Assessment of individual differences in phonological representation

Anthony, Jason L.; Williams, Jeffrey M.; Aghara, Rachel G.; Dunkelberger, Martha J.; Novak, Barbara; Mukherjee, Anuja Divatia

doi:10.1007/s11145-009-9185-7

Cited by 43 publications

(49 citation statements)

References 48 publications

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“…En el caso del Grupo A, cuyos valores son superiores a los de los otros dos grupos, estos resultados podrían dar cuenta, junto con los valores obtenidos en Correspondencias, de su desempeño en Escritura. Como se muestra en la Tabla 3, más de un 50% de los niños de este grupo escribieron palabras en forma convencional, en coincidencia con numerosos trabajos que señalan la estrecha relación entre las habilidades de sensibilidad fonólo-gica y las de escritura (Anthony, Williams, Aghara, Dunkelberger & Novak, 2010;Treiman, 1991).…”

Section: Resultados Y Discusiónunclassified

Habilidades y conocimientos constitutivos de la alfabetización temprana: Semejanzas y diferencias según el entorno social y las oportunidades educativas

Plana¹,

Fumagalli²

2013

Interd

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RESUMENDada la relevancia del desarrollo temprano de los conocimientos o habilidades considerados precursores de la alfabetización, resulta fundamental, para la elaboración de propuestas pedagógicas, identificar aquellos aspectos en los que es necesario focalizar dichas propuestas. En este sentido, el estudio que se informa abordó la incidencia del medio en las habilidades tempranas de lectura y escritura en tres grupos de niños de diferente procedencia socioeconómica (niveles socioeconómicos medio urbano, bajo urbano y bajo rural). Los niños respondieron a 11 pruebas que evalúan las siguientes variables precursoras de la alfabetización: Habilidades de procesamiento fonológico, Conocimiento de las correspondencias, Habilidades de discriminación visual de letras y palabras, Habilidad de lectura de palabras en contexto, Capacidad de reconocimiento de acciones de lectura y escritura, Formas tempranas de escritura, Conocimiento de lenguaje técnico y Manejo de libro. Los resultados obtenidos señalan que existen diferencias entre los grupos en las tareas implicadas en el reconocimiento de lenguaje técnico, en las de conciencia fonológica y en las formas de escritura. Sin embargo, no se hallaron diferencias entre los niños de los distintos sectores socioeconómicos evaluados en las tareas de discriminación, manejo de libro y reconocimiento de acciones de lectura y escritura. En concordancia con el modelo evolutivo de Nelson (2007), los grupos mues tran un desempeño similar en conocimientos que responden a procesos perceptivos básicos y difieren en aquellos que la investigación ha demostrado que requieren de la intervención de un adulto alfabetizado.

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Section: Resultados Y Discusiónunclassified

Habilidades y conocimientos constitutivos de la alfabetización temprana: Semejanzas y diferencias según el entorno social y las oportunidades educativas

Plana¹,

Fumagalli²

2013

Interd

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“…When children acquire their L1, they gradually learn more and more spoken words which are added to their mental lexicon. At first these words are stored in their gestalt form, but as a child's spoken vocabulary grows so does his or her phonological sensitivity (Anthony et al 2010) to the distinct linguistic features of similar words. A phoneme, the smallest unit of spoken language, can be distinguished from other phonemes best by the comparison and identification between phonemes either by place of articulation or by its manner of articulation, and even maybe by its voicing.…”

Section: Developing Phonological Representationsmentioning

confidence: 99%

Developing Pedagogical Content Knowledge And Strengthening Phonological Representations Among Efl Teacher Trainees

