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1.
Cardoso-Martins Cláudia Michalick Mirelle França Pollo Tatiana Cury 《Reading and writing》2002,15(5-6):439-454
This study investigated sensitivity to rhymeand phoneme among readers and nonreaders with Down syndrome (DS) and normally developingchildren. Three tasks were administered toevaluate sensitivity to rhyme and phoneme: arhyme detection task, an initial phonemedetection task, and a middle phoneme detectiontask. Results for the normally developingchildren replicated the results of previousstudies suggesting that the ability to detectrhyme is a developmental precursor of theability to detect phonemes. Although all taskswere very easy for the children who had alreadystarted to read, the nonreaders found the rhymedetection task significantly easier than eitherthe initial or the middle phoneme detectiontask. On the other hand, there was scarcelyany indication that the individuals with DSfound the rhyme detection task easier thaneither one of the phoneme detection tasks.While all tasks were very difficult for thenonreaders with DS, the DS individuals who hadalready started to read found the rhymedetection task significantly more difficultthan both the initial and the middle phonemedetection tasks. 相似文献
2.
The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme‐awareness tasks compared with monolingual Dutch‐speaking children. Language performance of a group of 47 immigrant first‐grade children with various different cultural backgrounds and a subsample of 29 Turkish–Dutch bilingual immigrant children was compared with those of 15 first‐grade monolingual native Dutch children from similar low‐socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The Turkish–Dutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of Turkish–Dutch children were better or worse on phoneme awareness than monolingual Dutch children. However, Turkish–Dutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided. 相似文献
3.
Saskia de GraaffFred Hasselman Ludo VerhoevenAnna M.T. Bosman 《Learning and Instruction》2011,21(1):163-173
The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme class were taken into account in a fully balanced way. To this purpose, 141 kindergartners were presented with four phonemic-manipulation tasks consisting of the same 32 CVC items. Children performed better on phoneme blending and phoneme isolation compared to phoneme segmentation and phoneme deletion. However, performance between and within phoneme tasks appeared also to be dependent on phoneme position. Phoneme class exerted effects within the initial and final position of the four different tasks. The effect of plosives and fricatives compared to that of nasals and liquids on performance was particularly striking. Our findings were explained in terms of sonority and degree of co-articulation in pre-vocalic and post-vocalic plosives. 相似文献
4.
Abstract. The main type of phonemic analysis skill considered to affect spelling acquisition has been awareness of phoneme quality. However, it is also important to find out whether other measures of phoneme awareness might contribute to literacy acquisition. Thus, the influence of phoneme length and phoneme quality awareness on spelling in Finnish was compared. The Oddity task was used to assess phonemic awareness and spelling skills were investigated by a spelling-to-dictation task. The results showed that length awareness predicted spelling better than quality awareness did. Moreover, length awareness was more strongly related to spelling of long phonemes, which specifically require analysis of phoneme length, than to spelling of phoneme clusters not involving length analysis. Additionally, only length awareness predicted children's general spelling skills. These findings suggest that awareness of length, which is a phonemic attribute of the Finnish language, is connected to children's spelling skills more strongly than awareness of phoneme quality is. 相似文献
5.
In the present study, the nature of Dutch children's phonological awareness was examined throughout the elementary school grades. Phonological awareness was assessed using five different sets of items that measured rhyming, phoneme identification, phoneme blending, phoneme segmentation, and phoneme deletion. A sample of 1405 children from kindergarten through fourth grade participated. Results of modified parallel analysis and analyses within the context of item response theory (IRT) showed phonological awareness to be unidimensional across different tasks and grades. Despite the evidence for a single underlying ability, the cognitive task requirements for the various tasks were found to differ. In addition to some overlap between the item sets, those for rhyming, phoneme identification, and phoneme blending were easier than those for phoneme segmentation and phoneme deletion. The results lend support to the assumption that phonological awareness is a continuum of availability for phonological representations which can range from partial availability (i.e., access) to full availability (i.e., access). 相似文献
6.
This study examined phonological awareness at the level of phonemes and rhyme and related this to nonword naming ability. Poor readers were compared with 11 year old chronological-age controls and 8 year old reading-age controls. The poor reader group was impaired for chronological age in all tasks, and impaired for reading age at nonword naming and phoneme deletion. The poor readers' rhyming skills, however, were commensurate with reading age. Individual variation was observed together with exceptions to the group findings; most poor readers performed within the range of the reading-age controls on the phonological tasks and in nonword naming. Dissociations in phonological skills were evident, including indications that intact awareness of rhyme may not be a prerequisite for the development of phoneme awareness. Furthermore, phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Therefore, phoneme awareness may be more important than rhyming skill in understanding reading disorders. 相似文献
7.
