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Phonological awareness

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https://www.readbyqxmd.com/read/28088677/the-relationship-between-children-s-sensitivity-to-dominant-and-non-dominant-patterns-of-lexical-stress-and-reading-accuracy
#1
Joanne Arciuli
This study reports on a new task for assessing children's sensitivity to lexical stress for words with different stress patterns and demonstrates that this task is useful in examining predictors of reading accuracy during the elementary years. In English, polysyllabic words beginning with a strong syllable exhibit the most common or dominant pattern of lexical stress (e.g., "coconut"), whereas polysyllabic words beginning with a weak syllable exhibit a less common non-dominant pattern (e.g., "banana"). The new Aliens Talking Underwater task assesses children's ability to match low-pass filtered recordings of words to pictures of objects...
January 12, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28056468/efficacy-of-a-supplemental-phonemic-awareness-curriculum-to-instruct-preschoolers-with-delays-in-early-literacy-development
#2
Howard Goldstein, Arnold Olszewski, Christa Haring, Charles R Greenwood, Luke McCune, Judith Carta, Jane Atwater, Gabriela Guerrero, Naomi Schneider, Tanya McCarthy, Elizabeth S Kelley
Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills. Method: A cluster randomized design with 104 preschool-age children in 39 classrooms was used to determine the efficacy of a supplemental PA curriculum, PAth to Literacy. The curriculum consists of 36 daily scripted 10-min lessons with interactive games designed to teach PA and alphabet skills...
January 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28036410/interactive-book-reading-to-accelerate-word-learning-by-kindergarten-children-with-specific-language-impairment-identifying-an-adequate-intensity-and-variation-in-treatment-response
#3
Holly L Storkel, Krista Voelmle, Veronica Fierro, Kelsey Flake, Kandace K Fleming, Rebecca Swinburne Romine
Purpose: This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method: An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures...
December 30, 2016: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28025589/bilingualism-and-phonological-awareness-re-examining-theories-of-cross-language-transfer-and-structural-sensitivity
#4
Li-Jen Kuo, Yuuko Uchikoshi, Tae-Jin Kim, Xinyuan Yang
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 1(st) and 2(nd) 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...
July 2016: Contemporary Educational Psychology
https://www.readbyqxmd.com/read/28011436/phonological-abilities-in-literacy-impaired-children-brain-potentials-reveal-deficient-phoneme-discrimination-but-intact-prosodic-processing
#5
Claudia Männel, Gesa Schaadt, Franziska K Illner, Elke van der Meer, Angela D Friederici
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...
November 27, 2016: Developmental Cognitive Neuroscience
https://www.readbyqxmd.com/read/27942706/the-role-of-categorical-speech-perception-and-phonological-processing-in-familial-risk-children-with-and-without-dyslexia
#6
Britt Hakvoort, Elise de Bree, Aryan van der Leij, Ben Maassen, Ellie van Setten, Natasha Maurits, Titia L van Zuijen
Purpose: 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). Method: 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...
December 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27940605/temporal-processing-development-in-chinese-primary-school-aged-children-with-dyslexia
#7
Li-Chih Wang, Hsien-Ming Yang
This study aimed to investigate the development of visual and auditory temporal processing among children with and without dyslexia and to examine the roles of temporal processing in reading and reading-related abilities. A total of 362 Chinese children in Grades 1-6 were recruited from Taiwan. Half of the children had dyslexia, and the other half were typically developing children who matched the dyslexic group on age, intelligence, and gender. Our results indicate that for typically developing children, the visual and auditory modalities follow the same developmental trend: The children in first and second grades performed significantly worse than the older children...
December 9, 2016: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/27936265/verbal-working-memory-in-older-adults-the-roles-of-phonological-capacities-and-processing-speed
#8
Susan Nittrouer, Joanna H Lowenstein, Taylor Wucinich, Aaron C Moberly
Purpose: This study examined the potential roles of phonological sensitivity and processing speed in age-related declines of verbal working memory. Method: Twenty younger and 25 older adults with age-normal hearing participated. Two measures of verbal working memory were collected: digit span and serial recall of words. Processing speed was indexed using response times during those tasks. Three other measures were also obtained, assessing phonological awareness, processing, and recoding...
December 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27899906/training-early-literacy-related-skills-to-which-degree-does-a-musical-training-contribute-to-phonological-awareness-development
#9
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
#10
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
#11
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)...
February 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/27881196/assessment-of-reading-precursors-in-spanish-speaking-children
#12
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
#13
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...
January 2017: Developmental Psychology
https://www.readbyqxmd.com/read/27849243/moyamoya-disease-impact-on-the-performance-of-oral-and-written-language
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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...
November 2016: Dyslexia: the Journal of the British Dyslexia Association
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