Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment

2011 ◽  
Vol 44 (6) ◽  
pp. 543-555 ◽  
Author(s):  
Julie A. Wolter ◽  
Trisha Self ◽  
Kenn Apel
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Word Reading ◽  
Fourth Grade ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Literacy Achievement ◽  
Real Word ◽  
Longitudinal Extension ◽  
Reading And Spelling

The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed significantly lower than their peers with TL on all fourth grade literacy measures. For both groups, kindergarten initial MGR acquisition ability significantly related to fourth grade real-word reading and spelling. For the children with LI, kindergarten initial MGR acquisition ability also related to fourth grade pseudoword decoding and reading comprehension. Collectively, the findings suggest that initial MGR learning in kindergarten is an essential skill that may uniquely relate to later literacy abilities.

scholarly journals The Effects of Lexical Tone Awareness on Early Word Recognition, Word Reading, and Spelling From Dictation of Thai Children: A Longitudinal Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Therdpong Thongseiratch ◽  
Tuangporn Kraiwong ◽  
Rungpat Roengpitya
Keyword(s):  
Word Recognition ◽  
Early Literacy ◽  
Word Reading ◽  
Longitudinal Design ◽  
Word Meaning ◽  
Literacy Skills ◽  
Hierarchical Regression ◽  
Lexical Tone ◽  
Grade 3 ◽  
Reading And Spelling

In tonal languages such as Thai, lexical tone (the pitch of a syllable) affects word meaning. This study examined the effects of lexical tone awareness (LTA) on early word recognition and the relationship between these abilities and word reading and spelling in subsequent grades. A longitudinal design was used to assess reading-related skills in 259 Thai children, first in kindergarten (130 girls, Mage=67.25months) and later in Grade 3 (Mage=102.25months). In kindergarten, the children were tested on lexical tone identification and differentiation, early literacy skills, non-verbal IQ, and early word recognition. In Grade 3, they were tested on word reading and spelling from dictation. The hierarchical regression analyses showed that the lexical tone identification skills in kindergarten accounted for 2% of the unique variance in early word recognition. However, none of the LTA skills could predict word reading and spelling from dictation after controlling for other literacy-related skills. These findings suggest that LTA skill positively associated with early word recognition at the kindergarten level, but not for word reading and spelling from dictation at a Grade 3 level.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Understanding Risk for Reading Difficulties in Children With Language Impairment

2016 ◽  
Vol 59 (6) ◽  
pp. 1436-1447 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Laura M. Justice ◽  
Ann A. O'Connell ◽  
Jill M. Pentimonti ◽  
Joan N. Kaderavek
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Reading Difficulties ◽  
Recognition Task ◽  
Literacy Skills ◽  
Poor Readers ◽  
Early Literacy Skills ◽  
Poor Reading ◽  
Good And Poor Readers ◽  
Kindergarten Reading

Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education

2013 ◽  
Vol 48 (5) ◽  
pp. 482-494 ◽  
Author(s):  
Laura Justice ◽  
Jessica Logan ◽  
Joan Kaderavek ◽  
Mary Beth Schmitt ◽  
Virginia Tompkins ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Literacy ◽  
Language Impairment ◽  
Early Childhood Special Education ◽  
Literacy Skills ◽  
Early Literacy Skills

scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

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