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https://www.readbyqxmd.com/read/29781084/musical-rhythm-and-reading-development-does-beat-processing-matter
#1
REVIEW
Ola Ozernov-Palchik, Aniruddh D Patel
There is mounting evidence for links between musical rhythm processing and reading-related cognitive skills, such as phonological awareness. This may be because music and speech are rhythmic: both involve processing complex sound sequences with systematic patterns of timing, accent, and grouping. Yet, there is a salient difference between musical and speech rhythm: musical rhythm is often beat-based (based on an underlying grid of equal time intervals), while speech rhythm is not. Thus, the role of beat-based processing in the reading-rhythm relationship is not clear...
May 20, 2018: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/29779434/a-cognitive-dimensional-approach-to-understanding-shared-and-unique-contributions-to-reading-math-and-attention-skills
#2
Amanda E Child, Paul T Cirino, Jack M Fletcher, Erik G Willcutt, Lynn S Fuchs
Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach...
May 1, 2018: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/29773920/effects-of-emergent-literacy-interventions-for-preschoolers-with-autism-spectrum-disorder
#3
Roxanne F Hudson, Elizabeth A Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett
Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May...
October 2017: Exceptional Children
https://www.readbyqxmd.com/read/29758388/second-language-learners-who-are-at-risk-for-reading-disabilities-a-growth-mixture-model-study
#4
Susanna S Yeung
This one-year longitudinal study examined the developmental trajectories of English reading in Chinese children learning English as a second language (ESL) and identified cognitive profiles of children who are at risk for English reading disability. One hundred and eighty-four Chinese ESL children from eight Hong Kong kindergartens were measured four times during their last year of kindergarten for phonological awareness, letter knowledge, vocabulary and English word reading. Growth mixture modeling was applied to classify the children based on their growth trajectories in English word reading...
May 11, 2018: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/29738440/prevalence-of-developmental-dyslexia-in-spanish-university-students
#5
Carmen López-Escribano, Judith Suro Sánchez, Fernando Leal Carretero
A recent concern in the field of dyslexia studies is the lack of awareness and attention to university students suffering from this condition. If this problem is serious in countries where the relative opacity of the writing system allows for an early detection and, therefore, effective interventions, it is most critical in countries where transparent spelling makes such detection difficult, except in the most severe cases. In Spain, the diagnosis of dyslexia is rare among university-level adults. The present study pursues three aims: (a) to put forward a screening instrument for the detection of university students at risk of dyslexia, (b) to determine the ratio of university students that could be at risk of dyslexia by means of two different procedures, and (c) to create awareness for a disorder that causes hitherto unrecognized difficulties for an important subgroup of the college population...
May 8, 2018: Brain Sciences
https://www.readbyqxmd.com/read/29736593/pinyin-and-english-invented-spelling-in-chinese-speaking-students-who-speak-english-as-a-second-language
#6
Yi Ding, Ru-De Liu, Catherine A McBride, Chung-Hau Fan, Le Xu, Jia Wang
This study examined pinyin (the official phonetic system that transcribes the lexical tones and pronunciation of Chinese characters) invented spelling and English invented spelling in 72 Mandarin-speaking 6th graders who learned English as their second language. The pinyin invented spelling task measured segmental-level awareness including syllable and phoneme awareness, and suprasegmental-level awareness including lexical tones and tone sandhi in Chinese Mandarin. The English invented spelling task manipulated segmental-level awareness including syllable awareness and phoneme awareness, and suprasegmental-level awareness including word stress...
May 7, 2018: Journal of Psycholinguistic Research
https://www.readbyqxmd.com/read/29730501/language-skills-in-children-with-benign-childhood-epilepsy-with-centrotemporal-spikes-a-systematic-review
#7
REVIEW
Joana Teixeira, Maria Emília Santos
Benign childhood epilepsy with centrotemporal spikes (BECTS) is the epileptic syndrome that most affects preschool and school-age children. Despite being usually considered a benign condition, several studies have shown that this epileptic syndrome is responsible for cognitive morbidities in children, namely at the level of attention and memory, as well as language. However, language disorders are still superficially addressed by the literature. This review aimed to compile and synthesize recent literature in this area...
May 3, 2018: Epilepsy & Behavior: E&B
https://www.readbyqxmd.com/read/29725313/what-is-the-influence-of-morphological-knowledge-in-the-early-stages-of-reading-acquisition-among-low-ses-children-a-graphical-modeling-approach
#8
Pascale Colé, Eddy Cavalli, Lynne G Duncan, Anne Theurel, Edouard Gentaz, Liliane Sprenger-Charolles, Abdessadek El-Ahmadi
Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November)...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29724639/speech-recognition-in-noise-by-children-with-and-without-dyslexia-how-is-it-related-to-reading
#9
Susan Nittrouer, Letitia M Krieg, Joanna H Lowenstein
PURPOSE: Developmental dyslexia is commonly viewed as a phonological deficit that makes it difficult to decode written language. But children with dyslexia typically exhibit other problems, as well, including poor speech recognition in noise. The purpose of this study was to examine whether the speech-in-noise problems of children with dyslexia are related to their reading problems, and if so, if a common underlying factor might explain both. The specific hypothesis examined was that a spectral processing disorder results in these children receiving smeared signals, which could explain both the diminished sensitivity to phonological structure - leading to reading problems - and the speech recognition in noise difficulties...
