scholarly journals Evaluation of phonological awareness training on reading improvement and skills

2018 ◽  
Author(s):  
Mohsen Saeidmanesh ◽  
Hasan Hajavi ◽  
Vahid Moradi
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Primary School Children ◽  
Control Group ◽  
Awareness Training ◽  
Reading Improvement ◽  
Parametric Data ◽  
Children With Hearing Loss ◽  
Phonological Awareness Training ◽  
Non Parametric

Background and Aim: Reading is not only a fundamental skill in learning but also an imp­ortant channel in dealing with the outside world. However, hearing impairment affects linguistic growth, including speaking and reading; deve­lopment of understanding; and academic achi­evement. The purpose of this study was to inv­estigate the effect of phonological awareness training on improving phonological reading and awareness in primary school children with hea­ring impairment. Methods: The present study has a quasi-experi­mental design. The research was conducted as pretest, intervention and posttest. A total of 20 children with moderate to severe hearing loss were enrolled in the experimental group and 20 subjects in another group as the control. Rea­ding and dyslexia test (NEMA) was used to ass­ess reading improvement and phonological awa­reness was assessed by the phonological aware­ness questionnaire. The data normality was che­cked by Kolmogorov-Smirnov test and non-parametric Wilcoxon and Mann-Whitney U test were used to evaluate non-parametric data. Results: Based on the results, after teaching the phonological awareness strategies to the experi­mental group, their reading and phonological awareness scores increased significantly higher than the control group (p<0.05). Also the results show higher phonological awareness scores in girls. Conclusion: The results of this study showed that improvement of phonological awareness in children with hearing loss can improve and res­olve their reading performance and problems.

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.

On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading

2009 ◽  
Vol 29 (1) ◽  
pp. 113-142 ◽  
Author(s):  
Séverine Casalis ◽  
Pascale Colé
Keyword(s):  
Phonological Awareness ◽  
Morphological Awareness ◽  
First Grade ◽  
Control Group ◽  
Awareness Training ◽  
Post Test ◽  
Complex Words ◽  
Morphological Awareness Training ◽  
Phonological Awareness Training ◽  
The Relationship

This study examined the relationship between phonological and morphological awareness in kindergarten, and their respective influence on learning to read in first grade, through an experimental training design with three groups of children. One experimental group received phonological awareness training while the other received morphological awareness training. The control group did not receive any training. Both training sessions were efficient since the largest pre- and post-test improvements were observed in the trained domains. Reciprocal influence analysis indicated that morphological awareness improved phonological sensitivity, but not the explicit manipulation of phonemes. In addition, phonological awareness training helped children to segment morphemes, but not to derive complex words. Thus, while some processes are shared by both metalinguistic domains, each domain appears to have its own specificity and may develop independently, at least partly. Even though morphological awareness training was found to be efficient at the kindergarten level, no clear impact on reading was found at the first-grade level, while phonological training displayed a clear positive effect on reading.

scholarly journals The Devil in the Details Can Be Hard to Spot: Malapropisms and Children With Hearing Loss

2020 ◽  
pp. 1-19
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Hearing Aids ◽  
Phonological Processing ◽  
Speech Signal ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Academic Competence ◽  
Vocabulary Knowledge ◽  
Children With Hearing Loss

Purpose Better auditory prostheses and earlier interventions have led to remarkable improvements in spoken language abilities for children with hearing loss (HL), but these children often still struggle academically. This study tested a hypothesis for why this may be, proposing that the language of school becomes increasingly disconnected from everyday discourse, requiring greater reliance on bottom-up phonological structure, and children with HL have difficulty recovering that structure from the speech signal. Participants One hundred nineteen fourth graders participated: 48 with normal hearing (NH), 19 with moderate losses who used hearing aids (HAs), and 52 with severe-to-profound losses who used cochlear implants (CIs). Method Three analyses were conducted. #1: Sentences with malapropisms were created, and children's abilities to recognize them were assessed. #2: Factors contributing to those abilities were evaluated, including phonological awareness, phonological processing, vocabulary, verbal working memory, and oral narratives. #3: Teachers' ratings of students' academic competence were obtained, and factors accounting for those ratings were evaluated, including the five listed above, along with word reading and reading comprehension. Results #1: Children with HAs and CIs performed more poorly on malapropism recognition than children with NH, but similarly to each other. #2: All children with HL demonstrated large phonological deficits, but they were especially large for children with CIs. Phonological awareness explained the most variance in malapropism recognition for children with CIs. Vocabulary knowledge explained malapropism recognition for children with NH or HAs, but other factors also contributed. #3: Teachers rated academic competence for children with CIs more poorly than for children with NH or HAs, and variance in those ratings for children with CIs were primarily explained by malapropism scores. Conclusion Children with HL have difficulty recognizing acoustic–phonetic detail in the speech signal, and that constrains their abilities to follow conversations in academic settings, especially if HL is severe enough to require CIs. Supplemental Material https://doi.org/10.23641/asha.13133018

