The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties

2007 ◽  
Vol 8 (3) ◽  
pp. 426-434 ◽  
Author(s):  
Dongil Kim ◽  
Woori Kim ◽  
Kijyung Lee
Keyword(s):  
Phonological Awareness ◽  
Language Learners ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Korean Language ◽  
The Relationship

Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Carolyn A. Denton ◽  
Kim Nimon ◽  
Patricia G. Mathes ◽  
Elizabeth A. Swanson ◽  
Caroline Kethley ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Supplemental Reading ◽  
Early Reading Intervention ◽  
To Receive ◽  
Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

scholarly journals Analisis Faktor Penyebab Kesulitan Membaca Permulaan Pada Siswa Kelas I SDN Argopeni Tahun Ajaran 2019/2020

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Erna Masroah ◽  
Wahyudi Wahyudi ◽  
Rokhmaniyah Rokhmaniyah
Keyword(s):  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
External Factors ◽  
Internal Factors ◽  
Causal Factors ◽  
Read Word ◽  
Letter Sound ◽  
Alternative Solutions ◽  
Academic Year

<p><em>The study aimed to determine the early reading difficulties to first grade students of SDN Argopeni in academic year of 2019/2020, to determine the causal factors of early reading difficulties, and to describe the solutions to overcome early reading difficulties to first grade students of SDN Argopeni in academic year of 2019/2020. It was qualitative research. The subjects were four students of first grade. The results showed that: (1) the early reading difficulties of first grade students were: (a) not able to analyze words into letters, (b) not able to understand letter-sound, (c) not able to arrange words and letters and read word for word; (2) the causal factors of early reading difficulties were: (a) internal factors, (b) external factors; (3) alternative solutions applied by the teachers to overcome the early reading difficulties were: (a) having additional classes, (b) applying interesting media, (c) using the SAS method. It concludes that there are difficulties of early reading, the causal factors, and the teachers have applied the solution to overcome the early reading difficulties.</em></p><p><strong><em><br /></em></strong><em></em></p>

scholarly journals Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Dr. Hala Elhoweris ◽  
Negmeldin Alsheikh ◽  
Abdurrahman Al Mekhlafi ◽  
Najwa Alhosani ◽  
Mohammed Alzyoudi
Keyword(s):  
Academic Success ◽  
Phonological Awareness ◽  
United Arab Emirates ◽  
Intervention Program ◽  
Reading Difficulties ◽  
First Grade ◽  
Elementary Grades ◽  
Substantial Evidence ◽  
Direct Training ◽  
Materials Research

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities.

Prediction of First-Grade Reading Achievement: A Comparison of Fall and Winter Kindergarten Screenings

2003 ◽  
Vol 26 (3) ◽  
pp. 189-200 ◽  
Author(s):  
Anne G. Bishop
Keyword(s):  
Reading Achievement ◽  
Phonological Awareness ◽  
Predictive Accuracy ◽  
Early Reading ◽  
First Grade ◽  
Time Frame ◽  
Rapid Automatized Naming ◽  
Testing Time ◽  
Letter Identification ◽  
Significant Difference

The purpose of this study was threefold: (a) to identify a combination of predictive measures that correlate with reading achievement, (b) to examine the predictive accuracy of these measures, and (c) to determine the most accurate time frame for test administration in kindergarten. One hundred and three kindergarten students from three schools participated over a period of two years. Measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming were administered in the fall and winter of the kindergarten year. Reading achievement was measured at the end of grade 1 using measures that included passage comprehension, fluency, sight-word recognition, and phonemic decoding. Five predictive models representing a combination of the predictive constructs were analyzed. The model combining letter identification, phonological awareness, and rapid automatized naming was identified as the best predictor of early reading achievement. There was no practical, significant difference between the fall and winter testing time frames. These findings hold important implications for predictive research by clarifying the importance of administering standardized measures that reflect the reading process. Most important, the results can provide practitioners with information for identifying the children most in need of early reading interventions.

scholarly journals Common and distinct cognitive bases for reading in English–Cantonese bilinguals

