On the interaction between phonological awareness and reading acquisition: It’s a two-way Street

1993 ◽  
Vol 43 (1) ◽  
pp. 125-148 ◽  
Author(s):  
Shlomo Bentin ◽  
Haya Leshem
Keyword(s):  
Phonological Awareness ◽  
Reading Acquisition

scholarly journals Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems

2012 ◽  
Vol 34 (12) ◽  
pp. 3354-3368 ◽  
Author(s):  
Christine Brennan ◽  
Fan Cao ◽  
Nicole Pedroarena-Leal ◽  
Chris McNorgan ◽  
James R. Booth
Keyword(s):  
Phonological Awareness ◽  
Reading Acquisition ◽  
Writing Systems ◽  
Alphabetic Writing

scholarly journals Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography

2021 ◽  
Vol 18 (10) ◽  
pp. 5440
Author(s):  
Vesela Milankov ◽  
Slavica Golubović ◽  
Tatjana Krstić ◽  
Špela Golubović
Keyword(s):  
Phonological Awareness ◽  
Oral Reading ◽  
Reading Difficulties ◽  
Reading Acquisition ◽  
Early Reading ◽  
Assessment Tools ◽  
School Students ◽  
Transparent Orthography ◽  
Reading Success ◽  
Effective Program

Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties (p < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children’s phonological awareness while they are still in preschool.

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