Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading

1992 ◽  
Vol 23 (2) ◽  
pp. 176-182 ◽  
Author(s):  
Penelope E. Webster ◽  
Amy Solomon Plante
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Reading Ability ◽  
Reading Skills ◽  
Chronological Age ◽  
Phoneme Segmentation ◽  
Normal Children ◽  
Mental Age ◽  
The Impact

The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.

Phonologically Impaired Preschoolers: Rhyme with an Eye toward Reading

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1195-1204
Author(s):  
Penelope E. Webster ◽  
Amy Solomon Plante
Keyword(s):  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Normal Children ◽  
Age And Gender ◽  
Mental Age ◽  
Significant Difference ◽  
And Gender

Summary.—In this study were compared the phonological awareness of 15 moderately to severely phonologically impaired and 15 phonologically normal children, matched on mental age and gender, on sensitivity to alliteration and to rhyme. Analysis showed no significant difference between the groups in detection of alliteration; however, there was a significant difference in detection of rhyme. The latter correlated .43 with speech intelligibility. We conclude that phonological awareness is associated closely with productive phonological ability early in development.

Audiovisual Speech Processing in Relationship to Phonological and Vocabulary Skills in First Graders

2021 ◽  
pp. 1-19
Author(s):  
Liesbeth Gijbels ◽  
Jason D. Yeatman ◽  
Kaylah Lalonde ◽  
Adrian K. C. Lee
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Visual Cues ◽  
First Graders ◽  
First Grade ◽  
Vocabulary Knowledge ◽  
Visual Speech ◽  
The Impact

Purpose It is generally accepted that adults use visual cues to improve speech intelligibility in noisy environments, but findings regarding visual speech benefit in children are mixed. We explored factors that contribute to audiovisual (AV) gain in young children's speech understanding. We examined whether there is an AV benefit to speech-in-noise recognition in children in first grade and if visual salience of phonemes influences their AV benefit. We explored if individual differences in AV speech enhancement could be explained by vocabulary knowledge, phonological awareness, or general psychophysical testing performance. Method Thirty-seven first graders completed online psychophysical experiments. We used an online single-interval, four-alternative forced-choice picture-pointing task with age-appropriate consonant–vowel–consonant words to measure auditory-only, visual-only, and AV word recognition in noise at −2 and −8 dB SNR. We obtained standard measures of vocabulary and phonological awareness and included a general psychophysical test to examine correlations with AV benefits. Results We observed a significant overall AV gain among children in first grade. This effect was mainly attributed to the benefit at −8 dB SNR, for visually distinct targets. Individual differences were not explained by any of the child variables. Boys showed lower auditory-only performances, leading to significantly larger AV gains. Conclusions This study shows AV benefit, of distinctive visual cues, to word recognition in challenging noisy conditions in first graders. The cognitive and linguistic constraints of the task may have minimized the impact of individual differences of vocabulary and phonological awareness on AV benefit. The gender difference should be studied on a larger sample and age range.

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

Melodic Memory Tests: A Comparison of Normal Children and Mental Defectives

1975 ◽  
Vol 23 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Arlette Zenatti
Keyword(s):  
Memory Test ◽  
Normal Group ◽  
The Other ◽  
Chronological Age ◽  
Normal Children ◽  
Memory Tests ◽  
Normal Intelligence ◽  
Mental Age ◽  
Mental Defectives ◽  
Age Range

A melodic memory test divided into two series, one tonal and the other atonal, was given to 480 children of normal intelligence and 396 mental defectives. The normal group ranged in age between 5 years, 6 months, and 16 years, 6 months. The defectives (IQs between 50 and 85) had an age range of 8 years, 4 months, to 16 years, 6 months. The results demonstrated that the acuity of perceptive discrimination in the defectives was clearly inferior to that of the normal children of the same chronological age and approximated that of normal children of the same mental age. Tonal acculturation was shown by a significantly easier discrimination in the tonal series, in relation to the mental age of the subjects.

Music Training and Reading Readiness

2011 ◽  
Vol 29 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Christine D. Tsang ◽  
Nicole J. Conrad
Keyword(s):  
Phonological Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Reading Skills ◽  
Music Perception ◽  
Music Training ◽  
Cognitive Domains ◽  
Early Reading Skills ◽  
Reading Abilities ◽  
Age Range

several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

Remembering Spatial Locations: Effects of Material and Intelligence

1995 ◽  
Vol 80 (2) ◽  
pp. 499-503 ◽  
Author(s):  
Gesualdo M. Zucco ◽  
Alessandra Tessari ◽  
Salvatore Soresi
Keyword(s):  
Down Syndrome ◽  
Mental Retardation ◽  
Spatial Location ◽  
Chronological Age ◽  
Normal Children ◽  
Mental Age ◽  
Abstract Words ◽  
Encoding Strategies ◽  
Spatial Locations ◽  
Concrete Words