Where American kindergartners are taughtletters and letter sounds, Germankindergartners are not; where American firstand second graders receive an eclectic blend ofwhole language, whole word and phonics-basedapproaches, their German counterparts aretaught by an intensive synthetic phonicsapproach. As a probe to the consequences ofthese pedagogical differences on the emergenceof phoneme awareness, this study administeredtwo tests of phoneme awareness tokindergarten-, first- and second-grade childrenin Germany and America, along with readingtests, the digit span test and a test of RANcolor naming ability. The American kindergartenchildren excelled on a phoneme identityjudgement and a phoneme deletion task that theGerman kindergartners found difficult. Theiradvantage held equally whether the manipulatedsound was a syllable onset or the initial partof a consonant cluster. The first and secondgraders surpassed the kindergartners in bothcountries; however, the German first and secondgraders equaled their American peers on bothtasks and both types of units. In addition,the German children were more accurate decodersof pseudowords by the end of second grade, andthe association between phoneme awareness andGerman decoding ability was weaker. Anincreased emphasis on phonics and the greatertransparency of the German alphabet arediscussed as possible factors in the decodingexcellence of the German second graders and itsdecreased association with phoneme awareness.The contrast between the American and Germankindergartners and the equivalence of the firstand second graders in the two countries areconsistent with a view that phoneme awarenessdevelops primarily as a product of literacyexposure. 相似文献
8.
Phonological awareness is a strong predictor of children's progress in literacy acquisition. There are different ways of segmenting words into sound sequences – syllables, phonemes, onset-rime – and little is known about whether these different levels of segmentation vary in their contribution to reading and writing. Does one of them – for example, phoneme awareness – play the major role in learning to read and spell making the other phonological units irrelevant to the prediction of reading? Or do different levels of analysis make independent contributions to reading and spelling?
Our study investigated whether syllable and phoneme awareness make independent contributions to reading and spelling in Greek. Four measures were used: syllable awareness, phoneme awareness, reading and spelling. Analyses of variance showed that Greek speaking children found it easier to analyse words into syllables than phonemes, irrespective of the influence of task variables such as position of the phonological element, word length, and placement of stress in the word. Regression analyses showed that syllable and phoneme awareness make significant and independent contributions to learning written Greek. We conclude that phonological awareness is a multidimensional phenomenon and that the different dimensions contribute to reading and writing in Greek.
相似文献9.
Cornelia A.T. Kegel Verna A.C. van der Kooy-Hofland Adriana G. Bus 《Learning and individual differences》2009,19(4):549-554
Research findingsThe study focused on 90 five-year-olds from fifteen Dutch schools. The children scored among the 30% lowest on literacy tests. Half were randomly assigned to a phonological skills program on the computer, the other half to a book program. Both programs consisted of 15 ten-minute sessions. During the phonological skills program children's mouse behavior was registered every tenth of a second. Intelligence, phoneme skills, and regulatory skills were tested. Children scoring average on regulatory skills benefited from teacher-free encounters with the phonological skills program, children scoring low or high did not. Typically, the lowest-scoring children showed more meaningless mouse activity and more random clicking.Practice or policyComputer programs can be used to stimulate early phoneme skills of poorly performing kindergarten children, but not for all children. Children with poor regulatory skills did not benefit from the intervention program. 相似文献
10.
11.
Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming. 相似文献
12.
The study tested phonemic awareness in the two languages of Russian (L1)–Hebrew (L2) sequential bilingual children (N = 20) using phoneme deletion tasks where the phoneme to be deleted occurred word initial, word final, as a singleton, or part of a cluster, in long and short words and stressed and unstressed syllables. The experiments were designed to test the effect of four linguistic factors on children’s phoneme deletion: phoneme position (initial, final), linguistic context (singleton, cluster), word length and stress. The results indicated that word length and stress confirmed previous findings in other languages demonstrating the universal validity of these factors. However, phoneme position and linguistic context gave rise to novel findings in the languages studied and provided evidence for language-specific effects on phonemic awareness reflecting onset-rime versus body-coda syllable structure differences. The results are discussed within the framework of universal versus language-specific constraints on phonemic awareness performance in different languages. 相似文献
13.
This study investigated the effect of phonological sensitivity of two comparable groups of grades 4 and 5 Chinese children, one a Putonghua-speaking group (n = 77) from Beijing and the other a Cantonese-speaking group (n = 80) from Hong Kong on English and Chinese pseudoword reading. It was hypothesized that the Beijing group would process more accurately suprasegmental lexical tones and phonological sensitivity tasks (rhyme detection and discrimination, two phoneme segmentation tasks deleting initial, medial and final phonemes) than their Hong Kong counterparts. Multivariate analyses of variance of the five tasks considered conjointly as dependent variables and spoken language groups and grades as independent variables confirmed the hypothesis. Separate stepwise multiple regression analyses with English and Chinese pseudoword reading as criteria also confirmed the related hypothesis of differential contribution by the speech-sound repetition and phonological sensitivity tasks to English and Chinese pseudoword reading. The better performance of the Putonghua group compared with the Cantonese counterpart might be explained by the phonologically more salient Putonghua mediated by the use of Pinyin as an adjunct in character and word reading. 相似文献
14.
