scholarly journals Predictive Examination of Phonological Awareness Among Hebrew-Speaking Kindergarten Children

2019 ◽  
Vol 10 ◽  
Author(s):  
Dorin Wasserstein ◽  
Orly Lipka
Keyword(s):  
Phonological Awareness ◽  
Kindergarten Children

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children

2006 ◽  
Vol 19 (9) ◽  
pp. 959-989 ◽  
Author(s):  
Mary Ann Evans ◽  
Michelle Bell ◽  
Deborah Shaw ◽  
Shelley Moretti ◽  
Jodi Page
Keyword(s):  
Phonological Awareness ◽  
Kindergarten Children ◽  
Letter Sounds ◽  
Letter Names

scholarly journals The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

2011 ◽  
Vol 44 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Mindy Sittner Bridges ◽  
Hugh W. Catts
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Predictive Validity ◽  
Dynamic Assessment ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Screening Measure ◽  
Two Samples ◽  
Dynamic Screening

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample ( n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample ( n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students.

scholarly journals Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Liat Bar ◽  
Shelley Shaul
Keyword(s):  
Phonological Awareness ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Linguistic Knowledge ◽  
Bilingual Children ◽  
Formal Learning ◽  
Early Numeracy ◽  
Mathematical Abilities ◽  
Bilingual Group ◽  
Better Than

Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

scholarly journals Bilingual Children’s Phonological Awareness: The Effect of Articulation Training

Nordlyd ◽  
10.7557/12.42 ◽  
2004 ◽  
Vol 31 (3) ◽  
Author(s):  
Pi-Yu Chiang
Keyword(s):  
Phonological Awareness ◽  
Language Processing ◽  
English Proficiency ◽  
Mother Tongue ◽  
Age Groups ◽  
Causal Link ◽  
Kindergarten Children ◽  
Language Experience ◽  
Skills Transfer ◽  
Short Period

This study aims to investigate whether unbalanced Chinese-English bilingual children’s phonological awareness skills are limited to language experience, and whether these skills are improved after a short period of articulation training with L2 (English) tongue twisters. Sixty kindergarten children in Taipei whose English proficiency was lower than their mother tongue, Chinese, participated in a series of tests. They were divided into two age groups with an average age of 5;3 and 6;3 respectively. An English proficiency test was first administrated to understand these children’s command of English. Then, phonological awareness pre-tests in Chinese and English were used to tap these children’s phonological awareness in both languages. Tests include onset/ rhyme detection test, onset deletion test, and onset/ rhyme substitution tests. Based on the causal link between articulation and phonological awareness, an English articulation training was given to the experimental group of children after the pre-tests, to examine whether enhanced English phonological awareness skills transfer to Chinese. Results showed that phonological awareness acquired in L1 were also found in L2. A period of articulation training in English led to an improvement of these children’s performances in both English and Chinese, which implies a backward transfer from weaker L2 to stronger L1. Cross-language transfers in phonological awareness abilities also imply that an abstract underlying capacity facilitates language processing across languages.

Predicting Dyslexia in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Crystle N. Alonzo ◽  
Autumn L. McIlraith ◽  
Hugh W. Catts ◽  
Tiffany P. Hogan
Keyword(s):  
Logistic Regression ◽  
Quantile Regression ◽  
Phonological Awareness ◽  
Early Identification ◽  
Word Reading ◽  
Language Disorder ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Letter Identification ◽  
Reading Abilities

Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

scholarly journals Computer-Supported Phonological Awareness Intervention for Kindergarten Children With Specific Language Impairment

2004 ◽  
Vol 35 (3) ◽  
pp. 229-239 ◽  
Author(s):  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Rate ◽  
Kindergarten Children ◽  
Control Group ◽  
Specific Language ◽  
Computer Intervention ◽  
Positive Effects ◽  
Normal Speech

Purpose: The purpose of the present study was to determine whether kindergarten children with specific language impairment (SLI) could develop phonological awareness skills through computer intervention and whether speech manipulation (i.e., slowing speech rate and enhancing transitions) in instruction produced additional learning. Method: The effects of a computer-supported phonological awareness program on a variety of items, including word analysis, syllable analysis, rhyme, phoneme analysis, syllable synthesis, and phoneme synthesis, were tested following a pretest-posttest 1-posttest 2 design. Twenty-four kindergarten children with SLI in the Netherlands received 3.5 hr of phonological awareness intervention via a computer program using either normal speech (12 children) or manipulated speech (12 children). A control group of 12 kindergarten children with SLI played computer vocabulary games. Results: The results showed positive effects of the intervention for the normal speech group. Eighteen weeks later, the effect size was still substantial; however, no additional effects of speech manipulation were found. Clinical Implications: The results suggest that kindergarten children with SLI benefit from computer intervention for phonological awareness skills.

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