scholarly journals The Relationship Between Phonological Awareness and Reading

2005 ◽  
Vol 36 (4) ◽  
pp. 285-293 ◽  
Author(s):  
Tiffany P. Hogan ◽  
Hugh W. Catts ◽  
Todd D. Little
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Predictive Power ◽  
Word Reading ◽  
Language Impairments ◽  
Reciprocal Relationship ◽  
Clinical Implications ◽  
Letter Identification ◽  
Highly Correlated ◽  
The Relationship

Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. Clinical Implications: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.

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 Spelling Scoring Metrics in Malay Language: An Investigation among Young Spellers

2018 ◽  
Vol 8 (12) ◽  
pp. 1622
Author(s):  
Swee Gek Tang ◽  
Julia Ai Cheng Lee ◽  
Jecky Misieng
Keyword(s):  
Primary Schools ◽  
Word Reading ◽  
Strong Relationship ◽  
Phonological Coding ◽  
Correct Letter ◽  
Highly Correlated ◽  
The Relationship

The aim of this study was to investigate the relationship among three spelling scoring metrics, namely, words spelled correctly (WSC), correct letter sequences (CLS), and phonological coding (PC) in Malay language. The relationship between spelling measure and word reading measure was studied. There were 866 Primary 1 (Grade 1 equivalent) students from 11 randomly selected public primary schools in Kuching, Sarawak Malaysia who participated in this study. The study showed that the scores from each scoring metric were highly correlated to each other. There was a strong relationship between each spelling outcome to word reading.

scholarly journals A longitudinal study of phonological processing skills and reading in bilingual children

2005 ◽  
Vol 26 (4) ◽  
pp. 559-578 ◽  
Author(s):  
ADÈLE LAFRANCE ◽  
ALEXANDRA GOTTARDO
Keyword(s):  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Naming Speed ◽  
Bilingual Children ◽  
Orthographic Depth ◽  
French And English

French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.

On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew

2000 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
EVELYN SHATIL ◽  
DAVID L. SHARE ◽  
IRIS LEVIN
Keyword(s):  
Reading Comprehension ◽  
Longitudinal Study ◽  
Phonemic Awareness ◽  
Predictive Power ◽  
Print Exposure ◽  
Domain Specific ◽  
Concepts About Print ◽  
Word Writing ◽  
The Relationship

This longitudinal study examined the relationship between kindergarten word writing and grade 1 literacy in a large sample of Israeli children. In kindergarten, a majority of children produced writing which displayed most of the graphospatial characteristics of conventional word writing, although only one-third of the children demonstrated a working knowledge of the alphabetic principle. Kindergarten writing significantly predicted variance in all three measures of grade 1 literacy (decoding, spelling, and reading comprehension), even after controlling for general intelligence. We also investigated the role of alphabetic skills and socioliteracy variables in accounting for the predictive power of kindergarten writing. Kindergarten alphabetic skills (phonemic awareness and knowledge of letter names), but not socioliteracy factors (parental print exposure, parents' reading to child, and Clay's Concepts about Print), explained all the variance contributed by kindergarten writing to grade 1 decoding and spelling. In the case of reading comprehension, both alphabetic and socioliteracy variables were able to account for the predictive power of kindergarten writing. As a precursor of reading comprehension, kindergarten writing appears to reflect both domain-specific alphabetic skills and broader socioliteracy factors underlying the higher order cognitive competencies essential for comprehending text.

scholarly journals The relationship between phonological awareness time and reading abilities: an assessment using self-organizing maps

2013 ◽  
Vol 12 (3) ◽  
Author(s):  
Ana Sucena ◽  
João Falcão Carneiro ◽  
Ana Paula Vale ◽  
Fernanda Leopoldina Viana
Keyword(s):  
Response Time ◽  
Phonological Awareness ◽  
Word Reading ◽  
Self Organizing Maps ◽  
Nonword Reading ◽  
Reading Abilities ◽  
Task Time ◽  
Good And Poor Readers ◽  
The Relationship ◽  
Self Organizing

AbstractClassically, the assessment of reading disabilities is based on the accuracy for word and nonword reading, as well as on the accuracy or sensibility measures (such as d′) for phonological awareness tasks. Recent studies indicate that in terms of phonological awareness results, the response time is a more accurate indicator than sensibility measures (such as d′), thus providing an important measure explaining some of the differences between good and poor readers. This article explores the discriminative capability of phonological awareness task time (PATT) in reading disability assessment.One hundred and eighty-six children were tested using conventional tasks, specifically word reading, nonword reading, and phonological awareness tasks. The word and nonword accuracy and PATT were used to train self-organizing maps (SOM) to classify children into three distinct groups.Phonological awareness response time provides a powerful discriminative measure.Our results indicate that the PATT constitutes a useful selective measure, particularly in the third and fourth grades when classical variables such as word and nonword reading accuracy lose their discriminative capabilities. Also, the use of SOM to classify children’s reading abilities can successfully categorize children and capture meaningful measures such as the lexicality effect.

scholarly journals Phonological awareness and spatial visual memory among sample of dyslexic children

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. 

Predicting Dyslexia in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Crystle N. Alonzo ◽  
Autumn L. McIlraith ◽  
Hugh W. Catts ◽  
Tiffany P. Hogan
Keyword(s):  
Logistic Regression ◽  
Quantile Regression ◽  
Phonological Awareness ◽  
Early Identification ◽  
Word Reading ◽  
Language Disorder ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Letter Identification ◽  
Reading Abilities

Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and its Transfer Effect on Phonological Awareness

2021 ◽  
Author(s):  
Pr Smail Layes ◽  
Dr Amel Kaddouri ◽  
Pr Robert Lalonde ◽  
Pr Mohamed Rebai
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Group ◽  
Grade 3 ◽  
Arabic Speaking ◽  
Morphological Awareness Training ◽  
The Relationship ◽  
Experimental Group

Abstract We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean age = 111.61 months). The training program focused on morphological analysis, derivational morphology and inflexional morphology. Results revealed that the experimental group outperformed controls on all post-training measures for MA, reading words and pseudo-words as well as phonological awareness. Also, the post-training measures were better achieved in the experimental group than pre-training ones, which confirm the efficacy of the morphological training program. We discuss these findings in light of the relationship between morphological awareness and word reading and phonological awareness, and the Arabic orthographic features as a morphological based language.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

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