scholarly journals Phonological neighbourhood density: effects in a rhyme awareness task in five-year-old children

2003 ◽  
Vol 30 (3) ◽  
pp. 695-710 ◽  
Author(s):  
BRUNO DE CARA ◽  
USHA GOSWAMI
Keyword(s):  
Phonological Awareness ◽  
Vocabulary Acquisition ◽  
Mental Lexicon ◽  
Reading Acquisition ◽  
Oddity Task ◽  
Density Effects ◽  
Rhyme Awareness

Phonological awareness skills are critical for reading acquisition, yet relatively little is known about the origins of phonological awareness. This study investigates one plausible source of the emergence of phonological awareness, phonological neighbourhood density. As vocabulary grows, the number of similar-sounding words in the child's mental lexicon increases. This could create developmental pressure to develop awareness of sub-units within words such as syllables, rhymes and phonemes. If this is the case, then neighbourhood density effects should be discernible in phonological awareness tasks. Children should be more successful in these tasks with words from dense phonological neighbourhoods, as they should show greater awareness of sub-units within these words. We investigated this hypothesis in a group of 48 five-year-old children, most of whom were pre-readers. The five-year-olds with a high vocabulary age showed neighbourhood density effects in a rhyme oddity task, but five-year-olds with lower vocabulary ages did not. This suggests that vocabulary acquisition and consequent neighbourhood density effects are indeed one source of the emergence of phonological awareness skills in pre-readers.

scholarly journals Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems

2012 ◽  
Vol 34 (12) ◽  
pp. 3354-3368 ◽  
Author(s):  
Christine Brennan ◽  
Fan Cao ◽  
Nicole Pedroarena-Leal ◽  
Chris McNorgan ◽  
James R. Booth
Keyword(s):  
Phonological Awareness ◽  
Reading Acquisition ◽  
Writing Systems ◽  
Alphabetic Writing

Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers

2020 ◽  
Vol 23 (1) ◽  
pp. 109-128
Author(s):  
Han Yuan ◽  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
First Language ◽  
Receptive Vocabulary ◽  
Bilingual Children ◽  
Factors Affecting ◽  
Initial Phoneme ◽  
Rhyme Awareness ◽  
Bilingual Group ◽  
The One ◽  
The Relationship

Abstract The present study compared the relationship between Dutch phonological awareness (rhyme awareness, initial phoneme isolation), Dutch speech decoding and Dutch receptive vocabulary in two groups in different linguistic environments: 30 Mandarin Chinese-Dutch bilingual children and 24 monolingual Dutch peers. Chinese vocabulary and phonological awareness were taken into account in the bilingual group. Bilingual children scored below their Dutch monolingual counterparts on all Dutch tasks. In the bilingual group, Dutch rhyme awareness was predicted by Dutch speech decoding, both directly, and indirectly via Dutch receptive vocabulary. When adding Chinese proficiency to the model, Chinese rhyme awareness was found to mediate the relationship between Dutch speech decoding and Dutch rhyme awareness. It can thus be concluded that second language (L2) phonological awareness in Chinese-Dutch kindergartners is affected by their L2 speech and vocabulary level, on the one hand, and their level of phonological awareness in the first language (L1).

scholarly journals Phonological Knowledge in 5-year-old Bilingual Turkish Qashqai-Persian Children and Fars Monolingual Children

2020 ◽  
Vol 3 (1) ◽  
pp. 77-82
Author(s):  
Ali Ghorbani ◽  
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Bilingual Children ◽  
Phonological Disorders ◽  
Persian Language ◽  
Wide Range ◽  
Rhyme Awareness ◽  
The Mean ◽  
Old Persian ◽  
Metalinguistic Knowledge

Background & Objectives: Phonological awareness is a part of metalinguistic knowledge that is significantly associated with a wide range of language skills and processes, including literacy, and reading and writing skills. The purpose of the present study was to investigate the phonological awareness skills in bilingual five years old Qashqai- Persian children with monolingual Persian speaking children. Methods: 15 bilingual and 15 monolingual children (10 girls and 5 boys) were selected from kindergartens in Firouzabad, Fars, in February and early March 2020 and evaluated by Auditory Test of Phonological Awareness Skills (ASHA-5) for 5-6 years old Persian speaking children. Results: The results implied that the mean total score (P=0.733), as well as the mean score of each component of phonological awareness skills, including syllable awareness (P=0.328), rhyme awareness (P=0.625), and phonemic awareness (P=0.946) in monolingual 5-year-old children, were higher than the Qashqai-Persian bilingual group, but the differences were not significant (P≥0.05). Conclusion: The findings of the present study demonstrated that phonological awareness skills in the Persian language are higher in monolingual children than in Qashqai-Persian bilingual children, but the differences were not significant. Therefore, paying more attention and increasing knowledge about this aspect of language in bilingual children can be more effective in planning for education, evaluation, and treatment of phonological disorders in this group of children, especially in pre-school ages.

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.

scholarly journals The Representation of Bilingual Mental Lexicon and English Vocabulary Acquisition

2017 ◽  
Vol 10 (12) ◽  
pp. 24 ◽  
Author(s):  
Zhang Ying
Keyword(s):  
Vocabulary Acquisition ◽  
Mental Lexicon ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Mediating Role

This paper provides an overview of the theories on the organization and development of L1 mental lexicon and the representation mode of bilingual mental lexicon. It analyzes the structure and characteristics of Chinese EFL learners and their problems in English vocabulary acquisition. On the basis of this, it suggests that English vocabulary teaching should be adjusted to learners’ various proficiency levels at different stages. Learners should pay attention to the mediating role of Chinese, cultivate their English thinking pattern, and strengthen the development of in-depth vocabulary knowledge.

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