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https://www.readbyqxmd.com/read/27899906/training-early-literacy-related-skills-to-which-degree-does-a-musical-training-contribute-to-phonological-awareness-development
#1
Sebastian Kempert, Regina Götz, Kristine Blatter, Catharina Tibken, Cordula Artelt, Wolfgang Schneider, Petra Stanat
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...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27899738/beyond-phonology-visual-processes-predict-alphanumeric-and-nonalphanumeric-rapid-naming-in-poor-early-readers
#2
Richard S Kruk, Cassia Luther Ruban
Visual processes in Grade 1 were examined for their predictive influences in nonalphanumeric and alphanumeric rapid naming (RAN) in 51 poor early and 69 typical readers. In a lagged design, children were followed longitudinally from Grade 1 to Grade 3 over 5 testing occasions. RAN outcomes in early Grade 2 were predicted by speeded and nonspeeded visual processing measures, after controlling for initial (Grade 1) RAN, matrix reasoning, phonological awareness, and word decoding abilities. A predictive influence of backward visual masking-a speeded visual discrimination task-was found for nonalphanumeric RAN in early Grade 2 but not for alphanumeric RAN or subsequent RAN ability in Grades 2 and 3...
November 29, 2016: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/27883911/examining-the-relationship-between-rapid-automatized-naming-and-arithmetic-fluency-in-chinese-kindergarten-children
#3
Jiaxin Cui, George K Georgiou, Yiyun Zhang, Yixun Li, Hua Shu, Xinlin Zhou
Rapid automatized naming (RAN) has been found to predict mathematics. However, the nature of their relationship remains unclear. Thus, the purpose of this study was twofold: (a) to examine how RAN (numeric and non-numeric) predicts a subdomain of mathematics (arithmetic fluency) and (b) to examine what processing skills may account for the RAN-arithmetic fluency relationship. A total of 160 third-year kindergarten Chinese children (83 boys and 77 girls, mean age=5.11years) were assessed on RAN (colors, objects, digits, and dice), nonverbal IQ, visual-verbal paired associate learning, phonological awareness, short-term memory, speed of processing, approximate number system acuity, and arithmetic fluency (addition and subtraction)...
November 21, 2016: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/27881196/assessment-of-reading-precursors-in-spanish-speaking-children
#4
Anibal Puente, Jesús M Alvarado, Paz Fernández, Mónica Rosselli, Alfredo Ardila, Amelia Jiménez
This study's purpose was to analyse basic reading processes in different age groups of Spanish-speaking children using confirmatory factor analysis (CFA) and regression analysis. Two hundred forty-five children (aged 4 years and 9 months, to 9 years and 7 months; 120 boys, 125 girls), native Spanish-speakers, were selected from schools in Madrid. All participants were in either their last year of preschool or the first three years of elementary school, depending on their age. Nine classic reading tasks were created and administered to measure three reading skills: word recognition, phonological awareness, and reading comprehension...
November 24, 2016: Spanish Journal of Psychology
https://www.readbyqxmd.com/read/27854463/examining-the-predictive-relations-between-two-aspects-of-self-regulation-and-growth-in-preschool-children-s-early-literacy-skills
#5
Christopher J Lonigan, Darcey M Allan, Beth M Phillips
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis...
November 17, 2016: Developmental Psychology
https://www.readbyqxmd.com/read/27849243/moyamoya-disease-impact-on-the-performance-of-oral-and-written-language
#6
Dionísia Aparecida Cusin Lamônica, Camila da Costa Ribeiro, Plínio Marcos Duarte Pinto Ferraz, Maria de Lourdes Merighi Tabaquim
Moyamoya disease is an unusual form of occlusive, cerebrovascular disorder that affects the arteries of the central nervous system, causing acquired language alterations and learning difficulties. The study aim was to describe the oral/written language and cognitive skills in a seven-year-and-seven-month-old girl diagnosed with Moyamoya disease. The assessment consisted of interviews with her parents and application of the following instruments: Observation of Communicative Behavior, Peabody Picture Vocabulary Test, Academic Performance Test, Profile of Phonological Awareness, Raven's Progressive Matrices Test, Special Scale, Wechsler Intelligence Scale for Children, Bender Visual Motor Gestalt Test, and Wisconsin Card Sorting Test...
