Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response.

Byrne, Brian; Fielding‐Barnsley, Ruth; Ashley, Luise

doi:10.1037/0022-0663.92.4.659

Cited by 145 publications

(133 citation statements)

References 27 publications

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“…It is thus difficult to measure growth in phonological awareness, and this is a major problem for the identification of children who are at risk for reading problems and/or dyslexia. Several studies have shown that the measurement of phonological awareness and growth in this capacity are critical for the early identification of reading problems (Byrne, Fielding-Barnsley, & Ashley, 2000;Hindson et al, 2005;Spector, 1992). Growth in phonological awareness appeared to account for variance in reading in addition to that accounted for by the actual level of phonological awareness ability.…”

Section: Problems With the Measurement Of Phonological Awarenessmentioning

confidence: 99%

Screening of phonological awareness in the early elementary grades: an IRT approach

Vloedgraven

Verhoeven

2007

Ann. of Dyslexia

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The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses conducted within the framework of item response theory showed one latent ability to underlie the different sets of items, which nevertheless differed in difficulty. Analyses in terms of the children's ability further showed the phonological awareness measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children's level of ability. The conclusion that it is possible to accurately monitor the development of children's phonological awareness in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening for reading problems and dyslexia.

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Section: Problems With the Measurement Of Phonological Awarenessmentioning

confidence: 99%

Screening of phonological awareness in the early elementary grades: an IRT approach

Vloedgraven

Verhoeven

2007

Ann. of Dyslexia

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“…That is, the ability to analyze, synthesize and manipulate phonemes and syllables must be mastered in order for a child to adequately learn precisely how these sounds correspond to the arbitrarily defined shapes known as letters. Empirical evidence for this has come from the fact that preliterate children who have better PA skills are in turn quicker to learn to read (Wagner & Torgesen, 1987), and that both the absolute level (Share, Jorm, MacLean, & Mathews, 1984) and rate of acquisition (Byrne, Fielding-Barnesley, & Ashley, 2000) of early PA skills are excellent predictors of elementary reading skills. Wagner et al (1997) found that individual differences in PA persisted in explaining reading abilities each year from kindergarten through fourth grade, whereas the relationships between reading and other skills faded with development.…”

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confidence: 99%

Socioeconomic background modulates cognition–achievement relationships in reading

Noble

Farah

McCandliss

2006

Cognitive Development

185

135

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Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors. KeywordsCognition; Socioeconomic status; Phonological awareness; Reading; Language Many factors contribute to individual differences in early childhood reading ability. To optimize reading education strategies, we must understand how these factors relate to and interact with each other in the development of reading skills. Extensive literatures have addressed both the cognitive and social correlates of reading development. Sociological research has provided insights into the relationship between reading achievement and a child's socioeconomic background, whereas the traditions of cognitive and educational psychology have largely focused on the cognitive precursors to reading ability. However, although a number of studies have examined the distinct associations of either socioeconomic status (SES, e.g. R.H. Bradley, Corwyn, Burchinal, Pipes McAdoo, & Garcia Coll, 2001;White, 1982;Whitehurst, 1997) or phonological awareness (PA, e.g. Adams, 1990;L. Bradley & Bryant, 1983;Wagner & Torgesen, 1987) with reading development, surprisingly few have considered these two factors together (Bowey, 1995;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990), and none has examined how a child's social background may interact with PA in predicting reading ability. Such approaches implicitly make strong assumptions about the independence of these two factors. Here we hypothesize that these two factors are not independent, but rather, that a child's background and experiences are likely to directly interact with the cognitive precursors to reading. This "Multiplicative Factors NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptHypothesis," outlined below, predicts that the relationship between PA and reading achievement will be systematically modulated by SES.SES is strongly associated with many measures of childhood cognitive and academic achievement, including IQ (Liaw & Brooks-Gunn, 1994;Smith, Brooks-Gunn, & Klebanov, 1997), achievement test scores (Brooks-Gunn, Guo, & Furstenberg, 1993), grade retentions and functional literacy (Baydar, Brooks-Gunn, & Furstenberg, 1993). These effects are typically quite substan...

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“…Structured interventions during the preschool period have a significant impact on later reading acquisition. Randomized controlled trials have demonstrated unequivocally that language stimulation, interactive reading, explicit teaching of letter sounds and phonological awareness interventions, administered in daycare and kindergarten classrooms, can improve language and phonological awareness abilities in the short term and lead to improved reading outcomes over the long term (37)(38)(39)(40). Furthermore, it has been shown that interventions for at-risk children are most effective when they begin during infancy (41).…”

Section: Interventionsmentioning

confidence: 99%

Preschool foundations of early reading acquisition

Rvachew¹,

Savage

2006

Paediatrics &Amp; Child Health

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S Rvachew, R Savage. Preschool foundations of early reading acquisition. Paediatr Child Health 2006;11(9):589-593.The present paper describes research on the skills and processes associated with word and text reading acquisition in preschool children and during the first years of school. The aim is to provide an overview that gives a sense of the important milestones in language and literacy acquisition. A comparison of children's performances against these milestones may thus guide effective intervention for health professionals, parents and other professionals. Also summarized and explored are the role of speech perception and production, grammatical and syntactic skills, and metacognitive skills, including phonological awareness.

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Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response.

Cited by 145 publications

References 27 publications

Screening of phonological awareness in the early elementary grades: an IRT approach

Screening of phonological awareness in the early elementary grades: an IRT approach

Socioeconomic background modulates cognition–achievement relationships in reading

Preschool foundations of early reading acquisition

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