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Phonological awareness

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https://www.readbyqxmd.com/read/29148845/speech-recovery-and-language-plasticity-can-be-facilitated-by-sensori-motor-fusion-training-in-chronic-non-fluent-aphasia-a-case-report-study
#1
Célise Haldin, Audrey Acher, Louise Kauffmann, Thomas Hueber, Emilie Cousin, Pierre Badin, Pascal Perrier, Diandra Fabre, Dominic Perennou, Olivier Detante, Assia Jaillard, Hélène Lœvenbruck, Monica Baciu
The rehabilitation of speech disorders benefits from providing visual information which may improve speech motor plans in patients. We tested the proof of concept of a rehabilitation method (Sensori-Motor Fusion, SMF; Ultraspeech player) in one post-stroke patient presenting chronic non-fluent aphasia. SMF allows visualisation by the patient of target tongue and lips movements using high-speed ultrasound and video imaging. This can improve the patient's awareness of his/her own lingual and labial movements, which can, in turn, improve the representation of articulatory movements and increase the ability to coordinate and combine articulatory gestures...
November 17, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/29134481/inflectional-morphology-and-dyslexia-italian-children-s-performance-in-a-nonword-pluralization-task
#2
Maria Vender, Federica Mantione, Silvia Savazzi, Denis Delfitto, Chiara Melloni
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko's Wug Test, had the aim of testing the subjects' ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29115877/exploring-phonological-awareness-skills-in-children-with-intellectual-disability
#3
Rachel Sermier Dessemontet, Anne-Françoise de Chambrier, Catherine Martinet, Urs Moser, Nicole Bayer
The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending...
November 2017: American Journal on Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/29107883/visuo-spatial-abilities-are-key-for-young-children-s-verbal-number-skills
#4
Véronique Cornu, Christine Schiltz, Romain Martin, Caroline Hornung
Children's development of verbal number skills (i.e., counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and verbal abilities have been discussed as contributing to the development of these foundational skills. To understand the cognitive nature of verbal number skills in young children, the current study assessed the relation of preschoolers' verbal and visuo-spatial abilities to their verbal number skills. In total, 141 children aged 5 or 6 years participated in the current study...
November 3, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/29102840/the-home-literacy-and-numeracy-environment-in-preschool-cross-domain-relations-of-parent-child-practices-and-child-outcomes
#5
Amy R Napoli, David J Purpura
There is a growing body of evidence indicating that home literacy and numeracy environments are predictive of children's literacy and numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment and numeracy outcomes and between the home numeracy environment and literacy outcomes. Specifically, there is limited information on relations between the home numeracy environment and specific literacy outcomes (e.g., vocabulary). The purpose of the current study was to investigate the relations of the home literacy and numeracy environments to children's literacy and numeracy outcomes both within and across domains...
November 2, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/29081759/the-longitudinal-contribution-of-early-morphological-awareness-skills-to-reading-fluency-and-comprehension-in-greek
#6
George Manolitsis, Ioannis Grigorakis, George K Georgiou
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ)...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29078104/modeling-individual-variation-in-early-literacy-skills-in-kindergarten-children-with-intellectual-disabilities
#7
Arjan van Tilborg, Eliane Segers, Hans van Balkom, Ludo Verhoeven
In the present study, we investigated (i) to what extent the early literacy skills (phonological awareness, letter knowledge, and word decoding) along with cognitive (nonverbal reasoning, attention, phonological short-term memory, sequential memory, executive functioning) and linguistic (auditory discrimination, rapid naming, articulation, vocabulary) precursor measures of 53 six-year old children with intellectual disabilities (ID) differ from a group of 74 peers with normal language acquisition (NLA) and (ii) whether the individual variation of early literacy skills in the two groups to the same extent can be explained from the precursor measures...
October 24, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/29075747/verbal-working-memory-in-children-with-cochlear-implants
#8
Susan Nittrouer, Amanda Caldwell-Tarr, Keri E Low, Joanna H Lowenstein
Purpose: Verbal working memory in children with cochlear implants and children with normal hearing was examined. Participants: Ninety-three fourth graders (47 with normal hearing, 46 with cochlear implants) participated, all of whom were in a longitudinal study and had working memory assessed 2 years earlier. Method: A dual-component model of working memory was adopted, and a serial recall task measured storage and processing. Potential predictor variables were phonological awareness, vocabulary knowledge, nonverbal IQ, and several treatment variables...
November 9, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/29062600/l1-and-l2-reading-skills-in-dutch-adolescents-with-a-familial-risk-of-dyslexia
#9
Ellie R H van Setten, Wim Tops, Britt E Hakvoort, Aryan van der Leij, Natasha M Maurits, Ben A M Maassen
BACKGROUND: The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). This allowed us to investigate the persistence of dyslexia in the first language (L1) and the effect of dyslexia on the second language (L2), which has, in this case, a lower orthographic transparency...
