scholarly journals Phonological awareness training and reading gains in a child with Williams Syndrome: a case report

Revista CEFAC ◽  
2018 ◽  
Vol 20 (6) ◽  
pp. 815-823
Author(s):  
Solange de Freitas Branco Lima ◽  
Alessandra Gotuzo Seabra ◽  
Luiz Renato Rodrigues Carreiro ◽  
Tally L. Talfa ◽  
Daniela Soares Gonzales Faria ◽  
...  
Keyword(s):  
Case Report ◽  
Phonological Awareness ◽  
Williams Syndrome ◽  
Awareness Training ◽  
Reading Gains ◽  
Phonological Awareness Training

scholarly journals The impact of phonological awareness training on working memory in children with reading

2019 ◽  
Vol 21 (2) ◽  
pp. 52-60
Author(s):  
Parastoo Hariri ◽  
Hayedeh Saberi ◽  
Khadijeh Abolmaali ◽  
◽  
◽  
...  
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Awareness Training ◽  
Phonological Awareness Training ◽  
The Impact

The Effects of Phonological Awareness Training on the Reading Performance by Child EFL Learners in China

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Bing Sun ◽  
Bingxia Zhu ◽  
Jinfen Chen ◽  
Hui Zhou
Keyword(s):  
Phonological Awareness ◽  
Early Reading ◽  
Reading Performance ◽  
Awareness Training ◽  
Efl Learners ◽  
English Reading ◽  
Post Test ◽  
Reading Measures ◽  
Grade One ◽  
Phonological Awareness Training

AbstractThe present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes participated in the study. The treatment class received a 10-week English phonological awareness training, while the contrast class did not receive any training. Both pre-test and post-test were administered to all participants, including English assessment, phonological awareness measures and English reading measures. The results show that the treatment class outperformed the contrast class in the post-test in reading measures and phonological awareness measures; phonological awareness positively correlated with children’s early reading performance; phoneme tasks were strong predictors of Child EFL learners’ early reading performance.

scholarly journals A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders

1998 ◽  
Vol 7 (3) ◽  
pp. 65-76 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Teresa U. McFadden
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Private School ◽  
Language Disorders ◽  
Phoneme Awareness ◽  
Older Children ◽  
Awareness Training ◽  
First Semester ◽  
Group Lessons ◽  
Phonological Awareness Training

Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.

An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers

1995 ◽  
Vol 13 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Theodore Allen Barker ◽  
Joseph K. Torgesen
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Programs ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Awareness Training ◽  
Experimental Conditions ◽  
Assisted Instruction ◽  
Phonological Awareness Training

The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

Effects of phonological awareness training on reading achievement

2009 ◽  
Vol 11 (2) ◽  
pp. 147-166 ◽  
Author(s):  
Anke Treutlein ◽  
Isabelle Zöller ◽  
Jeanette Roos ◽  
Hermann Schöler
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Matched Sample ◽  
Awareness Training ◽  
Reading And Writing ◽  
Class Context ◽  
School Training ◽  
Phonological Awareness Training ◽  
Reading And Spelling

Phonological awareness is usually considered to be an important prerequisite for success in literacy acquisition. Children who had phonological awareness training in preschool not only show a better performance in phonological awareness tasks at elementary school but also perform better in reading and writing than untrained children. As part of the EVES longitudinal study, reading and spelling skills of 1520 children who entered school in the fall of 2001 and 2002 were assessed throughout elementary school. The comparison of a matched sample of 107 trained with 107 untrained children shows that untrained children are outperformed by trained children in reading. The best training effects can be found with girls while boys seem to profit from the intervention only towards the end of elementary school. Training phonological awareness in preschool thus facilitates reading acquisition, even if there are other important influencing factors (e.g. class context).

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