Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up.

Byrne, Brian; Fielding‐Barnsley, Ruth

doi:10.1037/0022-0663.85.1.104

Cited by 264 publications

(164 citation statements)

References 22 publications

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“…There is wide evidence of a strong correlation between the phonological awareness before the onset of alphabetization and later reading and writing skills development (7,8) , and it is known that phonological awareness is the best indicator of spelling ability concerning both regular and irregular words (9,10) . Besides that, results from interventional studies (11)(12)(13) have proved that metaphonological abilities can be developed under stimulation, ensuring success in the learning of reading and writing.…”

Section: Introductionmentioning

confidence: 99%

Vocabulário, consciência fonológica e nomeação rápida: contribuições para a ortografia e elaboração escrita

Santos

Befi-Lopes

2012

J. Soc. Bras. Fonoaudiol.

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OBJETIVO: Avaliar se o desempenho em provas de linguagem é preditivo do domínio ortográfico e da qualidade da produção escrita. MÉTODOS: Participaram deste estudo 82 alunos do 4º ano do Ensino Fundamental de escolas públicas e privadas da região Oeste da Grande São Paulo, na faixa etária entre 9 anos e 10 anos e 2 meses de idade. A bateria de provas e testes deste estudo envolveu a avaliação de vocabulário expressivo, tarefas de consciência fonológica e nomeação seriada rápida de objetos, ditado de palavras e pseudopalavras, e elaboração de redação a partir de estímulo visual. Os dados foram submetidos a análise estatística para verificação da correlação entre todas as provas. RESULTADOS: Os resultados indicaram que o melhor nível de vocabulário se correlacionou a um menor número de erros de ortografia e a uma melhor qualidade da redação, em todas as categorias analisadas. Assim como, o melhor desempenho em tarefas de consciência fonológica e de nomeação rápida de objetos se correlacionaram a menos erros de ortografia e melhor estrutura sintática e gramatical na produção do texto escrito. CONCLUSÃO: As habilidades linguísticas analisadas foram preditivas do desempenho ortográfico. A habilidade de vocabulário foi preditiva da qualidade de elaboração escrita. No entanto, a consciência fonológica e a nomeação seriada rápida predizem apenas o desempenho relacionado à estrutura sintática e gramatical da geração do texto escrito.

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Section: Introductionmentioning

confidence: 99%

Vocabulário, consciência fonológica e nomeação rápida: contribuições para a ortografia e elaboração escrita

Santos

Befi-Lopes

2012

J. Soc. Bras. Fonoaudiol.

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“…Ráadásul a korai fonológiai hiányosságok előre jelzik a későbbi olvasási és helyesírási zavart (Brad ley és Bryant, 1983;Gathercole, Willis és Baddeley, 1991;Wagner és Tor ge sen, 1987). Másodszor, a fonológiai tudatosságot fejlesztő programok előnyö-sen hatnak az olvasási és helyesírási képességekre, jóllehet ez csak akkor érvényesül, ha a betű-hang ismeret oktatásával ötvözik (Bus és van Ijzendoorn, 1999;Byrne és Fielding-Barnsley, 1993Hatcher, Hulme és Snowling, 2004). A diszlexiásoknál nem csupán a fonológiai tudatosság-gal kapcsolatban jelentkeznek problémáik, hanem a vizuálisan bemutatott tárgyak és szimbólumok gyors megnevezésével is (összefoglalóként lásd Wolf és mtsai., 2000).…”

Section: Az Olvasás Atipikus Fejlődése: Diszlexiaunclassified

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

Juhász¹,

Kálló²

2017

Anyanyelv-pedagógia

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“…They mentioned that the reason for using this assessment was because Curtis (1980) had previously found pseudoword reading to be a reliable predictor of reading achievement. Similar to that of Byrne and Fielding-Barnsley (1993), they agreed that the pseudoword assessment would ensure that students did not have the pseudowords stored in memory because they did not have previous encounters with the words. This type of assessment would, therefore, provide accurate results of decoding abilities.…”

Section: Summary Of Researchmentioning

confidence: 99%

“…To the present author's knowledge, after extensive hours of research, the research in this area is very limited. There has been research on its success as an evaluative tool (Byrne & Fielding-Barnsley, 1989, 1993Curtis, 1980;Gough, 1983;Pullen et al, 2005;Shankweiler et al, 1999), but not as an alternative method to traditional phonics instruction using real words.…”

Section: Categories and Themes From Interviewsmentioning

confidence: 99%

“…After collecting and analyzing data from their longitudinal study, which included teaching phonemic awareness to young children, Byrne and Fielding-Barnsley (1993) found that pseudowords were only deciphered (in a post-test) by those children who had a clear understanding of the alphabetic principle. These results led them to suggest that if pseudoword reading is treated as an alternative for reading real words that have yet to be encountered previously, then children who become competent in this sort of reading will become more independent and successful readers.…”

Section: Pseudoword Readingmentioning

confidence: 99%

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Phonics Instruction using Pseudowords for Success in Phonetic Decoding

Cardenas¹

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This study examined a Pseudoword Phonics Curriculum to determine if this form of instruction would increase students' decoding skills compared to typical real-word phonics instruction. In typical phonics instruction, children learn to decode familiar words which allow them to draw on their prior knowledge of how to pronounce the word and may detract from learning decoding skills. By using pseudowords during phonics instruction, students may learn more decoding skills because they are unfamiliar with the "words" and therefore cannot draw on memory for how to pronounce the word. It was hypothesized that students who learn phonics with pseudowords will learn more decoding skills and perform higher on a real-word assessment compared to students who learn phonics with real words.Students from two kindergarten classes participated in this study. An authorcreated word decoding assessment was used to determine the students' ability to decode words. The study was broken into three phases, each lasting one month. During Phase 1, both groups received phonics instruction using real words, which allowed for the exploration of baseline student growth trajectories and potential teacher effects. During v Phase 2, the experimental group received pseudoword phonics instruction while the control group continued real-word phonics instruction. During Phase 3, both groups were taught with real-word phonics instruction. Students were assessed on their decoding skills before and after each phase.Results from multiple regression and multi-level model analyses revealed a greater increase in decoding skills during the second and third phases of the study for students who received the pseudoword phonics instruction compared to students who received the real-word phonics instruction. This suggests that pseudoword phonics instruction improves decoding skills quicker than real-word phonics instruction. This also suggests that teaching decoding with pseudowords for one month can continue to improve decoding skills when children return to real-word phonics instruction. Teacher feedback suggests that confidence with reading increased for students who learned with pseudowords because they were less intimidated by the approach and viewed pseudoword phonics as a game that involved reading "silly" words. Implications of these results, limitations of this study, and areas for future research are discussed.

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Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up.

Cited by 264 publications

References 22 publications

Vocabulário, consciência fonológica e nomeação rápida: contribuições para a ortografia e elaboração escrita

Vocabulário, consciência fonológica e nomeação rápida: contribuições para a ortografia e elaboração escrita

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

Phonics Instruction using Pseudowords for Success in Phonetic Decoding

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