Speech perception and production as evidence for the role of phonological representation in the development of phonological awareness

2000 ◽  
Vol 108 (5) ◽  
pp. 2481-2481
Author(s):  
Virginia A. Mann ◽  
Judith G. Foy
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Phonological Representation ◽  
Speech Perception And Production

The role of phonological awareness, speech perception, and auditory temporal processing for dyslexia

1999 ◽  
Vol 8 (S3) ◽  
pp. S28-S34 ◽  
Author(s):  
G. Schulte-Körne ◽  
W. Deimel ◽  
J. Bartling ◽  
H. Remschmidt
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Temporal Processing ◽  
Auditory Temporal Processing

Relationship between early phonological processing and later phonological awareness: Evidence from nonword repetition

2020 ◽  
Vol 41 (2) ◽  
pp. 319-346
Author(s):  
Michelle E. Erskine ◽  
Benjamin Munson ◽  
Jan R. Edwards
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Receptive Vocabulary ◽  
Nonword Repetition ◽  
Implicit Measure ◽  
Phonotactic Probability ◽  
Testing Period ◽  
Repetition Task ◽  
Speech Perception And Production

AbstractThis study investigated whether individual differences in receptive vocabulary, speech perception and production, and nonword repetition at age 2 years, 4 months to 3 years, 4 months predicted phonological awareness 2 years later. One hundred twenty-one children were tested twice. During the first testing period (Time 1), children’s receptive vocabulary, speech perception and production, and nonword repetition were measured. Nonword repetition accuracy in the present study was distinct from other widely used measures of nonword repetition in that it focused on narrow transcription of diphone sequences in each nonword that differed systematically in phonotactic probability. At the second testing period (Time 2), children’s phonological awareness was measured. The best predictors of phonological awareness were a measure of speech production and a measure of phonological processing derived from performance on the nonword repetition task. The results of this study suggest that nonword repetition accuracy provides an implicit measure of phonological skills that are indicative of later phonological awareness at an age when children are too young to perform explicit phonological awareness tasks reliably.

scholarly journals Phonological Awareness and Print Knowledge of Preschool Children With Cochlear Implants

2012 ◽  
Vol 55 (3) ◽  
pp. 811-823 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Marc E. Fey ◽  
Laurie S. Eisenberg
Keyword(s):  
Standard Deviation ◽  
Speech Perception ◽  
Phonological Awareness ◽  
Speech Production ◽  
Cochlear Implants ◽  
Preschool Age ◽  
Speech And Language ◽  
Sample Mean ◽  
Print Knowledge ◽  
Age Appropriate

PurposeTo determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities.MethodThe sample comprised 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months. Children's print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed.ResultsFor phonological awareness, the CI group's mean score fell within one standard deviation of the Test of Preschool Early Literacy's (Lonigan, Wagner, Torgesen, & Rashotte, 2007) normative sample mean but was more than one standard deviation below the NH group mean. The CI group's performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 34% of variance in the CI group's phonological awareness but no significant variance in their print knowledge.ConclusionsChildren with CIs have the potential to develop age-appropriate early literacy skills by preschool age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development.

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

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