scholarly journals Phonemic awareness in an oral German-origin Brazilian language: a study of Hunsrückisch and German bilinguals

2019 ◽  
Vol 72 (3) ◽  
pp. 427-445
Author(s):  
Bernardo K. Limberger ◽  
Aline Fay Azevedo ◽  
Evelyn C. Ferstl ◽  
Augusto Buchweitz
Keyword(s):  
Phonemic Awareness ◽  
Minority Language ◽  
Brazilian Portuguese ◽  
Literacy Skills ◽  
Base Form ◽  
Emerging Literacy ◽  
Skilled Reading ◽  
Accurate Performance ◽  
German Origin

Phonemic awareness is the ability to notice and manipulate language sounds in their base form (phonemes). It is associated with emerging literacy skills and predictive of skilled reading. The aim of the present study was to investigate phonemic awareness in German and its association with speaking a German-origin, but predominantly unwritten language. We investigated speakers of Hunsrückisch, a Brazilian minority language predominantly used in its spoken form. Participants were literate Brazilian Portuguese speakers who spoke Hunsrückisch and German or Hunsrückisch only. The results show faster, more accurate performance in the phonemic awareness task among participants who spoke Hunsrückisch and German, relative to those who spoke Hunsrückisch only. Participants who spoke Hunsrückisch only were able to perform the phonemic awareness tasks but having learned to read and write in German allowed for faster, more accurate performance, especially in relation to pseudowords.

scholarly journals Honing emergent literacy via food

2019 ◽  
Vol 8 (2) ◽  
pp. 343-357 ◽  
Author(s):  
Ilgım Veryeri Alaca
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Children's Books ◽  
Children’S Books ◽  
Innovative Methods ◽  
Printed Books ◽  
Emerging Literacy ◽  
Multiple Levels ◽  
Food Printing ◽  
2D And 3D

This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.

scholarly journals Doing Content and Language Integrated Learning With a Minority Language: A Teacher Development Model

2020 ◽  
Vol 12 (3) ◽  
pp. 61
Author(s):  
Marcella Menegale ◽  
Ada Bier
Keyword(s):  
Teacher Development ◽  
New Teacher ◽  
Minority Language ◽  
Literacy Skills ◽  
Teacher Autonomy ◽  
Development Model ◽  
Teaching Skills ◽  
Minority Languages ◽  
Educational Goal ◽  
Functional Literacy

Recent research suggests that minority languages cannot be lastingly revitalised unless related functional literacy skills become an explicit educational goal. Focussing on the Friulian minority language in Italy, this paper discusses the importance of developing literacy skills in the minority language. In line with this, a new teacher development model in CLIL has been conceived and piloted with a small group of teachers of Friulian. The findings of the study suggest that the model was effective in relation to both the development of teaching skills in CLIL and in literacy related issues and, more in general, to the promotion of teacher autonomy.

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

A long-term predictive validity study: Can the CDI Short Form be used to predict language and early literacy skills four years later?

2012 ◽  
Vol 40 (4) ◽  
pp. 821-835 ◽  
Author(s):  
DILARA DENIZ CAN ◽  
MARIKA GINSBURG-BLOCK ◽  
ROBERTA MICHNICK GOLINKOFF ◽  
KATHRYN HIRSH-PASEK
Keyword(s):  
Language Development ◽  
Early Literacy ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Short Form ◽  
Parent Report ◽  
Literacy Skills ◽  
Hierarchical Regression ◽  
Expressive Vocabulary ◽  
Decoding Skills

ABSTRACTThis longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six children (mean age=1 ; 10). Four years later (mean age=6 ; 1), children were assessed on language outcomes (expressive vocabulary, syntax, semantics and pragmatics) and code-related skills, including phonemic awareness, word recognition and decoding skills. Hierarchical regression analyses revealed that early expressive vocabulary accounted for 17% of the variance in picture vocabulary, 11% of the variance in syntax, and 7% of the variance in semantics, while not accounting for any variance in pragmatics in kindergarten. CDI-SF scores did not predict code-related skills in kindergarten. The importance of early vocabulary skills for later language development and CDI-SF as a valuable research tool are discussed.

scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

scholarly journals Phonemic awareness of English second language learners

2017 ◽  
Vol 64 (1) ◽  
Author(s):  
Maria Le Roux ◽  
Salome Geertsema ◽  
Heila Jordaan ◽  
Danie Prinsloo
Keyword(s):  
South Africa ◽  
Second Language ◽  
Phonemic Awareness ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Low Literacy ◽  
English Second Language ◽  
Post Test ◽  
Word Discrimination

Background: The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners.Objectives: The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3.Method: The present study employed a quasi-experimental, pre-test–post-test design.Results: The findings of low–literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners.Conclusion: PA skills should be a crucial part of the literacy curriculum in South Africa.

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