2008 ◽  
Vol 29 (2) ◽  
pp. 269-289 ◽  
Author(s):  
GIGI LUK ◽  
ELLEN BIALYSTOK
Keyword(s):  
Phonological Awareness ◽  
Cognitive Abilities ◽  
Word Identification ◽  
Early Reading ◽  
Reading Performance ◽  
Hierarchical Regression ◽  
Writing Systems ◽  
Cognitive Measures ◽  
Learning To Read ◽  
The Relationship

ABSTRACTThe study explores the relationship between phonological awareness and early reading for bilingual children learning to read in two languages that use different writing systems. Participants were 57 Cantonese–English bilingual 6-year-olds who were learning to read in both languages. The children completed cognitive measures, phonological awareness tasks, and word identification tests in both languages. Once cognitive abilities had been controlled, there was no correlation in word identification ability performance across languages, but the correspondence in phonological awareness measures remained strong. This pattern was confirmed by a principal components analysis and hierarchical regression that demonstrated a different role for each phonological awareness factor in reading performance in each language. The results indicate that phonological awareness depends on a set of cognitive abilities that is applied generally across languages and that early reading depends on a common set of cognitive abilities in conjunction with skills specific to different writing systems.

Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners

2009 ◽  
Vol 32 (3) ◽  
pp. 143-162 ◽  
Author(s):  
Lisa Klett Gyovai ◽  
Gwendolyn Cartledge ◽  
Lefki Kourea ◽  
Amanda Yurick ◽  
Lenwood Gibson
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Reading Intervention ◽  
English Language ◽  
Early Reading ◽  
First Grade ◽  
Literacy Skills ◽  
Baseline Design ◽  
Early Reading Intervention

This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.

scholarly journals Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography

2021 ◽  
Vol 18 (10) ◽  
pp. 5440
Author(s):  
Vesela Milankov ◽  
Slavica Golubović ◽  
Tatjana Krstić ◽  
Špela Golubović
Keyword(s):  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Difficulties ◽  
Reading Acquisition ◽  
Early Reading ◽  
Assessment Tools ◽  
School Students ◽  
Transparent Orthography ◽  
Reading Success ◽  
Effective Program

Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties (p < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children’s phonological awareness while they are still in preschool.

scholarly journals Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties

2020 ◽  
Vol 51 (2) ◽  
pp. 282-297 ◽  
Author(s):  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Christine Fiestas ◽  
Mirza J. Lugo-Neris
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Reading Difficulties ◽  
Intervention Group ◽  
First Grade ◽  
Dual Language Learners ◽  
Early Interventions ◽  
Language And Literacy ◽  
Mean Length Of Utterance

Purpose Early Interventions in Reading (Vaughn et al., 2006), the only literacy intervention with demonstrated effectiveness for U.S. dual language learners, was enhanced to support the development of oral language (vocabulary, grammar, and narrative) and literacy, which we refer to as “Language and Literacy Together.” The primary focus of this study is to understand the extent to which grammatical skills of bilinguals with risk for language and/or reading difficulties improve in the Language and Literacy Together intervention. Method Fifteen first-grade dual language learners with risk for language and/or reading difficulties participated in an enhanced version of Early Interventions in Reading in Spanish. Children completed pre- and postintervention evaluations in Spanish and English, including grammatical testing from the Bilingual English Spanish Oral Screener (Peña et al., 2008) and narrative evaluation Test of Narrative Language story prompts (Gillam & Pearson, 2004; Gillam et al., n.d.). Data from six comparison participants with typical language skills who completed pre- and posttesting demonstrate the stability of the measures. Results The intervention group made gains in English and Spanish as evidenced by significant increases in their cloze and sentence repetition accuracy on the Bilingual English Spanish Oral Screener Morphosyntax subtest. They increased productivity on their narratives in Spanish and English as indexed by mean length of utterance in words but did not make gains in their overall grammaticality. Conclusions Structured intervention that includes an emphasis on grammatical elements in the context of a broader intervention can lead to change in the production of morphosyntax evident in both elicited constructions and narrative productivity as measured by mean length of utterance in words. Additional work is needed to determine if and how cross-linguistic transfer might be achieved for these learners.

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