyqxmd.com/read/28812316/literacy-acquisition-influences-children-s-rapid-automatized-naming
#7
Robin L Peterson, Anne B Arnett, Bruce F Pennington, Brian Byrne, Stefan Samuelsson, Richard K Olson
Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross-lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre-kindergarten through grade 4...
August 15, 2017: Developmental Science
https://www.readbyqxmd.com/read/28804213/word-decoding-development-in-incremental-phonics-instruction-in-a-transparent-orthography
#8
Moniek M H Schaars, Eliane Segers, Ludo Verhoeven
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (Mage  = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences during 6 consecutive blocks of 3 weeks of phonics instruction. Children's accuracy and efficiency of curriculum embedded word decoding were assessed after each incremental block, followed by a standardized word decoding measurement...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28802387/sleep-quality-and-communication-aspects-in-children
#9
Camila de Castro Corrêa, Maria Renata José, Eduardo Carvalho Andrade, Mariza Ribeiro Feniman, Ana Paula Fukushiro, Giédre Berretin-Felix, Luciana Paula Maximino
OBJECTIVES: To correlate quality of life of children in terms of sleep, with their oral language skills, auditory processing and orofacial myofunctional aspects. METHODS: Nineteen children (12 males and seven females, in the mean age 9.26) undergoing otorhinolaryngological and speech evaluations participated in this study. The OSA-18 questionnaire was applied, followed by verbal and nonverbal sequential memory tests, dichotic digit test, nonverbal dichotic test and Sustained Auditory Attention Ability Test, related to auditory processing...
September 2017: International Journal of Pediatric Otorhinolaryngology
https://www.readbyqxmd.com/read/28802372/phonological-awareness-in-german-speaking-preschool-children-with-cochlear-implants-3-case-examples
#10
Bianka Wachtlin, Yvonne Turinsky, Frank Herrmann, Blanca Schaefer
OBJECTIVE: The aim was to explore PA skills German-speaking preschool children with cochlea implants (CIs) and how these skills may be related to their speech and language skills. METHODS: Three monolingual German-speaking pre-school children aged 5;04-6;01 with bilateral CIs were tested. Their cognitive, speech and language skills were assessed. Six subtests of a standardized PA test battery were administered (i.e. rhyme identification, rhyme production; phoneme identification- input and -output; phoneme blending-input and -output)...
September 2017: International Journal of Pediatric Otorhinolaryngology
https://www.readbyqxmd.com/read/28799454/unpacking-direct-and-indirect-relationships-of-short-term-memory-to-word-reading-evidence-from-korean-speaking-children
#11
Young-Suk Grace Kim, Jeung-Ryeul Cho, Soon-Gil Park
We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN...
August 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28770465/tracking-the-eye-movement-of-four-years-old-children-learning-chinese-words
#12
Dan Lin, Guangyao Chen, Yingyi Liu, Jiaxin Liu, Jue Pan, Lei Mo
Storybook reading is the major source of literacy exposure for beginning readers. The present study tracked 4-year-old Chinese children's eye movements while they were reading simulated storybook pages. Their eye-movement patterns were examined in relation to their word learning gains. The same reading list, consisting of 20 two-character Chinese words, was used in the pretest, 5-min eye-tracking learning session, and posttest. Additionally, visual spatial skill and phonological awareness were assessed in the pretest as cognitive controls...
August 2, 2017: Journal of Psycholinguistic Research
https://www.readbyqxmd.com/read/28744953/a-three-year-longitudinal-study-of-reading-and-spelling-difficulty-in-chinese-developmental-dyslexia-the-matter-of-morphological-awareness
#13
Xiuhong Tong, Catherine McBride, Jason Chor Ming Lo, Hua Shu
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...
July 25, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28736204/neural-stability-a-reflection-of-automaticity-in-reading
#14
Silvia Siu-Yin Lam, Travis White-Schwoch, Steven G Zecker, Jane Hornickel, Nina Kraus
Automaticity, the ability to perform a task rapidly with minimal effort, plays a key role in reading fluency and is indexed by rapid automatized naming (RAN) and processing speed. Yet little is known about automaticity's neurophysiologic underpinnings. The more efficiently sound is encoded, the more automatic sound processing can be. In turn, this automaticity could free up cognitive resources such as attention and working memory to help build an integrative reading network. Therefore, we hypothesized that automaticity and reading fluency correlate with stable neural representation of sounds, given a larger body of literature suggesting the close relationship between neural stability and the integrative function in the central auditory system...
