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Phonological Awareness Training

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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/27818643/the-effects-of-training-in-music-and-phonological-skills-on-phonological-awareness-in-4-to-6-year-old-children-of-immigrant-families
#2
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/27739608/neural-initialization-of-audiovisual-integration-in-prereaders-at-varying-risk-for-developmental-dyslexia
#3
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/27535034/moving-beyond-phonological-awareness-the-role-of-phonological-awareness-skills-in-arabic-reading-development
#4
Baha Makhoul
In the current research we investigate the role of early phonological awareness skills on reading development in diglossic Arabic. Two-hundred and six Arabic speaking first graders, composed of 25 at-linguistic risk pupils (LR group) and 181 normally developing readers, representing the found heterogeneity in the classroom participated in this study. For this purpose, phonological training program was developed where we followed the pupils' development in both phonological awareness skills and reading development in second grade...
August 17, 2016: Journal of Psycholinguistic Research
https://www.readbyqxmd.com/read/27340335/preschool-morphological-training-produces-long-term-improvements-in-reading-comprehension
#5
Solveig-Alma Halaas Lyster, Arne Olav Lervåg, Charles Hulme
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level...
2016: Reading and Writing
https://www.readbyqxmd.com/read/27253226/phonological-awareness-intervention-and-attention-efficiency-in-children-at-risk-evidence-of-effectiveness-on-visual-attention
#6
María Elsa Porta, Mariana Andrea Carrada, Mirta Susana Ison
Using a pretest and posttest comparison group design, this 20 weeks study investigated the effects of a phonological awareness training program (PATP) on attention efficiency (AE) in 57 children (age = 5 to 6 years) at risk. The experimental group received the PATP (EG; n=30). We obtained pretest and posttest measures of phonological awareness and AE. The ANOVA showed significant interaction effects of the PATP and time on phonological awareness and AE. For both groups, posttest AE score means were higher than pretest score means...
May 31, 2016: CoDAS
https://www.readbyqxmd.com/read/27122044/knockdown-of-dyslexia-gene-dcdc2-interferes-with-speech-sound-discrimination-in-continuous-streams
#7
Tracy Michelle Centanni, Anne B Booker, Fuyi Chen, Andrew M Sloan, Ryan S Carraway, Robert L Rennaker, Joseph J LoTurco, Michael P Kilgard
UNLABELLED: Dyslexia is the most common developmental language disorder and is marked by deficits in reading and phonological awareness. One theory of dyslexia suggests that the phonological awareness deficit is due to abnormal auditory processing of speech sounds. Variants in DCDC2 and several other neural migration genes are associated with dyslexia and may contribute to auditory processing deficits. In the current study, we tested the hypothesis that RNAi suppression of Dcdc2 in rats causes abnormal cortical responses to sound and impaired speech sound discrimination...
April 27, 2016: Journal of Neuroscience: the Official Journal of the Society for Neuroscience
https://www.readbyqxmd.com/read/26834689/music-and-dyslexia-a-new-musical-training-method-to-improve-reading-and-related-disorders
#8
Michel Habib, Chloé Lardy, Tristan Desiles, Céline Commeiras, Julie Chobert, Mireille Besson
Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT) method based upon three principles: (1) music-language analogies: training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; (2) the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the "temporal deficit" characteristic of some types of dyslexia; and (3) cross-modal integration, based on converging evidence of impaired connectivity between brain regions in dyslexia and related disorders...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/26826748/uncorrected-hyperopia-and-preschool-early-literacy-results-of-the-vision-in-preschoolers-hyperopia-in-preschoolers-vip-hip-study
#9
MULTICENTER STUDY
Marjean Taylor Kulp, Elise Ciner, Maureen Maguire, Bruce Moore, Jill Pentimonti, Maxwell Pistilli, Lynn Cyert, T Rowan Candy, Graham Quinn, Gui-Shuang Ying
PURPOSE: To compare early literacy of 4- and 5-year-old uncorrected hyperopic children with that of emmetropic children. DESIGN: Cross-sectional. PARTICIPANTS: Children attending preschool or kindergarten who had not previously worn refractive correction. METHODS: Cycloplegic refraction was used to identify hyperopia (≥3.0 to ≤6.0 diopters [D] in most hyperopic meridian of at least 1 eye, astigmatism ≤1.5 D, anisometropia ≤1...
April 2016: Ophthalmology
https://www.readbyqxmd.com/read/26648880/does-music-training-enhance-literacy-skills-a-meta-analysis
#10
Reyna L Gordon, Hilda M Fehd, Bruce D McCandliss
Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies...
2015: Frontiers in Psychology
https://www.readbyqxmd.com/read/26511662/neurocognitive-development-and-predictors-of-l1-and-l2-literacy-skills-in-dyslexia-a-longitudinal-study-of-children-5-11%C3%A2-years-old
#11
Turid Helland, Frøydis Morken
The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain...