The aim of the present work was to test some of the criteria for automaticity of spatial-location coding claimed by Hasher and Zacks, particularly individual differences (as intelligence invariance) and effortful encoding strategies. Two groups of subjects, 15 with mental retardation (Down Syndrome, mean chronological age, 20.9 yr.; mean mental age, 11.6 yr.) and 15 normal children (mean age, 11.5 yr.), were administered four kinds of stimuli (pictures, concrete words, nonsense pictures, and abstract words) at one location on a card. Subsequently, subjects were presented the items on the card's centre and were required to place the items in their original locations. Analysis indicated that those with Down Syndrome scored lower than normal children on the four tasks and that stimuli were better or worse remembered according to their characteristics, e.g., their imaginability. Results do not support some of the conditions claimed to be necessary criteria for automaticity in the recall of spatial locations as stated by Hasher and Zacks.

Morphological Awareness and Prosodic Sensitivity in the Development of Advanced Reading Skills

2017 ◽  
Author(s):  
Ellie Clin
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Skills ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Language Abilities ◽  
Early Reading Skills ◽  
Sound Structure ◽  
Prosodic Sensitivity ◽  
Stress Patterns

That language abilities and literacy abilities are intrinsically linked is a well-founded conclusion, driven by the past three decades of research examining reading development. Although the effects of phonological awareness (PA) - the conscious ability to manipulate the sound structure of one’s native language - in developing successful early reading skills are well-known, its predictive abilities attenuate rapidly as development progresses. Accordingly, more recent research has also examined the influence that other linguistic skills present. The present study examines how morphological awareness (MA) - the conscious understanding of how words can be created by using different morphemes, the meaningful units of language - and prosodic sensitivity (PS) - the perception of how stress patterns in English can change the meaning of a word or phrase - affect the reading skills of children in grades 3, 5, and 7 from the Kingston area. Each child was given three batteries of tests, comprised to measure the child’s abilities in reading, MA, PS, PA, language comprehension, memory, general intelligence, and other skills. Our results show that both morphological awareness and prosodic sensitivity are significant predictors of reading skills, above and beyond the significance of phonological awareness, and after controlling for other skills such as memory and intelligence. Such findings are critical to improving our understanding of how reading ability develops in children and how we as researchers may be of aid to improving the skills of children struggling to learn literacy skills.

Reading and Phonological Awareness in Children With Down Syndrome: A Longitudinal Study

2000 ◽  
Vol 9 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Elizabeth Kay-Raining Bird ◽  
Patricia L. Cleave ◽  
Lyndsey McConnell
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Literacy Learning ◽  
Auditory Memory ◽  
Intelligence Scale ◽  
Children With Down Syndrome ◽  
Word Attack ◽  
Mental Age ◽  
Resource Rooms

Many children with Down syndrome (DS) are capable of developing some reading and writing abilities. The purpose of this study was to further the knowledge of literacy learning and factors that influence that learning in children with DS. Twelve elementary school children with DS were followed over a 4.5-year period. All the children attended regular education classrooms with personal aides and resource rooms as support. Measures of the children’s reading, language, cognitive, and phonological awareness abilities were collected three times. Analyses demonstrated that some reading ability was present in all but one of the children by the end of the study. Phonological awareness and word attack skills did not keep pace with word recognition abilities in these children. When age and mental age (i.e., the mean of the age-equivalent scores from the Pattern Analysis and Bead Memory subtests of the Stanford Binet Intelligence Scale, 4 th edition) were partialled out, word attack skill was uniquely predicted by measures of phoneme segmentation and auditory memory as well. Clinical implications of the findings are discussed.

Phonological Awareness and Oral Reading Skill in Children With Down Syndrome

2000 ◽  
Vol 43 (3) ◽  
pp. 595-608 ◽  
Author(s):  
Linda Cupples ◽  
Teresa Iacono
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Development ◽  
Reading Skill ◽  
Receptive Language ◽  
Phoneme Segmentation ◽  
Children With Down Syndrome ◽  
Theoretical View

The existence of a necessary association between phonological awareness (PA) and oral reading development has been questioned using evidence from children with Down syndrome. In this study, 22 children with Down syndrome (between the ages of 6;7 and 10;3) initially completed tests of receptive language, cognitive function, oral reading, and PA. Reading and PA were reassessed approximately 9 months later. Better oral reading was associated with superior phoneme segmentation skills on reassessment. Furthermore, there was some evidence that early segmentation ability predicted later nonword reading, but not the reverse. The results indicate an association between PA and early oral reading ability in children with Down syndrome and are interpreted within a theoretical view of reading development in which PA plays a central role.

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