keyword
MENU ▼
Read by QxMD icon Read
search

Phonological awareness

keyword
https://www.readbyqxmd.com/read/28517945/predicting-growth-in-english-and-french-vocabulary-the-facilitating-effects-of-morphological-and-cognate-awareness
#1
Nadia D'Angelo, Kathleen Hipfner-Boucher, Xi Chen
The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological awareness, cognate awareness, and vocabulary knowledge from Grades 1 to 3. Hierarchical linear modeling was used to investigate linear trends in English and French vocabulary growth for minority and majority language children and to identify metalinguistic contributions to Grade 1 and Grade 3 English and French vocabulary performance and rate of growth...
May 18, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/28507981/a-quasi-experimental-study-of-a-movement-and-preliteracy-program-for-3-and-4-year-old-children
#2
Chloe Bedard, Emily Bremer, Wenonah Campbell, John Cairney
OBJECTIVE: Approximately 28% of children are not ready for kindergarten, 91% are inactive according to current guidelines, and 21% are overweight/obese. Early intervention to strengthen movement and preliteracy skills may help to curb the concerning rates of poor school readiness, inactivity, obesity, and subsequently positively impact health across the lifespan. The objective of this pilot study was to evaluate the effectiveness of a motor and preliteracy skill program for a community sample of 3- to 4-year-old children...
2017: Frontiers in Pediatrics
https://www.readbyqxmd.com/read/28506807/phoneme-processing-skills-are-reflected-in-children-s-mmn-responses
#3
Tanja Linnavalli, Vesa Putkinen, Minna Huotilainen, Mari Tervaniemi
Phonological awareness (PA), the core contributor in phoneme processing abilities, has a link to later reading skills in children. However, the associations between PA and neural auditory discrimination are not clear. We used event-related potential (ERP) methodology and neuropsychological testing to monitor the neurocognitive basis of phonological awareness in typically developing children. We measured 5-6-year-old children's (N=70) phoneme processing, word completion and perceptual reasoning skills and compared their test results to their brain responses to phonemic changes, separately for each test...
May 12, 2017: Neuropsychologia
https://www.readbyqxmd.com/read/28481668/the-development-of-writing-skills-in-4-year-old-children-with-and-without-specific-language-impairment
#4
Stacey L Pavelko, R Jane Lieberman, Jamie Schwartz, Debbie Hahs-Vaughn, Chad Nye
Research shows that many preschool children with specific language impairment (SLI) have difficulty acquiring literacy skills including phonological awareness, print concepts, and alphabet knowledge. Limited research suggests that preschool children with SLI also have difficulty with emergent writing tasks such as name writing and word writing. In typically developing children, research indicates that emergent writing skills are acquired in a developmental sequence: (1) linearity, (2) segmentation, (3) simple characters, (4) left-right orientation, (5) complex characters, (6) random letters, and (7) invented spelling...
May 8, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28478786/in-few-words-linguistic-gap-but-adequate-narrative-structure-in-preschool-bilingual-children
#5
Paola Bonifacci, Margherita Barbieri, Marta Tomassini, Maja Roch
The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequencing tasks. The narratives produced in the Story Sequencing task were coded...
May 8, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28470910/word-decoding-development-during-phonics-instruction-in-children-at-risk-for-dyslexia
#6
Moniek M H Schaars, Eliane Segers, Ludo Verhoeven
In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum-embedded word decoding measures during the first 5 months of phonics-based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short-term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28443048/the-contribution-of-phonological-awareness-to-reading-fluency-and-its-individual-sub-skills-in-readers-aged-9-to-12-years
#7
Zena Elhassan, Sheila G Crewther, Edith L Bavin
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)...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28437659/the-relationship-between-maternal-education-and-the-neural-substrates-of-phoneme-perception-in-children-interactions-between-socioeconomic-status-and-proficiency-level
#8
Lisa L Conant, Einat Liebenthal, Anjali Desai, Jeffrey R Binder
Relationships between maternal education (ME) and both behavioral performances and brain activation during the discrimination of phonemic and nonphonemic sounds were examined using fMRI in children with different levels of phoneme categorization proficiency (CP). Significant relationships were found between ME and intellectual functioning and vocabulary, with a trend for phonological awareness. A significant interaction between CP and ME was seen for nonverbal reasoning abilities. In addition, fMRI analyses revealed a significant interaction between CP and ME for phonemic discrimination in left prefrontal cortex...
