Phonological Awareness and Learning to Read: A Cross-Linguistic Perspective

2004 ◽  
pp. 631-649 ◽  
Author(s):  
Sylvia Defior
Keyword(s):  
Phonological Awareness ◽  
Learning To Read

2. How to learn to read (or not)

2019 ◽  
pp. 12-33
Author(s):  
Margaret J. Snowling
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Spoken Language ◽  
Rapid Naming ◽  
Phoneme Awareness ◽  
Alphabetic Principle ◽  
Learning To Read

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

scholarly journals Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

2019 ◽  
Vol 24 (4) ◽  
pp. 408-423 ◽  
Author(s):  
Amy R Lederberg ◽  
Lee Branum-Martin ◽  
Mi-young Webb ◽  
Brenda Schick ◽  
Shirin Antia ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Second Grade ◽  
Learning To Read ◽  
Early Reading Skills ◽  
Spoken English ◽  
Reading Abilities ◽  
Confirmatory Factor ◽  
Alternative Means ◽  
Visual Learners

Abstract Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

scholarly journals Phonological awareness and sinusoidal amplitude modulation in phonological dislexia

2016 ◽  
Vol 74 (4) ◽  
pp. 293-298
Author(s):  
Yolanda Peñaloza-López ◽  
Aline Herrera-Rangel ◽  
Santiago J. Pérez-Ruiz ◽  
Adrián Poblano
Keyword(s):  
Phonological Awareness ◽  
Language Processing ◽  
Amplitude Modulation ◽  
Cross Sectional Study ◽  
Control Group ◽  
Regression Equations ◽  
Cross Sectional ◽  
Learning To Read ◽  
The Mean ◽  
Sinusoidal Amplitude Modulation

ABSTRACT Objective Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). Methods We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Results Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Conclusion Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.

scholarly journals The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan

2017 ◽  
Vol 39 (1) ◽  
pp. 117-143 ◽  
Author(s):  
CHUNG-HUI HSUAN ◽  
HENRY J. TSAI ◽  
RHONA STAINTHORP
Keyword(s):  
Phonological Awareness ◽  
Chinese Character ◽  
Orthographic Awareness ◽  
Learning To Read ◽  
Mapping Strategy ◽  
Character Reading ◽  
Structure Knowledge ◽  
Correspondence Rules ◽  
Character Mapping

ABSTRACTThe role of phonological and orthographic awareness on Chinese character reading from Grade 1 to 2 was investigated with 112 Taiwanese children. Phonological awareness (onset, rime, and tone), rudimentary orthographic awareness (character configuration and structure knowledge), and character reading were assessed in each grade. The strategy of learning to read novel characters using regular or sophisticated orthography-to-phonology correspondence rules or character mapping was tested in Grade 2. Our results suggested that (a) phonological and orthographic awarenesses are important in Grade 1, and tone awareness in Grade 1 uniquely predicts character reading in Grade 2; and (b) the use of sophisticated orthography-to-phonology correspondence rules and mapping strategy are crucial for character reading in Grades 1 and 2. In addition, phonological and rudimentary orthographic awarenesses are important for using sophisticated orthographic strategy when learning to read novel characters.

What do Children Do when they Fail to Count Phonemes?

1996 ◽  
Vol 19 (4) ◽  
pp. 757-772 ◽  
Author(s):  
Jean Emile Gombert
Keyword(s):  
Phonological Awareness ◽  
Beginning Readers ◽  
Older Children ◽  
Learning To Read ◽  
New Words ◽  
Phonological Unit

An analysis of children's responses in phoneme counting tasks provides a way of accessing their conception of the smallest phonological unit. Thus, in order to understand the development of phonological awareness, the types of errors children make in these tasks were analysed. A group of 5to 6-year-olds (preliterate), a group of 6to 7-year-olds (grade 1), a group of 7to 8-year-olds (grade 2), and a group of 6to 7-year-olds who, after 4 months of learning to read, were unable to decode new words were presented a task that involved counting phonemes in words and nonwords. In addition to description of the emergence of the ability to focus on phonemic segments, our interest was in analysing the incorrect responses, including the possible types of segmentation as a function of the pronunciation of the items. Nonliterate subjects (preliterate children or nonreaders from grade 1) counted syllables; the beginning readers (grade 1) often failed to analyse the onset or the rime of the syllables into phonemes. Therefore, they appeared to be using an analysis that was intermediate between onset-rime segments and phonemes. The older children (grade 2) tended to count letters as opposed to phonemes, producing more than one tap for a digraph.

scholarly journals Alphabetic Knowledge and Phonological Awareness : A comparison between Malaysian Preschool Children from Public and Private Kindergartens

2020 ◽  
Vol 6 (2) ◽  
pp. 1-15
Author(s):  
Joanna Joo Ying Wang ◽  
Julia Ai Cheng Lee
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Public And Private ◽  
Learning To Read ◽  
Letter Naming ◽  
Private And Public ◽  
Comprehensive Test ◽  
The Mean ◽  
Alphabetic Knowledge

