How do phonological awareness, rapid automatized naming, and vocabulary contribute to early numeracy and print knowledge of Filipino children?

2021 ◽  
Vol 209 ◽  
pp. 105179
Author(s):  
Xiujie Yang ◽  
Katrina May Dulay ◽  
Catherine McBride ◽  
Sum Kwing Cheung
Keyword(s):  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
Early Numeracy ◽  
Print Knowledge ◽  
Filipino Children

Inhibitory Processes, Working Memory, Phonological Awareness, Naming Speed, and Early Arithmetic Achievement

2011 ◽  
Vol 14 (2) ◽  
pp. 580-588 ◽  
Author(s):  
Jose I. Navarro ◽  
Manuel Aguilar ◽  
Concepcion Alcalde ◽  
Gonzalo Ruiz ◽  
Esperanza Marchena ◽  
...  
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Digit Span ◽  
Naming Speed ◽  
Rapid Automatized Naming ◽  
Early Numeracy ◽  
Inhibitory Processes ◽  
Mathematical Performance ◽  
Interference Test

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children's mathematical performance.

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

2018 ◽  
Vol 40 (2) ◽  
pp. 235-251 ◽  
Author(s):  
TOMOHIRO INOUE ◽  
GEORGE K. GEORGIOU ◽  
HIROFUMI IMANAKA ◽  
TAKAKO OSHIRO ◽  
HIROYUKI KITAMURA ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Path Analysis ◽  
Reading Fluency ◽  
Cognitive Skills ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Automatized Naming ◽  
Writing System ◽  
The Cross

ABSTRACTWe examined the cross-lagged relations between word reading fluency in the two orthographic systems of Japanese: phonetic (syllabic) Hiragana and morphographic Kanji. One hundred forty-two Japanese-speaking children were assessed on word reading fluency twice in Grade 1 (Times 1 and 2) and twice in Grade 2 (Times 3 and 4). Nonverbal IQ, vocabulary, phonological awareness, morphological awareness, and rapid automatized naming were also assessed in Time 1. Results of path analysis revealed that Time 1 Hiragana fluency predicted Time 2 Kanji fluency after controlling for the cognitive skills. Time 2 Hiragana fluency did not predict Time 3 Kanji fluency or vice versa after the autoregressor was controlled, but Hiragana and Kanji fluency were reciprocally related between Times 3 and 4. These findings provide evidence for a cross-script transfer of word reading fluency across the two contrastive orthographic systems, and the first evidence of fluency in a morphographic script predicting fluency development in a phonetic script within the same language.

scholarly journals Phonological Awareness and Print Knowledge of Preschool Children With Cochlear Implants

2012 ◽  
Vol 55 (3) ◽  
pp. 811-823 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Marc E. Fey ◽  
Laurie S. Eisenberg
Keyword(s):  
Standard Deviation ◽  
Speech Perception ◽  
Phonological Awareness ◽  
Speech Production ◽  
Cochlear Implants ◽  
Preschool Age ◽  
Speech And Language ◽  
Sample Mean ◽  
Print Knowledge ◽  
Age Appropriate

PurposeTo determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities.MethodThe sample comprised 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months. Children's print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed.ResultsFor phonological awareness, the CI group's mean score fell within one standard deviation of the Test of Preschool Early Literacy's (Lonigan, Wagner, Torgesen, & Rashotte, 2007) normative sample mean but was more than one standard deviation below the NH group mean. The CI group's performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 34% of variance in the CI group's phonological awareness but no significant variance in their print knowledge.ConclusionsChildren with CIs have the potential to develop age-appropriate early literacy skills by preschool age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development.

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

The Relationship Between Speech-Language Impairments and Reading Disabilities

1993 ◽  
Vol 36 (5) ◽  
pp. 948-958 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Disabilities ◽  
Language Impairments ◽  
Rapid Automatized Naming ◽  
Reading Tests ◽  
Standardized Measures ◽  
Language Tests ◽  
Written Word

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development

2002 ◽  
Vol 35 (3) ◽  
pp. 245-256 ◽  
Author(s):  
Christopher Schatschneider ◽  
Coleen D. Carlson ◽  
David J. Francis ◽  
Barbara R. Foorman ◽  
Jack M. Fletcher
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Early Reading ◽  
Rapid Automatized Naming ◽  
Early Reading Development ◽  
Relationship Of

scholarly journals Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Ana Beatriz Leite dos Anjos ◽  
Alexandre Lucas de Araújo Barbosa ◽  
Cíntia Alves Salgado Azoni
Keyword(s):  
Working Memory ◽  
Intellectual Disability ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Mental Lexicon ◽  
Rapid Automatized Naming ◽  
Cross Sectional ◽  
Phonological Working Memory ◽  
Students With Adhd ◽  
Phonological Access

ABSTRACT Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

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