Beyond the Total Score: A Preliminary Investigation into the Types of Phonological Awareness Errors Made by First Graders

Hayward, Denyse V.; Annable, Caitlin D.; Fung, Jennifer E.; Williamson, Robert D.; Lovell-Johnston, Meridith Ann; Phillips, Linda M.

doi:10.1007/s10643-016-0829-3

Cited by 6 publications

(8 citation statements)

References 19 publications

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“…The difficulties identified by teachers in the process of their students learning to read are in line with the literature (e.g., Alonzo et al, 2020;Lacal et al, 2018), in that they emphasize phonological awareness for the success and development of reading. According to Hayward et al (2017), students tend to exhibit several errors in phonological awareness, such as adding letters at the beginning, middle, and/or end of the word, omitting phonemes, repeating phonemes, reversing the order of phonemes, as well as substituting a letter or phonemes in a word. Considering that there is an interdependent relationship between decoding ability and comprehension, it would be expected that teachers would report these difficulties at the reading comprehension level, since children who have difficulty reading words also have difficulty understanding written texts (Ribeiro et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

et al. 2021

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There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers’ attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties’ prevention in contexts facing multiple vulnerabilities.

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Section: Resultsmentioning

confidence: 99%

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

et al. 2021

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“…Another interesting finding among the German results was the increased correlation between IPHI and both reading measures, and the fact that WR1 was best predicted by IPHI; among the Italian and Finnish data, WR1 was best predicted by PHB. This might indicate that, in the first grade, German children exhibit different levels of phonological knowledge in their reading tasks (Dandache et al, 2014;Hayward et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Several years ago, Wagner, Torgesen, Laughon, Simmons, and Rashotte (1993) suggested that a child's ability to blend sounds into words developmentally precedes their ability to recognize individual sound segments; thus phoneme analysis may reflect a deeper level of processing that is linked to the quality of phonological representation. Hayward et al (2017) also found that errors among different PA tasks are not random; rather, they are evidence of the knowledge and strategies the child applies while completing the task. Hayward et al (2017) further notes that high-and lowperforming readers differ in both the degree and type of errors they make while performing PA tasks.…”

Section: Cognitive Predictors Of Reading Development Among Different Orthographiesmentioning

confidence: 91%

“…Hayward et al (2017) also found that errors among different PA tasks are not random; rather, they are evidence of the knowledge and strategies the child applies while completing the task. Hayward et al (2017) further notes that high-and lowperforming readers differ in both the degree and type of errors they make while performing PA tasks.…”

Section: Cognitive Predictors Of Reading Development Among Different Orthographiesmentioning

confidence: 91%

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Predictors of Reading Skills at the First and Second Grade: The Role of Orthography

et al. 2020

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We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade was best predicted by letter-sound-connection, as found in other transparent orthographies. In Italy and Finland also phoneme blending, a demanding phoneme awareness skill, was a good predictor. Surprisingly, in Germany initial phoneme identification which is a basic phone awareness skill, and mother's occupation predicted first grade reading. At second grade in Finland and Germany the strongest predictors of word reading were rapid naming, in Finland also short-term-memory and in Germany and Italy reading level at the first grade.Results indicate that both orthographical and educational differences in the three countries can account for different predictors in reading.

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“…Begrepet betegner et relativt bredt spekter av ferdigheter på ordnivå, setningsnivå, stavelsesnivå, rim og fonemisk nivå. Utviklingen av fonologisk bevissthet har vaert antatt å gå fra helhet til del, der barnet først retter bevissthet mot større segmenter i språket, som setninger, stavelser og rimord og deretter gradvis utvikler fonemisk bevissthet (Hayward et al, 2017;).…”

Section: Fonologisk Bevissthet Og Fonologiske Representasjonerunclassified

Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial

Thurmann-Moe

Melby‐Lervåg

Lervåg

2021

Scandinavian Journal of Educational Research

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Beyond the Total Score: A Preliminary Investigation into the Types of Phonological Awareness Errors Made by First Graders

Cited by 6 publications

References 19 publications

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

Predictors of Reading Skills at the First and Second Grade: The Role of Orthography

Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial

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