The Comparison of English Phonological Awareness, Morphological Awareness, and Silent Word Reading Fluency of Middle School Students with and without Hearing Impairment

2018 ◽  
Vol 57 (1) ◽  
pp. 333-350
Author(s):  
Seoung-Woo Ahn ◽  
Yoo-Kyung Seo
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Phonological Awareness ◽  
Hearing Impairment ◽  
Reading Fluency ◽  
Word Reading ◽  
Morphological Awareness ◽  
School Students

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.

scholarly journals Automaticity of word recognition is a unique predictor of reading fluency in middle-school students.

2019 ◽  
Vol 111 (2) ◽  
pp. 314-330 ◽  
Author(s):  
Tanja C. Roembke ◽  
Eliot Hazeltine ◽  
Deborah K. Reed ◽  
Bob McMurray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Word Recognition ◽  
Reading Fluency ◽  
School Students ◽  
Unique Predictor

Phonological Awareness Instruction for Middle School Students with Learning Disabilities

2003 ◽  
Vol 26 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Preetha Bhat ◽  
Cynthia C. Griffin ◽  
Paul T. Sindelar
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Phonological Awareness ◽  
Word Identification ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Phonological Awareness Instruction ◽  
Students With Ld ◽  
Group B

The purpose of this study was to determine if middle school students with learning disabilities (LD) identified as having phonological awareness deficits could improve their phonological awareness skills after instruction, and if these skills could impact word recognition skills. Forty middle school students with LD who were identified as having phonological awareness deficits were matched and split into two groups, A and B. Both groups received the same type of phonological awareness instruction. Results indicated that there was no group effect for the word identification subtest. However, there was main effect for occasion; for both groups, posttest scores were significantly higher than the midtest scores, and midtest scores were significantly higher than the pretest scores. With respect to the CTOPP scores, results showed an interaction effect. Followup t-tests indicated that for the midtest, Group A significantly outperformed Group B on the CTOPP, suggesting that the intervention had an effect on phonological awareness skills. Both groups also had significantly higher posttest scores compared to the pretest scores, implying that both groups improved their phonological awareness skills over time.

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