The development of phonological awareness and letter knowledge in young New Zealand children

2014 ◽  
Vol 17 (1) ◽  
pp. 49-57
Author(s):  
Alison W Arrow ◽  
Claire J McLachlan
Keyword(s):  
New Zealand ◽  
Phonological Awareness ◽  
Letter Knowledge

The role of letter knowledge and phonological awareness in young Braille readers

2002 ◽  
Vol 25 (3) ◽  
pp. 259-270 ◽  
Author(s):  
Fiona Barlow–Brown ◽  
Vincent Connelly
Keyword(s):  
Phonological Awareness ◽  
Letter Knowledge

Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 308-324 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Speech Intelligibility ◽  
Longitudinal Design ◽  
Phoneme Awareness ◽  
Control Group ◽  
Letter Knowledge ◽  
Speech Impairment ◽  
Early Literacy Development ◽  
Reading And Spelling

Purpose: This study investigated the phonological awareness and early literacy development of 12 children who presented at 3 years of age with moderate or severe speech impairment. The children’s response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined. Method: Using a 3-year longitudinal design, the children’s development in phonological awareness was monitored and compared to that of a group of 19 children without speech impairment. During the monitoring period from 3 to 5 years of age, the children with speech impairment received, on average, 25.5 intervention sessions. At 6 years of age, the children’s performance on phonological awareness, reading, and spelling measures was also compared to that of the 19 children without impairment as well as to a matched control group of children with speech impairment who had not received any specific instruction in phonological awareness. Results: The results indicated that (a) phoneme awareness can be stimulated in children with speech impairment as young as 3 and 4 years of age, (b) facilitating phoneme awareness development can be achieved concurrently with improvement in speech intelligibility, and (c) enhancing phoneme awareness and letter knowledge during the preschool years is associated with successful early reading and spelling experiences for children with speech impairment. Clinical Implications: The data provide evidence to support the clinical practice of integrating activities to develop phoneme awareness and letter knowledge into therapy for 3- and 4-year-old children with moderate or severe speech impairment.

Phonological Awareness and Letter Knowledge in Qurʾanic Reading: A-ba-ha-ta Method as a Case Study

2020 ◽  
Vol 18 (1) ◽  
pp. 1-28
Author(s):  
Zulkifli Mohd Yusoff ◽  
Raja Jamilah Raja Yusof ◽  
Muhammad Lukman Ibrahim
Keyword(s):  
Phonological Awareness ◽  
School Setting ◽  
Essential Elements ◽  
Fast Method ◽  
Letter Knowledge ◽  
Home Setting

Abstract Phonological awareness and letter knowledge are essential elements needed for a person to be able to read and this includes the reading of the Quran. This study examined and explored the role of phonological awareness and letter knowledge, via A-ba-ha-ta method for teaching to read and write the Qurʾan. A-ba-ha-ta is a fast method to teach reading the Quran that uses a compilation of books structured aiming to instil the Quranic reading knowledge in 30 hours. Six students from different backgrounds took part in this case study. Their reading achievements were investigated based on the teaching for 30 hours within the duration of three weeks, three months and 1 year. The findings show that the students performed best when A-ba-ha-ta method was taught within the period of 3 months in an informal home setting. This is followed by the students taught within 1 year in a school setting and lastly the ones taught within three weeks in an informal school setting. Based on the findings, students who were taught with the A-ba-ha-ta method for three months’ period performed better in the assessment compared to those taught within three weeks and 1 year. Additionally, students who were taught within 1 year performed better in the assessment compared to those within three weeks.

Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study

2011 ◽  
Vol 44 (2) ◽  
pp. 105-122 ◽  
Author(s):  
Turid Helland ◽  
Tomas Tjus ◽  
Marit Hovden ◽  
Sonja Ofte ◽  
Mikael Heimann
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Risk Group ◽  
Verbal Learning ◽  
Letter Knowledge ◽  
Children At Risk ◽  
Top Down ◽  
Reading And Spelling

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme—grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), “from sound to meaning”, and top-down (TD), “from meaning to sound.” Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers

2007 ◽  
Vol 28 (1) ◽  
pp. 23-45 ◽  
Author(s):  
HEATHER WINSKEL ◽  
VIVILIA WIDJAJA
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Developmental Stage ◽  
Literacy Development ◽  
Letter Knowledge ◽  
Learning To Read ◽  
Variable Nature ◽  
Early Acquisition ◽  
Phonological Unit ◽  
Reading And Spelling

The aim of the present study was to investigate the grain size predominantly used by children learning to read and spell in Indonesian. Indonesian is an orthographically transparent language, and the syllable is a salient unit. Tasks assessing various levels of phonological awareness as well as letter knowledge, reading familiar words and nonwords, and spelling stem and affixed words were administered to children in Grade 1 and subsequently 1 year later in Grade 2. The results in general indicate that the phoneme is the prominent phonological unit in the early acquisition of reading and spelling in Indonesian, but the syllable also plays a significant role, particularly when reading long multisyllabic affixed words. This highlights the variable nature of grain size used by beginners, which is dependent on developmental stage, the demands of the task administered, and the characteristics of the language and its orthography.

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