Effects of Phonological Awareness Activities through Games on Young Children’s Reading Abilities and Interest in Reading

2019 ◽  
Vol 23 (3) ◽  
pp. 255-275
Author(s):  
Mi-Sook Choi ◽  
Na-Rae Kim ◽  
Bo-Bae Kim
Keyword(s):  
Phonological Awareness ◽  
Reading Abilities ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

The Language-Reading Relationship in Normal and Reading-Disabled Children

1991 ◽  
Vol 34 (1) ◽  
pp. 129-140 ◽  
Author(s):  
Lynn S. Snyder ◽  
Doris M. Downey
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Oral Language ◽  
Word Retrieval ◽  
Sentence Completion ◽  
Disabled Children ◽  
Normally Achieving ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading Disabled

In this study, the word retrieval, phonological awareness, sentence completion, and narrative discourse processing skills of 93 reading-disabled and 93 normally achieving subjects from 8 to 14 years of age were compared. The subjects were matched for age, sex, and neighborhood. Results revealed that the two groups differed significantly on the time and accuracy of word retrieval, their ability to produce a syntactically appropriate structure in a sentence completion task, their retelling of stories that had been read to them, their answers to questions about the stories, and their inferences. Further analysis revealed that the variance in the younger reading-disabled children’s reading comprehension scores was best accounted for by their performance on the sentence completion and word retrieval measures; the inferencing skills of the older reading-disabled children best accounted for the variance in their reading comprehension. By contrast, the younger normally achieving children’s reading comprehension scores were best accounted for by their sentence completion, the proportion of the stories that they retold, and word retrieval scores. The proportion of stories retold and the phonological awareness score of the older normally achieving children best accounted for the variance in their reading scores. These findings suggest that the oral language skills of normally achieving and reading-disabled children may relate differently to their reading comprehension at different age levels.

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