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Phonological awareness

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https://www.readbyqxmd.com/read/29336010/the-unique-role-of-executive-function-skills-in-predicting-hong-kong-kindergarteners-reading-comprehension
#1
Yingyi Liu, Huilin Sun, Dan Lin, Hong Li, Susanna Siu-Sze Yeung, Terry Tin-Yau Wong
BACKGROUND: Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. AIM: This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension...
January 15, 2018: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29323179/neither-action-nor-phonological-video-games-make-dyslexic-children-read-better
#2
Magdalena Łuniewska, Katarzyna Chyl, Agnieszka Dębska, Agnieszka Kacprzak, Joanna Plewko, Marcin Szczerbiński, Jakub Szewczyk, Anna Grabowska, Katarzyna Jednoróg
The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention. In our study, we tested how two forms of training: based on AVG and on phonological non-action video games (PNAVG), affect reading in a group of fifty-four Polish children with dyslexia...
January 11, 2018: Scientific Reports
https://www.readbyqxmd.com/read/29319358/cognitive-mechanisms-underlying-the-associations-between-inattention-and-reading-abilities
#3
Vickie Plourde, Michel Boivin, Mara Brendgen, Frank Vitaro, Philippe Robaey, Richard E Tremblay, Ginette Dionne
This study aims to test cognitive skills underlying the association between inattention and reading in early primary school. Teachers rated inattention symptoms when children (N = 523-962) were 6-7 years old. Children were assessed at age 7-8 on phonological awareness, rapid automatized naming (RAN), rapid auditory and bimodal processing, vocabulary, and reading (decoding and comprehension). Phonological awareness, RAN of numbers, and vocabulary mediated the association between inattention and both decoding and comprehension...
January 10, 2018: Developmental Neuropsychology
https://www.readbyqxmd.com/read/29304447/dyslexia-as-a-multi-deficit-disorder-working-memory-and-auditory-temporal-processing
#4
Leah Fostick, Hadas Revah
Dyslexia is difficulty in acquiring reading skills despite adequate intelligence and sufficient reading opportunities. Its origin is still under debate. Studies usually focus on a singular cause for dyslexia; however, some researchers argue that dyslexia reflects multiple deficits. Two of the abilities under investigation in dyslexia are working memory (WM) and auditory temporal processing (ATP). In order to better evaluate the relative roles of WM and ATP in dyslexia, in the present study, we tested the contribution of WM and ATP to different types of reading performance and phonological awareness in dyslexia, using a multidimensional approach...
January 2, 2018: Acta Psychologica
https://www.readbyqxmd.com/read/29250874/children-retain-implicitly-learned-phonological-sequences-better-than-adults-a-longitudinal-study
#5
Eleonore H M Smalle, Mike P A Page, Wouter Duyck, Martin Edwards, Arnaud Szmalec
Whereas adults often rely on explicit memory, children appear to excel in implicit memory, which plays an important role in the acquisition of various cognitive skills, such as those involved in language. The current study aimed to test the assertion of an age-dependent shift in implicit versus explicit learning within a theoretical framework that explains the link between implicit sequence memory and word-form acquisition, using the Hebb repetition paradigm. We conducted a one-year, multiple-session longitudinal study in which we presented auditory sequences of syllables, co-presented with pictures of aliens, for immediate serial recall by a group of children (8-9 years) and by an adult group...
December 17, 2017: Developmental Science
https://www.readbyqxmd.com/read/29233080/mathematics-ability-and-related-skills-in-preschoolers-born-very-preterm
#6
Holly M Hasler, Natacha Akshoomoff
Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups...
