scholarly journals Relations Between Reading, Vocabulary and Phonological Awareness in low-Income Children

2017 ◽  
Vol 27 (68) ◽  
pp. 314-323
Author(s):  
Heloisa Helena Motta Bandini ◽  
Carmen Silvia Motta Bandini ◽  
Adhemar Ranciaro Neto
Keyword(s):  
Phonological Awareness ◽  
Low Income ◽  
Reading Ability ◽  
Reading Performance ◽  
Reading Scores ◽  
Limiting Factor ◽  
Low Ses ◽  
Teaching Environment ◽  
Low Income Children ◽  
Reading Vocabulary

Abstract: Phonological awareness, intelligence, vocabulary and socioeconomic status (SES) have been considered important variables in the acquisition of reading. Nevertheless, attention deficit is associated to low reading performance. The purpose of this work was to investigate correlations among phonological awareness, vocabulary, intelligence, focused attention and reading skills in children with low SES exposed to a non-effective teaching environment. This study included 111 children belonging to socioeconomic classes D and E who were enrolled at a state school. Results pointed to a positive correlation among vocabulary, intelligence, phonological awareness and reading scores. There was no significant correlation between attention measures and reading ability. The relations among the variables continued, even in a population with low SES, although bad teaching environment acts as a limiting factor for the students’ development of their reading ability.

The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

2016 ◽  
Vol 7 (6) ◽  
pp. 1164 ◽  
Author(s):  
Aliye Mohammad Jafari ◽  
Neda Fatehi Rad
Keyword(s):  
Phonological Awareness ◽  
Significant Role ◽  
Structured Interview ◽  
Reading Performance ◽  
Qualitative And Quantitative ◽  
Reading Vocabulary ◽  
Grammatical Awareness ◽  
Efl Students ◽  
The Relationship

The purpose of the present research was to assess the influence of phonological and grammatical awareness on reading performance of EFL students at Azad Islamic University of Kerman. Based on such a purpose, a series of linguistic tasks were applied in order to find the relationship between phonological and grammatical awareness and reading performance. 50 EFL students participated in the present study through a qualitative and quantitative survey. Phonological awareness was measured by four tasks while grammatical awareness was measured by two tasks. A semi-structured interview was conducted among EFL students and their in order to obtain their feedback regarding the tests and the role of phonological and grammatical awareness in their reading performance. In addition, in order to measure reading performance, a two stage reading task (reading vocabulary and reading short sentences) was used. The results of the present study revealed that phonological and grammatical awareness had a significant role in reading performance of EFL students of the participants.

scholarly journals Vocabulary Size, Phonological Awareness, and Reading Comprehension

2016 ◽  
Vol 4 (3) ◽  
pp. 299
Author(s):  
Yu-cheng Sieh
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
English Learners ◽  
Reading Ability ◽  
Reading Scores ◽  
Vocabulary Size ◽  
Proficiency Level ◽  
The Common ◽  
Explained Variance ◽  
The Relationship

<p><em>The present study aimed to explore the relationship among vocabulary size, </em><em>P</em><em>honological </em><em>A</em><em>wareness (PA), and reading comprehension in English learners with low proficiency in Taiwan’s higher education. Forty-one university students who had taken the Test of English for International Communication (TOEIC) were recruited, 30 of whom were at a proficiency level much lower than B1 Threshold of the Common European Framework of Reference (CEFR) for Languages. Three PA subtests and a vocabulary size test were administered to all participants individually. Pearson’s correlations show that their TOEIC reading scores were correlated with the four measures when all 41 participants were included; however, among the 30 low-proficiency learners, their reading scores were correlated with Elision—one PA measure—and vocabulary size only. When parallel regression analyses were computed against all participants and the low-proficiency subgroup, the four measures altogether explained nearly 64% of the variance in their TOEIC reading scores in the former but the explained variance dropped drastically to around 40% in the latter. Among the four measures, vocabulary size was the only significant predictor of reading ability and accounted for the largest variance. Meanwhile, phonological awareness explained additional variance in reading comprehension. While different PA measures did not seem to make a difference to the whole sample, Elision seemed to have explained more variance and served as a better task to assess phonological awareness of the low-proficiency subgroup. </em></p>

scholarly journals Rhyme and Alliteration Sensitivity and Relevant Experiences among Preschoolers from Diverse Backgrounds

