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.

The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment

2000 ◽  
Vol 31 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Language Impairment ◽  
Language Skills ◽  
Reading Development ◽  
Control Program ◽  
Spoken Language ◽  
Language Intervention ◽  
Typically Developing ◽  
Speech And Language

Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

scholarly journals Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers

1996 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Karin Landerl ◽  
Uta Frith ◽  
Heinz Wimmer
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Orthographic Knowledge ◽  
Lower Degree ◽  
Phoneme Awareness ◽  
Phonological Information ◽  
Normal Reading ◽  
Orthographic Representations

ABSTRACTIn three typical phonological awareness tasks it was found that children with normal reading development sometimes give responses that are based on orthographic rather than phonological information. In dyslexic children, the number of occurrences of such orthographic intrusions was significantly lower. This effect cannot be explained by positing a lower degree of orthographic knowledge in dyslexic children since a group of younger children who had the same spelling level as the dyslexics also showed more orthographic intrusions. A plausible explanation for this difference between normal and dyslexic readers is that, in normal readers, phonological and orthographic representations of words are so closely connected that they are usually coactivated, even if such a coactivation is misleading. In dyslexics this connection is less strong, so that orthographic representations interfere less with phonemic segmentation. The relevance of this finding with respect to recent assumptions about the importance of phonology in establishing orthographic representations is discussed.

Does strength of phonological representations predict phonological awareness in preschool children?

2001 ◽  
Vol 22 (3) ◽  
pp. 301-325 ◽  
Author(s):  
JUDITH G. FOY ◽  
VIRGINIA MANN
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Spoken Language ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Word Knowledge ◽  
Letter Knowledge ◽  
Phonological Representations ◽  
Rhyme Awareness

Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children, aged 4 to 6, who were just beginning to be exposed to formal reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge.

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.

The Roles of Phonological Awareness and Oral Vocabulary Knowledge in English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

2017 ◽  
pp. 30-48 ◽  
Author(s):  
Chan Lü ◽  
Keiko Koda
Keyword(s):  
Phonological Awareness ◽  
Heritage Language ◽  
Word Reading ◽  
Reading Development ◽  
Vocabulary Knowledge ◽  
Word Decoding ◽  
Learning To Read ◽  
Oral Vocabulary ◽  
Character Reading ◽  
Chinese Heritage Language

In this study, we examined how reading development varies between two typologically distant languages within biliteracy learners. Specifically, we compared the relative contributions of two oral variables, oral vocabulary knowledge and phonological awareness, to word reading development in school-age Chinese heritage language (CHL) speakers who were learning to read Chinese and English concurrently. The results showed that oral vocabulary knowledge accounted for a significant portion of the variance in Chinese character reading, but it contributed to English and Pinyin word decoding only indirectly through phonological awareness within each language. Phonological awareness was significant in explaining performance differences in English and Pinyin word reading across languages as well. These findings suggest that phonological awareness and oral vocabulary knowledge play distinct roles in learning to read in typologically diverse languages; more importantly, that each oral sub-skill contributes differently to word reading development when shared across typologically diverse languages.

The Foundations of Literacy

2000 ◽  
Vol 9 (3) ◽  
pp. 89-92 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Phonological Awareness ◽  
Alphabetic Principle ◽  
Learning To Read ◽  
Phonological Skills ◽  
Letter Sounds ◽  
Sound Structure ◽  
Spoken Words ◽  
Letter Names ◽  
Foundational Skills ◽  
Regular Manner

Learning to read and write in English requires children to master the alphabetic principle, the idea that the letters in printed words represent the sounds in spoken words in a more or less regular manner. Children need at least two skills in order to grasp the alphabetic principle. The first is phonological awareness, or a sensitivity to the sound structure of spoken words. The second is knowledge about letters, including knowledge of letter names and knowledge of letter sounds. Recent research sheds light on these foundational skills, documenting the linguistic factors that affect children's performance and how children put their phonological skills and knowledge of letters to use in learning to read and spell.

Sign in / Sign up

Export Citation Format

Share Document