scholarly journals Contributions of phonological awareness, phonological short-term memory, and rapid automated naming, toward decoding ability in students with mild intellectual disability

2013 ◽  
Vol 34 (3) ◽  
pp. 1090-1099 ◽  
Author(s):  
Amanallah Soltani ◽  
Samsilah Roslan
Keyword(s):  
Intellectual Disability ◽  
Phonological Awareness ◽  
Short Term Memory ◽  
Mild Intellectual Disability ◽  
Short Term ◽  
Term Memory ◽  
Decoding Ability

Phonological Awareness and Verbal Short-Term Memory

1984 ◽  
Vol 17 (10) ◽  
pp. 592-599 ◽  
Author(s):  
Virginia A. Mann ◽  
Isabelle Y. Liberman
Keyword(s):  
Phonological Awareness ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory

scholarly journals Investigation of the Influence of Phonological Awareness Intervention and Transcranial Direct Current Stimulation on the Enhancement of Rapid Automatized Naming and Verbal Short Term Memory in Developmental Dyslexia: A Randomized Controlled Trial

2021 ◽  
Author(s):  
Seyyedeh Samaneh Mirahadi ◽  
Reyhane Mohamadi ◽  
Bahar Arshi ◽  
Jamile Abolghasemi
Keyword(s):  
Phonological Awareness ◽  
Outcome Measures ◽  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Short Term Memory ◽  
Rapid Automatized Naming ◽  
Short Term ◽  
Term Memory ◽  
Direct Current Stimulation ◽  
The Mean

Abstract Phonological deficits include phonological awareness (PA), rapid automatized naming (RAN) and verbal short term memory (VSTM). PA is defined as a conscious manipulation of the word subunits in word structure. Recently, transcranial direct current stimulation (tDCS) has been used as a complementary treatment with PA intervention in the dyslexia treatment. In this trial we had both a PA intervention group and a PA + tDCS group in which the tDCS is applied over the left parieto-temporal area. It was hypothesized that the PA + tDCS treatment can improve RAN and VSTM. A randomized, double-blind, sham-controlled clinical trial was conducted to evaluate the influence of PA + tDCS intervention in improving RAN and VSTM. Twenty-eight participants were randomly allocated to the active (PA + anodal tDCS) or sham (PA + sham tDCS) groups. Each dyslexic student participated in 15 intervention sessions. RAN and VSTM sub-tests were assessed at the baseline, at the end of the fifth, tenth, and final treatment sessions and finally 6 weeks after the treatment. In both groups, mean scores of RAN sub-tests significantly decreased and the mean scores of the VSTM sub-tests significantly increased during, immediately and also 6 weeks after intervention. There was no significant difference between the two groups in the mean scores of the outcome measures. PA intervention leads to improvement in RAN and VSTM abilities in dyslexic students for a longer period of time. Combined intervention (PA + tDCS) had no further effect on outcome measures than PA intervention alone.

scholarly journals The structure of preliteracy competence in children aged five to seven years

2020 ◽  
Vol 56 (2) ◽  
pp. 1-18
Author(s):  
Ivanka Bider Petelin ◽  
Martina Ozbič
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Verbal Memory ◽  
Visual Processing ◽  
Short Term Memory ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Short Term ◽  
Term Memory ◽  
Oblimin Rotation

Children´s early literacy development is a key contributor to later literacy skills and overall academic achievement. We have developed a set of tests that assesses preliteracy competence based on well-established foreign and Slovenian instruments or tools. A sample of 307 children aged from five to seven years were tested. A high Cronbach alpha coefficient (alpha = 0.87) indicates that the design instrument is an internally reliable instrument. This paper showcases and describes the differences in the development of preliteracy competence in different age group. The results show that children between 5 and 7 show the greatest development of the abilities to discern the initial sound, to analyse the sound, to notice the removal of sounds or syllables from a meaningless word, and to recall words on a given phoneme. Exploratory factor analysis with oblimin rotation revealed that preliteracy competence is best understood as a four-dimensional construct among children aged five to seven years. The first dimension is defined by higher-level phonological awareness, verbal memory, and rapid automatic naming, so it is metaphonology. The second factor, named perceptual language structure, expresses macro-linguistic structure (syllable, rhymes) and discrimination of words that sound similar. The third factor, named vocabulary, is saturated mostly by syllable analysis, vocabulary and word comprehension. The fourth factor is visual processing and capturing, which enable storage and refreshing of non-verbal information and the discrimination of symbols. The differences in development of preliteracy competency indicate intervention in the following areas: phonological awareness, verbal short-term memory, visual processing (discrimination and short-term memory) and vocabulary knowledge.

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