Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay

2004 ◽  
Vol 13 (3) ◽  
pp. 250-263 ◽  
Author(s):  
Susan Rvachew ◽  
Michele Nowak ◽  
Genevieve Cloutier
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Letter Recognition ◽  
Control Group ◽  
Language Therapy ◽  
Sound System ◽  
Perceptual Knowledge ◽  
Letter Sound ◽  
Perception Training ◽  
Experimental Group

Children with expressive phonological delays often possess poor underlying perceptual knowledge of the sound system and show delayed development of segmental organization of that system. The purpose of this study was to investigate the benefits of a perceptual approach to the treatment of expressive phonological delay. Thirty-four preschoolers with moderate or severe expressive phonological delays received 16 treatment sessions in addition to their regular speech-language therapy. The experimental group received training in phonemic perception, letter recognition, letter-sound association, and onset-rime matching. The control group listened to computerized books. The experimental group showed greater improvements in phonemic perception and articulatory accuracy but not in phonological awareness in comparison with the control group.

scholarly journals EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 440
Author(s):  
Beatrix Carnatia Sanoe ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Assessment ◽  
Control Group ◽  
School Students ◽  
Early Grade ◽  
Letter Sound ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar. This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students

The Effectiveness of Action Observation Therapy Based on Mirror Neuron Theory in Chinese Patients with Apraxia of Speech after Stroke

2019 ◽  
Vol 81 (5-6) ◽  
pp. 278-286
Author(s):  
Li You ◽  
Yao Wang ◽  
Wenli Chen ◽  
Sicong Zhang ◽  
Jiang Rao ◽  
...  
Keyword(s):  
Action Observation ◽  
Mirror Neuron ◽  
Assessment Method ◽  
Chinese Patients ◽  
Control Group ◽  
Apraxia Of Speech ◽  
Language Therapy ◽  
Before And After ◽  
Neuron Theory ◽  
Experimental Group

Objective: The present study aimed to evaluate the efficacy of action observation therapy (AOT) on apraxia of speech (AOS) in patients after stroke. Materials and Methods: Forty-two patients diagnosed with AOS after stroke were randomly divided into an experimental group (n = 21) and a control group (n = 21). Both groups received 30 min of conventional language therapy twice daily, 5 days a week for 4 weeks. The patients in the experimental group additionally received 20 min of AOT before 10 min language therapy each day. The speech function and aphasia severity of the 2 groups were assessed using the speech apraxia assessment method of the China Rehabilitation Research Center, Western Aphasia Battery (WAB), and the Boston Diagnostic Aphasia Examination before and after treatment. Results: AOS and WAB scores increased significantly after treatment in both groups (p < 0.05). AOS and WAB scores exhibited significant differences between the experimental group and the control group after training (p < 0.05). The response rate in the experimental group was significantly higher than that in the control group (p < 0.05). Conclusion: AOT based on mirror neuron theory may improve language function in patients with AOS after stroke.

scholarly journals Supportive Development of Phonological Awareness Through Musical Activities According to Edgar Willems

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110218
Author(s):  
Darija Skubic ◽  
Blažka Gaberc ◽  
Janez Jerman
Keyword(s):  
Phonological Awareness ◽  
Effective Means ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Music Listening ◽  
Music Program ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Musical Activities

It is important that before entering primary school, the child’s phonological awareness is supported by a variety of different activities whereby phonological awareness is based on a well-developed hearing ability. Hearing is part of the musical activities that support/encourage phonological awareness with the development of rhythmic and melodic music listening. In this article, we aimed to investigate the effects of musical activities derived from the methodological system of Edward Willems on phonological awareness through a quasi-experimental study with 70 children aged 4 to 7 years. Thirty-five of them received 1 hr of music instruction per week for 6 months (experimental group) and the other 35 children received no such musical support (control group). We tested each child’s phonological awareness at the beginning of the music program and after 6 months. The results of the analysis of covariance showed that there was a statistically significant difference in phonological awareness between the experimental and control groups in favor of the experimental group. The results of the research confirmed that musical activities based on the methodological system Edgar Willems are a good and effective means of promoting phonological awareness, especially in early childhood.

scholarly journals Working memory and phonological awareness in children with rolandic epilepsy

2017 ◽  
Vol 15 (5) ◽  
Author(s):  
Daniele Caroline Leôncio ◽  
Laura Aragão ◽  
Maria Anna Cassiano ◽  
Priscila Andrade ◽  
Thais Mayara De Medeiros ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Phonological Awareness ◽  
Cognitive Functions ◽  
Control Group ◽  
Healthy Children ◽  
Rolandic Epilepsy ◽  
Experimental Group ◽  
Clinical Subgroup

This study investigated how the difficulties in language in children with Rolandic Epilepsy (RE) could be related to alterations in their development of phonological awareness and/or working memory. We evaluated fourty-two children aged 6 to 13 years old. From these, twenty-one children were diagnosed with RE and formed the experimental group; and twenty-one children without RE, paired with the experimental group by sex, age, education and socioeconomic status, formed the control group. The results showed significant differences in the performances of children with RE and healthy children in the tests that evaluated working memory and phonological awareness. Also, positive and high significant correlations were found between working memory and phonological awareness in the RE clinical subgroup. Generally, the results suggest that compromises in both cognitive functions might be associated to loss of language capabilities in children with RE, and also point that the development of working memory and phonological awareness are interconnected.

