Morphological Awareness and Prosodic Sensitivity in the Development of Advanced Reading Skills

2017 ◽  
Author(s):  
Ellie Clin
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Skills ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Language Abilities ◽  
Early Reading Skills ◽  
Sound Structure ◽  
Prosodic Sensitivity ◽  
Stress Patterns

That language abilities and literacy abilities are intrinsically linked is a well-founded conclusion, driven by the past three decades of research examining reading development. Although the effects of phonological awareness (PA) - the conscious ability to manipulate the sound structure of one’s native language - in developing successful early reading skills are well-known, its predictive abilities attenuate rapidly as development progresses. Accordingly, more recent research has also examined the influence that other linguistic skills present. The present study examines how morphological awareness (MA) - the conscious understanding of how words can be created by using different morphemes, the meaningful units of language - and prosodic sensitivity (PS) - the perception of how stress patterns in English can change the meaning of a word or phrase - affect the reading skills of children in grades 3, 5, and 7 from the Kingston area. Each child was given three batteries of tests, comprised to measure the child’s abilities in reading, MA, PS, PA, language comprehension, memory, general intelligence, and other skills. Our results show that both morphological awareness and prosodic sensitivity are significant predictors of reading skills, above and beyond the significance of phonological awareness, and after controlling for other skills such as memory and intelligence. Such findings are critical to improving our understanding of how reading ability develops in children and how we as researchers may be of aid to improving the skills of children struggling to learn literacy skills.

Music Training and Reading Readiness

2011 ◽  
Vol 29 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Christine D. Tsang ◽  
Nicole J. Conrad
Keyword(s):  
Phonological Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Reading Skills ◽  
Music Perception ◽  
Music Training ◽  
Cognitive Domains ◽  
Early Reading Skills ◽  
Reading Abilities ◽  
Age Range

several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

scholarly journals KETERAMPILAN LITERASI UNTUK MENINGKATKAN BUDAYA SUKA BACA DI SEKOLAH AMALIA

2018 ◽  
Vol 23 (4) ◽  
pp. 423
Author(s):  
Rosmaini Rosmaini ◽  
Arnita Arnita ◽  
Fahrur Rozi
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Second Graders ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Book Reading ◽  
Good Reading ◽  
Reading Culture ◽  
Grade 3 ◽  
Local Agencies

AbstrakHampir 70% siswa kelas satu dan dua di sekolah Amalia kemampuan membacanya rendah. Dan lebih dari 50% siswa kelas tiga keterampilan membaca khusunya membaca pemahaman juga masih rendah. Tak jauh berbeda dengan keterampilan membaca,, lebih dari 70% siswa kelas tiga memiliki kemampuan mengarang rendah. Begitu juga dengan TK Amalia lebih dari 50% siswanya belum memiliki kemampuan dan keterampilan membaca yang baik, dan kesadaran fonologis yang masih rendah. Peran serta guru dalam mengikuti pelathan-pelatihan yang bertujuan meningkatkan sumber daya juga masih rendah. Sekolah jarang diundang untuk mengikuti pelatihan-pelatihan yang diadakan oleh dinas setempat.Oleh karena itu perlu dilakukan kegiatan-kegiatan yang dapat meningkatkan pemahaman dan keterampilan guru dalam melakukan inovasi pembelajaran khusunya keterampilan literasi. Dengan kegiatan tersebut, dapat menumbuhkan minat membaca dan budaya suka baca pada siswa SD dan TK di Sekolah Amalia.Kata kunci : keterampilan literasi, mini book, minat membacaAbstractAlmost 70% of first and second graders at Amalia's school have a low reading ability. And more than 50% of students of grade 3 reading skills especially reading comprehension are still low. Not much different from reading skills, more than 70% of third graders have low writing skills. Likewise with Amalia kindergarten more than 50% of students do not have the ability and good reading skills, and phonological awareness is still low. Participation of teachers in follow-training training aimed at improving resources is also low. Schools are rarely invited to attend trainings organized by local agencies. Therefore it is necessary to do activities that can improve the understanding and skills of teachers in conducting learning innovations especially literacy skills. With these activities, can foster interest in reading and reading culture in elementary and kindergarten students at Amalia School.Keywords: literacy skills, mini book, reading interest

scholarly journals Description of Parent's Support on Development of Early Reading Skills

