scholarly journals The relationship between phonological awareness time and reading abilities: an assessment using self-organizing maps

2013 ◽  
Vol 12 (3) ◽  
Author(s):  
Ana Sucena ◽  
João Falcão Carneiro ◽  
Ana Paula Vale ◽  
Fernanda Leopoldina Viana
Keyword(s):  
Response Time ◽  
Phonological Awareness ◽  
Word Reading ◽  
Self Organizing Maps ◽  
Nonword Reading ◽  
Reading Abilities ◽  
Task Time ◽  
Good And Poor Readers ◽  
The Relationship ◽  
Self Organizing

AbstractClassically, the assessment of reading disabilities is based on the accuracy for word and nonword reading, as well as on the accuracy or sensibility measures (such as d′) for phonological awareness tasks. Recent studies indicate that in terms of phonological awareness results, the response time is a more accurate indicator than sensibility measures (such as d′), thus providing an important measure explaining some of the differences between good and poor readers. This article explores the discriminative capability of phonological awareness task time (PATT) in reading disability assessment.One hundred and eighty-six children were tested using conventional tasks, specifically word reading, nonword reading, and phonological awareness tasks. The word and nonword accuracy and PATT were used to train self-organizing maps (SOM) to classify children into three distinct groups.Phonological awareness response time provides a powerful discriminative measure.Our results indicate that the PATT constitutes a useful selective measure, particularly in the third and fourth grades when classical variables such as word and nonword reading accuracy lose their discriminative capabilities. Also, the use of SOM to classify children’s reading abilities can successfully categorize children and capture meaningful measures such as the lexicality effect.

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight-Vocabulary Acquisition

1997 ◽  
Vol 20 (2) ◽  
pp. 104-125 ◽  
Author(s):  
Joanna K. Uhry ◽  
Margaret Jo Shepherd
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Word Reading ◽  
Individual Case ◽  
Response To Treatment ◽  
Individual Response ◽  
Phonological Recoding ◽  
Sight Word ◽  
Nonword Reading ◽  
Sight Word Reading

This training study combines within-subjects comparisons of several literacy tasks with individual case studies of children with dyslexia over a five-month reading intervention. It was hypothesized that 12 first- and second-grade children with deficits in phonological processing could be taught to use phonological recoding strategies through direct-instruction tutorials. Training included (a) phonological awareness in the form of instruction in segmenting and spelling, (b) letter-sound associations, and (c) guided reading using both phonics-controlled and narrative-controlled text. As a group, the children made significant gains in standard scores on sight-word reading, nonword reading, and spelling. After training, contrary to previous descriptions of children with dyslexia, nonword reading was at least as strong as sight-word reading for the group and for eight of the 12 individual children. There was a great deal of variation in individual response to treatment, with less progress for children with concomitant deficits in phonological awareness and phonological coding in lexical access as measured by rapid continuous, or serial, naming.

scholarly journals The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis

2018 ◽  
Vol 61 (12) ◽  
pp. 3038-3054 ◽  
Author(s):  
Elizabeth Brookshire Madden ◽  
Tim Conway ◽  
Maya L. Henry ◽  
Kristie A. Spencer ◽  
Kathryn M. Yorkston ◽  
...  
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Language Abilities ◽  
Reading Groups ◽  
Normal Limits ◽  
Reading Abilities ◽  
Written Word ◽  
The Relationship

Purpose This study investigated the relationship between non-orthographic language abilities and reading in order to examine assumptions of the primary systems hypothesis and further our understanding of language processing poststroke. Method Performance on non-orthographic semantic, phonologic, and syntactic tasks, as well as oral reading and reading comprehension tasks, was assessed in 43 individuals with aphasia. Correlation and regression analyses were conducted to determine the relationship between these measures. In addition, analyses of variance examined differences within and between reading groups (within normal limits, phonological, deep, or global alexia). Results Results showed that non-orthographic language abilities were significantly related to reading abilities. Semantics was most predictive of regular and irregular word reading, whereas phonology was most predictive of pseudohomophone and nonword reading. Written word and paragraph comprehension were primarily supported by semantics, whereas written sentence comprehension was related to semantic, phonologic, and syntactic performance. Finally, severity of alexia was found to reflect severity of semantic and phonologic impairment. Conclusions Findings support the primary systems view of language by showing that non-orthographic language abilities and reading abilities are closely linked. This preliminary work requires replication and extension; however, current results highlight the importance of routine, integrated assessment and treatment of spoken and written language in aphasia. Supplemental Material https://doi.org/10.23641/asha.7403963

scholarly journals Phonological awareness and spatial visual memory among sample of dyslexic children

2017 ◽  
Vol 8 (2) ◽  
pp. 59
Author(s):  
Amsal Hadi Huwailah ◽  
Masad Naghah Abu Al Diyar
Keyword(s):  
Phonological Awareness ◽  
Visual Memory ◽  
Word Reading ◽  
Learning Difficulties ◽  
Spatial Span ◽  
Reading Accuracy ◽  
Span Test ◽  
Accuracy Test ◽  
Males And Females ◽  
The Relationship

This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory. 

scholarly journals Complex Drivers of Riparian Soil Oxygen Variability Revealed Using Self-Organizing Maps

