Longitudinal Predictors of Implicit Phonological Awareness Skills

Abstract

Maximizing children's vocabulary and speech perception skills before they begin school may be an important strategy for ensuring that children with speech-sound disorders begin school with age-appropriate speech and phonological awareness abilities.

Phonological Processing and Reading in Children With Speech Sound Disorders

“…The children were first assessed prior to kindergarten entry when their age ranged from 53 to 67 months. A second assessment took place at the end of the kindergarten year, but these results will not be reported here because they have been described elsewhere ( Rvachew, 2006). The final assessment took place as the children were completing first grade, at which time their ages ranged between 75 and 93 months.…”

“…These two z scores were averaged to yield a phonological composite score for each child. This composite score was used as the predictor of reading because, as reported in Rvachew (2006), there is a reciprocal developmental relationship between speech perception and phonological awareness. In other words, speech perception abilities at a given age contribute to growth in phonological awareness skills over time, but phonological awareness skills in turn contribute to growth in speech perception abilities over time.…”

Preschool foundations of early reading acquisition

“…The ability to perceive speech that is degraded or presented in difficult listening conditions is acquired very gradually through late childhood (13). The importance of speech perception to reading acquisition is highlighted by studies showing that speech perception abilities in infancy are associated with vocabulary learning in toddlerhood (14), that speech perception skills in preschoolers are associated with phonological awareness skills in kindergarten (15), and that speech perception deficits are associated with reading difficulties in older children (16). Furthermore, neurophysiological investigations have found that infants with a family history of dyslexia show unusual cortical responses to speech stimuli (17).…”

A fonológiai tudatosság és a mentális lexikon fejlettségének mérését lehetővé tevő online tesztrendszer kidolgozása és működésének hatákonyságvizsgálata

“…Számos kutató feltárta, hogy a sikeres olvasástanulás kezdeti szakaszában az egyik legmeghatározóbb tényező a fonológiai tudatosság Mody, 2003;Gray és McCutchen, 2006;Rvachew, 2006;Copeland és Calhoon, 2007;Vloedgraven és Verhoeven, 2007;Phillips, Clancy-Menchetti és Lonigan, 2008;Deacon, 2012;Carson, Gillon és Boustead, 2013;Wackerle-Hollman, Schmitt, Bradfield, Rodriguez és McConnell, 2013). Ez a tény osztálytermi szinten azért olyan fontos, mert a sikeres olvasás elsajátítását befolyásoló tényezők közül (pl.…”

“…Azt, hogy a hallott szöveget mondatokra lehet bontani, a mondatokat szavakká, a szavakat szótagokká és hangokká (Konza, 2014). Számos olvasáskutatással foglalkozó szakember kutatási eredményeivel igazolta a fonológiai tudatosság és a szókincs meghatározó szerepét az olvasástanulás korai szakaszában Storch és Whitehurst, 2002;Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg és Poe, 2003;Mody, 2003;Gray és McCutchen, 2006;Rvachew, 2006;Copeland és Calhoon, 2007;Vloedgraven és Verhoeven, 2007;Phillips, Clancy-Menchetti és Lonigan, 2008;Deacon, 2012;Carson, Gillon és Boustead, 2013;Wackerle-Hollman, Schmitt, Bradfield, Rodriguez és McConnell, 2013).…”