2019 ◽  
Vol 2 (1) ◽  
pp. 29
Author(s):  
Wahyu Rahmadani ◽  
Ismaniar Ismaniar
Keyword(s):  
Data Analysis ◽  
Parental Support ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Analysis Techniques ◽  
Early Reading Skills ◽  
Descriptive Research ◽  
Verbal Praise ◽  
Quantitative Descriptive

This research motivated by the large of children aged 5-6 years who have quite high reading ability in Jorong VII Pasar Lama Lubuk Basung, Agam Regency.This type of research is quantitative descriptive research. The population in this reaseach were parents who had children aged 5-6 years in Jorong VII Pasar Lama Lubuk Basung, Agam Regency, amounting to 35 people. Samples are taken with the intention or purpose of 21 parents. Data analysis techniques use a percentage formula.The results of the reseach: 1) parental support to provide guidance in the form of directing, accompanying, and rectifying can be categorized as good. 2) Furthermore, parents' support to give praise in the form of verbal non-verbal praise can be categorized as good. 3) parental support to provide encouragement in the form of giving gifts and providing facilities can also be categorized as good. Keywords: Support, Development, Reading Beginning

scholarly journals Improve the Ability to Learn to Read Early by Using SAS Methods

2021 ◽  
Vol 3 (4) ◽  
pp. 152
Author(s):  
Kustianah Kustianah
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Positive Impact ◽  
Early Reading ◽  
Class Action ◽  
Completion Rate ◽  
Initial Condition ◽  
Early Reading Skills ◽  
Fields Of Study ◽  
Bahasa Indonesia

<p><em>Bahasa Indonesia is one of the fields of study taught in elementary schools, in the framework of coaching and passion and development of the age of elementary school children, the skills of Bahasa Indonesia are often an obstacle for students in terms of reading and writing. The purpose of the study, knowing the improvement of early reading skills using the Synthetic Analytics Structural (SAS) method. This type of research is Class Action Research using cycle models. The researchers showed that in the initial condition, the average reading skills of students were 67.71 with a classical completion rate of 42.85%. In cycle I, the average reading skills of students was 68.42 with a classical completion rate of 57.14%. In cycle II, the average student score was 76.71 with a classical completion rate of 85.71%. From the whole cycle that has been done, it can be concluded that the teacher has been able to improve the reading skills of the beginning of Grade I students by using the method of stuktural analytics sintatik. Each cycle always has a positive impact towards improving the development of early reading ability of Grade I students.</em></p>

scholarly journals Implementasi Gerakan Literasi Sekolah Untuk Meningkatkan Minat dan Kemampuan Membaca Melalui Program Jam Baca Model Teras Pustaka Bagi Warga Sekolah SD 8 Kandangmas

2021 ◽  
Vol 2 (2) ◽  
pp. 181-204
Author(s):  
Mulyono Mulyono
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Reading Ability ◽  
Reading Skills ◽  
Literacy Skills ◽  
Average Score ◽  
Average Value ◽  
Education Personnel

