Influences of tone sandhi on word recognition in preschool children

2014 ◽  
Author(s):  
Dilu Wewalaarachchi ◽  
Leher Singh
Keyword(s):  
Preschool Children ◽  
Word Recognition ◽  
Tone Sandhi

The effect of talker variability on word recognition in preschool children.

1997 ◽  
Vol 33 (3) ◽  
pp. 441-452 ◽  
Author(s):  
Brigette Oliver Ryalls ◽  
David B. Pisoni
Keyword(s):  
Preschool Children ◽  
Word Recognition ◽  
Talker Variability

Lexical tone variation and spoken word recognition in preschool children: effects of perceptual salience

2016 ◽  
Vol 44 (4) ◽  
pp. 924-942 ◽  
Author(s):  
LEHER SINGH ◽  
ALOYSIA TAN ◽  
THILANGA D. WEWALAARACHCHI
Keyword(s):  
Preschool Children ◽  
Word Recognition ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Lexical Tone ◽  
Phonological Representations ◽  
Lexical Tones ◽  
Perceptual Salience ◽  
Developmental Course

AbstractChildren undergo gradual progression in their ability to differentiate correct and incorrect pronunciations of words, a process that is crucial to establishing a native vocabulary. For the most part, the development of mature phonological representations has been researched by investigating children's sensitivity to consonant and vowel variation, with a much lesser focus on lexical tones. The current study investigates sensitivity to lexical tones in word recognition with specific attention to role of perceptual salience. Chinese-speaking preschoolers were presented with familiar words that were correctly pronounced, substituted for a subtle tone variant (Tones 2 and 3), or substituted for a salient tone variant (Tones 1 and 4). Results demonstrated that subtle tone variants were mistakenly perceived as correct pronunciations and only salient tone variants were recognized as mispronunciations. Findings suggest that tone integration follows a more complex developmental course that previously concluded.

Children's Word Learning Using Three Modes of Instruction

1996 ◽  
Vol 83 (3) ◽  
pp. 779-787 ◽  
Author(s):  
Sandra L. Terrell ◽  
Raymond Daniloff
Keyword(s):  
Preschool Children ◽  
Word Recognition ◽  
Word Learning ◽  
Picture Book ◽  
Affective State ◽  
The Novel ◽  
Video Display ◽  
Sound Track ◽  
Adult Reading ◽  
Novel Words

This study compared the effectiveness of computer video display tube, videotape, and live adult reading modes of instruction in teaching children vocabulary. The same pictured story was implemented in three modes, computer VDT display of still story pictures in color with an accompanying sound track, videotape presentation of the fully animated story, and a picture book whose pictures and narrative matched those of the VDT-computer mode. 78 normal preschool children were presented the story in one of three modes of instruction. The novel words to be learned were embedded in the story as nouns, verbs, and affective state adjectives. Postexposure tests of word recognition showed a small but significant advantage for live voice reading for two of three recognition tests. The VDT and videotape modes did not differ from each other in effectiveness.

scholarly journals Motor-enriched learning for improving pre-reading and word recognition skills in preschool children aged 5–6 years – study protocol for the PLAYMORE randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anne Kær Gejl ◽  
Anne Sofie Bøgh Malling ◽  
Linn Damsgaard ◽  
Anne-Mette Veber-Nielsen ◽  
Jacob Wienecke
Keyword(s):  
Randomized Controlled Trial ◽  
Preschool Children ◽  
Word Recognition ◽  
Study Protocol ◽  
Controlled Trial ◽  
Whole Body ◽  
Hand Movements ◽  
Body Movements ◽  
Randomized Controlled ◽  
Bodily Movement

Abstract Background Results from previous studies suggest that bodily movements, spanning from gestures to whole-body movements, integrated into academic lessons may benefit academic learning. However, only few studies have investigated the effects of movement integrated into reading practice. The PLAYMORE study aims to investigate the effects of two interventions focusing on a close and meaningful coupling between bodily movement and academic content on early pre-reading and word recognition skills in children. Further, the study aims to compare two interventions involving either hand movements (i.e. using arms and hands) or whole-body movements (i.e. using the whole body). Potential mediating factors underlying the link between bodily movement on early pre-reading and word recognition skills will be explored. Methods/design The PLAYMORE study will be conducted as a three-armed randomized controlled trial including children aged five to six years recruited from four schools in the Copenhagen area, Denmark. Stratified by class, children will be randomly allocated to one of three 8-week intervention/control periods: 1) teaching involving whole-body movements, 2) teaching involving hand movements (i.e. arms and hands) or 3) teaching involving minimal motor movements (i.e. seated on a chair using paper and pencil). Outcome measurements, including pre-reading and word recognition skills, will be collected before and after the intervention period to assess the intervention effects. This study protocol follows the SPIRIT guidelines. Discussion The PLAYMORE study will add to the current knowledge concerning the link between bodily movement and academic performance with important details about pre-reading and word recognition skills in preschool children. If effective, evaluation of the implementation of the PLAYMORE program should be conducted in order to investigate whether the effects can be transferred into standard school settings. The PLAYMORE study will lay the foundation for future research that have the potential to inform the political and scientific debate and importantly, to provide teachers with detailed information of how to implement movements effectively during teaching in order to support and motivate children in the process of learning to read. Trial registration The study was retrospectively registered in ClinicalTrials.gov (NCT04618822) the 5th of November 2020.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii
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