Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas)

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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Speech impairment and literacy difficulties: Underlying links

The Australian Educational and Developmental Psychologist ◽

10.1017/s0816512200028030 ◽

2000 ◽

Vol 17 (1) ◽

pp. 63-75 ◽

Cited By ~ 8

Author(s):

Suze Leitão ◽

Janet Fletcher ◽

John Hogben

Keyword(s):

Phonological Awareness ◽

Emergent Literacy ◽

Clinical Observation ◽

Speech Errors ◽

Speech Impairment ◽

Phonological Information ◽

Literacy Outcomes ◽

Relationship Of ◽

Impaired Children ◽

Level Of Processing

AbstractDespite clinical observation of the problems in emergent literacy experienced by unintelligible children, there are conflicting data about the possible relationship of expressive speech problems to literacy acquisition. Several confounding factors may explain the inconsistency in results across studies. Potential confounds include specificity and severity of speech impairment, age of participants, and pattern of speech errors. It was hypothesised that the presence of nondevelopmental speech errors can be considered a symptom of a breakdown at the level of processing phonological information that has an impact on both speech and literacy development. A cohort of 21 specifically speech-impaired children entering Year 1 at school was selected and classified into subgroups based on pattern of speech errors. Phonological awareness measures were administered early in Year 1 and literacy measures in Year 3. The results confirmed thot the presence of nondevelopmental speech errors predicted poorer phonological awareness skills and weaker literacy outcomes, particularly spelling.

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Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360(2003/092) ◽

2003 ◽

Vol 12 (4) ◽

pp. 463-471 ◽

Cited By ~ 75

Author(s):

Susan Rvachew ◽

Alyssa Ohberg ◽

Meghann Grawburg ◽

Joan Heyding

Keyword(s):

Phonological Awareness ◽

Early Literacy ◽

Emergent Literacy ◽

Language Skills ◽

Receptive Language ◽

Receptive Vocabulary ◽

Vocabulary Skills ◽

Literacy Knowledge ◽

Age Appropriate ◽

Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

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The relationship between prosodic perception, phonological awareness and vocabulary in emergent literacy

Journal of Research in Reading ◽

10.1111/j.1467-9817.2011.01507.x ◽

2011 ◽

Vol 37 (2) ◽

pp. 119-137 ◽

Cited By ~ 8

Author(s):

Rachel L. Beattie ◽

Franklin R. Manis

Keyword(s):

Phonological Awareness ◽

Emergent Literacy ◽

The Relationship

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Competências de matemática e de literacia emergente: Estudo correlacional

Revista Portuguesa de Educação ◽

10.21814/rpe.7475 ◽

2017 ◽

Vol 30 (1) ◽

pp. 85

Author(s):

Joana Amaral ◽

Joana Cruz ◽

Patrícia Constante ◽

Patrícia Pinto ◽

Marta Almeida ◽

...

Keyword(s):

Phonological Awareness ◽

Emergent Literacy ◽

Oral Language ◽

Early Identification ◽

Correlational Analysis ◽

Written Language ◽

Contextual Influences ◽

Math Skills ◽

Educational Risk ◽

The Relationship

Tem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade préescolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave: Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente. ABSTRACTIt has been well documented the importance of the implementation of preschool interventions that facilitate the development of oral language, phonological awareness, written language and math skills, as well as the need of an early identification of children at educational risk. The aim of the present study is to examine the relationship between children’s competence in oral language, phonological awareness, written language and mathematic competencies in preschool years. A total of 99 children participated in this study. Correlational analysis was used to understand the relation between the variables in the study. The results suggest that oral language, phonological awareness, written language and mathematic competencies are correlated. No statistical differences were found among boys and girls. These findings suggest that the growth in these skills may be related to contextual influences. These findings highlighted the implications to psychological evaluation and for pedagogic practice.Keywords: Math skills; Kindergarten; Oral language; Emergent literacy

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Longitudinal effects of family and school context on the development on emergent literacy skills in preschoolers

Current Psychology ◽

10.1007/s12144-021-02274-6 ◽

2021 ◽

Author(s):

Oriana Incognito ◽

Giuliana Pinto

Keyword(s):

Phonological Awareness ◽

Emergent Literacy ◽

Parental Education ◽

School Context ◽

Relative Weight ◽

Literacy Skills ◽

Home Literacy ◽

Family Context ◽

Emergent Literacy Skills ◽

School Year

AbstractThe negative influence of economic and socio-cultural disadvantages on students’ literacy performance has been widely documented. However, the ability of schooling to counterbalance the predictive effect exerted by inequality in the family context has been less investigated. This study aims to longitudinally investigate the relative weight of the child’s family context, i.e., parents’ occupation and education levels; home literacy; and the school context, in terms of didactical intervention, on emergent literacy skills. A total of 193 children in the last year of preschool participated in the longitudinal research. Each child was administered socio-economic measures (parental education [PE] and home literacy [HL] levels) and, at the beginning and end of the school year, tasks to assess his or her emergent literacy skills (phonological awareness and textual and notational skills). General linear model analyses were carried out. The results of the initial assessment showed that PE level was a powerful predictor of performance that was associated with significantly lower performance in children from disadvantaged backgrounds in all the tested skills. After a year of schooling, all participants benefitted from the teaching received, with significantly increased performance in phonological awareness, notational skills and textual competence. In addition, by comparing the scores of the three groups at the end of the school year, we verified that teaching exerted varying degrees of influence depending on the student group and tested ability.

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