April 21, 2017: Brain and Language
https://www.readbyqxmd.com/read/28432867/examining-the-direct-and-indirect-effects-of-visual-verbal-paired-associate-learning-on-chinese-word-reading
#9
George Georgiou, Cuina Liu, Shiyang Xu
Associative learning, traditionally measured with paired associate learning (PAL) tasks, has been found to predict reading ability in several languages. However, it remains unclear whether it also predicts word reading in Chinese, which is known for its ambiguous print-sound correspondences, and whether its effects are direct or indirect through the effects of other reading-related skills such as phonological awareness and rapid naming. Thus, the purpose of this study was to examine the direct and indirect effects of visual-verbal PAL on word reading in an unselected sample of Chinese children followed from the second to the third kindergarten year...
August 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28426889/concurrent-and-longitudinal-predictors-of-reading-for-deaf-and-hearing-children-in-primary-school
#10
Margaret Harris, Emmanouela Terlektsi, Fiona Elizabeth Kyle
Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1-T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the same level. Single word reading improved at each assessment point for the deaf children but there was no growth in reading comprehension from T2 to T3. There were no differences between children with cochlear implants and those with hearing aids on either reading measure but orally educated children had higher scores than children who signed in the classroom...
April 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28424638/the-acquisition-of-orthographic-knowledge-evidence-from-the-lexicality-effects-on-n400
#11
Yu-Lin Tzeng, Chun-Hsien Hsu, Yu-Chen Huang, Chia-Ying Lee
This study aimed to understand how reading ability shapes the lexicality effects on N400. Fifty-three typical developing children from the second to the sixth grades were asked to perform the pronounceability judgment task on a set of Chinese real characters (RC), pseudocharacters (PC) and non-characters (NC), as ERPs were recorded. The cluster-based permutation analysis revealed that children with low- to medium-reading ability showed greater negativity to NCs than to RCs and PCs in frontal sites from 300 to 450 ms, while children with high ability group showed a greater positivity to NCs than both RCs and PCs at central to posterior sites...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28407510/implicit-co-activation-of-american-sign-language-in-deaf-readers-an-erp-study
#12
Gabriela Meade, Katherine J Midgley, Zed Sevcikova Sehyr, Phillip J Holcomb, Karen Emmorey
In an implicit phonological priming paradigm, deaf bimodal bilinguals made semantic relatedness decisions for pairs of English words. Half of the semantically unrelated pairs had phonologically related translations in American Sign Language (ASL). As in previous studies with unimodal bilinguals, targets in pairs with phonologically related translations elicited smaller negativities than targets in pairs with phonologically unrelated translations within the N400 window. This suggests that the same lexicosemantic mechanism underlies implicit co-activation of a non-target language, irrespective of language modality...
April 10, 2017: Brain and Language
https://www.readbyqxmd.com/read/28393676/deficit-in-phonological-processes-a-characteristic-of-the-neuropsychological-profile-of-children-with-nf1
#13
Yves Chaix, Valérie Lauwers-Cancès, Nathalie Faure-Marie, Catherine Gentil, Sandrine Lelong, Elisabeth Schweitzer, Diana Rodriguez, Stéphanie Iannuzzi, Isabelle Kemlin, Nathalie Dorison, François Rivier, Maryline Carniero, Elodie Preclaire, Sébastien Barbarot, Laurence Lion-François, Pierre Castelnau
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...
