scholarly journals Effect of Robot-Assisted Phonological Awareness Training on Invented Spelling for Children with Reading Disabilities

2017 ◽  
Vol 22 (1) ◽  
pp. 76-89
Author(s):  
Eun Jeong Mun ◽  
Young Tae Kim ◽  
Min Kyung Kang ◽  
Seok Jeong Yeon
Keyword(s):  
Phonological Awareness ◽  
Reading Disabilities ◽  
Invented Spelling ◽  
Awareness Training ◽  
Robot Assisted ◽  
Phonological Awareness Training

Facilitating Phonological Awareness

1991 ◽  
Vol 22 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Program ◽  
Reading Disabilities ◽  
Intervention Programs ◽  
Clinical Expertise ◽  
Children At Risk ◽  
Awareness Training ◽  
Integral Role ◽  
Phonological Awareness Training

Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.

scholarly journals The impact of phonological awareness training on working memory in children with reading

2019 ◽  
Vol 21 (2) ◽  
pp. 52-60
Author(s):  
Parastoo Hariri ◽  
Hayedeh Saberi ◽  
Khadijeh Abolmaali ◽  
◽  
◽  
...  
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Awareness Training ◽  
Phonological Awareness Training ◽  
The Impact

scholarly journals Evaluation of phonological awareness training on reading improvement and skills

2018 ◽  
Author(s):  
Mohsen Saeidmanesh ◽  
Hasan Hajavi ◽  
Vahid Moradi
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Primary School Children ◽  
Control Group ◽  
Awareness Training ◽  
Reading Improvement ◽  
Parametric Data ◽  
Children With Hearing Loss ◽  
Phonological Awareness Training ◽  
Non Parametric

Background and Aim: Reading is not only a fundamental skill in learning but also an imp­ortant channel in dealing with the outside world. However, hearing impairment affects linguistic growth, including speaking and reading; deve­lopment of understanding; and academic achi­evement. The purpose of this study was to inv­estigate the effect of phonological awareness training on improving phonological reading and awareness in primary school children with hea­ring impairment. Methods: The present study has a quasi-experi­mental design. The research was conducted as pretest, intervention and posttest. A total of 20 children with moderate to severe hearing loss were enrolled in the experimental group and 20 subjects in another group as the control. Rea­ding and dyslexia test (NEMA) was used to ass­ess reading improvement and phonological awa­reness was assessed by the phonological aware­ness questionnaire. The data normality was che­cked by Kolmogorov-Smirnov test and non-parametric Wilcoxon and Mann-Whitney U test were used to evaluate non-parametric data. Results: Based on the results, after teaching the phonological awareness strategies to the experi­mental group, their reading and phonological awareness scores increased significantly higher than the control group (p<0.05). Also the results show higher phonological awareness scores in girls. Conclusion: The results of this study showed that improvement of phonological awareness in children with hearing loss can improve and res­olve their reading performance and problems.

The Effects of Phonological Awareness Training on the Reading Performance by Child EFL Learners in China

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Bing Sun ◽  
Bingxia Zhu ◽  
Jinfen Chen ◽  
Hui Zhou
Keyword(s):  
Phonological Awareness ◽  
Early Reading ◽  
Reading Performance ◽  
Awareness Training ◽  
Efl Learners ◽  
English Reading ◽  
Post Test ◽  
Reading Measures ◽  
Grade One ◽  
Phonological Awareness Training

AbstractThe present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes participated in the study. The treatment class received a 10-week English phonological awareness training, while the contrast class did not receive any training. Both pre-test and post-test were administered to all participants, including English assessment, phonological awareness measures and English reading measures. The results show that the treatment class outperformed the contrast class in the post-test in reading measures and phonological awareness measures; phonological awareness positively correlated with children’s early reading performance; phoneme tasks were strong predictors of Child EFL learners’ early reading performance.

scholarly journals A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders

1998 ◽  
Vol 7 (3) ◽  
pp. 65-76 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Teresa U. McFadden
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Private School ◽  
Language Disorders ◽  
Phoneme Awareness ◽  
Older Children ◽  
Awareness Training ◽  
First Semester ◽  
Group Lessons ◽  
Phonological Awareness Training

Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.

An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers

1995 ◽  
Vol 13 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Theodore Allen Barker ◽  
Joseph K. Torgesen
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Programs ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Awareness Training ◽  
Experimental Conditions ◽  
Assisted Instruction ◽  
Phonological Awareness Training

The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

Sign in / Sign up

Export Citation Format

Share Document