The Relationship Between Phonological Awareness and Word Reading

2007 ◽  
Vol 43 (2) ◽  
Author(s):  
Yaser Al-Tamimi ◽  
Ghaleb Rabab'Ah
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
The Relationship

scholarly journals The relationship between phonological awareness time and reading abilities: an assessment using self-organizing maps

2013 ◽  
Vol 12 (3) ◽  
Author(s):  
Ana Sucena ◽  
João Falcão Carneiro ◽  
Ana Paula Vale ◽  
Fernanda Leopoldina Viana
Keyword(s):  
Response Time ◽  
Phonological Awareness ◽  
Word Reading ◽  
Self Organizing Maps ◽  
Nonword Reading ◽  
Reading Abilities ◽  
Task Time ◽  
Good And Poor Readers ◽  
The Relationship ◽  
Self Organizing

AbstractClassically, the assessment of reading disabilities is based on the accuracy for word and nonword reading, as well as on the accuracy or sensibility measures (such as d′) for phonological awareness tasks. Recent studies indicate that in terms of phonological awareness results, the response time is a more accurate indicator than sensibility measures (such as d′), thus providing an important measure explaining some of the differences between good and poor readers. This article explores the discriminative capability of phonological awareness task time (PATT) in reading disability assessment.One hundred and eighty-six children were tested using conventional tasks, specifically word reading, nonword reading, and phonological awareness tasks. The word and nonword accuracy and PATT were used to train self-organizing maps (SOM) to classify children into three distinct groups.Phonological awareness response time provides a powerful discriminative measure.Our results indicate that the PATT constitutes a useful selective measure, particularly in the third and fourth grades when classical variables such as word and nonword reading accuracy lose their discriminative capabilities. Also, the use of SOM to classify children’s reading abilities can successfully categorize children and capture meaningful measures such as the lexicality effect.

scholarly journals Phonological awareness and spatial visual memory among sample of dyslexic children

2017 ◽  
Vol 8 (2) ◽  
pp. 59
Author(s):  
Amsal Hadi Huwailah ◽  
Masad Naghah Abu Al Diyar
Keyword(s):  
Phonological Awareness ◽  
Visual Memory ◽  
Word Reading ◽  
Learning Difficulties ◽  
Spatial Span ◽  
Reading Accuracy ◽  
Span Test ◽  
Accuracy Test ◽  
Males And Females ◽  
The Relationship

This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory. 

Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and its Transfer Effect on Phonological Awareness

2021 ◽  
Author(s):  
Pr Smail Layes ◽  
Dr Amel Kaddouri ◽  
Pr Robert Lalonde ◽  
Pr Mohamed Rebai
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Group ◽  
Grade 3 ◽  
Arabic Speaking ◽  
Morphological Awareness Training ◽  
The Relationship ◽  
Experimental Group

Abstract We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean age = 111.61 months). The training program focused on morphological analysis, derivational morphology and inflexional morphology. Results revealed that the experimental group outperformed controls on all post-training measures for MA, reading words and pseudo-words as well as phonological awareness. Also, the post-training measures were better achieved in the experimental group than pre-training ones, which confirm the efficacy of the morphological training program. We discuss these findings in light of the relationship between morphological awareness and word reading and phonological awareness, and the Arabic orthographic features as a morphological based language.

scholarly journals The Relationship Between Phonological Awareness and Reading

2005 ◽  
Vol 36 (4) ◽  
pp. 285-293 ◽  
Author(s):  
Tiffany P. Hogan ◽  
Hugh W. Catts ◽  
Todd D. Little
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Predictive Power ◽  
Word Reading ◽  
Language Impairments ◽  
Reciprocal Relationship ◽  
Clinical Implications ◽  
Letter Identification ◽  
Highly Correlated ◽  
The Relationship

Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. Clinical Implications: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.

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.

Sign in / Sign up

Export Citation Format

Share Document