December 12, 2017: Child Neuropsychology: a Journal on Normal and Abnormal Development in Childhood and Adolescence
https://www.readbyqxmd.com/read/29230186/preschool-phonological-and-morphological-awareness-as-longitudinal-predictors-of-early-reading-and-spelling-development-in-greek
#7
Vassiliki Diamanti, Angeliki Mouzaki, Asimina Ralli, Faye Antoniou, Sofia Papaioannou, Athanassios Protopapas
Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29227852/relationships-between-early-literacy-and-nonlinguistic-rhythmic-processes-in-kindergarteners
#8
Ola Ozernov-Palchik, Maryanne Wolf, Aniruddh D Patel
A growing number of studies report links between nonlinguistic rhythmic abilities and certain linguistic abilities, particularly phonological skills. The current study investigated the relationship between nonlinguistic rhythmic processing, phonological abilities, and early literacy abilities in kindergarteners. A distinctive aspect of the current work was the exploration of whether processing of different types of rhythmic patterns is differentially related to kindergarteners' phonological and reading-related abilities...
December 8, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/29214560/invented-spelling-word-stress-and-syllable-awareness-in-relation-to-reading-difficulties-in-children
#9
Sheena Mehta, Yi Ding, Molly Ness, Eric C Chen
The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers...
December 6, 2017: Journal of Psycholinguistic Research
https://www.readbyqxmd.com/read/29209241/sentence-level-effects-of-literary-genre-behavioral-and-electrophysiological-evidence
#10
Stefan Blohm, Winfried Menninghaus, Matthias Schlesewsky
The current study used event-related brain potentials (ERPs) and behavioral measures to examine effects of genre awareness on sentence processing and evaluation. We hypothesized that genre awareness modulates effects of genre-typical manipulations. We manipulated instructions between participants, either specifying a genre (poetry) or not (neutral). Sentences contained genre-typical variations of semantic congruency (congruent/incongruent) and morpho-phonological features (archaic/contemporary inflections)...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29170647/writing-system-modulates-the-association-between-sensitivity-to-acoustic-cues-in-music-and-reading-ability-evidence-from-chinese-english-bilingual-children
#11
Juan Zhang, Yaxuan Meng, Chenggang Wu, Danny Q Zhou
Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29163285/effects-of-phonological-training-on-the-reading-and-reading-related-abilities-of-hong-kong-children-with-dyslexia
#12
Li-Chih Wang
This study aimed to investigate phonological awareness training by examining outcomes among Chinese children who learn Chinese without phonetic system training. Fifty-six Hong Kong children from the 3rd to 6th grades were recruited. Two-thirds of the children had been officially identified as dyslexic by the local government, and the remainder were considered high risk for dyslexia. The children were divided equally into a control group and an experimental group, with the groups matched as closely as possible by age and gender...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29163246/screening-protocol-for-early-identification-of-brazilian-children-at-risk-for-dyslexia
#13
Giseli D Germano, Alexandra B P de C César, Simone A Capellini
Early identification of students at risk of dyslexia has been an educational challenge in the past years. This research had two main goals. First, we aimed to develop a screening protocol for early identification of Brazilian children at risk for dyslexia; second, we aimed to identify the predictive variables of this protocol using Principal Component Analysis. The major step involved in developing this protocol was the selection of variables, which were chosen based on the literature review and linguistic criteria...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29160118/the-effectiveness-of-a-classroom-based-phonological-awareness-program-for-4-5-year-olds
#14
Chrissy Kelly, Suze Leitão, Karen Smith-Lock, Brody Heritage
PURPOSE: Numerous studies have reported a robust relationship between early phonological awareness (PA) and subsequent reading achievement, in addition to the critical role of the alphabetic principle in predicting and supporting later reading and spelling development. Given this association, there has been an increasing push to teach these skills to young children prior to word level reading and spelling instruction. This study evaluated the effectiveness of the Cracking the Code (CtC) program with students aged 3;8-5;4...
November 21, 2017: International Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/29154451/the-role-of-morphological-and-phonological-awareness-in-the-early-development-of-word-spelling-and-reading-in-typically-developing-and-disabled-arabic-readers
#15
Elinor Saiegh-Haddad, Haitham Taha
The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled)...
November 2017: Dyslexia: the Journal of the British Dyslexia Association
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
#16
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
#17
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
#18
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
#19
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...
February 2018: 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
#20
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...
February 2018: Journal of Experimental Child Psychology
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