2017: PeerJ
https://www.readbyqxmd.com/read/29056402/do-fathers-home-reading-practices-at-age-2-predict-child-language-and-literacy-at-age-4
#10
Jon Quach, Anna Sarkadi, Natasha Napiza, Melissa Wake, Amy Loughman, Sharon Goldfeld
BACKGROUND: Maternal shared reading practices predict emergent literacy, but fathers' contributions are less certain. We examined whether fathers' shared home reading activities at 2 years (1) predict language and emergent literacy at age 4 years, when controlling for maternal contributions; and (2) differentially benefit these outcomes in disadvantaged children. METHODS: Design: Two-parent families recruited from 5 relatively disadvantaged communities for the universal Let's Read literacy promotion population-based trial (ISRCTN 04602902) in Melbourne, Australia...
October 19, 2017: Academic Pediatrics
https://www.readbyqxmd.com/read/29043855/predictors-of-receptive-and-expressive-vocabulary-development-in-children-with-down-syndrome
#11
Stijn R J M Deckers, Yvonne Van Zaalen, Hans Van Balkom, Ludo Verhoeven
PURPOSE: There is a lack of longitudinal data on predictors of vocabulary development in children with Down syndrome (DS). In typically developing children, many internal and external predictors of vocabulary development have been determined before. The purpose of the present study was to investigate the role of these variables in the receptive and expressive vocabulary development of children with DS. METHOD: The present study used a longitudinal design in young children with DS to study the vocabulary development over a period of 1...
October 18, 2017: International Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/29036331/early-reading-development-in-chinese-speaking-children-with-hearing-loss
#12
Yi-Chih Chan, You-Jhen Yang
This study aims to explore early reading comprehension in Chinese-speaking children with hearing loss (HL) by examining character recognition and linguistic comprehension. Twenty-five children with HL received three measures relevant to character reading: phonological awareness (PA), morphological awareness (MA), and character recognition; two linguistic-comprehension measures: receptive vocabulary knowledge and listening comprehension; and one reading comprehension measure. Three demographic variables pertinent to children with HL were also taken into account...
September 28, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28986268/the-n170-erp-component-differs-in-laterality-distribution-and-association-with-continuous-reading-measures-for-deaf-and-hearing-readers
#13
Karen Emmorey, Katherine J Midgley, Casey B Kohen, Zed Sevcikova Sehyr, Phillip J Holcomb
The temporo-occipitally distributed N170 ERP component is hypothesized to reflect print-tuning in skilled readers. This study investigated whether skilled deaf and hearing readers (matched on reading ability, but not phonological awareness) exhibit similar N170 patterns, given their distinct experiences learning to read. Thirty-two deaf and 32 hearing adults viewed words and symbol strings in a familiarity judgment task. In the N170 epoch (120-240ms) hearing readers produced greater negativity for words than symbols at left hemisphere (LH) temporo-parietal and occipital sites, while deaf readers only showed this asymmetry at occipital sites...
October 3, 2017: Neuropsychologia
https://www.readbyqxmd.com/read/28973172/emergent-literacy-skills-in-preschool-children-with-hearing-loss-who-use-spoken-language-initial-findings-from-the-early-language-and-literacy-acquisition-ella-study
#14
Krystal L Werfel
Purpose: The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period. Method: Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups...
September 22, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28973102/how-african-american-english-speaking-first-graders-segment-and-rhyme-words-and-nonwords-with-final-consonant-clusters
#15
Amy J Shollenbarger, Gregory C Robinson, Valentina Taran, Seo-Eun Choi
Purpose: This study explored how typically developing 1st grade African American English (AAE) speakers differ from mainstream American English (MAE) speakers in the completion of 2 common phonological awareness tasks (rhyming and phoneme segmentation) when the stimulus items were consonant-vowel-consonant-consonant (CVCC) words and nonwords. Method: Forty-nine 1st graders met criteria for 2 dialect groups: AAE and MAE. Three conditions were tested in each rhyme and segmentation task: Real Words No Model, Real Words With a Model, and Nonwords With a Model...
September 22, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28938227/do-prereaders-auditory-processing-and-speech-perception-predict-later-literacy
#16
Sophie Vanvooren, Hanne Poelmans, Astrid De Vos, Pol Ghesquière, Jan Wouters
Developmental dyslexia has frequently been linked to deficits in auditory processing and speech perception. However, the presence and precise nature of these deficits and the direction of their relation with reading, remains debated. In this longitudinal study, 87 five-year-olds at high and low family risk for dyslexia were followed before and during different stages of reading acquisition. The processing of different auditory cues was investigated, together with performance on speech perception and phonology and reading...
September 19, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28932019/towards-identifying-dyslexia-in-standard-indonesian-the-development-of-a-reading-assessment-battery
#17
Bernard A J Jap, Elisabeth Borleffs, Ben A M Maassen
With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28914469/morphology-and-spelling-in-french-a-comparison-of-at-risk-readers-and-typically-developing-children
#18
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
#19
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
#20
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
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