Behavioral and Neural Rhythm Sensitivities Predict the Development of Phonological Awareness and Reading Accuracy

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

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Phonological awareness and spatial visual memory among sample of dyslexic children

Journal of Arts and Social Sciences [JASS] ◽

10.24200/jass.vol8iss2pp59-79 ◽

2017 ◽

Vol 8 (2) ◽

pp. 59

Author(s):

Amsal Hadi Huwailah ◽

Masad Naghah Abu Al Diyar

Keyword(s):

Phonological Awareness ◽

Visual Memory ◽

Word Reading ◽

Learning Difficulties ◽

Spatial Span ◽

Reading Accuracy ◽

Span Test ◽

Accuracy Test ◽

Males And Females ◽

The Relationship

This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory.

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The contribution of phonological awareness and naming speed to reading vowelized and unvowelized texts in Arabic

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v5i2.2822 ◽

2015 ◽

Vol 5 (2) ◽

pp. 703-717

Author(s):

Maysa Jabbour ◽

Raphiq Ibrahim ◽

Michal Shany

Keyword(s):

Phonological Awareness ◽

Reading Fluency ◽

Arabic Language ◽

Naming Speed ◽

Third Grade ◽

Fifth Grade ◽

Orthographic Transparency ◽

Reading Accuracy ◽

Relative Contribution ◽

Reading Measures

The aim of this study is to assess the contribution of and phonological awareness and naming speed abilities to reading in the Arabic language. For this purpose, 117 third and fifth grade Arabic-speaking children with intact verbal abilities were given measures of phonological awareness and naming speed, as well as reading measures of vowelized and unvowelized texts. The results revealed a modest correlation between phonological awareness and naming speed (NS) measures. Also, as predicted, a significant relationship was found between phonological awareness measures and reading accuracy; and between naming speed measures and fluency. Following, Hierarchal regression analyses revealed that, phonological awareness measures contributed significantly to variance in reading accuracy, and naming speed measures contributed a unique variance in reading fluency. Further analysis revealed that naming speed measures explain more variance in fluency and explained more variance in third grade than in fifth grade while phonological awareness measures explained more variance in fifth grade than in third grade. These results reveal that both abilities are key components in reading acquisition in Arabic, and that their relative contribution to reading not only depends on the orthographic transparency, but to other features as well.

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How Well Do Phonological Awareness and Rapid Automatized Naming Correlate With Chinese Reading Accuracy and Fluency? A Meta-Analysis

Scientific Studies of Reading ◽

10.1080/10888438.2015.1088543 ◽

2015 ◽

Vol 20 (2) ◽

pp. 99-123 ◽

Cited By ~ 35

Author(s):

Shuang Song ◽

George K. Georgiou ◽

Mengmeng Su ◽

Shu Hua

Keyword(s):

Phonological Awareness ◽

Meta Analysis ◽

Rapid Automatized Naming ◽

Chinese Reading ◽

Reading Accuracy

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Cognitive Processing Skills and Developmental Dyslexia in Chinese

Journal of Learning Disabilities ◽

10.1177/0022219411402693 ◽

2011 ◽

Vol 45 (6) ◽

pp. 526-537 ◽

Cited By ~ 14

Author(s):

Xiaochen Wang ◽

George K. Georgiou ◽

J. P. Das ◽

Qing Li

Keyword(s):

Phonological Awareness ◽

Cognitive Processing ◽

Reading Fluency ◽

Early Identification ◽

Reading Difficulties ◽

Rapid Naming ◽

Orthographic Processing ◽

Phonological Memory ◽

Reading Accuracy ◽

Simultaneous Processing

The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed.

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Morphological awareness, word reading, and reading comprehension in Portuguese

Applied Psycholinguistics ◽

10.1017/s0142716417000479 ◽

2017 ◽

Vol 39 (3) ◽

pp. 507-525 ◽

Cited By ~ 5

Author(s):

PEDRO VIANA DE FREITAS ◽

MÁRCIA MARIA PERUZZI ELIA DA MOTA ◽

S. HÉLÈNE DEACON

Keyword(s):

Reading Comprehension ◽

Phonological Awareness ◽

Reading Fluency ◽

Word Reading ◽

Morphological Awareness ◽

Fourth Grade ◽

Clinical Implications ◽

Unique Variance ◽

Reading Accuracy ◽

Nonverbal Ability

ABSTRACTWe investigated the unique effects of morphological awareness on several aspects of reading in Portuguese. We tested 132 Portuguese-speaking children in the fourth grade. Morphological awareness was assessed with a word analogy task that included inflectional and derivational transformations. Results indicated that morphological awareness was a significant predictor of word reading accuracy, word reading fluency, and reading comprehension after controlling for the effects of nonverbal ability and phonological awareness. Morphological awareness also explained unique variance in reading comprehension after adding word reading as a control. In conclusion, morphological awareness has important roles in both word reading and reading comprehension in Portuguese. Educational and clinical implications are discussed.

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Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography

Reading and Writing ◽

10.1007/s11145-021-10147-4 ◽

2021 ◽

Author(s):

Irit Bar-Kochva ◽

Réka Vágvölgyi ◽

Thomas Dresler ◽

Benjamin Nagengast ◽

Hannes Schröter ◽

...

Keyword(s):

Reading Comprehension ◽

Phonological Awareness ◽

Reading Skills ◽

Language Skills ◽

Rapid Naming ◽

Transparent Orthography ◽

Reading Accuracy ◽

Related Language ◽

Basic Reading Skills ◽

Text Reading

AbstractThis study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored.

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Can phonological awareness predict concurrent reading outcomes in a deep orthography?

Vigo International Journal of Applied Linguistics ◽

10.35869/vial.v0i15.90 ◽

2019 ◽

pp. 145-166

Author(s):

Mila Vulchanova ◽

Ammara Farukh

Keyword(s):

Phonological Awareness ◽

Reading Skills ◽

Causal Link ◽

Point Of View ◽

Control Group ◽

Poor Reading ◽

Reading Accuracy ◽

Phonological Structure ◽

Orthographic Depth ◽

Deep Orthography

Phonological awareness can predict reading skills in typical readers (Bradly & Bryant, 1983; Stahl & Murray, 1994) and can distinguish between typical reading and reading deficit in alphabetic languages (Snowling, 1981; Stanovich & Siegel, 1994; Bryant et al., 1990). Yet the nature of phonological awareness and the causal link between phonological awareness and reading skill are subject to debate (Harm & Seidenberg, 1999; Castles & Coltheart, 2004; Blomert & Willems, 2010). Phonological awareness is often defined as sensitivity to the phonological structure of language and the ability to segment, isolate and manipulate the sounds of a specific language. We report the results of a study whose aim was to determine the sensitivity of phonological awareness tests in distinguishing between typical readers and deficit readers in Urdu. Urdu has a deep orthography, which however, presents readers with challenges different from the type offered by a language, such as English (Farukh & Vulchanova, 2014). The tasks included in the battery were typical phonological awareness tasks, such as phoneme manipulation, rhyme oddity, rhyming, and syllabification. Our results show that none of the phonological awareness tasks successfully predict concurrent poor reading skills. Most notably, one task, syllabification, predicts reading accuracy in the Control group only, but not in the Reading Deficit group. We discuss these results in light of the grain-size hypothesis and the orthographic depth hypothesis of reading, and from the point of view of stages in literacy acquisition.

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