Two studies investigating the relationship betweenphoneme awareness and word reading ability in Downsyndrome (DS) are reported. The first study included33 Brazilian individuals with DS (mean age = 23years). They all had begun to read and all showedclear signs of phonological recoding skills. Thirty-three normal children (mean age = 7 years),matched with the individuals with DS for readingability, participated as controls. The second studyincluded individuals with DS with a wider range ofreading ability: a group of 46 readers (mean age = 22years) and a group of 47 nonreaders (mean age = 18years). The results question Cossu, Rossini, andMarshall's (1993a) claim that phoneme awareness is notrelated to alphabetic reading acquisition in DS.Although the individuals with DS who participated inthe first study performed rather poorly on a task thatpresupposes the ability to explicitly manipulatephonological representations, they performed quitewell on a task assessing the ability to detectphonemic similarities in words. We suggest that it wasthis ability that enabled them to acquire phonologicalrecoding skills as well as they did, despite theircognitive limitations. The results of the second studywere consistent with this interpretation. The abilityto detect phonemic similarities in wordssignificantly differentiated between the readers andthe nonreaders, even after we controlled forvariations in letter knowledge, intelligence, andchronological age. 相似文献
15.
This study explores early stages of reading acquisition, specifically therelation of phoneme blending and letter recoding to individual differencesin word decoding. The hypothesis was that facility in letter recoding andaccuracy of phoneme blending are substantial components of word decodingin beginning readers but not for skilled reading and that reliance onphoneme-sized decoding of words would dissipate as reading proficiencyincreased. In four studies we examined the ability to recode letters, blendphonemes and decode words in four groups of Dutch children (early Grade1, N = 130, older Grade 1, N = 81, Grade 3, N = 54 and a group of children witha reading lag, N = 356). Phoneme blending was only related to the readingability of beginning Grade 1 children. By the end of Grade 1 ability to blendphonemes did not differentiate reading capacity, nor for older children inGrade 3 and reading disabled children. Letter recoding was related to worddecoding in all four studies, although the strength of that relation diddwindle as reading skill level increased. The results of the study appearconsistent with self teaching hypothesis and other theories that imply atransient role of explicit phonological recoding in word identification. 相似文献
16.
Jean Emile Gombert 《Annals of dyslexia》1994,44(1):250-269
The present study focuses on the capacity of illiterate adults to master three different metalinguistic tasks: judgment of
phonological length of words, initial consonant deletion, and lexical segmentation of sentences. Illiterates’ performance,
during a pre-test and after training, was compared with that of literates and partial illiterates (adults at the beginning
of the process of acquiring literacy) who received the same training. In the pre-test, illiterates were lower than literates
in the three tasks; and partial-illiterates were at an intermediate level in two of the tasks. The three groups profited from
the training, especially illiterates and partial-illiterates for whom improvement was dramatic across all three tasks. Finally,
the results revealed a hierarchy of difficulty across the tasks. The capacity to focus on the phonological dimension seemed
to be a prerequisite for the phoneme deletion ability. The task of lexical segmentation seemed to be more a measure of syntactic
awareness than a measure of phonological awareness. 相似文献
17.
This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols. 相似文献
18.
Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed. 相似文献
19.
Miguel López-Zamora Carlos J. Álvarez Pedro L. Cobos 《Scientific Studies of Reading》2013,17(5):443-456
This article examines the relationship between individual differences in speech perception and sublexical/phonological processing in reading. We used an auditory phoneme identification task in which a?/ba/-/pa/?syllable continuum measured sensitivity to classify participants into three performance groups: poor, medium, and good categorizers. A lexical decision task manipulated syllable and word frequency. We found that the two tasks were associated. Poor categorizers did not present the typical syllable frequency effect; however, the other groups were sensitive to phonological information to differing degrees and showed the inhibitory syllable frequency effect only for low-frequency words. These results suggest that auditory phoneme identification efficiency may be related to the sublexical processes involved in reading words. 相似文献
20.
Previous research suggests that children who are successful in phoneme awareness tasks also have high levels of alphabet knowledge. One connection between the two might be alphabet books. Such books typically include both letter-name information and phonological information about initial sounds (B is for bear). It may be that children who are read alphabet books, and thus understand how B is for bear, will learn both letter names and be able to isolate phonemes. To examine this, we gave three treatments to different groups of prekindergarteners. In the first group, the teacher read conventional alphabet books. In the second, the teacher read books chosen to contain the letter names only, without example words to demonstrate sound values. The third group, a control, read only storybooks. We found that all groups gained in print concept and letter knowledge over the course of the study. The conventional alphabet group made significantly greater gains in phoneme awareness than the group that read books about letters without example words, suggesting that conventional alphabet books may be one route to the development of phoneme awareness. 相似文献