The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition—a cross-classified multilevel model approach.

2010 ◽  
Vol 102 (2) ◽  
pp. 313-326 ◽  
Author(s):  
Young-Suk Kim ◽  
Yaacov Petscher ◽  
Barbara R. Foorman ◽  
Chengfu Zhou
Keyword(s):  
Phonological Awareness ◽  
Multilevel Model ◽  
Letter Sound ◽  
Model Approach

Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay

2004 ◽  
Vol 13 (3) ◽  
pp. 250-263 ◽  
Author(s):  
Susan Rvachew ◽  
Michele Nowak ◽  
Genevieve Cloutier
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Letter Recognition ◽  
Control Group ◽  
Language Therapy ◽  
Sound System ◽  
Perceptual Knowledge ◽  
Letter Sound ◽  
Perception Training ◽  
Experimental Group

Children with expressive phonological delays often possess poor underlying perceptual knowledge of the sound system and show delayed development of segmental organization of that system. The purpose of this study was to investigate the benefits of a perceptual approach to the treatment of expressive phonological delay. Thirty-four preschoolers with moderate or severe expressive phonological delays received 16 treatment sessions in addition to their regular speech-language therapy. The experimental group received training in phonemic perception, letter recognition, letter-sound association, and onset-rime matching. The control group listened to computerized books. The experimental group showed greater improvements in phonemic perception and articulatory accuracy but not in phonological awareness in comparison with the control group.

scholarly journals EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 440
Author(s):  
Beatrix Carnatia Sanoe ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Assessment ◽  
Control Group ◽  
School Students ◽  
Early Grade ◽  
Letter Sound ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar. This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students

scholarly journals W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego

2017 ◽  
Vol 36 (1) ◽  
pp. 42-53
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Phonological Awareness ◽  
Detailed Analysis ◽  
Reading First ◽  
Reading Skill ◽  
Beginning Reading ◽  
Teaching Reading ◽  
Young Learners ◽  
Letter Sound ◽  
The Way

The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.

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