February 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26407242/music-training-increases-phonological-awareness-and-reading-skills-in-developmental-dyslexia-a-randomized-control-trial
#12
RANDOMIZED CONTROLLED TRIAL
Elena Flaugnacco, Luisa Lopez, Chiara Terribili, Marcella Montico, Stefania Zoia, Daniele Schön
There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia...
2015: PloS One
https://www.readbyqxmd.com/read/26347687/associations-between-musical-abilities-and-precursors-of-reading-in-preschool-aged-children
#13
Franziska Degé, Claudia Kubicek, Gudrun Schwarzer
The association between music and language, in particular, the overlap in their processing results in the possibility to use one domain for the enhancement of the other. Especially in the preschool years music may be a valuable tool to train language abilities (e.g., precursors of reading). Therefore, detailed knowledge about associations between musical abilities and precursors of reading can be of great use for designing future music intervention studies that target language-related abilities. Hence, the present study investigated the association between music perception as well as music production and precursors of reading...
2015: Frontiers in Psychology
https://www.readbyqxmd.com/read/26267275/generalization-of-auditory-sensory-and-cognitive-learning-in-typically-developing-children
#14
Cristina F B Murphy, David R Moore, Eliane Schochat
Despite the well-established involvement of both sensory ("bottom-up") and cognitive ("top-down") processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported "far-transfer" to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training...
2015: PloS One
https://www.readbyqxmd.com/read/26038968/-language-delay-what-is-the-prognosis-of-late-bloomers
#15
P Kühn, S Sachse, W von Suchodoletz
BACKGROUND: 30-50% of late talkers catch-up their language delay during the third year of life. So far it is unclear whether this is a permanent or an illusionary recovery. The aim of the study was to examine the further language development of late bloomers. METHOD: Language skills of 83 three-year-old children (16 late bloomers [LB], 29 late talkers [LT] with persistent language problems, 38 Non-LT) were assessed with a standardized language test. Before school entry formal language skills, expressive and receptive vocabulary and precursors of written language (verbal memory, phonological awareness, verbal information-processing speed) were assessed...
July 2015: Klinische Pädiatrie
https://www.readbyqxmd.com/read/25965277/the-role-of-phonological-awareness-and-letter-sound-knowledge-in-the-reading-development-of-children-with-intellectual-disabilities
#16
Rachel Sermier Dessemontet, Anne-Françoise de Chambrier
Our study investigated if phonological awareness and letter-sound knowledge were predictors of reading progress in children with intellectual disabilities (ID) with unspecified etiology. An academic achievement test was administered to 129 children with mild or moderate ID when they were 6-8 years old, as well as one and two school years later. Findings indicated that phonological awareness and letter-sound knowledge at 6-8 years of age predicted progress in word and non-word reading after one school year and two school years after controlling for IQ, age, expressive vocabulary, spoken language, and type of placement...
June 2015: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/25876887/beyond-phonological-and-morphological-processing-pure-copying-as-a-marker-of-dyslexia-in-chinese-but-not-poor-reading-of-english
#17
Sylvia Chanda Kalindi, Catherine McBride, Xiuhong Tong, Natalie Lok Yee Wong, Kien Hoa Kevin Chung, Chia-Ying Lee
To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample of 177 second graders. Children were tested on pure copying of unfamiliar stimuli, rapid automatized naming (RAN), phoneme deletion, syllable deletion, and morphological awareness...
July 2015: Annals of Dyslexia
https://www.readbyqxmd.com/read/25856525/the-role-of-phonological-awareness-in-treatments-of-dyslexic-primary-school-children
#18
RANDOMIZED CONTROLLED TRIAL
Julia Pape-Neumann, Muna van Ermingen-Marbach, Marion Grande, Klaus Willmes, Stefan Heim
The present study investigated whether phonological awareness training is an effective intervention to significantly improve reading in German dyslexic third and fourth graders with a phonological awareness deficit, and whether these children can equally benefit from a phonology-based reading training or a visually-based reading training. German speaking dyslexic elementary school children (n=30; M=9.8 years) were matched by forming triplets based on IQ, reading quotient and phonological awareness and then randomly assigned to one out of three interventions (n=10): a phonological awareness training, a phonology-based reading training (phonics instruction), and a visually-based reading training (repeated reading of sight words)...
2015: Acta Neurobiologiae Experimentalis
https://www.readbyqxmd.com/read/25852604/musical-plus-phonological-input-for-young-foreign-language-readers
#19
M C Fonseca-Mora, Pilar Jara-Jiménez, María Gómez-Domínguez
Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills...
2015: Frontiers in Psychology
https://www.readbyqxmd.com/read/25835770/small-groups-big-gains-efficacy-of-a-tier-2-phonological-awareness-intervention-with-preschoolers-with-early-literacy-deficits
#20
Lydia G Kruse, Trina D Spencer, Arnold Olszewski, Howard Goldstein
PURPOSE: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. METHOD: A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback...
May 2015: American Journal of Speech-language Pathology
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