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.

scholarly journals Effectiveness of Phonological Awareness Skills Training in Improving Decoding Skills of Children with Reading Disabilities

2017 ◽  
Vol 11 (2) ◽  
pp. 315
Author(s):  
Hafsa A. Al Farsi ◽  
Mahmoud M. Imam
Keyword(s):  
Phonological Awareness ◽  
Reading Disabilities ◽  
Skills Training ◽  
Control Group ◽  
Decoding Skills ◽  
Discrepancy Model ◽  
Third Grade Students ◽  
And Control ◽  
Raven’S Matrices ◽  
Experimental Group

The study aimed to investigate the effectiveness of a phonological awareness skills training program in improving decoding skills of third grade students with reading disabilities. The initial sample included 40 students enrolled in the learning disabilities program in elementary schools in Oman. They were assessed for diagnosing those who have reading disabilities through adopting the procedures of the IQ-achievement discrepancy model. The Raven’s Matrices and a reading achievement test were administered to students. Then, 14 students among those diagnosed with reading disabilities were randomly distributed to an experimental and a control group. Participants in the experimental group received training in phonological awareness for 10 weeks whereas the control group participants did not. The participants of both groups were administered two tests in phonological awareness (PA) and decoding skills (DS) pre and post the training. Results of the study indicated that there were statistically significant differences between the experimental and control groups on the sub-tests of the PA and DS tests except for fluency in reading passages. However, a comparison of the pre and post scores of the experimental groups showed that they obtained significant gains in all sub scores following the training.

scholarly journals Relevance of Phonological Awareness Intervention to a Jordanian EFL Classroom

2017 ◽  
Vol 9 ◽  
pp. 1-20
Author(s):  
Yasser Al Tamimi
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Classroom Instruction ◽  
Second Graders ◽  
Control Group ◽  
School Based ◽  
Phonological Training ◽  
To Receive ◽  
Experimental Group

Building on Tamimi and Rababah (2007), the present study is an investigation of the effectiveness of explicit phonological awareness intervention in contrast with formal classroom instruction on developing phonological awareness skills for Jordanian EFL second-graders in a governmental school. Based on some views (Adams, 1990; Yopp, 1992; Stanovich, 1994; and Chard and Dickson, 1999) a phonological training program was designed with focus on five phonological awareness skills, viz., segmentation, isolation, deletion, substitution and blending, and their respective sub-skills. On measures of Robertson and Salter's (1997) Phonological Awareness Test (PAT), the experimental group that had undergone 15 40-minute phonological awareness sessions outperformed in deletion, substitution and blending skills the control group which continued to receive formal classroom instruction based on Action Pack 2. The findings corroborate previous research conclusions favoring explicit phonological awareness interventions; thus giving less credit to formal classroom instruction. The study also calls for integrating phonological awareness interventions in Jordanian basic stages' curricula.                                                         

scholarly journals Problems of Teaching Phonological Awareness to Learning Disabilities Students

2021 ◽  
Vol 23 ◽  
pp. 135-149
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Phonological Awareness ◽  
Instructional Program ◽  
Special Education Teacher ◽  
Experimental Methodology ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

scholarly journals The Effect of Explicit Pronunciation Instruction on Undergraduate EFL Learners' Vowel Perception

2016 ◽  
Vol 18 (1) ◽  
pp. 57 ◽  
Author(s):  
Mohammad Reza Ghorbani ◽  
Malihe Neissari ◽  
Hamid Reza Kargozari
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Control Group ◽  
Sound System ◽  
Vowel Perception ◽  
Efl Learners ◽  
Pronunciation Instruction ◽  
Persian Language ◽  
And Control ◽  
Experimental Group

Since English pronunciation errors are often caused by the transfer of the Persian language sound system, the present study investigated the effect of explicit pronunciation instruction on undergraduate English as a Foreign Language (EFL) learners’ vowel perception enhancement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. A 40-item minimal pair test was developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the test was estimated 0.75 through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG received the treatment regarding explicit pronunciation instruction. At the end of an eight-week training program, the pretest was used as the posttest. The results of the independent samples t-test from the posttest revealed that the EG had a better performance than the CG suggesting that EFL learners’ vowel perception can improve if they are explicitly made aware of their pronunciation errors.

The effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting

2020 ◽  
Vol 45 (3) ◽  
pp. 254-265
Author(s):  
Rachel Rachmani
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Control Group ◽  
Evidence Based ◽  
Early Childhood Setting ◽  
Post Intervention ◽  
Alphabet Knowledge ◽  
Letter Naming ◽  
Low Levels ◽  
Letter Sound

Phonological awareness (PA) and alphabet knowledge (AK) are two of the strongest predictors of reading acquisition, and evidence shows that many New Zealand children are entering school with low levels of emergent literacy (EL) skills. The current research showed that four-year-old children identified as having low levels of EL, who participated in an evidence-based 10-week intervention using games and books, made significant gains in PA and AK in comparison to a control group. The children were assessed pre-intervention and post-intervention using the Phonological Awareness Literacy Screening PreK and it was found that the PA and AK intervention used in this research was effective in significantly raising the levels of upper-case letter naming, letter-sound awareness and beginning sound awareness.

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