August 2017: Neuropsychologia
https://www.readbyqxmd.com/read/28727489/third-person-singular-s-in-typical-development-and-specific-language-impairment-input-and-neighbourhood-density
#15
Justin B Kueser, Laurence B Leonard, Patricia Deevy
The purpose of this study was to examine factors promoting the use of third person singular -s by 23 children with specific language impairment (SLI) and 21 children with typical development (TD). Relative proportions of third person singular -s forms in the input (input proportion) were calculated for 25 verbs based on data from an American English corpus of child-directed speech. Neighbourhood density values were also collected for these verbs. With previously collected probes of third person singular -s use for each of these verbs, we found with logistic regression that input proportion was positively associated with the likelihood of third person singular -s use for both groups...
July 20, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28704422/different-relationship-of-magnocellular-dorsal-function-and-reading-related-skills-between-chinese-developing-and-skilled-readers
#16
Jing Zhao, Hong-Yan Bi, Max Coltheart
Previous studies have indicated that the relationship between magnocellular-dorsal (M-D) function and reading-related skills may vary with reading development in readers of alphabetic languages. Since this relationship could be affected by the orthographic depth of writing systems, the present study explored the relationship between M-D function and reading-related skills in Chinese, a writing system with a deeper orthography than alphabetic languages. Thirty-seven primary school students and fifty-one undergraduate students participated...
2017: PloS One
https://www.readbyqxmd.com/read/28691167/exploring-the-link-between-visual-perception-visual-motor-integration-and-reading-in-normal-developing-and-impaired-children-using-dtvp-2
#17
Stéphanie Bellocchi, Mathilde Muneaux, Andréa Huau, Yohana Lévêque, Marianne Jover, Stéphanie Ducrot
Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual-perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual-motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2). Study 1 tests how visual perception and visual-motor integration in kindergarten predict reading outcomes in Grade 1, in typical developing children...
July 10, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28675808/delayed-primary-palatal-closure-in-resource-poor-countries-speech-results-in-ugandan-older-children-and-young-adults-with-cleft-lip-and-palate
#18
Laura Bruneel, Anke Luyten, Kim Bettens, Evelien D'haeseleer, Cleo Dhondt, Andrew Hodges, George Galiwango, Hubert Vermeersch, Kristiane Van Lierde
AIMS: Unrepaired clefts still regularly occur in resource-poor countries as a result of limited health-care access. The purpose of the present study was to report resonance, airflow and articulation characteristics following delayed (≥8years) primary palatal closure. METHODS: Fifteen Ugandan participants with cleft (lip and) palate (CP±L) were included as well as 15 age- and gender-matched Ugandan subjects without clefts. Palatal closure was performed at a mean age of 15;10 years using the Sommerlad technique...
June 20, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28670102/agreement-among-traditional-and-rti-based-definitions-of-reading-related-learning-disability-with-preschool-children
#19
Trelani F Milburn, Christopher J Lonigan, Darcey M Allan, Beth M Phillips
To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers. These children were classified as at risk or not using each method across three early-literacy skills (i.e., language, phonological awareness, print knowledge) and at three levels of severity (i...
April 2017: Learning and Individual Differences
https://www.readbyqxmd.com/read/28661956/emergent-literacy-in-thai-preschoolers-a-preliminary-study
#20
Ramorn Yampratoom, Nawarat Aroonyadech, Nichara Ruangdaraganon, Rawiwan Roongpraiwan, Jariya Kositprapa
OBJECTIVE: To investigate emergent literacy skills, including phonological awareness when presented with an initial phoneme-matching task and letter knowledge when presented with a letter-naming task in Thai preschoolers, and to identify key factors associated with those skills. METHODS: Four hundred twelve typically developing children in their final kindergarten year were enrolled in this study. Their emergent reading skills were measured by initial phoneme-matching and letter-naming tasks...
July 2017: Journal of Developmental and Behavioral Pediatrics: JDBP
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