14. Static Versus Dynamic Screening of Phonological Awareness Skills Among Hungarian- Speaking 5- to 6-Year- Old Kindergarteners with Typical and Atypical Language Development

2020 ◽  
pp. 324-346
Keyword(s):  
Language Development ◽  
Phonological Awareness ◽  
Dynamic Screening ◽  
Static Versus Dynamic

scholarly journals The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

2011 ◽  
Vol 44 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Mindy Sittner Bridges ◽  
Hugh W. Catts
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Predictive Validity ◽  
Dynamic Assessment ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Screening Measure ◽  
Two Samples ◽  
Dynamic Screening

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample ( n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample ( n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students.

First language acquisition and teaching

AILA Review ◽  
2011 ◽  
Vol 24 ◽  
pp. 78-87 ◽  
Author(s):  
Madalena Cruz-Ferreira
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Phonological Awareness ◽  
Natural Environment ◽  
Child Language ◽  
First Language ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
First Language Acquisition ◽  
Folk Beliefs

“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language. This article gives a first overview of folk beliefs associated with language acquisition and teaching, highlighting whether and how they can guide applied linguists’ concerns about child language development and early pedagogical practices.

Rhyme and alliteration in poems elicited from young children

1989 ◽  
Vol 16 (1) ◽  
pp. 181-202 ◽  
Author(s):  
Ann Dowker
Keyword(s):  
Young Children ◽  
Language Development ◽  
Phonological Awareness ◽  
Special Reference ◽  
Age Differences ◽  
Relative Frequency ◽  
Learning To Read ◽  
Language Play

ABSTRACTAttempts were made to elicit poems from 133 children between the ages of 2 and 6. Seventy-eight of the children produced 606 poems between them. Sixty per cent of the poems contained phonological devices; 42% contained rhyme and 26% contained alliteration. There was no obvious age trend as regards the use of rhyme but the frequency of alliteration declined with age. There were no significant age differences as regards the relative frequency with which different phonemes were manipulated in rhyme and alliteration. The possible functions of such sound-based language play in language development are discussed, with special reference both to children's sound play in crib speech, and to the development of phonological awareness and its importance in learning to read.

Language development, metalinguistic skills, and print awareness in 3-year-old children

1992 ◽  
Vol 13 (4) ◽  
pp. 485-514 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Phonological Awareness ◽  
Metalinguistic Awareness ◽  
Print Awareness ◽  
Language Structure ◽  
Literacy Knowledge ◽  
Structural Awareness ◽  
Concepts About Print ◽  
Two Measures ◽  
Metalinguistic Skills

AbstractThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, and concepts about print in 3-year-old children. Forty–three normally developing children were given four tests of language development; twelve metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and two measures of literacy knowledge. The results clearly demonstrated that most 3-year-olds can make metalinguistic judgments and productions in structured tasks, with overall metalinguistic performance improving with age in months. Specific metalinguistic tasks varied in difficulty and probably in developmental order. The major domains of metalinguistic awareness (phonological, word, and structural) were significantly intercorrelated and also correlated with overall linguistic skill. Literacy knowledge was positively correlated with overall metalinguistic skill and, specifically, with phonological awareness. It is concluded that, as young as age 3, children are already rapidly developing a mental framework for analyzing language structure separately from language meaning

scholarly journals Development of communication skills in a bilingual child of Czech-Vietnamese origin in preschool age from the viewpoint of speech pathology

2020 ◽  
pp. 1-18
Author(s):  
Tereza Teofilová ◽  
Jana Mironova Tabachová ◽  
Kateřina Vitásková
Keyword(s):  
Language Development ◽  
Phonological Awareness ◽  
Communication Skills ◽  
Speech Therapy ◽  
Language Skills ◽  
Preschool Age ◽  
Auditory Memory ◽  
Speech Pathology ◽  
Analysis And Synthesis ◽  
Linguistic Interference

The article describes the experience of conducting speech therapy with a bilingual (sequential bilingualism) boy of Vietnamese origin in preschool age. The authors identify main differences between Czech and Vietnamese, and also point to specific linguistic interference occurring in the case of a Vietnamese-speaking person learning Czech. The aim of the authors is to describe the development of the boy’s language skills and the possibilities for his language development in kindergarten and during preparatory classes for school education. Speech therapy aimed at supporting the development of communication skills lasted seven months and involved the inclusion of multi-sensory games and activities to support various language levels. Particular emphasis was placed on auditory differentiation (including vowel quantity), auditory memory and phonological awareness (including the division of words into syllables and the analysis and synthesis of sounds).

Early language development as related to the acquisition of reading

2006 ◽  
Vol 14 (1) ◽  
pp. 65-79 ◽  
Author(s):  
INGVAR LUNDBERG
Keyword(s):  
Language Development ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Longitudinal Research ◽  
Mother Tongue ◽  
Social Environments ◽  
Early Language ◽  
Early Language Development ◽  
Causal Direction ◽  
Preventive Effects

This article reviews research on early linguistic precursors and enabling skills of reading acquisition among young children. Language development starts early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to segment words from the sound stream and to understand and to use words. The precise phonological representation of words will facilitate the important development of phonological awareness. Some longitudinal research and training studies indicate the causal direction of the relation between phonological awareness and reading. Preventive and remedial implications are pointed out. Preventive effects are related to vocabulary exposure in different social environments and to informal early literacy socialization. In particular, the benefits of reading aloud to children are discussed. The complexity of the causal relationships between different aspects of early language development, including genetic influences and later reading is emphasized.

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