The purpose of this study is to describe the implementation of the school literacy movement to increase interest and reading skills through the library terrace model reading hour program for school residents of SD 8 Kandangmas. This type of research is School Action Research (PTS). This research was conducted at SD 8 Kandangmas. Data collection techniques are interviews, observation and documentation. The results of this study in Cycle I obtained an observation of interest for teachers with an average score of 71. While for education staff from 5 education personnel the average value was 68, while interest in students obtained an average value of 75. In cycle II, for teachers the average value was 85. Interest scores for education staff the average is 84. For students the average value is 89. Judging from the average value in interest in literacy in cycle II, there is an increase of 20% from the average in cycle I. Meanwhile, literacy skills, especially the ability to read non-textbooks, are obtained from the average literacy reading ability in the second cycle was found to be an increase of 12% from the first cycle.Tujuan Penelitian ini yaitu untuk mendeskripsikan implementasi gerakan literasi sekolah untuk meningkatkan minat dan kemampuan membaca melalui program jam baca model teras pustaka bagi warga sekolah SD 8 Kandangmas. Jenis penelitian ini yaitu Penelitian Tindakan Sekolah (PTS). Penelitian ini dilaksanakan di SD 8 Kandangmas. Teknik pengumpulan data adalah wawancara, observasi dan dokumentasi. Hasil penelitian ini pada Siklus I didapat nilai pengamatan minat untuk guru nilai rerata 71. Sedangkan pada tenaga kependidikan dari 5 tenaga kependidikan nilai rerata 68, sedangkan minat pada siswa diperoleh  nilai rerata 75. Pada siklus II, untuk guru nilai nilai rata-rata 85.  Nilai minat untuk tenaga kependidikan rata-rata  84. Untuk siswa nilai rata-rata 89. Dilihat dari nilai rata-rata pada minat berliterasi siklus II ada kenaikan sebesar 20% dari rata-rata siklus I. Sedangkan kemampuan berliterasi khususnya kemampuann membaca non buku teks didapat dari rata-rata pada kemampuan membaca literasi siklus II didapat kenaikan 12% dari siklus I.

On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study

2015 ◽  
Vol 19 (6) ◽  
pp. 982-991 ◽  
Author(s):  
Jinger Pan ◽  
Shuang Song ◽  
Mengmeng Su ◽  
Catherine McBride ◽  
Hongyun Liu ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
The Relationship

scholarly journals Effect of Cognitive Variables on the Reading Ability of Spanish Children at Age Seven

2021 ◽  
Vol 12 ◽  
Author(s):  
María José González-Valenzuela ◽  
Dolores López-Montiel ◽  
Félix Díaz-Giráldez ◽  
Isaías Martín-Ruiz
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Skills ◽  
Word Reading ◽  
Rapid Automatized Naming ◽  
Phonological Memory ◽  
Cognitive Variables ◽  
Special Educational Needs ◽  
Reading In Spanish ◽  
Specific Learning

The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatized naming at the ages of six and seven to the ability of Spanish children to read words at 7 years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at 6 and 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at 7 years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education.

scholarly journals Morphological awareness in dyslexic university students

2013 ◽  
Vol 35 (6) ◽  
pp. 1213-1233 ◽  
Author(s):  
JENNIFER MARTIN ◽  
ULI H. FRAUENFELDER ◽  
PASCALE COLÉ
Keyword(s):  
University Students ◽  
Phonological Awareness ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Reading Level ◽  
Chronological Age ◽  
Beneficial Role ◽  
Proficiency Level

ABSTRACTThis research assessed phonological and morphological awareness in dyslexic university students. We tested 44 dyslexic university students in phonological and morphological awareness tasks and compared their performances to those of both matched chronological age and matched reading level controls. In the phonological awareness tests, the dyslexic university students performed at the same level as their reading level controls. In contrast, they systematically outperformed their reading level controls in the morphological awareness tasks and almost reached the proficiency level of the chronological age controls. The results show that dyslexic university students develop their morphological awareness more than their phonological awareness. These findings add to the evidence indicating that morphological awareness is not deficient in dyslexia and could instead play a beneficial role in the development of literacy skills in this population.

The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children

2020 ◽  
Vol 5 (1) ◽  
pp. 257
Author(s):  
Zulhendri Zulhendri ◽  
Jhoni Warmansyah
Keyword(s):  
Elementary School ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Sampling Technique ◽  
The State ◽  
Average Score ◽  
School Students ◽  
Early Reading Skills ◽  
Academic Knowledge

Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.

Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading

1992 ◽  
Vol 23 (2) ◽  
pp. 176-182 ◽  
Author(s):  
Penelope E. Webster ◽  
Amy Solomon Plante
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Reading Ability ◽  
Reading Skills ◽  
Chronological Age ◽  
Phoneme Segmentation ◽  
Normal Children ◽  
Mental Age ◽  
The Impact

The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.

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