scholarly journals Alphabetic Knowledge and Phonological Awareness : A comparison between Malaysian Preschool Children from Public and Private Kindergartens

2020 ◽  
Vol 6 (2) ◽  
pp. 1-15
Author(s):  
Joanna Joo Ying Wang ◽  
Julia Ai Cheng Lee
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Public And Private ◽  
Learning To Read ◽  
Letter Naming ◽  
Private And Public ◽  
Comprehensive Test ◽  
The Mean ◽  
Alphabetic Knowledge

Alphabetic knowledge and phonological awareness are essential skills in learning to read. This research examined the level of acquisition on alphabetic knowledge and phonological awareness among 60 preschoolers from private and public preschools in Kuching, Sarawak. The mean age of the children was 5.58. The children were administered letter name and sound knowledge, and letter naming fluency tests to examine their alphabetic knowledge; Comprehensive Test of Phonological Processing and Yopp-Singer Phoneme Segmentation Test to examine their phonological awareness. Higher achievement in alphabetic knowledge and phonological awareness was found among preschoolers from private preschools compared to those from public preschools. This study discusses the implications for practice and the ways teachers could explicitly foster alphabetic knowledge and phonological awareness skills in the classroom. Keywords: learning to read, alphabetic knowledge, phonological awareness, preschool children.

scholarly journals Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

2019 ◽  
Vol 24 (4) ◽  
pp. 408-423 ◽  
Author(s):  
Amy R Lederberg ◽  
Lee Branum-Martin ◽  
Mi-young Webb ◽  
Brenda Schick ◽  
Shirin Antia ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Second Grade ◽  
Learning To Read ◽  
Early Reading Skills ◽  
Spoken English ◽  
Reading Abilities ◽  
Confirmatory Factor ◽  
Alternative Means ◽  
Visual Learners

Abstract Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

scholarly journals Phonological awareness and sinusoidal amplitude modulation in phonological dislexia

2016 ◽  
Vol 74 (4) ◽  
pp. 293-298
Author(s):  
Yolanda Peñaloza-López ◽  
Aline Herrera-Rangel ◽  
Santiago J. Pérez-Ruiz ◽  
Adrián Poblano
Keyword(s):  
Phonological Awareness ◽  
Language Processing ◽  
Amplitude Modulation ◽  
Cross Sectional Study ◽  
Control Group ◽  
Regression Equations ◽  
Cross Sectional ◽  
Learning To Read ◽  
The Mean ◽  
Sinusoidal Amplitude Modulation

ABSTRACT Objective Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). Methods We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Results Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Conclusion Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.

scholarly journals Relationship between Socioeconomic Inequalities and Oral Hygiene Indicators in Private and Public Schools in Karachi: An Observational Study

2020 ◽  
Vol 17 (23) ◽  
pp. 8893
Author(s):  
Tamsal Khalid ◽  
Syed Sarosh Mahdi ◽  
Mariam Khawaja ◽  
Raheel Allana ◽  
Francesco Amenta
Keyword(s):  
Oral Health ◽  
Public School ◽  
Private Schools ◽  
School Children ◽  
Oral Hygiene ◽  
Private School ◽  
World Health ◽  
Public And Private ◽  
Private And Public ◽  
The Mean