Alphabetic knowledge and phonological awareness are essential skills in learning to read. This research examined the level of acquisition on alphabetic knowledge and phonological awareness among 60 preschoolers from private and public preschools in Kuching, Sarawak. The mean age of the children was 5.58. The children were administered letter name and sound knowledge, and letter naming fluency tests to examine their alphabetic knowledge; Comprehensive Test of Phonological Processing and Yopp-Singer Phoneme Segmentation Test to examine their phonological awareness. Higher achievement in alphabetic knowledge and phonological awareness was found among preschoolers from private preschools compared to those from public preschools. This study discusses the implications for practice and the ways teachers could explicitly foster alphabetic knowledge and phonological awareness skills in the classroom. Keywords: learning to read, alphabetic knowledge, phonological awareness, preschool children.

scholarly journals Apprendre à lire en FLE : état des lieux dans une province du Maroc

FRANCISOLA ◽  
2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ismail KHATTALA ◽  
Rachida BOUALI
Keyword(s):  
Nous Avons ◽  
Phonological Awareness ◽  
Oral Reading ◽  
Primary Schools ◽  
Teaching Practice ◽  
Point Of View ◽  
Eastern Province ◽  
Learning To Read ◽  
Future Success ◽  
Teaching Learning

RÉSUMÉ. Cet article rend compte des résultats d’une enquête que nous avons menée par le biais d’un questionnaire auprès d’enseignants de la langue française du primaire. L’objectif était de dresser l’état des lieux de l’enseignement/apprentissage de la lecture orale et d’identifier les difficultés qui entravent la maîtrise de cette compétence à partir du point de vue des praticiens. Cette enquête qui a eu lieu au sein d’écoles primaires publiques d’une province de l’oriental au Maroc nous a permis d’explorer la pratique enseignante de la lecture et d’évaluer les connaissances des enseignants relatives à la conscience phonologique qui constitue une composante fondamentale de cet apprentissage et l’un des meilleurs prédicteurs de sa future réussite. Les données collectées indiquent que les enseignants sont insatisfaits des performances de leurs élèves en lecture et que ces derniers souffrent d’un déficit grave en déchiffrage. De plus, nous avons pu déduire que les stratégies mises en œuvre par nos informateurs pour remédier à cette déficience ne sont que peu efficaces. Les connaissances de ces praticiens relatives au rôle important que joue le développement de la conscience phonologique lors de l’apprentissage de la lecture sont très limitées d’où la nécessité d’assurer des formations supplémentaires à ce propos. Mots-clés : conscience phonologique, difficultés de lecture, identification des mots écrits, lecture, Maroc  ABSTRACT. This article reports on the results of a survey that we conducted through a questionnaire with teachers of the French primary language. The aim was to take stock of the teaching / learning of oral reading and to identify the difficulties that hinder the mastery of this competence from the point of view of practitioners. This survey, which took place in public primary schools in an Eastern province in Morroco, allowed us to explore the teaching practice of reading and assess teachers' knowledge of phonological awareness as a component of this learning and one of the best predictors of future success. The data collected indicates that teachers are dissatisfied with the performance of their students in reading and that they suffer from a serious deficit in deciphering. In addition, we have been able to deduce that the strategies implemented by our informants to remedy this deficiency are only slightly effective. The knowledge of these practitioners about the important role played by the development of phonological awareness when learning to read is very limited, hence the need for additional training in this area. Keywords: phonological awareness, reading difficulties, identification of written words, reading, Morocco

Phonological awareness and learning to read in Afrikaans

2001 ◽  
Vol 19 (1-2) ◽  
pp. 1-12 ◽  
Author(s):  
Kate Cockroft ◽  
Yvonne Broom ◽  
Kirston Greenop ◽  
Peter Fridjohn
Keyword(s):  
Phonological Awareness ◽  
Learning To Read

Phonological and morphological awareness in first graders

1993 ◽  
Vol 14 (2) ◽  
pp. 177-195 ◽  
Author(s):  
Joanne F. Carlisle ◽  
Diana M. Nomanbhoy
Keyword(s):  
Phonological Awareness ◽  
Internal Structure ◽  
Research Study ◽  
Word Reading ◽  
First Graders ◽  
Morphological Awareness ◽  
The Other ◽  
Linguistic Knowledge ◽  
Older Students ◽  
Learning To Read

ABSTRACTPhonological awareness is thought to be related to children's success in learning to read because it indicates an awareness of the internal structure of words. Morphological awareness, which has been found to be related to reading achievement for older students, may offer a more comprehensive measure of linguistic sensitivity because it entails not only phonological awareness, but also other aspects of linguistic knowledge. The research study reported herein was designed to investigate the extent to which phonological awareness contributes to the morphological awareness of first graders and to determine the extent to which phonological and morphological awareness account for variance in word reading. Two tasks of morphological awareness were used, one assessing judgments of morphological relations and the other assessing the production of inflected and derived forms.

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