The Relationship Between Phoneme Awareness and Rapid Serial Naming Skills and Literacy Acquisition: The Role of Developmental Period and Reading Ability

2004 ◽  
Vol 8 (1) ◽  
pp. 27-52 ◽  
Author(s):  
Claudia Cardoso-Martins ◽  
Bruce F. Pennington
Keyword(s):  
Reading Ability ◽  
Literacy Acquisition ◽  
Developmental Period ◽  
Phoneme Awareness ◽  
Serial Naming ◽  
The Relationship

The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers

2020 ◽  
pp. 250-264
Author(s):  
Fiona Elizabeth Kyle
Keyword(s):  
Phonological Awareness ◽  
Hard Of Hearing ◽  
Literacy Acquisition ◽  
Good Readers ◽  
Reading Remediation ◽  
Visual Access ◽  
Lip Reading ◽  
Potential Reading ◽  
The Relationship

Historically, speechreading (silent lip-reading) is a skill typically associated with deaf or hard-of-hearing (DHH) people accessing spoken language. There is increasing research evidence that speechreading ability is important for reading development in DHH children, even in children who sign. This chapter will argue that DHH children who are good speech readers are good readers because speechreading provides visual access to spoken phonology, enabling them to develop phonological awareness skills. This chapter will explore the relationship between speechreading, reading, and phonological awareness in DHH children and consider whether it differs as a function of language preferences and type of amplification aid used. It will discuss the theoretical and practical implications of the role of speechreading in literacy acquisition with reference to potential reading remediation for DHH children.

scholarly journals The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Min Hu
Keyword(s):  
College Students ◽  
Phonological Awareness ◽  
English Learners ◽  
Vital Role ◽  
Phoneme Awareness ◽  
Regression Analyses ◽  
Differential Effects ◽  
The Relationship ◽  
Chinese English Learners

This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.

scholarly journals Rapid serial naming and reading ability: the role of lexical access

2009 ◽  
Vol 24 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Jessica A. R. Logan ◽  
Christopher Schatschneider ◽  
Richard K. Wagner
Keyword(s):  
Lexical Access ◽  
Reading Ability ◽  
Serial Naming

scholarly journals The Role of Education and Intellectual Activity on Cognition

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Jeanine M. Parisi ◽  
George W. Rebok ◽  
Qian-Li Xue ◽  
Linda P. Fried ◽  
Teresa E. Seeman ◽  
...  
Keyword(s):  
Reading Ability ◽  
Cognitive Outcome ◽  
Complex Environments ◽  
Multiple Mediation ◽  
Intellectual Activity ◽  
The Life Course ◽  
Lifestyle Activities ◽  
Intellectual Activities ◽  
The Relationship

Although educational attainment has been consistently related to cognition in adulthood, the mechanisms are still unclear. Early education, and other social learning experiences, may provide the skills, knowledge, and interest to pursue intellectual challenges across the life course. Therefore, cognition in adulthood might reflect continued engagement with cognitively complex environments. Using baseline data from the Baltimore Experience Corps Trial, multiple mediation models were applied to examine the combined and unique contributions of intellectual, social, physical, creative, and passive lifestyle activities on the relationship between education and cognition. Separate models were tested for each cognitive outcome (i.e., reading ability, processing speed, memory). With the exception of memory tasks, findings suggest that education-cognition relations are partially explained by frequent participation in intellectual activities. The association between education and cognition was not completely eliminated, however, suggesting that other factors may drive these associations.

scholarly journals Phonological awareness and reading in Northern Sotho – Understanding the contribution of phonemes and syllables in Grade 3 reading attainment

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Carien Wilsenach
Keyword(s):  
Phonological Awareness ◽  
Phoneme Awareness ◽  
Cross Sectional ◽  
Transparent Orthography ◽  
Northern Sotho ◽  
Different Dimensions ◽  
Grade 3 ◽  
The Relationship ◽  
Different Levels

Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language.Aim: This study assessed different levels of PA in Northern Sotho learners in order to determine the relationship between phoneme awareness, syllable awareness and reading.Setting: The research was conducted in Atteridgeville, a suburb in Tshwane. The participants were Grade 3 learners who spoke Northern Sotho as home language, and who received their literacy instruction in Northern Sotho in the foundation phase.Methods: The research was cross-sectional, with a correlational component. Phoneme awareness was assessed via a phoneme identification and elision task, whereas syllable awareness was assessed with a syllable elision task.Results: Statistical analyses revealed that Northern Sotho learners are significantly better at identifying syllables than phonemes, but that phoneme awareness predicts reading outcomes more accurately.Conclusion: This study suggests that phoneme awareness does not necessarily develop early or automatically in languages with a simple syllable structure and a transparent orthography and evaluates this finding against the predictions of the Psycholinguistic Grain Size Theory. The importance of explicitly teaching phoneme–grapheme correspondences to Northern Sotho learners is highlighted.

