The effects of global similarity between stimuli on children's judgment of rime and alliteration

2001 ◽  
Vol 22 (3) ◽  
pp. 327-342 ◽  
Author(s):  
JULIA M. CARROLL ◽  
MARGARET J. SNOWLING
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Similarity ◽  
Phonological Representations ◽  
Global Similarity

A total of 38 preschool children (3 and 4 years old) were assessed on a set of phonological awareness tasks three times over the course of a year. The tasks used were rhyme and alliteration matching tasks with distractor items that were either semantically or phonologically related to the target. In both tasks, the children found the distractors matched for phonological similarity more difficult to reject than the semantically related distractors or the unrelated distractors. The results emphasize the importance of controlling for global phonological factors when designing phonological awareness tasks. The longitudinal findings are discussed within the context of current theories on the development of phonological representations.

Assessment of Phonological Representations in Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 294-307 ◽  
Author(s):  
Dean Sutherland ◽  
Gail T. Gillon
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Reading Development ◽  
Relevant Information ◽  
Speech Development ◽  
Clinical Implications ◽  
Speech Impairment ◽  
Phonological Representations ◽  
Assessment Tasks ◽  
Use Of Assessment

Purpose: This study explored the use of assessment tasks to examine underlying phonological representations in preschool children with speech impairment. The study also investigated the association between performance on phonological representation tasks and phonological awareness development. Method: The performance of 9 children (aged 3;09 [years;months] to 5;03) with moderate or severe speech impairment and 17 children of the same age with typical speech development was investigated on a range of novel receptive-based assessment tasks designed to tap underlying phonological representations. Results: Preschool children with speech impairment experienced more difficulty judging correct and incorrect speech productions of familiar multisyllable words and showed inferior performance in the ability to learn nonwords as compared to children without speech impairment. Performance on these tasks was moderately correlated with phonological awareness ability. Clinical Implications: Factors such as the precision and accessibility of underlying phonological representations of spoken words may contribute to problems in phonological awareness and subsequent reading development for young children with speech impairment. Receptive-based assessments that examine underlying phonological representations provide clinically relevant information for children with speech impairment.

scholarly journals Phonological awareness, verbal working memory and rapid automatic naming as indicators of vocabulary development in preschool children

2021 ◽  
Vol 20 (4) ◽  
pp. 239-257
Author(s):  
Nevena Ječmenica ◽  
Slavica Golubović
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Phonological Awareness ◽  
Vocabulary Development ◽  
Verbal Working Memory ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Phonological Representations ◽  
Rapid Automatic Naming ◽  
Analysis And Synthesis

Introduction. According to the lexical restructuring model, the development of vocabulary initiates the development of phonological representations. Therefore, it can be predicted that children with developed vocabulary will possess very specific phonological representations of words. Aim. The aim of this research was to determine the significance of phonological awareness, verbal working memory, and rapid automatic naming as indicators of the development of expressive and receptive vocabulary in preschool children. Method. The research included 86 children of typical development. For the assessment of phonological awareness, verbal working memory, rapid automatic naming, expressive and receptive vocabulary, the subtests of Clinical Evaluation of Language Fundamentals -Fourth Edition battery were used. Results. The results showed that the model containing age, phonological awareness, verbal working memory, and rapid automatic naming predicted 51% of the achievement variance on expressive vocabulary tasks (F = 7.73, df1 = 2, df2 = 75, p < .001) and 38% of the achievement variance on receptive vocabulary tasks (F = 4.65, df1 = 2, df2 = 75, p < .001). In the final model, only the tasks of phoneme identification, phoneme substitution, and rapid automatic naming (p < .05) stood out as statistically significant indicators of expressive vocabulary. On the other hand, statistically significant indicators of receptive vocabulary included analysis and synthesis of phonemes, verbal working memory, and rapid automatic naming (p < .05). Conclusion. The results showed that age, phonological awareness, verbal working memory, and rapid automatic naming significantly contributed to vocabulary development in children before reading acquisition.

scholarly journals Successful Phonological Awareness Instruction With Preschool Children

2008 ◽  
Vol 28 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Beth M. Phillips ◽  
Jeanine Clancy-Menchetti ◽  
Christopher J. Lonigan
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Awareness Instruction

scholarly journals KESADARAN FONOLOGI PADA ANAK USIA PRASEKOLAH

2018 ◽  
Vol 18 (1) ◽  
pp. 61
Author(s):  
K A Rahman ◽  
Fortuna Mazka ◽  
Elmanora Elmanora
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Descriptive Analysis ◽  
Learning Activity ◽  
Cross Sectional ◽  
Sound Structure ◽  
Preschool Period ◽  
Cross Sectional Design ◽  
Keywords Child

Phonological awareness is one of a critical aspect in early literacy development that develop during preschool period. Phonological awareness is sensitivity to the sound structure of language. This study was conducted to analyse the phonological awareness in preschool children. This study was also identify learning activity in the class that support phonological awareness of preschool children. Research with cross sectional design was conducted in August-November 2016 in one kindergarten in Jambi City, Jambi Province, Indonesia. Data were collected through observation, child’s performance, and interview with teacher. The collected data were analyzed by descriptive analysis. Result showed that phonological awareness had arisen at the word, syllable, and onset-rime levels. However, children have difficulty in sounding syllables and rime. Teachers have supported the phonological awareness of children through playing and learning activities. However, the activities that has been given to children didn’t vary so not all of phonological awareness aspects got sufficient support.   Keywords: child learning, early childhood education, phonological awareness

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