Integration of Letter-Sound Correspondences and Phonological Awareness Skills of Blending and Segmenting: A Pilot Study Examining the Effects of Instructional Sequence on Word Reading for Kindergarten Children with Low Phonological Awareness

2003 ◽  
Vol 26 (4) ◽  
pp. 258-280 ◽  
Author(s):  
Mary Karen Oudeans
Keyword(s):  
Pilot Study ◽  
Phonological Awareness ◽  
Word Reading ◽  
Kindergarten Children ◽  
Instructional Sequence ◽  
Letter Sound

Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge

1992 ◽  
Vol 24 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Margareth E. Peterson ◽  
Leonard P. Haines
Keyword(s):  
Word Reading ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Letter Sound ◽  
Experimental Group ◽  
Orthographic Analogy

This study investigated the effect of teaching children orthographic analogies based on onset and rime units (words that rhyme). Forty-eight kindergarten children were selected for the study and classified as high, middle, or low segmenters based on their performance on the Test of Awareness of Language Segments (TALS) (Sawyer, 1987). Pretraining and posttraining measures consisted of segmentation ability, letter-sound knowledge, and reading words by analogy. Although the experimental group showed significant gains on each measure over no-training controls, analogy training affected children differently depending upon their prior segmentation level. Low segmenters gained most in segmentation ability with small, but significant, effects in letter-sound knowledge. Middle and high segmenters showed greatest improvement in their ability to perform the word reading by analogy task and in their letter-sound knowledge. This study provides support for a role for onset and rime units in beginning reading and may indicate how rhymes contribute to children's awareness of phonemes.

scholarly journals Using Singing and Movement to Teach Pre-reading Skills and Word Reading to Kindergarten Children: An Exploratory Study

2014 ◽  
Vol 16 (3) ◽  
pp. 54 ◽  
Author(s):  
Patrick Walton
Keyword(s):  
Word Reading ◽  
Kindergarten Children ◽  
Literacy Programs ◽  
Control Group ◽  
Language And Literacy ◽  
Phonological Skills ◽  
New Words ◽  
Choral Singing ◽  
Letter Sounds ◽  
Letter Sound

Kindergarten classrooms were randomly assigned to a songs group (n = 44) that used choral singing and movement to teach phonological skills, letter-sounds, and word reading, or to a control group (n = 49) where children received their regular language and literacy programs for equal amounts of time. The songs group teaching involved choral singing and movements created for the project to teach phonological skills, letter-sounds, and word reading. Children preferred songs that were quick to learn, had strong or soothing rhythms, and incorporated movements. Children in the songs group had increased letter-sounds, medial phoneme identity and word reading compared to children in the control group. Children in both groups made equal gains in rhyming and identifying phonemes in initial and final positions. Songs group children also read new words not presented in the songs program. Initial and medial phoneme identity and letter-sound knowledge made independent contributions to word reading.

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.

Reading Readiness Test For Kindergarten Children

2012 ◽  
Author(s):  
Kee Jiar Yeo ◽  
Othman Md. Johan
Keyword(s):  
Listening Comprehension ◽  
Reading Skills ◽  
Developmental Process ◽  
High Reliability ◽  
Reading Readiness ◽  
Kindergarten Children ◽  
Sight Words ◽  
Learning To Read ◽  
Reading Key ◽  
Letter Sound

Belajar membaca ialah suatu proses perkembangan yang berlaku secara berterusan dan kesediaan merupakan konsep yang wujud dalam pelbagai peringkat belajar membaca tersebut. Kesediaan membaca pula biasanya dikatakan sebagai peringkat paling awal dalam kemahiran membaca secara tidak formal yang membabitkan kanak-kanak. Kesediaan membaca melibatkan tret asas umum yang dapat membantu kanak–kanak memulakan alam akademiknya tanpa banyak menghadapi masalah. Sebagai usaha mengkaji kebolehan aspek kognitif dalam kemahiran membaca, ujian kesediaan membaca dalam bahasa Melayu telah dibangunkan. Ujian ini merangkumi enam aspek, iaitu diskriminasi visual, kesedaran fonologi, huruf dan hubungan huruf–bunyi, melengkapkan ayat berpandukan huruf, kata pandang–sebut, dan pemahaman lisan. Ujian ini telah diberikan kepada 130 orang kanak–kanak tadika yang dipilih secara rawak daripada enam buah tadika untuk menentukan kestabilan psikometrik ujian tersebut. Analisis uji–uji semula yang dijalankan menunjukkan bahawa ujian yang dibangunkan mempunyai kebolehpercayaan yang agak tinggi, iaitu lebih daripada 0.80, justeru menunjukkan kegunaan pragmatis ujian ini. Diharapkan ujian ini dapat membantu pihak tadika dalam mengenal pasti kanak–kanak yang memerlukan penumpuan khusus dalam proses pembelajaran merkea, terutamanya dalam aspek membaca. Kata kunci: Kesediaan; kesediaan membaca; ujian kesediaan membaca Learning to read is an on–going developmental process and readiness is just a concept in the various stages of learning to read. Reading readiness is often referred as the earliest stage of informal reading skills that involve young children. It is the basic common traits which would help a child to begin his academic endeavour without much difficulties. To study the ability of cognitive aspect on reading, a reading readiness test in bahasa Melayu was developed. This test consists of six aspects, namely visual discrimination, phonological awareness, letter and letter–sound relationship, aural cloze with letter, sight words, and listening comprehension. This test was given to 130 kindergarten children randomly selected from six kindergartens to determine its psychometric stability. A test–retest analysis shows that the test has a fairly high reliability of more than 0.80, hence suggests its pragmatic utility. It is hoped that the test would enable kindergarten authority in identifying students who need special attention in their learning process, specifically in reading. Key words: Readiness; reading readiness; reading readiness test

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

2018 ◽  
Vol 40 (2) ◽  
pp. 235-251 ◽  
Author(s):  
TOMOHIRO INOUE ◽  
GEORGE K. GEORGIOU ◽  
HIROFUMI IMANAKA ◽  
TAKAKO OSHIRO ◽  
HIROYUKI KITAMURA ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Path Analysis ◽  
Reading Fluency ◽  
Cognitive Skills ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Automatized Naming ◽  
Writing System ◽  
The Cross

ABSTRACTWe examined the cross-lagged relations between word reading fluency in the two orthographic systems of Japanese: phonetic (syllabic) Hiragana and morphographic Kanji. One hundred forty-two Japanese-speaking children were assessed on word reading fluency twice in Grade 1 (Times 1 and 2) and twice in Grade 2 (Times 3 and 4). Nonverbal IQ, vocabulary, phonological awareness, morphological awareness, and rapid automatized naming were also assessed in Time 1. Results of path analysis revealed that Time 1 Hiragana fluency predicted Time 2 Kanji fluency after controlling for the cognitive skills. Time 2 Hiragana fluency did not predict Time 3 Kanji fluency or vice versa after the autoregressor was controlled, but Hiragana and Kanji fluency were reciprocally related between Times 3 and 4. These findings provide evidence for a cross-script transfer of word reading fluency across the two contrastive orthographic systems, and the first evidence of fluency in a morphographic script predicting fluency development in a phonetic script within the same language.

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