The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.
This article reports on a longitudinal examination of the relationship between productive phonological ability and phonological awareness in children under 6 years of age. This study followed 45 subjects with variant productive phonology levels from the mean age of 3;6 to 6;0. The Khan-Lewis Phonological Analysis (KLPA) (Khan & Lewis, 1976), which ranks children from 0 to 4 on phonological process usage, was given at 6-month intervals, along with two measures of phonological awareness. Logit analysis showed that children with poor productive phonology, as measured by process usage, had a lower probability of meeting criterion on both of the phonological awareness measures. Further, a change in KLPA rank from poor to good speech predicted significant exponential increases in the probability of success on the two dependent variables. We concluded that, as a child matures in productive phonology, accompanying exponential growth in phonological awareness occurs.Metalinguistic awareness, which entails thinking about and reflecting on language apart from its context, has enjoyed considerable attention over the past decade. Scholars have approached metalinguistic awareness from several different perspectives. These include its relationship to reading acquisition, to cognition, and to oral language proficiency. The documentation of specific relations between oral language and metalinguistic awareness will add information to our current knowledge base about the origins of metalinguistic awareness, thereby contributing to our understanding of the process of language acquisition. It is this pursuit that motivated the present investigation.Scholars hold different views about the relationship between oral language and metalinguistic ability. One theory holds that metalinguistic ability is developmentally distinct from oral language and develops in the middle childhood years, at a time when ceratin metacognitive abilities take hold. This view, termed the autonomy hypothesis (Smith & Tager-Flusberg, 1982), is supported by a body of work suggesting that it is not until middle childhood that most children are able to make metalinguistic judgments on
This study examined the effects of overt phonologic impairment (disordered speech) on phonological awareness, verbal working memory, and letter knowledge. Forty-five children--29 with moderate to severe productive phonologic impairment at the inception of the project and 16 without impairment--were followed from mean age 3-6 to age 6-0. Fifteen participants with impairment were matched on gender and mental age to 15 without impairment for certain aspects of the analysis. The children with phonologic impairment performed significantly worse than their controls on tasks of verbal working memory, phoneme segmentation, and letter identification. In addition, a path analysis revealed working memory to be a potentially important mediating variable. The investigators also measured productive syntax, which, although associated with productive phonology and working memory, was not associated with letter identification.
Reading is now widely considered to be a language-based skill. For this reason, speech-language clinicians have begun to involve themselves, in a collaborative fashion, with two populations of reading-disabled children: the traditional population who have historical or current speech-language disorders of a clearly identifiable nature, and a new population with neither a history nor current symptoms of overt speechlanguage disorder. The latter group serves as the focus of this paper. A suggested cohesive system for the assessment of both lower and higher order linguistic associates of reading disability is presented, along with associated theoretical rationale.
Summary.—In this study were compared the phonological awareness of 15 moderately to severely phonologically impaired and 15 phonologically normal children, matched on mental age and gender, on sensitivity to alliteration and to rhyme. Analysis showed no significant difference between the groups in detection of alliteration; however, there was a significant difference in detection of rhyme. The latter correlated .43 with speech intelligibility. We conclude that phonological awareness is associated closely with productive phonological ability early in development.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.