Phonemic Awareness and Reading Ability: An Investigation With Young Readers Who Are Deaf

2002 ◽  
Vol 147 (4) ◽  
pp. 18-28 ◽  
Author(s):  
Andrea Izzo
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
Young Readers

scholarly journals Common Misconceptions about the Phonological Deficit Theory of Dyslexia

2021 ◽  
Vol 11 (11) ◽  
pp. 1510
Author(s):  
David L. Share
Keyword(s):  
Struggling Readers ◽  
Phonemic Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Discussion Paper ◽  
Phonological Deficit ◽  
Core Deficit ◽  
The Common ◽  
Deficit Theory ◽  
Common Misconceptions

In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip of the phonological iceberg” and that “deeper” spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits—PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper—real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.

scholarly journals ENGLISH PHONICS LEARNING USING ONLINE GAME AMONG MALAYSIAN PRIMARY SCHOOL STUDENTS: THE UPSHOTS AND THEIR PERCEPTIONS

2019 ◽  
pp. 63-77
Author(s):  
Nur Afiqah Amalina Baharudin ◽  
Melor Md Yunus
Keyword(s):  
Primary School ◽  
Phonemic Awareness ◽  
Reading Ability ◽  
Reading Skill ◽  
Online Game ◽  
Jean Piaget ◽  
Primary School Students ◽  
School Students ◽  
Reading Competence ◽  
Significant Difference

Due to the lack of phonemic awareness in English, it is hard for students to read in this language appropriately. As reading competence is very important to be highlighted, this issue needs to be scrutinized in order to ensure that students could acquire the phonics learning thus, developing their reading skill. So, this study attempts to investigate the implementation of online game in learning English phonics and their perceptions about the lesson among Year 1 students in SK Kopok, Pasir Gudang, Johor. To acquire this, a set of questionnaires was distributed to all participants involved and all of them have been interviewed in order to gather the data in depth. Pre and post-tests were utilized to determine if there any significant difference occurs throughout this study. These instruments were administered among the Year 1 students in this school and there were 15 participants involved in the study. The analysis of the data reveals that most of the students have improved their English phonics lessons by using the online game. It is highly significant to determine the reasons that contribute to the findings as this would help various stakeholders to enhance the reading ability among the students. The theory of Jean Piaget regarding the assimilation and accommodation will be drawn deeply in this study as it provides the understanding of how learning takes place when playing the online game. This paper will also discuss the recommendations to improve the phonics lesson to attract the students’ attention as well as to motivate them to read in English. Thus, the results in the findings will be further discussed throughout this paper.

scholarly journals Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs

2016 ◽  
Vol 19 (4) ◽  
pp. 632-656 ◽  
Author(s):  
Katherine S. Aboud ◽  
Stephen K. Bailey ◽  
Stephen A. Petrill ◽  
Laurie E. Cutting
Keyword(s):  
Functional Connectivity ◽  
Reading Ability ◽  
Young Readers

Investigating the Asymmetrical Roles of Syllabic and Phonemic Awareness in Akshara Processing

2017 ◽  
Vol 51 (5) ◽  
pp. 499-506 ◽  
Author(s):  
Pooja R. Nakamura ◽  
R. Malatesha Joshi ◽  
Xuejun Ryan Ji
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
Andhra Pradesh ◽  
South India ◽  
Vocabulary Knowledge ◽  
Unique Contribution ◽  
Oral Vocabulary ◽  
Kannada Language ◽  
Commonality Analysis ◽  
Shed Light

In this study, we examine the relative contributions of syllabic awareness, phonemic awareness, and oral vocabulary knowledge in early akshara reading ability from Grades 1 through 5. The performance of 488 students in two states of South India, Karnataka (Kannada language) and Andhra Pradesh (Telugu language), was measured. Results from a commonality analysis indicate that there was an increasing independent contribution of syllabic awareness to Kannada and Telugu decoding through the five grades, but the unique contribution of phonemic awareness steadily declined through the five grades, as it became subsumed within syllabic awareness. The contribution of oral vocabulary knowledge did not present a clear pattern across the five grades. This study builds on a growing body of literature on the akshara orthographies to shed light on the precise nature of the developmental asymmetry in the dual syllabic and phonemic representation in akshara reading.