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

scholarly journals The effect of halogen bulb and light-emitting diode light curing units on temperature increase and fibroblast viability

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1369
Author(s):  
Georgia Memari Trava ◽  
Juliane Almeida Santos ◽  
Lucas Paula Ramos ◽  
Pamela Beatriz Rosário Estevam dos Santos ◽  
Amjad Abu Hasna ◽  
...  
Keyword(s):  
Temperature Increase ◽  
Light Emitting Diode ◽  
Resin Composite ◽  
Control Group ◽  
Cytotoxic Effects ◽  
Light Emitting ◽  
Parametric Data ◽  
Light Curing ◽  
Halogen Bulb ◽  
Non Parametric

Background: This study aimed to compare the temperature increase produced by halogen bulb (HAL) and light-emitting diode (LED) light curing units (LCUs) by irradiating dentin discs (0.5 mm and 1 mm thickness), and to evaluate their cytotoxic effects on fibroblast culture in the presence of dentin discs due to the increasing demand on resin composite restorations and teeth bleaching for esthetic purposes. Methods: A total of 20 bovine incisors were used to obtain dentin discs and divided into four experimental groups (n=10): HAL0.5: irradiation with halogen-tungsten bulb Curing Light XL 3000 at an intensity of 470 mW/cm2 over a dentin disc of 0.5 mm; LED0.5: irradiation with LED Optilight Max (GNATUS- Ribeirão Preto, SP, Brazil) at an intensity of 1200 mW/cm2 over a dentin disc of 0.5 mm; HAL1: irradiation as in HAL0.5 but over a dentin disc of 1 mm; LED1: irradiation as in LED0.5 but over a dentin disc of 1 mm. The temperature increase was measured using a digital thermometer and the cytotoxicity was evaluated using an MTT assay with a mouse fibroblast cell line (L929). Parametric Data were analyzed by ANOVA and Tukey and non-parametric data were analyzed by Kruskal Wallis with Conover-Iman for non-parametric data (all with α=0.05). Results: A significant statistical difference was found between the groups HAL0.5 and HAL1 and both were different of LED0.5 and LED1 which presented higher temperature. All the experimental groups were different of the control group (without irradiation), and promoted reduction of cellular viability. Conclusions: HAL LCU promoted a lower temperature change in the dentin compared to LED, regardless of the dentin thickness (0.5-1 mm). Both HAL and LED LCUs decreased fibroblast viability; however, LED promoted more significant cytotoxic effects.

Teaching Phonological Awareness to Children With Hearing Loss Who Use Spoken Language: Six Big Ideas

2019 ◽  
Vol 4 (5) ◽  
pp. 954-961 ◽  
Author(s):  
Krystal L. Werfel ◽  
Gabriella Reynolds
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Research Groups ◽  
Word Decoding ◽  
Developmental Progression ◽  
Big Ideas ◽  
Phonological Awareness Instruction ◽  
Loss Experience ◽  
Children With Hearing Loss ◽  
Experience Difficulty

Purpose Because children with hearing loss experience difficulty in developing word decoding and spelling skills, effective phonological awareness instruction for this population is vital. Children with hearing loss are often delayed in their development of phonological awareness compared to peers with normal hearing; however, the developmental progression appears to be the same for both groups of children. Some modifications to typical phonological awareness instruction are warranted for this population. Conclusion This article synthesizes recent research on phonological awareness instruction for children with hearing loss from several research groups into 6 big ideas that have led to impressive gains in phonological awareness skills for this population.

Sign in / Sign up

Export Citation Format

Share Document