scholarly journals Phonological awareness development in children with and without spoken language difficulties: A 12-month longitudinal study of German-speaking pre-school children

2016 ◽  
Vol 19 (5) ◽  
pp. 465-475 ◽  
Author(s):  
Blanca Schaefer ◽  
Joy Stackhouse ◽  
Bill Wells
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
School Children ◽  
Spoken Language ◽  
Language Difficulties ◽  
German Speaking

Effectiveness of Preschool-Wide Teacher-Implemented Phoneme Awareness and Letter-Sound Knowledge Instruction on Code-Based School-Entry Reading Readiness

2018 ◽  
Vol 41 (1) ◽  
pp. 42-53 ◽  
Author(s):  
Karyn L. Carson ◽  
Anne E. Bayetto ◽  
Anna F. B. Roberts
Keyword(s):  
Phonological Awareness ◽  
Spoken Language ◽  
Reading Readiness ◽  
School Entry ◽  
Phoneme Awareness ◽  
Typical Development ◽  
Speech Language Pathologists ◽  
Preschool Program ◽  
Language Difficulties ◽  
Letter Sound

This study investigated the effect of preschool-wide, teacher-implemented, phoneme-focused phonological awareness (PA) and letter-sound knowledge (LSK) instruction, on raising code-based school-entry reading readiness for children with Spoken Language Difficulties (SLD) and Typical Development (TD), when supported by weekly coaching by trainee speech-language pathologists. A total of 90 4-year-old children participated, whereby 50 children, inclusive of 13 children with SLD, received 10 weeks of preschool-wide, teacher-delivered, phoneme-focused PA and LSK instruction. In all, 40 children, inclusive of 10 children with SLD, continued with the usual preschool program. Post-instruction, children in the experimental condition performed significantly higher in phoneme awareness, LSK, and early decoding compared with control children. Children with SLD in the experimental condition performed significantly higher in phoneme awareness and LSK, but not in early decoding, compared with control children with SLD. Overall, preschool-wide, teacher-implemented, phoneme-focused PA and LSK instruction can support code-based reading readiness skills for children with SLD and TD.

Pre-school children have better spoken language when early implanted

2014 ◽  
Vol 78 (8) ◽  
pp. 1327-1331 ◽  
Author(s):  
Domenico Cuda ◽  
Alessandra Murri ◽  
Letizia Guerzoni ◽  
Enrico Fabrizi ◽  
Valeria Mariani
Keyword(s):  
School Children ◽  
Spoken Language

Actual and Perceived Parental Knowledge and Child Delinquency: Does the Sex of the Parent, the Sex of the Child, and the Child’s Age Make a Difference?

2021 ◽  
pp. 0192513X2110551
Author(s):  
Glenn D. Walters
Keyword(s):  
Longitudinal Study ◽  
Early Adolescence ◽  
School Children ◽  
Parental Knowledge ◽  
Deterrent Effect ◽  
Future Child ◽  
Middle Adolescence

Parental knowledge was tested as a possible deterrent to future delinquency in 3914 (51% male) early to mid-adolescent school children from the Longitudinal Study of Australian Children. Using three waves of data, parent-rated mother and father knowledge were tested as correlates of future delinquency, controlling for age, perceived parental knowledge, and the willingness of children to share their thoughts and feelings with parents. Variables from Wave 5 (age 12/13) were used to predict delinquency at Wave 6 (age 14/15), and variables from Wave 6 were used to predict delinquency at Wave 7 (age 16/17). Results showed that mother- but not father-reported knowledge effectively deterred future child delinquency. A significant sex x mother knowledge interaction was found in both analyses, indicating that boys experienced a stronger deterrent effect than girls. It was further demonstrated that the deterrent effect of parental knowledge on child delinquency was stronger in early adolescence than in middle adolescence.

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.

Constructional Variety in the Spoken Language of School Children

1973 ◽  
Vol 122 (2) ◽  
pp. 297-308 ◽  
Author(s):  
Wilbur A. Hass ◽  
Joseph M. Wepman
Keyword(s):  
School Children ◽  
Spoken Language

scholarly journals Longitudinal study of dental caries incidence associated with Streptococcus mutans and Streptococcus sobrinus in pre-school children

2005 ◽  
Vol 54 (7) ◽  
pp. 661-665 ◽  
Author(s):  
Mitsugi Okada ◽  
Yoshiko Soda ◽  
Fumiko Hayashi ◽  
Takako Doi ◽  
Junji Suzuki ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Dental Caries ◽  
Streptococcus Mutans ◽  
School Children ◽  
Streptococcus Sobrinus

2. How to learn to read (or not)

2019 ◽  
pp. 12-33
Author(s):  
Margaret J. Snowling
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Spoken Language ◽  
Rapid Naming ◽  
Phoneme Awareness ◽  
Alphabetic Principle ◽  
Learning To Read

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

Language Education and primary school children: the story of using stories

2019 ◽  
Vol 15 (2-2019) ◽  
pp. 157-169 ◽  
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Longitudinal Study ◽  
Action Research ◽  
Primary School ◽  
Language Learning ◽  
Language Learners ◽  
School Children ◽  
Research Study ◽  
Language Education ◽  
Primary School Children ◽  
Western Greece

The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.

Sign in / Sign up

Export Citation Format

Share Document