Phonological Recoding and Phoneme Awareness in Early Literacy: A Developmental Approach

1995 ◽  
Vol 30 (4) ◽  
pp. 854 ◽  
Author(s):  
Margaretha C. Vandervelden ◽  
Linda S. Siegel
Keyword(s):  
Early Literacy ◽  
Phoneme Awareness ◽  
Phonological Recoding ◽  
Developmental Approach

Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach

1997 ◽  
Vol 20 (2) ◽  
pp. 63-81 ◽  
Author(s):  
Margaretha C. Vandervelden ◽  
Linda S. Siegel
Keyword(s):  
Early Literacy ◽  
Reading Disability ◽  
Phonological Processing ◽  
Early Reading ◽  
Phoneme Awareness ◽  
Control Group ◽  
Phonological Recoding ◽  
Developmental Approach ◽  
Before And After ◽  
Developmental Phases

This study evaluated an intervention to enhance early phonological processing skills and reading. Early phonological processing skills are strongly related to progress in early literacy and phonological processing deficits are found related to specific reading disability. Thirty children aged 5.1–6.0 (15 in each of two schools) were assigned to an experimental or control group and compared before and after a 12-week intervention on measures of phonological processing skills and reading. There were no pretreatment differences between groups. The experimental intervention was based on findings of (a) early developmental phases in phonological recoding, (b) reciprocal development between phoneme awareness and phonological recoding, and (c) reciprocal development between phonological processing skills and early reading. The instruction was designed to facilitate the gradually expanding use of letter-phoneme relationships in early reading and spelling. The results indicated that, at posttest, the experimental group performed significantly better than the control group on the measures of phonological processing skills and in reading. Intervention that includes teaching the sounds of letters and phoneme awareness as part of using letter-phoneme relationships in recognizing printed words, in spelling, and in reading (pronouncing words) appears to be effective for enhancing early reading and may possibly reduce the probability of subsequent reading disability.

Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 308-324 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Speech Intelligibility ◽  
Longitudinal Design ◽  
Phoneme Awareness ◽  
Control Group ◽  
Letter Knowledge ◽  
Speech Impairment ◽  
Early Literacy Development ◽  
Reading And Spelling

Purpose: This study investigated the phonological awareness and early literacy development of 12 children who presented at 3 years of age with moderate or severe speech impairment. The children’s response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined. Method: Using a 3-year longitudinal design, the children’s development in phonological awareness was monitored and compared to that of a group of 19 children without speech impairment. During the monitoring period from 3 to 5 years of age, the children with speech impairment received, on average, 25.5 intervention sessions. At 6 years of age, the children’s performance on phonological awareness, reading, and spelling measures was also compared to that of the 19 children without impairment as well as to a matched control group of children with speech impairment who had not received any specific instruction in phonological awareness. Results: The results indicated that (a) phoneme awareness can be stimulated in children with speech impairment as young as 3 and 4 years of age, (b) facilitating phoneme awareness development can be achieved concurrently with improvement in speech intelligibility, and (c) enhancing phoneme awareness and letter knowledge during the preschool years is associated with successful early reading and spelling experiences for children with speech impairment. Clinical Implications: The data provide evidence to support the clinical practice of integrating activities to develop phoneme awareness and letter knowledge into therapy for 3- and 4-year-old children with moderate or severe speech impairment.

The Development of Early Literacy Skills Among Children With Speech Difficulties

2004 ◽  
Vol 47 (2) ◽  
pp. 377-391 ◽  
Author(s):  
Liz Nathan ◽  
Joy Stackhouse ◽  
Nata Goulandris ◽  
Margaret J. Snowling
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Literacy Skills ◽  
Phoneme Awareness ◽  
Language And Literacy ◽  
Speech And Language ◽  
Preschool Language ◽  
Early Literacy Development ◽  
Language Difficulties ◽  
Unique Predictor

This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater in the group with speech and language difficulties, and these children displayed deficits in phoneme awareness at 6 years. In contrast, the literacy development of children with isolated speech problems was not significantly different from that of controls. A path analysis relating early speech, language, and literacy skills indicated that preschool language ability was a unique predictor of phoneme awareness at 5;8 (years; months), which, together with early reading skill, predicted literacy outcome at 6;9. Once the effects of phoneme awareness were controlled, neither speech perception nor speech production processes predicted variation in literacy skills. However, it is noteworthy that children with persisting speech difficulties at 6;9 were particularly vulnerable to deficits in reading-related processes.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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