scholarly journals Infants’ Implicit Rhyme Perception in Child Songs and Its Relationship With Vocabulary

2021 ◽  
Vol 12 ◽  
Author(s):  
Laura E. Hahn ◽  
Titia Benders ◽  
Paula Fikkert ◽  
Tineke M. Snijders
Keyword(s):  
Phonological Awareness ◽  
Repetition Effect ◽  
Important Predictor ◽  
Vocabulary Size ◽  
Passive Listening

Rhyme perception is an important predictor for future literacy. Assessing rhyme abilities, however, commonly requires children to make explicit rhyme judgements on single words. Here we explored whether infants already implicitly process rhymes in natural rhyming contexts (child songs) and whether this response correlates with later vocabulary size. In a passive listening ERP study, 10.5 month-old Dutch infants were exposed to rhyming and non-rhyming child songs. Two types of rhyme effects were analysed: (1) ERPs elicited by the first rhyme occurring in each song (rhyme sensitivity) and (2) ERPs elicited by rhymes repeating after the first rhyme in each song (rhyme repetition). Only for the latter a tentative negativity for rhymes from 0 to 200 ms after the onset of the rhyme word was found. This rhyme repetition effect correlated with productive vocabulary at 18 months-old, but not with any other vocabulary measure (perception at 10.5 or 18 months-old). While awaiting future replication, the study indicates precursors of phonological awareness already during infancy and with ecologically valid linguistic stimuli.

scholarly journals Orthographic influences, vocabulary development, and phonological awareness in deaf children who use cochlear implants

2009 ◽  
Vol 30 (4) ◽  
pp. 659-684 ◽  
Author(s):  
DEBORAH JAMES ◽  
KAUKAB RAJPUT ◽  
JULIE BRINTON ◽  
USHA GOSWAMI
Keyword(s):  
Phonological Awareness ◽  
Cochlear Implants ◽  
Word Reading ◽  
Reading Level ◽  
Orthographic Knowledge ◽  
Important Predictor ◽  
Phoneme Awareness ◽  
Chronological Age ◽  
Rhyme Awareness ◽  
Hearing Children

ABSTRACTIn the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in deaf and hearing children, but no orthographic effect on rhyme awareness. Nonorthographic rhyme awareness was a significant predictor of reading outcomes for all groups. However, whereas receptive vocabulary knowledge was the most important predictor of word reading variance in the cochlear implant group, rhyme awareness was the only important predictor of word reading variance in the reading level matched hearing group. Both vocabulary and rhyme awareness were equally important in predicting reading in the chronological age-matched hearing group. The data suggest that both deaf and hearing children are influenced by orthography when making phonological judgments, and that phonological awareness and vocabulary are both important for reading development.

scholarly journals The Relation Between Vocabulary Knowledge and Phonological Awareness in Children With Cochlear Implants

2020 ◽  
Vol 63 (7) ◽  
pp. 2386-2402
Author(s):  
Emily Lund
Keyword(s):  
Phonological Awareness ◽  
Target Word ◽  
Cochlear Implants ◽  
Normal Hearing ◽  
Neighborhood Density ◽  
High Density ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Lexical Knowledge ◽  
Lexical Information

Purpose The purpose of this study was to evaluate the relation between lexical knowledge and phonological awareness performance of children with cochlear implants. Method Thirty children with cochlear implants (aged 5–7 years), 30 children with normal hearing matched for age, and 30 children with normal hearing matched for vocabulary size participated in the study. Children completed a vocabulary knowledge measure and three phonological awareness tasks with words that had high and low neighborhood density. Results Children with cochlear implants performed more poorly than their age-matched peers and similarly to their vocabulary-matched peers on phonological awareness tasks. When performance was analyzed according to the neighborhood density of the target word, children with cochlear implants and age-matched children performed better with high-density words. Across all groups, vocabulary size correlated significantly with phonological awareness performance. Conclusion Children with cochlear implants demonstrate delays in both vocabulary knowledge and phonological awareness performance, but children with cochlear implants appear to take advantage of lexical information similarly to their age-matched peers.

Standardized and tailor-made tests probe different factors influencing the acquisition of second language vocabulary by children

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Marta Marecka ◽  
Agnieszka Otwinowska ◽  
Anna Jelec
Keyword(s):  
Phonological Awareness ◽  
Short Term Memory ◽  
Standardized Test ◽  
Assessment Tools ◽  
Short Term ◽  
Vocabulary Size ◽  
Term Memory ◽  
Vocabulary Assessment ◽  
L2 Vocabulary ◽  
The Relationship

AbstractStudies investigating the relationship between phonological short term memory, phonological awareness and vocabulary in L2 child learners yield mixed results. Those differences may be caused by the vocabulary assessment tools used in research. Tailor-made vocabulary tests based on the input the L2 learners receive may deliver different results than standardized tests based on L1 norms. To investigate this assumption, we examined the effect of phonological short-term memory and phonological awareness on L2 vocabulary size in child learners using a standardized and a tailor-made test based on L2 participants’ textbooks. The results of both tests were correlated, indicating that they measured the same construct. Results of both tests were influenced by children’s English phonological awareness scores, but while the Standardized Test was related to phonological short-term memory scores, the Textbook Test was related to nonverbal IQ. We suggest that standardised and tailor-made tests tap into two different modes of vocabulary acquisition.

scholarly journals Vocabulary Size, Phonological Awareness, and Reading Comprehension

2016 ◽  
Vol 4 (3) ◽  
pp. 299
Author(s):  
Yu-cheng Sieh
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
English Learners ◽  
Reading Ability ◽  
Reading Scores ◽  
Vocabulary Size ◽  
Proficiency Level ◽  
The Common ◽  
Explained Variance ◽  
The Relationship

<p><em>The present study aimed to explore the relationship among vocabulary size, </em><em>P</em><em>honological </em><em>A</em><em>wareness (PA), and reading comprehension in English learners with low proficiency in Taiwan’s higher education. Forty-one university students who had taken the Test of English for International Communication (TOEIC) were recruited, 30 of whom were at a proficiency level much lower than B1 Threshold of the Common European Framework of Reference (CEFR) for Languages. Three PA subtests and a vocabulary size test were administered to all participants individually. Pearson’s correlations show that their TOEIC reading scores were correlated with the four measures when all 41 participants were included; however, among the 30 low-proficiency learners, their reading scores were correlated with Elision—one PA measure—and vocabulary size only. When parallel regression analyses were computed against all participants and the low-proficiency subgroup, the four measures altogether explained nearly 64% of the variance in their TOEIC reading scores in the former but the explained variance dropped drastically to around 40% in the latter. Among the four measures, vocabulary size was the only significant predictor of reading ability and accounted for the largest variance. Meanwhile, phonological awareness explained additional variance in reading comprehension. While different PA measures did not seem to make a difference to the whole sample, Elision seemed to have explained more variance and served as a better task to assess phonological awareness of the low-proficiency subgroup. </em></p>

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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