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Phonological Awareness Training

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https://www.readbyqxmd.com/read/29413429/auditory-temporal-perceptual-learning-and-transfer-in-chinese-speaking-children-with-developmental-dyslexia
#1
Manli Zhang, Weiyi Xie, Yanzhi Xu, Xiangzhi Meng
Perceptual learning refers to the improvement of perceptual performance as a function of training. Recent studies found that auditory perceptual learning may improve phonological skills in individuals with developmental dyslexia in alphabetic writing system. However, whether auditory perceptual learning could also benefit the reading skills of those learning the Chinese logographic writing system is, as yet, unknown. The current study aimed to investigate the remediation effect of auditory temporal perceptual learning on Mandarin-speaking school children with developmental dyslexia...
January 29, 2018: Research in Developmental Disabilities
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/29163285/effects-of-phonological-training-on-the-reading-and-reading-related-abilities-of-hong-kong-children-with-dyslexia
#3
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/29148845/speech-recovery-and-language-plasticity-can-be-facilitated-by-sensori-motor-fusion-training-in-chronic-non-fluent-aphasia-a-case-report-study
#4
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/28621157/predicting-individual-differences-in-reading-and-spelling-skill-with-artificial-script-based-letter-speech-sound-training
#5
Sebastián Aravena, Jurgen Tijms, Patrick Snellings, Maurits W van der Molen
In this study, we examined the learning of letter-speech sound correspondences within an artificial script and performed an experimental analysis of letter-speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter-speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28201838/phonological-treatment-approaches-for-spoken-word-production-in-aphasia
#6
Elizabeth Brookshire Madden, Reva M Robinson, Diane L Kendall
This article provides an overview of phonological treatment approaches for anomia in individuals with aphasia. The role of phonology in language processing, as well as the impact of phonological impairment on communication is initially discussed. Then, traditional phonologically based treatment approaches, including phonological, orthographic, indirect, guided, and mixed cueing methods, are described. Collectively, these cueing treatment approaches aim to facilitate word retrieval by stimulating residual phonological abilities...
February 2017: Seminars in Speech and Language
https://www.readbyqxmd.com/read/28112997/can-a-word-sound-like-a-shape-before-you-have-seen-it-sound-shape-mapping-prior-to-conscious-awareness
#7
Shao-Min Hung, Suzy J Styles, Po-Jang Hsieh
Nonarbitrary mappings between sound and shape (i.e., the bouba-kiki effect) have been shown across different cultures and early in development; however, the level of processing at which this effect arises remains unclear. Here we show that the mapping occurs prior to conscious awareness of the visual stimuli. Under continuous flash suppression, congruent stimuli (e.g., "kiki" inside an angular shape) broke through to conscious awareness faster than incongruent stimuli. This was true even when we trained people to pair unfamiliar letters with auditory word forms, a result showing that the effect was driven by the phonology, not the visual features, of the letters...
March 2017: Psychological Science
https://www.readbyqxmd.com/read/28011436/phonological-abilities-in-literacy-impaired-children-brain-potentials-reveal-deficient-phoneme-discrimination-but-intact-prosodic-processing
#8
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...
February 2017: Developmental Cognitive Neuroscience
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/27818643/the-effects-of-training-in-music-and-phonological-skills-on-phonological-awareness-in-4-to-6-year-old-children-of-immigrant-families
#10
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
#11
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
#12
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...
April 2017: Journal of Psycholinguistic Research
https://www.readbyqxmd.com/read/27340335/preschool-morphological-training-produces-long-term-improvements-in-reading-comprehension
#13
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
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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
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