The Relationship Between Children's Reading Ability of Environmental Print and Phonological Awareness

2013 ◽  
Vol 9 (6) ◽  
pp. 107-127 ◽  
Author(s):  
Hyo Jin Kim ◽  
Seung Hee Son ◽  
Jong Hae Rha
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Environmental Print ◽  
Children's Reading ◽  
The Relationship ◽  
Children’S Reading

The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder

2013 ◽  
Vol 56 (6) ◽  
pp. 1837-1844 ◽  
Author(s):  
Joanne Arciuli ◽  
Kirsten Stevens ◽  
David Trembath ◽  
Ian Craig Simpson
Keyword(s):  
Adaptive Behavior ◽  
Reading Ability ◽  
Parent Report ◽  
Autism Spectrum ◽  
Vineland Adaptive Behavior Scales ◽  
Direct Assessment ◽  
Children With Asd ◽  
Children's Reading ◽  
The Relationship ◽  
Children’S Reading

PurposeThis study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children.MethodThe authors investigated children's reading ability using the Wide Range Achievement Test—Fourth Edition (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability—Third Edition (Neale, 2007). Parent report data was collected using the Vineland Adaptive Behavior Scales—Second Edition (Sparrow, Cicchetti, & Balla, 2005). Participants were 21 children with ASD (6–11 years) and their primary caregivers.ResultsDirect assessment of children's reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. The results revealed positive relationships between Vineland Adaptive Behavior Scales scores in the Adaptive Communication domain and direct assessment of children's reading ability across 3 measures of reading (word-level accuracy, passage-level accuracy, and passage-level comprehension).ConclusionsAlthough literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.

Estimation of children's reading ability by fusion of automatic pronunciation verification and fluency detection

2008 ◽  
Author(s):  
Matthew Black ◽  
Joseph Tepperman ◽  
Sungbok Lee ◽  
Shrikanth S. Narayanan
Keyword(s):  
Reading Ability ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

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