2021 ◽  
Author(s):  
Brittany Victoria Lancellotti ◽  
Kristen Underwood ◽  
Julia Perdrial ◽  
Carol Adair ◽  
Andrew Schroth ◽  
...  
Keyword(s):  
Soil Moisture ◽  
Sensor Data ◽  
Soil Conditions ◽  
Self Organizing Map ◽  
Self Organizing Maps ◽  
High Soil Moisture ◽  
Dry Conditions ◽  
Proxy Measurement ◽  
The Relationship ◽  
Self Organizing

Abstract Oxygen (O2) is a key regulator of soil reduction-oxidation processes and therefore modulates biogeochemical cycles. The difficulties associated with accurately characterizing soil O2 variability have prompted the use of soil moisture as a proxy for soil O2, based on the low solubility of O2 in water. Due to seasonal shifts in soil O2 depletion mechanisms, the use of soil moisture alone as a proxy measurement could result in inaccurate O2 estimations. For example, soil O2 may remain high during cool months when soil respiration rates are low. We analyzed high-frequency sensor data (e.g., soil moisture, temperature, CO2, O2) with a machine learning technique, the Self-Organizing Map, to pinpoint suites of soil conditions that are associated with contrasting O2 regimes. At two low-lying riparian sites in contrasting land use and topographic settings of northern Vermont, we found that soil O2 levels varied seasonally, and with soil moisture. For example, forty-seven percent of low O2 levels were associated with cool and wet soil conditions, whereas 32% were associated with warm and dry conditions. Contrastingly, the majority (62%) of high O2 conditions occurred under warm and dry conditions. High soil moisture levels did not always lead to low O2, however, as 38% of high O2 values occurred under cool and wet conditions. Our results highlight challenges associated with predicting soil O2 solely based on soil moisture, as variable combinations of soil and site-specific hydrologic conditions can complicate the relationship between soil water content and O2. This indicates that process-based ecosystem and denitrification models that rely solely on soil moisture to estimate O2 availability will, in some cases, need to incorporate other site and climate-specific drivers to accurately predict soil O2.

Predicting Dyslexia in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Crystle N. Alonzo ◽  
Autumn L. McIlraith ◽  
Hugh W. Catts ◽  
Tiffany P. Hogan
Keyword(s):  
Logistic Regression ◽  
Quantile Regression ◽  
Phonological Awareness ◽  
Early Identification ◽  
Word Reading ◽  
Language Disorder ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Letter Identification ◽  
Reading Abilities

Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and its Transfer Effect on Phonological Awareness

2021 ◽  
Author(s):  
Pr Smail Layes ◽  
Dr Amel Kaddouri ◽  
Pr Robert Lalonde ◽  
Pr Mohamed Rebai
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Group ◽  
Grade 3 ◽  
Arabic Speaking ◽  
Morphological Awareness Training ◽  
The Relationship ◽  
Experimental Group

Abstract We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean age = 111.61 months). The training program focused on morphological analysis, derivational morphology and inflexional morphology. Results revealed that the experimental group outperformed controls on all post-training measures for MA, reading words and pseudo-words as well as phonological awareness. Also, the post-training measures were better achieved in the experimental group than pre-training ones, which confirm the efficacy of the morphological training program. We discuss these findings in light of the relationship between morphological awareness and word reading and phonological awareness, and the Arabic orthographic features as a morphological based language.

scholarly journals The Relationship Between Phonological Awareness and Reading

2005 ◽  
Vol 36 (4) ◽  
pp. 285-293 ◽  
Author(s):  
Tiffany P. Hogan ◽  
Hugh W. Catts ◽  
Todd D. Little
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Predictive Power ◽  
Word Reading ◽  
Language Impairments ◽  
Reciprocal Relationship ◽  
Clinical Implications ◽  
Letter Identification ◽  
Highly Correlated ◽  
The Relationship

Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. Clinical Implications: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.

scholarly journals Multivariate Wave Climate Using Self-Organizing Maps

2011 ◽  
Vol 28 (11) ◽  
pp. 1554-1568 ◽  
Author(s):  
Paula Camus ◽  
Antonio S. Cofiño ◽  
Fernando J. Mendez ◽  
Raul Medina
Keyword(s):  
Spatial Relationship ◽  
Wave Climate ◽  
Visual Interpretation ◽  
Sea State ◽  
Ocean Reanalysis ◽  
Self Organizing Maps ◽  
Wave Parameters ◽  
Visual Description ◽  
The Relationship ◽  
Self Organizing

Abstract The visual description of wave climate is usually limited to two-dimensional conditional histograms. In this work, self-organizing maps (SOMs), because of their visualization properties, are used to characterize multivariate wave climate. The SOMs are applied to time series of sea-state parameters at a particular location provided by ocean reanalysis databases. Trivariate (significant wave height, mean period, and mean direction), pentavariate (the previous wave parameters and wind velocity and direction), and hexavariate (three wave parameters of the sea and swell components; or the wave, wind, and storm surge) classifications are explored. This clustering technique is also applied to wave and wind data at several locations to analyze their spatial relationship. Several processes are established in order to improve the results, the most relevant being a preselection of data by means a maximum dissimilarity algorithm (MDA). Results show that the SOM identifies the relevant multivariate sea-state types at a particular location spanning the historical variability, and provides an outstanding analysis of the dependency between the different parameters by visual inspection. In the case of wave climate characterizations for several locations the SOM is able to extract the qualitative spatial sea-state patterns, allowing the analysis of the spatial variability and the relationship between different locations. Moreover, the distribution of sea states over the reanalysis period defines a probability density function on the lattice, providing a visual interpretation of the seasonality and interannuality of the multivariate wave climate.

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