Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Affix Meaning Knowledge in First Through Third Grade Students

2016 ◽  
Vol 47 (2) ◽  
pp. 148-156 ◽  
Author(s):  
Kenn Apel ◽  
Victoria Suzanne Henbest
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Grade Level ◽  
Empirical Support ◽  
Receptive Vocabulary ◽  
Unique Variance ◽  
Word Level ◽  
Significant Difference ◽  
Reading Measures ◽  
3Rd Grade

Purpose We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Method Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. Results On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. Conclusion These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

2017 ◽  
Vol 51 (3) ◽  
pp. 177-188 ◽  
Author(s):  
Lina Shanley ◽  
Ben Clarke ◽  
Christian T. Doabler ◽  
Evangeline Kurtz-Nelson ◽  
Hank Fien
Keyword(s):  
At Risk ◽  
Mathematics Achievement ◽  
At Risk Students ◽  
First Grade ◽  
Early Mathematics ◽  
Study Results ◽  
Early Number ◽  
Critical Components ◽  
And Mathematics ◽  
Number Skills

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for mathematics difficulties in a kindergarten intervention study. Results indicated strong relationships between formal number skills gains and mathematics achievement across kindergarten and Grade 1. Intervention participants demonstrated larger informal and formal early number skills gains compared with their control peers, and relations between early number skills gains and first-grade mathematics achievement were moderated by intervention participation. Importantly, these findings suggest that formal and informal number skills gains may be critical components of later mathematics achievement for at-risk students. Implications for special education and intervention in tiered instructional systems are discussed.

Invented Spelling

1997 ◽  
Vol 28 (4) ◽  
pp. 333-343 ◽  
Author(s):  
Linda J. Lombardino ◽  
Tara Bedford ◽  
Christine Fortier ◽  
Jennifer Carter ◽  
John Brandi
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Disabilities ◽  
Literacy Acquisition ◽  
Invented Spelling ◽  
Valid Measure ◽  
Spelling Errors ◽  
Reading Success ◽  
Highly Correlated

Types and distributions of spelling patterns were identified in the invented spelling samples of 100 children in the second semester of their kindergarten year. Invented spellings were studied because they provide a valid measure of children’s phonemic awareness in print—a skill that is highly correlated with reading success in the early stages of literacy acquisition. The subjects’ spelling errors were used to develop a taxonomy of 10 invented spelling patterns and 21 response types that characterized the children’s most frequently occurring spellings of graphemes targeted for analysis in 12 words. The acquisition of spelling patterns was examined by dividing the children into three groups based on the phonemic accuracy of their spellings on a pre-readirng instrument. A developmental ordering of spelling patterns is presented and relationships among phonological awareness, spelling, and reading are discussed as they are relevant to speech-language pathologists treating children who are at risk for reading disabilities.

scholarly journals Promoting Foundation Reading Skills With At-Risk Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana Sucena ◽  
Ana Filipa Silva ◽  
Cátia Marques
Keyword(s):  
At Risk ◽  
Reading Skills ◽  
First Graders ◽  
At Risk Students ◽  
Intervention Group ◽  
Test Group ◽  
Cutoff Score ◽  
Post Test ◽  
Comparative Group ◽  
The Impact

This paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills.

Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention

2000 ◽  
Vol 31 (3) ◽  
pp. 280-295 ◽  
Author(s):  
Pamela A. Hadley ◽  
Alice Simmerman ◽  
Michele Long ◽  
Michael Luna
Keyword(s):  
Inner City ◽  
Phonological Awareness ◽  
Regular Education ◽  
First Grade ◽  
Curriculum Planning ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Regular Education Teachers ◽  
Standard Practice ◽  
Speech Language Pathologist