September 2016: CoDAS
https://www.readbyqxmd.com/read/27848086/the-roles-of-cognitive-and-language-abilities-in-predicting-decoding-and-reading-comprehension-comparisons-of-dyslexia-and-specific-language-impairment
#7
Alexandra A Lauterbach, Yujeong Park, Linda J Lombardino
This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i...
November 15, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27846917/morphological-awareness-as-a-function-of-semantics-phonology-and-orthography-and-as-a-predictor-of-reading-comprehension-in-chinese
#8
Hong Li, Vedran Dronjic, X I Chen, Yixun Li, Yahua Cheng, Xinchun Wu
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...
November 16, 2016: Journal of Child Language
https://www.readbyqxmd.com/read/27818643/the-effects-of-training-in-music-and-phonological-skills-on-phonological-awareness-in-4-to-6-year-old-children-of-immigrant-families
#9
Hanne Patscheke, Franziska Degé, Gudrun Schwarzer
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...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27775648/language-problems-and-adhd-symptoms-how-specific-are-the-links
#10
Erin Hawkins, Susan Gathercole, Duncan Astle, The Calm Team, Joni Holmes
Symptoms of inattention and hyperactivity frequently co-occur with language difficulties in both clinical and community samples. We explore the specificity and strength of these associations in a heterogeneous sample of 254 children aged 5 to 15 years identified by education and health professionals as having problems with attention, learning and/or memory. Parents/carers rated pragmatic and structural communication skills and behaviour, and children completed standardised assessments of reading, spelling, vocabulary, and phonological awareness...
October 21, 2016: Brain Sciences
https://www.readbyqxmd.com/read/27774757/the-influences-and-outcomes-of-phonological-awareness-a-study-of-ma-pa-and-auditory-processing-in-pre-readers-with-a-family-risk-of-dyslexia
#11
Jeremy M Law, Jan Wouters, Pol Ghesquière
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 processing, which could ultimately impact reading outcomes. In a group of pre-reading children with a family risk of dyslexia and low-risk controls, this study sets out to answer questions surrounding PA's relationship at various grain sizes (syllable, onset/rime and phoneme) with measures of auditory processing (frequency modulation (FM) and an amplitude rise-time task (RT)) and MA, independent of reading experience...
October 23, 2016: Developmental Science
https://www.readbyqxmd.com/read/27753210/prosodic-similarity-effects-in-short-term-memory-in-developmental-dyslexia
#12
Usha Goswami, Lisa Barnes, Natasha Mead, Alan James Power, Victoria Leong
Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this 'phonological deficit' in dyslexia has been investigated with tasks using single-syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short-term memory have not yet been investigated. Here we create a new instrument based on three-syllable words that vary in stress patterns, to investigate whether prosodic similarity (the same prosodic pattern of stressed and unstressed syllables) exerts systematic effects on short-term memory...
December 0: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/27747988/longitudinal-stability-of-pre-reading-skill-profiles-of-kindergarten-children-implications-for-early-screening-and-theories-of-reading
#13
Ola Ozernov-Palchik, Elizabeth S Norton, Georgios Sideridis, Sara D Beach, Maryanne Wolf, John D E Gabrieli, Nadine Gaab
Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre-literacy predictors of dyslexia are rapid automatized naming (RAN), phonological awareness (PA), letter knowledge, and verbal short-term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability...
