scholarly journals Correction to: Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES

2020 ◽  
Vol 33 (7) ◽  
pp. 1893-1893
Author(s):  
Elinor Saiegh-Haddad ◽  
Abeer Shahbari-Kassem ◽  
Rachel Schif
Keyword(s):  
Phonological Awareness ◽  
Unit Size ◽  
Phonological Unit

Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES

2020 ◽  
Vol 33 (6) ◽  
pp. 1649-1674
Author(s):  
Elinor Saiegh-Haddad ◽  
Abeer Shahbari-Kassem ◽  
Rachel Schiff
Keyword(s):  
Phonological Awareness ◽  
Unit Size ◽  
Phonological Unit

Phonological Awareness Skills in Children With Early and Late Cochlear Implantation: Effects of Task and Phonological Unit

2020 ◽  
Vol 63 (9) ◽  
pp. 2930-2939
Author(s):  
Youngmee Lee
Keyword(s):  
Phonological Awareness ◽  
Cochlear Implantation ◽  
Speech Sound ◽  
Spoken Language ◽  
Receptive Vocabulary ◽  
Unit Size ◽  
Vocabulary Skills ◽  
Age Appropriate ◽  
Sound Unit ◽  
Phonological Unit

Purpose Phonological awareness (PA) skills are critical for spoken language acquisition and literacy. PA manifests in various skills that can be identified based on task performance and speech sound unit size. This study compared the PA skills of children with early cochlear implantation (E-CI), children with late cochlear implantation (L-CI), and children with typical hearing (TH) in relation to task and phonological unit. It also attempted to identify the significant predictors of PA skills in each CI and TH group. Method Twenty children with E-CI, 20 children with L-CI, and 20 children with TH participated in this study. PA skills were assessed using elision, blending, and segmenting tasks at both the syllabic and phonemic levels. Results The E-CI and L-CI groups performed significantly less well than the TH group on the elision and blending tasks at the syllabic level. However, the E-CI group performed at a similar level as the TH group in the segmenting tasks at both the syllabic and phonemic levels. The regression analysis identified age at implantation and receptive vocabulary scores as significant predictors of PA skills in children with CIs. Conclusions Although all the children with CIs had age-appropriate receptive vocabulary skills, the PA skills of both the E-CI and L-CI groups tended to lag behind those of the TH group in the elision and blending tasks at the syllabic level. Age at implantation and receptive vocabulary skills affected the development of PA skills in children with CIs.

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

scholarly journals Evaluating the Role of Unit Size in Learning-by-Doing of Energy Technologies

Joule ◽  
2020 ◽  
Vol 4 (5) ◽  
pp. 967-970 ◽  
Author(s):  
Bart Sweerts ◽  
Remko J. Detz ◽  
Bob van der Zwaan
Keyword(s):  
Learning By Doing ◽  
Unit Size ◽  
Energy Technologies

The role of letter knowledge and phonological awareness in young Braille readers

2002 ◽  
Vol 25 (3) ◽  
pp. 259-270 ◽  
Author(s):  
Fiona Barlow–Brown ◽  
Vincent Connelly
Keyword(s):  
Phonological Awareness ◽  
Letter Knowledge
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