Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy). The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child´s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of children in preschool age. It is an output of the research project VEGA no. 1/0637/16 Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.
The ability to comprehend the words that rhyme is an indicator of the sense for language, the ability to perceive the phoneme structure of words and awareness of the sounds of the last syllable. Rhyme awareness can significantly influence development of phonemic awareness in some initial readers. Rhyme identification requires child´s ability to hear sounds within the words. This ability helps to a child to acquire basic idea about the word and its sound segmentation. The paper deals with theoretical basis, key terms and research findings in rhyme production. It is focused on the research investigating children in preschool age in Slovakia. 866 children in age from four to seven years were tested in ability to produce rhymes to cue words. The paper is an output of national research project VEGA no. 1/0637/16 Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.
Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children’s rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes.
A submitted theoretical study is an output from the national project VEGA no. 1/0637/16 titled Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.The main goal of the study is to present basic approaches to the issue how a child gets access to the lexicon (vocabulary). There is discussed impact of visual and phonological processes in reading. In that context, two basic models of approach to lexicon are described. First one is direct access model which considers word and its form, not grapheme as a base of reading. Second, phonological transmission model discusses necessity of so called "phonological route". It is supposed that meaning of a word is transmitted indirectly from orthographic form to the phonological structure.Key words word meaning, lexicon, visual (orthographic) level, phonological level, semantic level, direct access model, phonological transmission model, deaf learners Abstrakt Predkladaná štúdia teoretického charakteru, ktorá predstavuje výstup z riešenia projektu VEGA č. 1/0637/16 s názvom Vývoj diagnostického nástroja na hodnotenie úrovne fonematického uvedomovania u detí v predškolskom veku, má za cieľ prezentovať základné prístupy k otázke, akou cestou dieťa získava prístup k lexikónu. Štúdia uvažuje o podiele vizuálnych a fonologických procesov v čítaní. V tomto kontexte popisuje základné modely prístupu k lexikónu. Prvým je model priameho prístupu k lexikónu, ktorý predpokladá, že základom čítania nie je graféma, ale slovo a jeho tvar. Druhý model, nepriameho prístupu k lexikónu, uvažuje o nevyhnutnosti "fonologickej cesty". Tento predpokladá, že k významu slova sa dieťa dostáva nepriamo -transformáciou ortografického zápisu slova do fonologickej štruktúry.Kľúčové slová význam slova, lexikón, vizuálna (ortografická) úroveň, zvuková (fonologická) úroveň, významová (sémantická) úroveň, model priameho prístupu k lexikónu, fonologická cesta k lexikónu, nepočujúci žiaci Úvod Počiatky systematického výskumu čítania sa spájajú s pomerne intenzívnym záujmom o zrakovo-percepčné alebo zrakovo-priestorové procesy v čítaní. Pochybnosti o tom, že čítame primárne zrakom, začali narastať až začiatkom 70. rokov 20.storočia, najmä v súvislosti s pribúdajúcimi poznatkami o význame fonologických schopností v čítaní. Mnohé výskumy totiž ukázali, že uvedomovanie si fonologickej štruktúry hovorenej reči, rozlišovanie fonologických jednotiek (slov, slabík, morfém a najmä foném) vrátane schopnosti efektívneho narábania s nimi na úrovni operačnej pamäti, je
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