Purpose:This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-city school district.Method:Four regular education teachers from the neighborhood school were randomly selected for participation. Children were randomly assigned to classrooms following usual school procedures. Two classrooms served as standard practice controls. In the other two classrooms, a collaborative service delivery model was implemented. One certified speech-language pathologist taught in each experimental classroom 2½ days per week. The speech-language pathologist and the regular education teachers engaged in joint curriculum planning on a weekly basis. Vocabulary and phonological awareness instruction was embedded into ongoing curricular activities. Additionally, explicit instruction in phonological awareness was planned for a 25-minute small-group activity center weekly.Results:Following the 6-month intervention, superior gains were noted in receptive vocabulary, expressive vocabulary, beginning sound awareness, and letter-sound associations for children in the experimental classrooms as compared to children in the standard practice control classrooms. The children in the experimental classrooms also showed greater improvement on a deletion task in comparison to the children in the standard practice classrooms. Importantly, this task was never used as an instructional activity, and thus demonstrated generalization to a novel phonological awareness task.Clinical Implications:The results are discussed with regard to the positive benefits of collaboration in facilitating the language abilities of inner-city children who are at risk for academic difficulties in the early elementary grades.

Inflectional morphological awareness and word reading and reading comprehension in Greek

2014 ◽  
Vol 36 (4) ◽  
pp. 1007-1027 ◽  
Author(s):  
KYRIAKOULA M. ROTHOU ◽  
SUSANA PADELIADU
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Word Reading ◽  
Morphological Awareness ◽  
First Grade ◽  
Second Graders ◽  
Receptive Vocabulary ◽  
Inflectional Morphology ◽  
Unique Contribution ◽  
Expressive Vocabulary

ABSTRACTThe study explored the contribution of two aspects of inflectional morphological awareness, verb inflection and noun–adjective inflection, to word reading and reading comprehension in the Greek language, which is an orthographically transparent language. Participants (120 first graders, 123 second graders, 126 third graders) were given two oral language experimental tasks of inflectional morphological awareness. Furthermore, phonological awareness, receptive vocabulary, expressive vocabulary, decoding, and reading comprehension were evaluated. It was revealed that noun–adjective inflectional morphology contributed significantly to decoding only in first grade, while verb inflectional morphology had a significant contribution to reading comprehension in third grade. It is interesting that inflectional morphological awareness did not predict reading skills for second graders. Phonological awareness was a firm predictor of word reading in all grades and made a unique contribution in Grades 2 and 3. Finally, in all grades, receptive vocabulary was a steady predictor of reading comprehension, whereas expressive vocabulary predicted only first-grade reading comprehension. It is suggested that inflectional morphological awareness may be an important predictor of early reading in a language with a shallow orthography and a rich morphology.

The Relationship between Conceptual Tempo, Phonological Awareness, and Word Recognition in Beginning Readers

1981 ◽  
Vol 13 (2) ◽  
pp. 173-185 ◽  
Author(s):  
William E. Tunmer ◽  
Claire M. Fletcher
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Acquisition ◽  
First Grade ◽  
Beginning Readers ◽  
Highly Correlated ◽  
The Relationship ◽  
Conceptual Tempo

An alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition is presented. The discussion yields three hypotheses, which are the focus of the present study: (1) conceptual tempo is related to phonological awareness; (2) the relationship between phonological awareness and reading ability (in beginning readers) is stronger than the relationship between conceptual tempo and reading ability; and (3) conceptual tempo and phonological awareness are differentially related to the recognition of real and synthetic words. Thirty-seven first grade children were individually administered tests of verbal intelligence, conceptual tempo, phonological awareness, and reading ability. The data indicate that phonological awareness is significantly correlated with conceptual tempo, that phonological awareness is related to synthetic word recognition, and that synthetic word recognition is highly correlated with real word recognition. The results are explained in terms of a model of reading acquisition that emphasizes the role of metalinguistic abilities in learning to read.

Development of First-Graders’ Word Reading Skills

2016 ◽  
Vol 50 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Eunsoo Cho ◽  
Donald L. Compton ◽  
Jennifer K. Gilbert ◽  
Laura M. Steacy ◽  
Alyson A. Collins ◽  
...  
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Unique Contribution ◽  
Static Assessment ◽  
Reading Measures

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

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