The Relationship between Conceptual Tempo, Phonological Awareness, and Word Recognition in Beginning Readers

1981 ◽  
Vol 13 (2) ◽  
pp. 173-185 ◽  
Author(s):  
William E. Tunmer ◽  
Claire M. Fletcher
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Acquisition ◽  
First Grade ◽  
Beginning Readers ◽  
Highly Correlated ◽  
The Relationship ◽  
Conceptual Tempo

An alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition is presented. The discussion yields three hypotheses, which are the focus of the present study: (1) conceptual tempo is related to phonological awareness; (2) the relationship between phonological awareness and reading ability (in beginning readers) is stronger than the relationship between conceptual tempo and reading ability; and (3) conceptual tempo and phonological awareness are differentially related to the recognition of real and synthetic words. Thirty-seven first grade children were individually administered tests of verbal intelligence, conceptual tempo, phonological awareness, and reading ability. The data indicate that phonological awareness is significantly correlated with conceptual tempo, that phonological awareness is related to synthetic word recognition, and that synthetic word recognition is highly correlated with real word recognition. The results are explained in terms of a model of reading acquisition that emphasizes the role of metalinguistic abilities in learning to read.

Magnocellular Pathway and Reading Rate: An Equivalence Test Analysis

2018 ◽  
Author(s):  
Ashley Edwards ◽  
Christopher Schatschneider
Keyword(s):  
Reading Ability ◽  
Reading Rate ◽  
Coherent Motion ◽  
Equivalence Test ◽  
Test Analysis ◽  
Poor Reading ◽  
Letter Naming ◽  
The Relationship ◽  
Deficit Theory

Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and rapid letter naming (serial and isolated naming). Results showed that in a sample of 83 college students magnocellular performance was not significantly correlated with reading rate or rapid letter naming. Equivalence test analyses showed all correlations between magnocellular performance and reading rate or rapid letter naming to be within the bounds of -0.3 to 0.3. This provides evidence against the idea that having low magnocellular performance will result in poor reading ability. In opposition to the magnocellular deficit theory of dyslexia, these results suggest that a magnocellular deficit is not causally related to reading rate.

Choosing a Markov blanket

2020 ◽  
Vol 43 ◽  
Author(s):  
Thomas Parr
Keyword(s):  
Markov Blanket ◽  
Target Article ◽  
The Relationship

Abstract This commentary focuses upon the relationship between two themes in the target article: the ways in which a Markov blanket may be defined and the role of precision and salience in mediating the interactions between what is internal and external to a system. These each rest upon the different perspectives we might take while “choosing” a Markov blanket.

Staring Down Death

Crisis ◽  
2016 ◽  
Vol 37 (3) ◽  
pp. 212-217 ◽  
Author(s):  
Thomas E. Joiner ◽  
Melanie A. Hom ◽  
Megan L. Rogers ◽  
Carol Chu ◽  
Ian H. Stanley ◽  
...  
Keyword(s):  
Suicide Risk ◽  
Clinical Utility ◽  
Blink Rate ◽  
Specific Task ◽  
Careful Planning ◽  
Eye Blink ◽  
Eye Blinks ◽  
Potential Clinical Utility ◽  
The Relationship

Abstract. Background: Lowered eye blink rate may be a clinically useful indicator of acute, imminent, and severe suicide risk. Diminished eye blink rates are often seen among individuals engaged in heightened concentration on a specific task that requires careful planning and attention. Indeed, overcoming one’s biological instinct for survival through suicide necessitates premeditation and concentration; thus, a diminished eye blink rate may signal imminent suicidality. Aims: This article aims to spur research and clinical inquiry into the role of eye blinks as an indicator of acute suicide risk. Method: Literature relevant to the potential connection between eye blink rate and suicidality was reviewed and synthesized. Results: Anecdotal, cognitive, neurological, and conceptual support for the relationship between decreased blink rate and suicide risk is outlined. Conclusion: Given that eye blinks are a highly observable behavior, the potential clinical utility of using eye blink rate as a marker of suicide risk is immense. Research is warranted to explore the association between eye blink rate and acute suicide risk.

Sign in / Sign up

Export Citation Format

Share Document