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Kroese, Judith M.; Hynd, George W.; Knight, Deborah; Hiemenz, Jennifer R.; Hall, Josh

doi:10.1023/a:1008042109851

Cited by 44 publications

(8 citation statements)

References 53 publications

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“…In keeping with Stanovich (1992), the stronger association between elision and fluency than sound blending and fluency indicates that the development of skilled reading is associated with a “deeper” awareness of phonological units, which, in turn, allows for more efficient segmentation, deletion, and blending of phonemes. This finding implies that elision is a more sophisticated skill than sound blending (Stahl and Murray, 1994; Lombardino et al, 1997; Schatschneider et al, 1999; Kroese et al, 2000), and explains why elision skills develop later than sound blending skills (Anthony et al, 2003). Higher scores on the elision measure are therefore indicative of better developed phonological processing and conceptualization skills.…”

Section: Discussionmentioning

confidence: 86%

The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

2017

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Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9–12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent (n = 47), moderate (n = 38) and fluent (n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading.

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Section: Discussionmentioning

confidence: 86%

The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

2017

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“…This study investigates WR fluency, and two types of reading-related phonological processing—that is, RAN an and PA—in children with RD and/or ADHD, who attend the upper-level grades of Dutch primary education. Previous international studies (Kroese et al, 2000; McGrath et al, 2011; Purvis & Tannock, 2000; Shanahan et al, 2006; Willcutt et al, 2005) have concluded that PA and RAN are generally more closely associated with RD than ADHD.…”

Section: Discussionmentioning

confidence: 91%

“…Although deficient PA is typically associated not with ADHD but rather with RD (Boada et al, 2012; Kroese, Hynd, Knight, Hiemenz, & Hall, 2000; McGrath et al, 2011; Purvis & Tannock, 2000; Willcutt et al, 2005; Willcutt, Pennington, Olson, & Defries, 2007), there are occasional reports of poor PA performance of ADHD groups (e.g., Kroese et al, 2000), especially if the PA task employed is relatively time-consuming or imposes a relatively high level of working memory (WM) load. One example of relatively difficult PA tasks, compared to simple elision as employed by Kroese et al (2000), are so-called reversal tasks (for example, “Say eeb. Now say eeb backward.”).…”

Section: Phonemic Awareness In Rd and Adhdmentioning

confidence: 99%

Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD

2016

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Employing a large sample of children from Dutch regular elementary schools, this study assessed the contributing and discriminating values of reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) to two types of phonological processing skills, phonemic awareness (PA) and rapid automatized naming (RAN). A second objective was to investigate whether comorbidity of RD and ADHD should be considered as an additive phenomenon as to RAN and PA. A total of 1,262 children, aged 8 to 13 years, were classified as RD ( n = 121), ADHD ( n = 17), comorbid (RD+ADHD; n = 16), or control ( n = 1,108). Phonological processing was assessed by standardized tests of PA and RAN. Disability groups were compared to each other and contrasted to the control group. Although results indicate substantial effects for all three disability groups on both types of phonological processing, and the RAN/PA compound measure in particular, effect sizes were considerably larger for the RD groups, as compared to the ADHD-only group. Theoretical and practical implications are discussed.

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“…Various cognitive processes as speech perception, phonological decoding and working memory (Dandache et al, 2014) are involved in phonological processing assessment, therefore the relationship between phonological and phonemic awareness with phonological memory is even more complex. Kroese et al (2000) stated that phonemic awareness and phonological memory interconnection with reading decoding and spelling is complemented by regression model where phonemic awareness and phonological memory explain significant part of the variance. Various explanations are suggested for understanding this interrelation (Nithart et al, 2011): verbal memory is implied in phonemic and phonological awareness tasks, or, on the contrary, phonological processing is performed in verbal memory tests.…”

Section: Introductionmentioning

confidence: 99%

Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory

et al. 2021

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The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in Time 2 (1 year later) the impact of passive and active screen time on a child’s individual progress in phonological memory development was evaluated. The study enrolled 122 preschool children aged 5–6 years (M = 5.72, SD = 0.33); boys (54.9%). Information on each child’s average daily passive and active screen time was obtained from a survey with the mother. The survey provided information on how much time each child spent on a typical day with passive (“traditional”) and active (interactive) use of digital devices. For family factors, we included maternal highest educational qualification, family’s financial situation. For children’s characteristics, age, gender and non-verbal fluid intelligence were included. The results indicate that time spent passively with digital devices (watching TV) is negatively related to a child’s ability to process verbal information. In contrast, the interactive time the child spent with Smart Screen Technologies is not significant and does not pose a threat to the development of phonological memory in preschool age. The study also showed that passive and active use of digital devices has no long-term impact on children’s phonological memory development progress over a year. The implications are that use of Smart Screen Technologies, which implies a higher degree of interactivity, is not associated with either short- or long-term negative effects on phonological memory development in preschool age, contrary to passive screen time exposure. The results can be applied in the elaboration of principles and programs on the use of digital devices for the entertainment and education of preschool children.

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Cited by 44 publications

References 53 publications

The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD

Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory

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