scholarly journals Orthographic influences, vocabulary development, and phonological awareness in deaf children who use cochlear implants

2009 ◽  
Vol 30 (4) ◽  
pp. 659-684 ◽  
Author(s):  
DEBORAH JAMES ◽  
KAUKAB RAJPUT ◽  
JULIE BRINTON ◽  
USHA GOSWAMI
Keyword(s):  
Phonological Awareness ◽  
Cochlear Implants ◽  
Word Reading ◽  
Reading Level ◽  
Orthographic Knowledge ◽  
Important Predictor ◽  
Phoneme Awareness ◽  
Chronological Age ◽  
Rhyme Awareness ◽  
Hearing Children

ABSTRACTIn the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in deaf and hearing children, but no orthographic effect on rhyme awareness. Nonorthographic rhyme awareness was a significant predictor of reading outcomes for all groups. However, whereas receptive vocabulary knowledge was the most important predictor of word reading variance in the cochlear implant group, rhyme awareness was the only important predictor of word reading variance in the reading level matched hearing group. Both vocabulary and rhyme awareness were equally important in predicting reading in the chronological age-matched hearing group. The data suggest that both deaf and hearing children are influenced by orthography when making phonological judgments, and that phonological awareness and vocabulary are both important for reading development.

scholarly journals Lexical tone awareness among Chinese children with developmental dyslexia*

2010 ◽  
Vol 38 (4) ◽  
pp. 793-808 ◽  
Author(s):  
WING-SZE LI ◽  
CONNIE SUK-HAN HO
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Individual Performance ◽  
Reading Level ◽  
Control Group ◽  
Lexical Tone ◽  
Associate Learning ◽  
Rhyme Awareness ◽  
Tone Discrimination ◽  
Average Readers

ABSTRACTThis study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–verbal paired-associate learning. Results showed that the Chinese dyslexic children performed significantly worse than the CA but not the RL control groups in nearly all the lexical tone and rhyme awareness measures. Analyses of individual performance demonstrated that over one-third of the dyslexic children showed a deficit in some aspects of tone awareness. Tone discrimination and tone production were found to correlate significantly with Chinese word reading. These findings confirm that Chinese dyslexic children show weaknesses in tone awareness.

scholarly journals Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers

1996 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Karin Landerl ◽  
Uta Frith ◽  
Heinz Wimmer
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Orthographic Knowledge ◽  
Lower Degree ◽  
Phoneme Awareness ◽  
Phonological Information ◽  
Normal Reading ◽  
Orthographic Representations

ABSTRACTIn three typical phonological awareness tasks it was found that children with normal reading development sometimes give responses that are based on orthographic rather than phonological information. In dyslexic children, the number of occurrences of such orthographic intrusions was significantly lower. This effect cannot be explained by positing a lower degree of orthographic knowledge in dyslexic children since a group of younger children who had the same spelling level as the dyslexics also showed more orthographic intrusions. A plausible explanation for this difference between normal and dyslexic readers is that, in normal readers, phonological and orthographic representations of words are so closely connected that they are usually coactivated, even if such a coactivation is misleading. In dyslexics this connection is less strong, so that orthographic representations interfere less with phonemic segmentation. The relevance of this finding with respect to recent assumptions about the importance of phonology in establishing orthographic representations is discussed.

scholarly journals Identifying Subtypes of Reading Disability in the Spanish Language

2002 ◽  
Vol 5 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Juan E. Jiménez González ◽  
Gustavo Ramírez Santana
Keyword(s):  
Error Analysis ◽  
Phonological Awareness ◽  
Reading Disability ◽  
High Frequency ◽  
Reaction Times ◽  
Reading Level ◽  
Spanish Language ◽  
Chronological Age ◽  
Transparent Orthography ◽  
Pseudoword Reading

This study was designed to examine the dyslexic subtypes in a transparent orthography (i.e., Spanish language). The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times (RTs) to high frequency words and to pseudowords. Using regression-based procedures, the authors identified 20 phonological and 48 surface dyslexics from a sample of 89 dyslexic third-grade children by comparing them to chronological-age-matched controls on RTs to high frequency and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, the same 20 phonological dyslexics were defined, but only 19 surface dyslexics were identified. Nevertheless, the results of the phonological awareness tasks and error analysis do not validate the division of the dyslexic sample into these subgroups.

Does strength of phonological representations predict phonological awareness in preschool children?

2001 ◽  
Vol 22 (3) ◽  
pp. 301-325 ◽  
Author(s):  
JUDITH G. FOY ◽  
VIRGINIA MANN
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Spoken Language ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Word Knowledge ◽  
Letter Knowledge ◽  
Phonological Representations ◽  
Rhyme Awareness

Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children, aged 4 to 6, who were just beginning to be exposed to formal reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge.

scholarly journals Language and Reading Progress of Young Deaf and Hard-of-Hearing Children

2020 ◽  
Vol 25 (3) ◽  
pp. 334-350 ◽  
Author(s):  
Shirin D Antia ◽  
Amy R Lederberg ◽  
Susan Easterbrooks ◽  
Brenda Schick ◽  
Lee Branum-Martin ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Reading Scores ◽  
Second Grade ◽  
Classroom Communication ◽  
Only Children ◽  
School Year ◽  
Reading Progress ◽  
English Syntax ◽  
Hearing Children

