Computer-based phonological awareness and reading instruction

1995 ◽  
Vol 45 (1) ◽  
pp. 97-122 ◽  
Author(s):  
Barbara W. Wise ◽  
Richard K. Olson
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Computer Based

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

scholarly journals A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading

Dyslexia ◽  
2020 ◽  
Vol 26 (4) ◽  
pp. 377-393 ◽  
Author(s):  
Yixun Li ◽  
Xi Chen ◽  
Hong Li ◽  
Xiaotian Sheng ◽  
Liu Chen ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Disadvantaged Children ◽  
Computer Based ◽  
Character Reading

scholarly journals The Effects of Phonological Awareness on Word Formation and Decoding Skills of Disabled Readers

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Solomon O Makinde
Keyword(s):  
Developing Countries ◽  
Phonological Awareness ◽  
Reading Instruction ◽  
Word Formation ◽  
Focused Attention ◽  
Decoding Skills ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Disabled Readers ◽  
And Control

In the recent times, educators and researchers have focused attention on the identification of methods to increase the effectiveness of reading instruction in our schools. One of the most compelling and well-established findings in this field of research is the important relation between phonological awareness and reading. This study examined the effects of phonological awareness on the word formation and decoding skills of disabled beginning readers. Data gathered using a quasi-experimental design involving 100 pupils in experimental and control conditions showed significant achievement on the skills of decoding t (98) = 15.22 p < 0.05 and word formation t (98) = 16.02 p < 0.05. The implications of the findings of the study for reading instruction in developing countries are drawn.

Technology as a Tutor, Tool, and Agent for Reading

1993 ◽  
Vol 12 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Kyle Higgins ◽  
Randy Boone
Keyword(s):  
Students With Disabilities ◽  
Reading Instruction ◽  
Computer Use ◽  
Computer Assisted ◽  
Teaching Reading ◽  
Instructional Programs ◽  
Technology In Teaching ◽  
Multimedia Technologies ◽  
Computer Based ◽  
Drill And Practice

The use of computer-based technology in teaching reading with students with disabilities is outlined in this article. Research from the last 10 years is presented and discussed using the metaphors of Tutor, Tool, and Agent as categories of instructional purpose. Although the new multimedia technologies now dominate much of the discussion and investigation concerning technology and reading instruction, drill and practice and tutorial computer assisted instructional programs are the most thoroughly researched area of computer use in reading and provide most of the substantive data that is supportive of computer use for students in special education.

Differing sequences of metaphonological development in French and English

2006 ◽  
Vol 33 (2) ◽  
pp. 369-399 ◽  
Author(s):  
LYNNE G. DUNCAN ◽  
PASCALE COLÉ ◽  
PHILIP H. K. SEYMOUR ◽  
ANNIE MAGNAN
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Native Language ◽  
Phoneme Awareness ◽  
English Speakers ◽  
Language And Literacy ◽  
French And English ◽  
Common Unit ◽  
Syllable Onset ◽  
Universal Pattern

Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 (N=10), 5;3 (N=21), and 6;5 (N=23) and French speakers aged 5;6 (N=35), and 6;8 (N=34). Experiment 2 assesses performance in the common unit task using English speakers aged 4;7 (N=22), 5;7 (N=23), and 6;11 (N=22), and French speakers aged 4;7 (N=20), 5;6 (N=35), and 6;7 (N=33). The experiments reveal crosslinguistic differences in the processing of syllables prior to school entry with French speakers exhibiting a greater consistency in manipulating syllables. Phoneme awareness emerges in both languages once reading instruction is introduced and rime awareness appears to follow rather than precede this event. Thus, the emergence of phonological awareness did not show a universal pattern but rather was subject to the influence of both native language and literacy.

Reading Instruction and Remediation Using Voice Synthesis in Computer Interaction

1986 ◽  
Vol 30 (13) ◽  
pp. 1336-1339 ◽  
Author(s):  
Richard Olson ◽  
Gregory Foltz ◽  
Barbara Wise
Keyword(s):  
Reading Instruction ◽  
Feedback System ◽  
Word Decoding ◽  
Decoding Skills ◽  
Synthesized Speech ◽  
The Disabled ◽  
Speech Feedback ◽  
Computer Based ◽  
Unknown Words ◽  
Disabled Readers

Synthesized speech was used in our Computer-Based Reading and Speech-Feedback system for training disabled readers. In this system, children touch unfamiliar words in stories presented on the computer display and receive speech feedback to help develop their word decoding skills. Results from a study of disabled readers' responses to the system are reported. The disabled readers could identify words spoken by the synthesizer nearly as well as the same words presented in natural speech. After reading stories and targeting unknown words with a mouse or light pen, the disabled readers were later able to read a high percentage of the targeted words for which they had received speech feedback. Extended use of the system may substantially improve the prognosis for disabled readers. The advantages of synthesized speech over other types of computer speech are discussed for this application.

Sign in / Sign up

Export Citation Format

Share Document