scholarly journals Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

2019 ◽  
Vol 24 (4) ◽  
pp. 408-423 ◽  
Author(s):  
Amy R Lederberg ◽  
Lee Branum-Martin ◽  
Mi-young Webb ◽  
Brenda Schick ◽  
Shirin Antia ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Second Grade ◽  
Learning To Read ◽  
Early Reading Skills ◽  
Spoken English ◽  
Reading Abilities ◽  
Confirmatory Factor ◽  
Alternative Means ◽  
Visual Learners

Abstract Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

scholarly journals Alphabetic Knowledge and Phonological Awareness : A comparison between Malaysian Preschool Children from Public and Private Kindergartens

2020 ◽  
Vol 6 (2) ◽  
pp. 1-15
Author(s):  
Joanna Joo Ying Wang ◽  
Julia Ai Cheng Lee
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Public And Private ◽  
Learning To Read ◽  
Letter Naming ◽  
Private And Public ◽  
Comprehensive Test ◽  
The Mean ◽  
Alphabetic Knowledge

Alphabetic knowledge and phonological awareness are essential skills in learning to read. This research examined the level of acquisition on alphabetic knowledge and phonological awareness among 60 preschoolers from private and public preschools in Kuching, Sarawak. The mean age of the children was 5.58. The children were administered letter name and sound knowledge, and letter naming fluency tests to examine their alphabetic knowledge; Comprehensive Test of Phonological Processing and Yopp-Singer Phoneme Segmentation Test to examine their phonological awareness. Higher achievement in alphabetic knowledge and phonological awareness was found among preschoolers from private preschools compared to those from public preschools. This study discusses the implications for practice and the ways teachers could explicitly foster alphabetic knowledge and phonological awareness skills in the classroom. Keywords: learning to read, alphabetic knowledge, phonological awareness, preschool children.

Music Training and Reading Readiness

2011 ◽  
Vol 29 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Christine D. Tsang ◽  
Nicole J. Conrad
Keyword(s):  
Phonological Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Reading Skills ◽  
Music Perception ◽  
Music Training ◽  
Cognitive Domains ◽  
Early Reading Skills ◽  
Reading Abilities ◽  
Age Range

several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

Examining the Influence of Interactions Between Early Reading Skills and Executive Functioning on Second Grade Reading Achievement

2020 ◽  
Vol 19 (2) ◽  
pp. 141-160
Author(s):  
Emily C. Mariotti ◽  
J. Parks Fillauer ◽  
McKenzie Martin ◽  
Jennifer Bolden
Keyword(s):  
Working Memory ◽  
Reading Achievement ◽  
Multilevel Modeling ◽  
Cognitive Flexibility ◽  
Cognitive Processes ◽  
Reading Skills ◽  
Early Reading ◽  
Second Grade ◽  
Early Reading Skills ◽  
Reading Abilities

Questions still exist about the interplay between foundational literacy components and budding cognitive structures that are thought to influence advanced reading abilities. Understanding interactions between executive functions (EFs) and specific early reading skills could contribute to our understanding of later reading achievement. The present study used multilevel modeling to examine whether EFs (i.e., working memory, cognitive flexibility, and inhibition) moderate the relation between various early reading skills in kindergarten and second grade reading achievement in a sample of 18,174 participants from the ECLS: K-2011 database. Our findings suggested that early teacher-rated reading skills are related to second grade reading abilities. Both working memory and inhibition were important moderators for reading independently in kindergarten and are associated with later reading achievement in second grade. Research implications and the importance of understanding the intersection of cognitive processes and learning in early childhood are discussed.

Word Frequency and Age Effects in Normally Developing Children's Phonological Processing

1996 ◽  
Vol 39 (5) ◽  
pp. 1099-1108 ◽  
Author(s):  
Gary A. Troia ◽  
Froma P. Roth ◽  
Grace H. Yeni-Komshian
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Word Frequency ◽  
Phonological Processing ◽  
High Frequency ◽  
Reading Ability ◽  
Word Reading ◽  
Low Frequency ◽  
Second Grade ◽  
Confrontation Naming

Eleven kindergarten-age students and 11 second-grade students were asked to perform each of four phonological processing tasks: (a) confrontation naming of object drawings, (b) rapid sequential naming of object drawings and letters, (c) segmentation of words into sounds, and (d) blending sounds to produce words. Response accuracy and, for the picture naming tasks, response latency were measured. In addition, single-word reading ability and silent reading comprehension were evaluated. Results indicated that high-frequency stimuli were named faster and, in one task, more accurately than low-frequency stimuli. Blending sounds to produce high-frequency words was less difficult than blending sounds to produce low-frequency words, but word frequency did not affect sound segmentation performance. Children in second grade generally were faster and more accurate than kindergarten children in naming pictures. They also were able to segment more sounds and correctly blend sounds to produce more target words than kindergarten students. Confrontation naming accuracy, rapid object-and letter-naming latency, and sound segmentation and blending accuracy were intercorrelated and were related to word recognition and to reading comprehension. Serial naming speed was highly related to phonological awareness in kindergarten, whereas confrontation naming accuracy was highly related to phonological awareness in second grade. A limited cognitive resources framework was adopted to interpret these findings.

scholarly journals Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

2018 ◽  
Vol 61 (12) ◽  
pp. 2977-2995 ◽  
Author(s):  
Molly K. Duncan ◽  
Amy R. Lederberg
Keyword(s):  
Hierarchical Linear Modeling ◽  
Hard Of Hearing ◽  
Wait Time ◽  
Teacher Talk ◽  
Second Grade ◽  
Linear Modeling ◽  
Spoken English ◽  
School Year ◽  
Hearing Children ◽  
Explicit Vocabulary

PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

scholarly journals STUDENTS’ PERCEPTION OF USING “DICTIONARY POCKET” AS A MEDIUM TO IMPROVE THEIR VOCABULARY MASTERY

2019 ◽  
Vol 2 (3) ◽  
pp. 319
Author(s):  
Titi Mariah ◽  
Yanti Yusanti ◽  
Ula Nisa El Fauziah
Keyword(s):  
The Other ◽  
Second Grade ◽  
Learning To Read ◽  
Other Hand ◽  
Qualitative Descriptive ◽  
Almost All ◽  
Descriptive Method

Vocabulary known as an essential skill for learning to read, speak, write and listen. It is important to find the appropriate technique in order to improve students’ vocabulary mastery. The researchers did research with focuses on students’ perception towards using “dictionary pocket” in order to improve their vocabulary mastery. It was conducted using a qualitative descriptive method. To collect the data, the researchers use the instruments of an open-ended questionnaire and interview section. The samples were 36 students of second grade from Broadcasting major at SMK Negeri 1 Cimahi. The result of the questionnaire shows that it was found that almost all of the students feel that with learn vocabulary can be easier when they use the technique of remembering dictionary pocket. They also agree that dictionary pocket is an appropriate technique which is used to learn vocabulary. In the other hand, the result of interview shows, the students concede that they are feel helped and being motivated. It can be sum up that dictionary pocket is suitable to strengthen their vocabulary mastery. Dictionary pocket is useful enough because it can help them when they forget the word.

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

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