Abstract We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children’s language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Overall, children showed delays in language and reading compared to norms established for hearing children. For language, vocabulary standard scores were higher than for English syntax. Although delayed in language, children made expected gains based on hearing norms from kindergarten to second grade. Reading scores declined from kindergarten to second grade. Spoken-only and bimodal children had similar word reading and reading comprehension abilities and higher scores than sign-only children. Spoken-only children had better spoken phonological awareness and nonword reading skills than the other two groups. The sign-only and bimodal groups made similar and significant gains in ASL syntax and fingerspelling phonological awareness.

scholarly journals Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

2021 ◽  
Author(s):  
Jelena Zarić ◽  
Telse Nagler
Keyword(s):  
Phonological Awareness ◽  
Text Comprehension ◽  
Word Reading ◽  
Reading Proficiency ◽  
Third Graders ◽  
Orthographic Knowledge ◽  
Naming Speed ◽  
Poor Reading ◽  
Sentence Level

AbstractPrevious studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed.

Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children

2014 ◽  
Vol 57 (1) ◽  
pp. 131-142 ◽  
Author(s):  
Mi-young L. Webb ◽  
Amy R. Lederberg
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Psychometric Properties ◽  
Standardized Tests ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Year ◽  
Hearing Children

PurposeThis study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA.MethodOne hundred and eight DHH children (mean age = 63.3 months) with cochlear implants or hearing aids were assessed in the fall and spring of the school year. Sixty-three percent communicated only with spoken language; 37% communicated with both sign and speech. Examiners administered PA subtests from the Phonological Awareness Test—2 and the Test of Preschool Early Literacy, along with assessments of speech perception and early literacy.ResultsItem analyses indicated that both tests showed good psychometric properties (e.g., high item discriminations and internal consistencies). DHH children scored higher on subtests and items that measured words, rhymes, and syllables than those that assessed phonemes. Although subtest difficulty influenced the factor structure in the fall, spring PA was best characterized as a single factor. PA correlated concurrently and predictively with early literacy.ConclusionsThis study suggests that these 2 standardized tests are valid for use with DHH children with functional hearing. Although delayed, these children's PA was structurally similar to that of hearing children.

scholarly journals An Assessment of Chinese Adult Learners’ English Phonological Awareness

2018 ◽  
Vol 8 (10) ◽  
pp. 1319 ◽  
Author(s):  
Min Hu
Keyword(s):  
College Students ◽  
Adult Learners ◽  
Phonological Awareness ◽  
English Learners ◽  
English Proficiency ◽  
Phoneme Awareness ◽  
Chinese Adult ◽  
Rhyme Awareness ◽  
Chinese English Learners ◽  
Do So

The present study aims to conduct a valid comprehensive assessment of Chinese adult learners’ phonological awareness (PA) in English. To do so, 408 college students were classified into three groups based on their English proficiency; four tasks (oddity, segmentation, blending, and deletion) with varying complexity employed to test all three levels of PA (syllable awareness, onset-rhyme awareness, and phoneme awareness). The results revealed that 1) overall PA improved with English proficiency; 2) among four tasks, only the performances on oddity were not significantly affected by English proficiency; 3) English proficiency attained significance for all three levels of PA; and 4) in terms of subtest where task and PA interacted, English proficiency’s impact was mediated by the complexity of task and level of PA. This study is meant to guide PA researchers on a valid PA assessment and Chinese English teachers on PA training for their Chinese English learners.

Phonological decoding in severely and profoundly deaf children: Similarity judgment between written pseudowords

2001 ◽  
Vol 22 (1) ◽  
pp. 61-82 ◽  
Author(s):  
C. TRANSLER ◽  
J. E. GOMBERT ◽  
J. LEYBAERT
Keyword(s):  
Word Reading ◽  
Similarity Judgment ◽  
Written Language ◽  
Reading Level ◽  
Deaf Children ◽  
Reading Processes ◽  
Phonological Decoding ◽  
Test Items ◽  
Hearing Children ◽  
Phonological Similarities

This study attempted to determine whether phonological decoding could be observed among severely and profoundly deaf children during reading. For this purpose, the ability of 20 deaf children to detect phonological similarities between three written pseudowords (a model item and two test items) was investigated. In the first condition, one of the test items was a homophone of the model (e.g., kise, kyse, kine). In the second condition, one of the test items had the same first syllable as the model item, as defined by its structure or by nasalization (e.g., lan.jier, lan.du, la.nud). The results demonstrated that deaf children with good speech levels, as well as hearing children matched on word reading level, were sensitive to homophony when visual proximity between the model and test items were controlled. They were also sensitive to syllabic structure when the first syllables were CV and in the nasalization condition. By contrast, deaf children with poor speech abilities did not show this pattern of results in all conditions. The possibility that the latter results could be explained by deaf children's sensitivity to orthographic frequency phenomena is discussed. A link between sensitivity to phonology in written language and speech skills is suggested, and the implications of those results for a general understanding of the reading processes of deaf children are presented.

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