October 17, 2016: Developmental Science
https://www.readbyqxmd.com/read/27739608/neural-initialization-of-audiovisual-integration-in-prereaders-at-varying-risk-for-developmental-dyslexia
#14
Iliana I Karipidis, Georgette Pleisch, Martina Röthlisberger, Christoph Hofstetter, Dario Dornbierer, Philipp Stämpfli, Silvia Brem
Learning letter-speech sound correspondences is a major step in reading acquisition and is severely impaired in children with dyslexia. Up to now, it remains largely unknown how quickly neural networks adopt specific functions during audiovisual integration of linguistic information when prereading children learn letter-speech sound correspondences. Here, we simulated the process of learning letter-speech sound correspondences in 20 prereading children (6.13-7.17 years) at varying risk for dyslexia by training artificial letter-speech sound correspondences within a single experimental session...
October 14, 2016: Human Brain Mapping
https://www.readbyqxmd.com/read/27739162/the-effects-of-visual-attention-span-and-phonological-decoding-in-reading-comprehension-in-dyslexia-a-path-analysis
#15
Chen Chen, Matthew H Schneps, Katherine E Masyn, Jennifer M Thomson
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...
December 0: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/27739039/tone-matters-for-cantonese-english-bilingual-children-s-english-word-reading-development-a-unified-model-of-phonological-transfer
#16
Xiuli Tong, Xinjie He, S Hélène Deacon
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...
October 13, 2016: Memory & Cognition
https://www.readbyqxmd.com/read/27708594/cross-lagged-relationships-between-morphological-awareness-and-reading-comprehension-among-chinese-children
#17
Yahua Cheng, Jie Zhang, Xinchun Wu, Hongyun Liu, Hong Li
The present study examined the developmental relationship between morphological awareness (MA) and reading comprehension (RC) using a 2-year and four-wave cross-lagged design with a sample of 149 Chinese children (80 males and 69 females). We measured children's MA, word reading (WR), and RC from T1 to T4, in addition to phonological awareness, vocabulary knowledge, and general cognitive ability at T1 as control measures. Four plausible cross-lagged models were assessed and compared to examine the direction of the developmental relationships between MA and RC over time...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27683829/performance-of-children-at-risk-for-reading-difficulties-submitted-to-an-intervention-program
#18
Nathane Sanches Marques Silva, Patrícia Abreu Pinheiro Crenitte
Purpose: To assess the applicability of an intervention program to children at risk for reading disabilities. Methods: This experimental study compared 10 children at risk for reading difficulty submitted to a phonological decoding intervention program (study group) with 10 other children at risk for reading difficulty not submitted to the program (control group). The intervention program was based on two international studies. It comprised 24 sessions: the first 12 sessions were conducted with groups of two to three children, whereas the others were performed individually...
September 2016: CoDAS
https://www.readbyqxmd.com/read/27676183/foundations-of-mathematics-and-literacy-the-role-of-executive-functioning-components
#19
David J Purpura, Sara A Schmitt, Colleen M Ganley
The current study investigated the relations between the three cognitive processes that comprise executive functioning (EF)-response inhibition, working memory, and cognitive flexibility-and individual components of mathematics and literacy skills in preschool children. Participants were 125 preschool children ranging in age from 3.12 to 5.26years (M=4.17years, SD=0.58). Approximately 53.2% were female, and the sample was predominantly Caucasian (69.8%). Results suggest that the components of EF may be differentially related to the specific components of early mathematics and literacy...
September 24, 2016: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/27643913/evaluating-the-effectiveness-of-prepstart-for-promoting-oral-language-and-emergent-literacy-skills-in-disadvantaged-preparatory-students
#20
Maria Lennox, Marleen F Westerveld, David Trembath
PURPOSE: This study examined the effectiveness of a classroom-based intervention programme aimed at improving the oral language and emergent literacy skills of students from low socio-economic, culturally diverse backgrounds within their first formal year of schooling ("prep"). METHOD: Data from 137 students were available for analysis. Participants were from three primary schools located in Queensland, Australia. Eight classes were allocated to intervention and two classes acted as a business as usual control...
September 19, 2016: International Journal of Speech-language Pathology
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