Teplitz¹

2018

The European Proceedings of Social and Behavioural Sciences

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This article is concerned with the linguistic aspects of consolidated pedagogical teacher content knowledge that may set the stage for foreign language teacher trainees from L1 consonantal-based orthographies to more effectively teach reading in a vowel-based L2 deep orthography such as English. In accordance with the Linguistic Affiliation Hypothesis, and the Linguistic Phonological and Orthographic Proximity Hypothesis, English foreign language teacher trainees from L1 consonantal-based orthographies may have incomplete or low quality novel L2 phoneme phonological representations as described in the Phonological Distinctness Hypothesis and the Lexical Restructuring Model. These phonological representations are often good enough for accurate reading and speaking, yet, the teacher trainees may need explicit metalinguistic instruction on developing higher quality phonological representations of novel L2 vowel phonemes to more effectively teach reading and spelling in English. Foreign language teacher education programs need to include teacher reading-related content knowledge and language-specific content knowledge in relation to the specific L1 orthographies of the teacher trainee population and of their learners. Meta-linguistic awareness may need to be developed, fine-tuned and stabilized for distinct L2 novel vowel phonological representations not found in the L1 linguistic mental lexicon of teacher trainees. These developing metalinguistic awareness skills and the resulting consolidated teacher trainee pedagogical reading-related teacher content knowledge for teaching reading and spelling effectively in English may improve learner reading outcomes.

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“…Phonological processing abilities support articulation, speech perception, phonological awareness (including the ability to recognize, identify and/or manipulate sublexical units) and phonological memory (Anthony et al, 2010).…”

Section: IImentioning

confidence: 99%

Dealing with Digits : Arithmetic, Memory and Phonology in Deaf Signers

Andin¹

2014

Studies From the Swedish Institute for Disability Research

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Deafness has been associated with poor abilities to deal with digits in the context of arithmetic and memory, and language modality-specific differences in the phonological similarity of digits have been shown to influence short-term memory (STM). Therefore, the overall aim of the present thesis was to find out whether language modality-specific differences in phonological processing between sign and speech can explain why deaf signers perform at lower levels than hearing peers when dealing with digits. To explore this aim, the role of phonological processing in digit-based arithmetic and memory tasks was investigated, using both behavioural and neuroimaging methods, in adult deaf signers and hearing non-signers, carefully matched on age, sex, education and nonverbal intelligence. To make task demands as equal as possible for both groups, and to control for material effects, arithmetic, phonological processing, STM and working memory (WM) were all assessed using the same presentation and response mode for both groups. The results suggested that in digit-based STM, phonological similarity of manual numerals causes deaf signers to perform more poorly than hearing non-signers. However, for digit-based WM there was no difference between the groups, possibly due to differences in allocation of resources during WM. This indicates that similar WM for the two groups can be generalized from lexical items to digits. Further, we found that in the present work deaf signers performed better than expected and on a par with hearing peers on all arithmetic tasks, except for multiplication, possibly because the groups studied here were very carefully matched. However, the neural networks recruited for arithmetic and phonology differed between groups. During multiplication tasks, deaf signers showed an increased reliance on cortex of the right parietal lobe complemented by the left inferior frontal gyrus. In contrast, hearing non-signers relied on cortex of the left frontal and parietal lobe during multiplication. This suggests that while hearing non-signers recruit phonology-dependent arithmetic fact retrieval processes for multiplication, deaf signers recruit non-verbal magnitude manipulation processes. For phonology, the hearing non-signers engaged left lateralized frontal and parietal areas within the classical perisylvian language network. In deaf signers, however, phonological processing was limited to cortex of the left occipital lobe, suggesting that sign-based phonological processing does not necessarily activate the classical language network. In conclusion, the findings of the present thesis suggest that language modality-specific differences between sign and speech in different ways can explain why deaf signers perform at lower levels than hearing non-signers on tasks that include dealing with digits.

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Assessment of individual differences in phonological representation

Cited by 43 publications

References 48 publications

Habilidades y conocimientos constitutivos de la alfabetización temprana: Semejanzas y diferencias según el entorno social y las oportunidades educativas

Habilidades y conocimientos constitutivos de la alfabetización temprana: Semejanzas y diferencias según el entorno social y las oportunidades educativas

Developing Pedagogical Content Knowledge And Strengthening Phonological Representations Among Efl Teacher Trainees

Dealing with Digits : Arithmetic, Memory and Phonology in Deaf Signers

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