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https://www.readbyqxmd.com/read/28736204/neural-stability-a-reflection-of-automaticity-in-reading
#1
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...
July 20, 2017: Neuropsychologia
https://www.readbyqxmd.com/read/28727489/third-person-singular-s-in-typical-development-and-specific-language-impairment-input-and-neighbourhood-density
#2
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
#3
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
#4
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
#5
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
#6
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
#7
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
https://www.readbyqxmd.com/read/28658484/polysyllable-speech-accuracy-and-predictors-of-later-literacy-development-in-preschool-children-with-speech-sound-disorders
#8
Sarah Masso, Elise Baker, Sharynne McLeod, Cen Wang
Purpose: The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables-words of three or more syllables-are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties...
June 28, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28641146/early-development-and-predictors-of-morphological-awareness-disentangling-the-impact-of-decoding-skills-and-phonological-awareness
#9
Jeremy M Law, Pol Ghesquière
BACKGROUND: Morphological Awareness (MA) has been demonstrated to be influential on the reading outcomes of children and adults. Yet, little is known regarding MA's early development. AIM: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading. METHODS AND PROCEDURES: In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and age-matched controls from kindergarten up to and including grade 2...
June 19, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28637054/modeling-alphabet-skills-as-instructive-feedback-within-a-phonological-awareness-intervention
#10
Arnold Olszewski, Xigrid Soto, Howard Goldstein
Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small-group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple-baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables...
June 22, 2017: American Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/28621157/predicting-individual-differences-in-reading-and-spelling-skill-with-artificial-script-based-letter-speech-sound-training
#11
Sebastián Aravena, Jurgen Tijms, Patrick Snellings, Maurits W van der Molen
In this study, we examined the learning of letter-speech sound correspondences within an artificial script and performed an experimental analysis of letter-speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter-speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28549355/predictors-of-language-gains-among-school-age-children-with-language-impairment-in-the-public-schools
#12
Laura M Justice, Hui Jiang, Jessica A Logan, Mary Beth Schmitt
Purpose: This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method: The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled "Speech-Therapy Experiences in the Public Schools...
May 26, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28541082/correction-to-christodoulou-et-al-2016
#13
(no author information available yet)
Reports an error in "Relation of White-Matter Microstructure to Reading Ability and Disability in Beginning Readers" by Joanna A. Christodoulou, Jack Murtagh, Abigail Cyr, Tyler K. Perrachione, Patricia Chang, Kelly Halverson, Pamela Hook, Anastasia Yendiki, Satrajit Ghosh and John D. E. Gabrieli (Neuropsychology, Advanced Online Publication, Mar 7, 2016, np). In the original article, errors in the dataset owing to two incorrect scores have skewed results. Corrections to the Results section, Table 1, and Figure three are provided...
May 25, 2017: Neuropsychology
https://www.readbyqxmd.com/read/28517945/predicting-growth-in-english-and-french-vocabulary-the-facilitating-effects-of-morphological-and-cognate-awareness
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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
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