April 10, 2017: Child Neuropsychology: a Journal on Normal and Abnormal Development in Childhood and Adolescence
https://www.readbyqxmd.com/read/28380200/alliteration-and-rhyme-skills-in-children-with-specific-language-impairment
#14
Paula Renata Pedott, Ana Manhani Cáceres-Assenço, Debora Maria Befi-Lopes
Purpose: this study investigated and compared the performance of school-aged children with specific language impairment (SLI) and their peers typically developing language in alliteration and rhyme tests. The study also aimed to evaluate the influence of semantic and phonological distractors on both tests. Methods: twelve school-aged children with SLI (study group - SG) and 48 peers typically developing language (control group - CG) aged 7 to 9 years. All of them were on 2nd or 3rd grade and presented hearing thresholds within normal limits and appropriate nonverbal intellectual performance...
March 30, 2017: CoDAS
https://www.readbyqxmd.com/read/28364575/morphological-awareness-and-reading-comprehension-examining-mediating-factors
#15
Kyle C Levesque, Michael J Kieffer, S Hélène Deacon
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)...
August 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28362193/relations-between-awareness-of-morphosyntactic-structures-in-chinese-compound-words-and-reading-abilities-a-short-report
#16
Dustin Kai-Yan Lau, Yuan Liang, Man Tak Leung
This is a short report of the investigation of the relationship between awareness of morphosyntactic structures in Chinese compound words and reading abilities on 268 fourth graders studying in three mainstream schools in Shenzhen. All children were assessed using reading and cognitive tasks including rapid automatized naming, phonological, orthographic and morphological awareness. A compound production task using pseudo compound words with different morphosyntactic structures in the first and second levels as stimuli was also conducted...
March 31, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28326989/perception-of-nonnative-accented-sentences-by-5-to-8-year-olds-and-adults-the-role-of-phonological-processing-skills
#17
Tessa Bent, Eriko Atagi
To acquire language and successfully communicate in multicultural and multilingual societies, children must learn to understand speakers with various accents and dialects. This study investigated adults' and 5- to 8-year-old children's perception of native- and nonnative-accented English sentences in noise. Participants' phonological memory and phonological awareness were assessed to investigate factors associated with individual differences in word recognition. Although both adults and children performed less accurately with nonnative talkers than native talkers, children showed greater performance decrements...
March 2017: Language and Speech
https://www.readbyqxmd.com/read/28306348/differences-in-dyslexic-students-before-and-after-a-remediation-program-a-clinical-neuropsychological-and-event-related-potential-study
#18
Nikolaos C Zygouris, Elias Avramidis, Argyris V Karapetsas, George I Stamoulis
Developmental dyslexia is defined as an unexpected specific and persistent failure to acquire efficient reading skills despite conventional instruction, adequate intelligence and sociocultural opportunity. This article reports the outcomes of a study that evaluated the implementation of a 4-month intervention program. The intervention consisted of structured activities aiming at improving (a) the children's phonological awareness, (b) their visual and auditory memory, (c) their visual discrimination ability, and (d) their text comprehension...
March 17, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/28287166/pitch-discrimination-associated-with-phonological-awareness-evidence-from-congenital-amusia
#19
Yanan Sun, Xuejing Lu, Hao Tam Ho, William Forde Thompson
Research suggests that musical skills are associated with phonological abilities. To further investigate this association, we examined whether phonological impairments are evident in individuals with poor music abilities. Twenty individuals with congenital amusia and 20 matched controls were assessed on a pure-tone pitch discrimination task, a rhythm discrimination task, and four phonological tests. Amusic participants showed deficits in discriminating pitch and discriminating rhythmic patterns that involve a regular beat...
March 13, 2017: Scientific Reports
https://www.readbyqxmd.com/read/28241207/literacy-outcomes-for-primary-school-children-who-are-deaf-and-hard-of-hearing-a-cohort-comparison-study
#20
Margaret Harris, Emmanouela Terlektsi, Fiona E Kyle
Purpose: In this study, we compared the language and literacy of two cohorts of children with severe-profound hearing loss, recruited 10 years apart, to determine if outcomes had improved in line with the introduction of newborn hearing screening and access to improved hearing aid technology. Method: Forty-two children with deafness, aged 5-7 years with a mean unaided loss of 102 DB, were assessed on language, reading, and phonological skills. Their performance was compared with that of a similar group of 32 children with deafness assessed 10 years earlier and also a group of 40 children with normal hearing of similar single word reading ability...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
keyword
keyword
21651
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"