Background: The study investigated the relationship between socioeconomic status and oral hygiene indicators in two schools located in Karachi, Pakistan. Oral hygiene indicators of public and private school children were compared. Private schools cater to children of relatively wealthier families compared to public school, whose attendees are generally children from less affluent backgrounds. The aim of this study was to determine whether socio-economic differences and inequalities have an impact on key oral hygiene indicators. Methodology: Primary data for this research was collected from community school visits conducted by the community dentistry department of Jinnah Medical and Dental and Medical College from January to September 2019. A convenience sample of the two schools, comprising 300 school students was selected. Data was collected using modified World Health Organization (WHO) oral health care forms. A pre-tested/customized dental hygiene form based on WHO forms was created by the research team. This form was used to measure DMFT/dmft scores and key oral hygiene indicators in the sample. Results: A total sample size of 300 school-children affiliated with public and private schools was selected. The children’s age ranged from 2 to 18 years. The mean DMFT scores of private and public-school children were not significantly different (private (1.82) vs. public (1.48)). (p = 0.257). The mean of carious teeth was 1.69 in private school children compared to 1.34 in government school children, whereas the mean values of other key indicators of oral hygiene including plaque deposition (p = 0.001), dental stains (p < 0.001) and bleeding gums/gingivitis (p < 0.001), were statistically significant between public and private school children. Conclusion: Oral health inequalities can be reduced with increased awareness and public funding to cater for the oral health needs of children of less affluent families. A dynamic and practical community-oriented program is fundamental for enhancing pediatric oral hygiene status, particularly for children attending government schools.

scholarly journals Comparing the Phonological Awareness Skills Between Persian-speaking Monolingual Cochlear-implanted and Healthy Children

2021 ◽  
Vol 23 (6) ◽  
pp. 840-849
Author(s):  
Sedigheh Safaeian Titkanlou ◽  
◽  
Toktam Maleki Shahmahmood ◽  
Zahra Ghayoumi-Anaraki ◽  
Fatemeh Haresabadi ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Rehabilitation Program ◽  
Healthy Children ◽  
Profound Hearing Loss ◽  
Processing Abilities ◽  
Speed Up ◽  
Study Population ◽  
Mashhad City ◽  
The Mean

Background and Aim: Phonological awareness skills, as part of phonological processing abilities, can predict the extent of success in acquiring written and reading skills. Phonological awareness skills are of concern in children with severe and profound hearing loss, which has been less studied in this population. Thus, this study aimed to evaluate these skills in Cochlear-Implanted (CI) children and compare them with their healthy counterparts. Methods & Materials: The study population included 25 CI children and 25 healthy children, aged 4-6 years, who were monolingual Persian speakers. The selected CI and healthy children were selected from the Rehabilitation Center of Naqmeh and the Kindergartens in Mashhad, City, Iran, respectively. After selecting each participant, the test of phonological awareness was administered. To compare the mean scores of each subtest, the obtained data were analyzed in SPSS v. 21 using the Mann-Whitney U test. Ethical Considerations: This study was approved by the Research Ethics Committee of Mashhad University of Medical Sciences (Code: IR.MUMS.REC.1396.263). Results: The mean scores of CI children were significantly lower than that of their healthy peers in all phonological awareness subscales (P<0.05). Conclusion: The obtained data suggested that healthy children presented better performance than the CI children in the phonological awareness test. Poor phonological awareness skills in CI children seem to be associated with hearing deprivation before cochlear implantation; thus, it requires to speed up surgery at an early age and the implementation of an effective rehabilitation program.

scholarly journals Medical Students’ Perception and preferences on Methods of Anatomy Teaching- A survey between public and private institutes of Karachi, Pakistan

2020 ◽  
Vol 16 (28) ◽  
Author(s):  
Munib Abbas ◽  
Shafaq Taseen ◽  
Syeda Sadia Masood Raza ◽  
Wajiha Waqar ◽  
Hina Khan
Keyword(s):  
Teaching Methodology ◽  
Human Sciences ◽  
Anatomical Landmarks ◽  
Teaching Techniques ◽  
Teaching Methodologies ◽  
Public And Private ◽  
Teaching Anatomy ◽  
Private And Public ◽  
The Mean ◽  
Anatomy Teaching