Chinese Ideograms as Intermediaries to Reading

1977 ◽  
Vol 9 (2) ◽  
pp. 167-174
Author(s):  
T. M. Nelson ◽  
C. J. Ladan
Keyword(s):  
Reading Ability ◽  
Chinese Characters ◽  
Successive Presentation ◽  
Good Readers ◽  
Word Structure ◽  
Young Readers ◽  
Successive Task ◽  
Roman Alphabet ◽  
Improved Performance ◽  
Roman Script

Chinese characters presented tachistoscopically to young readers of minimal reading ability and to young readers of better ability produce reliable differences in recognition thresholds in favor of the good readers. Simultaneous presentations of compared characters also reduces perceptual thresholds as compared to successive presentation with minimal readers being inferior to good readers on the successive task. Chinese characters have been used as intermediaries in reading and improved performance attributed to the fact that the Chinese characters are related to words as units rather than to phonemic elements as in the Roman alphabet. However, since visual factors also appear to be involved in recognition of Chinese characters in a manner distinguishing between minimal and good young readers, absence of phonemic word structure may not be responsible for the improvement arising from substitution of the Chinese for Roman script.

scholarly journals Drama Elements in the Prevention of Phonological Awareness Disorders in 5 – 6 Year Old Children

2015 ◽  
Vol 2 ◽  
pp. 254
Author(s):  
Sarmīte Tūbele ◽  
Egija Laganovska
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Ability ◽  
Awareness Training ◽  
Great Opportunity ◽  
Phonological Skills ◽  
Reading Success ◽  
Article Analysis ◽  
The Individual ◽  
Phonological Awareness Training

This article contains theoretical analysis about how to develop phonological awareness in children 5–6 years of age and analysis of empirical findings. Elements of drama provide the great opportunity to improve phonological awareness.Reading and writing are the two most important techniques which pupils must achieve at school. Phonological awareness training has significant effects on overall reading ability, spelling, and reading comprehension. There are several well-established lines of argument for the importance of phonological skills to reading and spelling. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that children’s skills in phonological awareness is a good predictor of later reading success or difficulty. Some conclusions were drawn from theoretical and empirical findings. In this article, analysis of scientific and methodological literature is used as a method. Main findings –development of phonological awareness in children 5–6 years of age is possible and effective when using drama elements.

Effects of Phonemic Awareness Training on Low- and Middle-Achieving First Graders' Phonemic Awareness and Reading Ability

1994 ◽  
Vol 26 (3) ◽  
pp. 277-300 ◽  
Author(s):  
Sue Weiner
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
First Graders ◽  
Skill Training ◽  
First Grade ◽  
Control Group ◽  
Control Groups ◽  
Awareness Training ◽  
Phonemic Awareness Training ◽  
And Control

This study investigated the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first-grade readers ( N=19). Random assignment was made to one control group and three experimental: phonemic skill training only (“skill and drill”), phonemic skill training plus decoding (“semi-conceptual”), and phonemic skill training plus decoding and reading (“conceptual”). Outcome measures included tests of segmentation, deletion, deletion and substitution, and both standardized and informal tests of reading. Results indicated no significant differences among the experimental and control groups on measures of phonemic awareness (segmentation excepted) or reading. Findings also revealed that training that provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. These results suggest that phonemic awareness training for low- and middle-achieving beginning readers may not be unequivocally beneficial.

Why Do More Boys Than Girls Have a Reading Disability? A Review of the Evidence

2011 ◽  
Vol 35 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Lisa Limbrick ◽  
Kevin Wheldall ◽  
Alison Madelaine
Keyword(s):  
Gender Differences ◽  
Reading Disability ◽  
Phonemic Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Sample Selection ◽  
Sample Bias ◽  
Reading Success ◽  
Confounding Variables ◽  
The Impact

AbstractA number of explanations have been proposed in recent years to account for the observed preponderance of boys with a reading disability. The most notable explanations offered for gender differences in reading disability relate to differences in phonemic awareness, auditory processing, behaviour, neurology, variability in cognitive ability and reading motivation. The purpose of this article was to review the available evidence supporting each of these explanations. The impact of confounding variables, including sample selection, sample bias, intelligence, and socioeconomic status was also discussed. Although the different explanations have, to some degree, an impact on overall reading achievement, it does not appear that any single explanation wholly accounts for gender differences in reading ability, and that gender is not a strong or consistent predictor of reading success.

Word reading in Spanish: A comparison between skilled and less skilled beginning readers

1997 ◽  
Vol 18 (3) ◽  
pp. 319-344 ◽  
Author(s):  
Angela Signorini
Keyword(s):  
Phonemic Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
First Grade ◽  
Third Grade ◽  
Specific Information ◽  
Phonological Recoding ◽  
Skilled Readers ◽  
Spanish Speaking

ABSTRACTThe purpose of this study was to investigate word reading abilities in first and third grade Spanish-speaking children who were learning to read in Spanish; the performance of skilled and less skilled readers was compared across measures that assessed phonological recoding ability, knowledge of grapheme-phoneme correspondences, and phonemic awareness. The findings suggest that Spanish-speaking children relied on phonological recoding strategies in the process of becoming readers. First grade, less skilled readers seemed to depend on partial letter-sound knowledge. Furthermore, spelling-sound correspondences appeared to be the main source of information used by first grade, skilled readers and third grade, less skilled readers. The latter seemed to lag behind skilled readers in the use of word-specific information. The phonemic awareness tasks displayed moderate to low correlations with reading ability in the less skilled groups. It is argued that the simple phonological structure of Spanish and its shallow orthography lead to the phonological processing of letter strings during reading acquisition.

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