1997 ◽  
Vol 29 (3) ◽  
pp. 433-459 ◽  
Author(s):  
Sylvia Fernandez-Fein ◽  
Linda Baker
Keyword(s):  
Phonological Awareness ◽  
Low Income ◽  
Maternal Education ◽  
Demographic Variables ◽  
Middle Income ◽  
Learning To Read ◽  
Nursery Rhyme ◽  
Low Income Children ◽  
Significant Difference ◽  
Diverse Backgrounds

There exists a well-established positive relation between phonological awareness and learning to read. Experiences with linguistic routines like nursery rhymes may provide one route through which children gain phonological awareness. The phonological awareness and home experiences of 59 prekindergartners from different sociocultural groups were examined. Performance differences favoring middle-income children over their low-income counterparts were obtained on tasks assessing rhyme and alliteration sensitivity and nursery-rhyme knowledge. Middle-income children also engaged more frequently than low-income children in word games and book interactions at home. The only significant difference among children of the same income level was that African-American low-income children displayed lower levels of nursery-rhyme knowledge than European-American low-income children. Two demographic variables, maternal education and ethnicity, made significant contributions to rhyme sensitivity. Among the experiential variables, the strongest correlates of rhyme sensitivity were nursery-rhyme knowledge and frequency of engagement in word games and book interactions. The results suggest that children's rhyme sensitivity may be influenced by engagement in word games and book interactions that foster knowledge of linguistic routines containing rhyme.

scholarly journals Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning

2009 ◽  
Vol 15 (4) ◽  
pp. 580-589 ◽  
Author(s):  
VONETTA M. DOTSON ◽  
MELISSA H. KITNER-TRIOLO ◽  
MICHELE K. EVANS ◽  
ALAN B. ZONDERMAN
Keyword(s):  
Socioeconomic Status ◽  
African Americans ◽  
Cognitive Functioning ◽  
Cognitive Abilities ◽  
Reading Ability ◽  
Relative Influence ◽  
Reading Scores ◽  
Low Ses ◽  
Cognitive Measures ◽  
Cognitive Measure

AbstractPrevious research has shown that reading ability is a stronger predictor of cognitive functioning than years of education, particularly for African Americans. The current study was designed to determine whether the relative influence of literacy and education on cognitive abilities varies as a function of race or socioeconomic status (SES). We examined the unique influence of education and reading scores on a range of cognitive tests in low- and higher-SES African Americans and Whites. Literacy significantly predicted scores on all but one cognitive measure in both African American groups and low-SES Whites, while education was not significantly associated with any cognitive measure. In contrast, both education and reading scores predicted performance on many cognitive measures in higher-SES Whites. These findings provide further evidence that reading ability better predicts cognitive functioning than years of education and suggest that disadvantages associated with racial minority status and low SES affect the relative influence of literacy and years of education on cognition. (JINS, 2009,15, 580–589.)

scholarly journals Understanding the Gap of Reading Performance between ELL and EOL Children from Low-Income Families in Elementary School Years

2019 ◽  
Vol 3 (4) ◽  
pp. p423
Author(s):  
Hsin-Hui Lin ◽  
Liping Wei
Keyword(s):  
English Language Learners ◽  
Low Income ◽  
English Language ◽  
Fourth Grade ◽  
Reading Performance ◽  
Language Learner ◽  
Spring Semester ◽  
Low Income Children ◽  
Scale Scores ◽  
Low Income Families

This study explored reading development in low income children of English Language learners (ELLs) from kindergarten to the fourth grade. Data used in this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). A sample size was 3,451 students below the poverty threshold. The independent variables were the indicators of home language and gender. The six dependent variables were students’ reading item response theory (IRT) scale scores in the fall and spring semester of the kindergarten year and all the spring semesters from the first to the fourth grade. Six full 2-way analysis of variance (ANOVA) models were used for the statistical analyses. The results found there is a gender difference in children’s reading performance, with female doing slightly better than male students. The low-income children’s performance in reading IRT scores has shown differences among the three groups. The English Only Learners (EOL) had the highest mean scores throughout the five years. The group of Multilingual Learners (ML) and English Language Learner (ELL) group had mixed results of the second or lowest scores among these three groups. Among the six subgroups the EOL female had the highest mean scores throughout the five years.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

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