Anatomy is an essential and basic subject in the field of human sciences. The reforms and new teaching methodologies has been revolutionizing the world and helping the student in better understanding the anatomical landmarks and specific details in an interactive way. The present study evaluated the mode of anatomy teaching in public and private medical institutes of Karachi along with the opinion of students on the best teaching tool of anatomy. A total of 347 participants from private and public medical colleges of Karachi participated in the study. The data was collected by rotating questionnaires in the classrooms. Data was analyzed using Statistical Package for Social Sciences (SPSS) version 20. The mean age ± SD of our sample was 19.10 ± 0.77 years. In this study, majority of students from private sector institute were satisfied (58%) with the teaching methodology implemented for teaching Anatomy whereas, about (74%) participants from public sector institutes were not satisfied with the teaching methodology of teaching Anatomy. Students recommended that the use of Anatomy models may help in their better understanding of Anatomy. The present study indicates that public and private medical institutes were still using old multimedia based teaching methods of anatomy and the students were not very satisfied with the mode of teaching in their institutes. Amendments and reforms shall be implemented and efficacious teaching techniques should be applied taking into consideration the opinion of the students to bring out the best understaning in the field of Anatomy.

scholarly journals Spelling performance of public and private school students: A comparative study

2017 ◽  
Vol 34 (3) ◽  
pp. 399-410
Author(s):  
Maria Nobre SAMPAIO ◽  
Natália FUSCO ◽  
Ana Carla Leite ROMERO ◽  
Amanda Corrêa do AMARAL ◽  
Simone Aparecida CAPELLINI
Keyword(s):  
Private School ◽  
Grade Level ◽  
School Students ◽  
Public And Private ◽  
Mean Values ◽  
Public School Students ◽  
Spelling Performance ◽  
Spelling Test ◽  
Private And Public ◽  
The Mean

Abstract To characterize and compare the spelling performance of private and public students. Three hundred 1st-5th graders from public and private schools in the city of Marília, São Paulo, Brazil, were evaluated, totalizing 30 students from each grade, respectively. Collective and individual versions of the Pró-Ortografia test (a renowned Brazilian spelling test) were administered. There were significant inter-group differences indicating that private school students achieved higher performance. The mean values of correct answers of higher grade level students were statistically greater than those of the lower grade level students. The results indicated that the mean values of correct answers of all versions of the spelling test administered increased across grades for both private and public school students. However, the data evaluated showed that private school students attained higher spelling performance than public school students from the 2nd grade onwards.

scholarly journals Facilitadores del proceso de aprendizaje de la escritura en las primeras edades

2016 ◽  
Vol 33 (1) ◽  
pp. 32 ◽  
Author(s):  
Raúl Gutiérrez
Keyword(s):  
Language Learning ◽  
Phonological Processing ◽  
Oral Language ◽  
Experimental Comparison ◽  
Public And Private ◽  
Phonological Structure ◽  
Initial Learning ◽  
Quasi Experimental ◽  
The Subject ◽  
Alphabetic Knowledge

<p>The study of learning to write in the early ages has been the subject of much research in recent years. We now know that in the languages of alphabetic writing like ours, learning to write requires both alphabetical knowledge and the awareness of the phonological structure of speech, with the development of spoken language a necessary skill for language learning written. However, few studies have been conducted in order to understand the linkages between these skills and the initial learning to write. The purpose of this study was to examine whether programs that integrate the promotion of oral language along with the development of phonological processing skills and knowledge alphabetical effectiveness of the learning process of writing is favored. A quasi-experimental comparison group design with pretest and posttest measures was used. The study involved 403 students from different public and private schools aged between 5 and 6 years. The results weigh the potential value of the program and support the development of teaching models that provide access to the alphabetic knowledge from new educational perspectives on learning that facilitates writing system.</p>

scholarly journals Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
David D. Paige ◽  
William H. Rupley ◽  
Grant S. Smith ◽  
Crystal Olinger ◽  
Mary Leslie
Keyword(s):  
School District ◽  
Phonological Awareness ◽  
Kindergarten Students ◽  
Kindergarten Children ◽  
Urban School District ◽  
Regression Analyses ◽  
Children At Risk ◽  
Spelling Development ◽  
Learning To Read ◽  
Letter Naming

This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.

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