June 2018: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/29722009/white-matter-properties-associated-with-pre-reading-skills-in-6-year-old-children-born-preterm-and-at-term
#10
Cory K Dodson, Katherine E Travis, Lauren R Borchers, Virginia A Marchman, Michal Ben-Shachar, Heidi M Feldman
AIM: To assess associations between white matter properties and pre-reading skills (phonological awareness and receptive and expressive language) in children born preterm and at term at the onset of reading acquisition. METHOD: Six-year-old children born preterm (n=36; gestational age 22-32wks) and at term (n=43) underwent diffusion magnetic resonance imaging and behavioural assessments. Tracts were selected a priori based on findings from a study of 6-year-old children born at term: the left-hemisphere arcuate fasciculus and superior longitudinal fasciculus, and right-hemisphere uncinate fasciculus...
May 3, 2018: Developmental Medicine and Child Neurology
https://www.readbyqxmd.com/read/29706915/the-impact-of-morphological-awareness-on-word-reading-and-dictation-in-chinese-early-adolescent-readers-with-and-without-dyslexia
#11
Sylvia Chanda Kalindi, Kevin Kien Hoa Chung
This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling)...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29706015/children-with-a-very-low-birth-weight-showed-poorer-reading-skills-at-eight-years-of-age-but-caught-up-in-most-areas-by-the-age-of-10
#12
Ingemar Leijon, Fredrik Ingemansson, Nina Nelson, Stefan Samuelsson, Marie Wadsby
AIM: We evaluated the development of reading skills in very low birth weight (VLBW) children and controls at 8-10 years of age. METHODS: This study was part of a longitudinal study of VLBW infants born between January 1998 and December 1999 in Sweden. We recruited 49 VLBW children and 44 sex and age-matched full-term controls when they started school at the age of seven and tested them using identical methods for decoding, rapid naming ability, reading comprehension, spelling and cognitive skills at about eight and 10 years of age...
April 29, 2018: Acta Paediatrica
https://www.readbyqxmd.com/read/29702572/musical-experience-sensorineural-auditory-processing-and-reading-subskills-in-adults
#13
Parker Tichko, Erika Skoe
Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers...
April 27, 2018: Brain Sciences
https://www.readbyqxmd.com/read/29691983/worddriver-1-evaluating-the-efficacy-of-an-app-supported-decoding-intervention-for-children-with-reading-impairment
#14
Antonette Seiler, Suze Leitão, Mara Blosfelds
BACKGROUND: Fluent word reading is a key characteristic of skilled reading, yet most children with reading disorders have impaired word-reading skills. Previous research has demonstrated that multi-component interventions targeting phonemic awareness and the alphabetic principle are effective for children with reading disorders. However, about 25% of children fail to respond to these interventions. While it has been difficult to isolate the active ingredient, the findings of some studies suggest that tasks targeting phonological recoding and orthographic processing are essential elements in improving decoding...
April 24, 2018: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/29686633/development-and-relationships-between-phonological-awareness-morphological-awareness-and-word-reading-in-spoken-and-standard-arabic
#15
Rachel Schiff, Elinor Saiegh-Haddad
This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children's phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29671637/reading-in-children-with-fragile-x-syndrome-phonological-awareness-and-feasibility-of-intervention
#16
Suzanne M Adlof, Jessica Klusek, Anne Hoffmann, Kerrie L Chitwood, Allison Brazendale, Karen Riley, Leonard J Abbeduto, Jane E Roberts
Individuals with fragile X syndrome (FXS) present with significant deficits in reading skills, but scant research exists to understand the characteristics of the reading delays or best practices for reading instruction with this population. Study 1 examined the relationship between phonological awareness and reading skills in individuals with FXS. Study 2 evaluated the feasibility of a web-based reading intervention, which incorporated phonological awareness and phonics instruction but was originally developed for mainstream students, for children with FXS...
May 2018: American Journal on Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/29667706/preliteracy-impairments-in-children-with-neurofibromatosis-type-1
#17
Shelley S Arnold, Jonathan M Payne, Jennifer Lorenzo, Kathryn N North, Belinda Barton
AIM: This cross-sectional study aimed to examine the preliteracy abilities of young children with neurofibromatosis type 1 (NF1) and to identify which of these abilities best predicted conventional literacy (spelling). METHOD: Forty-two children with NF1 (23 males, 19 females; mean age [SD] 5y 6mo [6mo]) were compared with 32 unaffected children (15 males, 17 females; mean age [SD] 5y 4mo [6mo]). All children completed a comprehensive cognitive assessment including measures of phonological processing (phonological awareness, phonological memory, rapid automatic naming) and letter-sound knowledge...
April 18, 2018: Developmental Medicine and Child Neurology
https://www.readbyqxmd.com/read/29593618/phonological-awareness-and-rapid-automatized-naming-are-independent-phonological-competencies-with-specific-impacts-on-word-reading-and-spelling-an-intervention-study
#18
Caroline Vander Stappen, Marie Van Reybroeck
Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs...
2018: Frontiers in Psychology
https://www.readbyqxmd.com/read/29587419/enhanced-sensitivity-to-subphonemic-segments-in-dyslexia-a-new-instance-of-allophonic-perception
#19
Willy Serniclaes, M'ballo Seck
Although dyslexia can be individuated in many different ways, it has only three discernable sources: a visual deficit that affects the perception of letters, a phonological deficit that affects the perception of speech sounds, and an audio-visual deficit that disturbs the association of letters with speech sounds. However, the very nature of each of these core deficits remains debatable. The phonological deficit in dyslexia, which is generally attributed to a deficit of phonological awareness, might result from a specific mode of speech perception characterized by the use of allophonic (i...
March 26, 2018: Brain Sciences
https://www.readbyqxmd.com/read/29577521/how-phonological-awareness-mediates-the-relation-between-working-memory-and-word-reading-efficiency-in-children-with-dyslexia
#20
Carolien A N Knoop-van Campen, Eliane Segers, Ludo Verhoeven
This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children...
March 25, 2018: Dyslexia: the Journal of the British Dyslexia Association
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