Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments

Bird, Judith; Bishop, Dorothy; Freeman, Norman H

doi:10.1044/jshr.3802.446

Cited by 379 publications

(405 citation statements)

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“…These findings agree with previous work showing that letter knowledge is a good predictor of later literacy skill (e.g., McBride-Chang, 1999;Riley, 1996). The findings are also consistent with the idea that children who perform poorly on phonological awareness tasks, children with speech sound disorders, and children with language impairments are at risk of problems in learning to read and spell (e.g., Bird et al, 1995;Larrivee & Catts, 1999;Lewis & Freebairn, 1992).…”

Section: Discussionsupporting

confidence: 83%

“…The idiopathic speech sound disorders that these children experience are not due to known factors such as cleft palate or hearing loss. Children with speech sound disorders show an elevated risk of problems with phonological awareness and literacy (Bird, Bishop, & Freeman, 1995;Larrivee & Catts, 1999;Lewis & Freebairn, 1992), making them a good population with which to test the hypothesis that children need phonological awareness in order to benefit from letter names in the learning of letter sounds. According to this hypothesis, children with speech sound disorders should show smaller differences among categories of letters in the letter sound task than typically developing children do.…”

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confidence: 99%

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Which children benefit from letter names in learning letter sounds?

et al. 2008

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Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.Knowledge about letters-their shapes, their names, and their linguistic functions-plays an important role in the development of reading and spelling ability. For example, children who are learning to read and write in English should know that the shape V is called /vi/ and that it generally represents the phoneme /v/ (see International Phonetic Association, 1999 for an explanation of the phonemic symbols). Children's knowledge about letters is often tested by providing them with one attribute of a letter and asking them to supply one or more other attributes. For example, children are shown the shape V and are asked to say its name in a letter name task or its sound in a letter sound task. Performance is typically pooled across all of the letters in each task to yield measures of children's letter name and letter sound knowledge. Some researchers additionally pool knowledge of names and sounds, for example by asking children to provide either the name or the sound of a letter and counting the number of letters for which either piece of information is known (e.g., Riley, 1996).Supporting the idea that letter knowledge is important in learning to read and spell, young children's knowledge as pooled across letters or across names and sounds predicts their later literacy skills (e.g., McBride-Chang, 1999;Riley, 1996). However, such pooling may mask Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. , 2006; Mc-Bride-Chang, 1999;Treiman et al., 1998). These differences suggest that children bring their knowledge of letter names to the learning of letter-sound correspondences, using the letters' names to help learn and remember the sounds they represent. Thu...

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Section: Discussionsupporting

confidence: 83%

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Which children benefit from letter names in learning letter sounds?

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“…PA refers to the explicit knowledge of the units that make up spoken words including syllables, onset and rime units and individual phonemes (Rvachew, Ohberg, Grawburg, & Heyding, 2003) and has been defined as the awareness of and access to the sound structure of one's oral language (Wagner & Torgesen, 1987). PA involves the awareness of the most basic speech units of a language, phonemes, as well as the larger units, such as rimes and syllables (Bird, Bishop, & Freeman, 1995;Rvachew et al, 2003;Stackhouse, Wells, Pascoe, & Rees, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

Zayed¹,

Roehrig²,

Arrastia-Lloyd³

et al. 2013

IJPS

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This purpose of this study was to examine the relationship between phonological awareness, verbal working memory, and risk for dyslexia in Arabic language in preschool children. The participants of this study were preschool children between the ages of five and six, who represented two groups: (20) children at risk for dyslexia and (20) children normal without any risk for dyslexia. These children were randomly selected from a larger sample of 425 preschool children in Egypt. Phonological awareness and verbal working memory tasks were used to compare children's abilities. The findings indicate that there is a strong relationship between phonological awareness and working memory. In addition, phonological awareness and working memory may have an effect on children's phonological sensitivity and reading skills.

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“…Delay in speech and language skills may be associated with other cognitive impairments including lower IQ scores, slower information processing skills and poorer literacy skills like reading and spelling (2,3,(10)(11)(12)(13)(14). They are also known to have psychosocial deficits persisting to adulthood (15).…”

Section: Introductionmentioning

confidence: 99%

Prevalence and Risk Factors of Speech and Language Delay in Children Less Than Three Years of Age

et al. 2016

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Background: There is a large amount of data on the prevalence and risk factors of speech and language delay from the West, but relatively scanty data from India. Objectives: The aim of this study was to assess the prevalence and risk factors of speech and language delay in children less than three years old, using the Langauge Evaluation Scale Trivandrum (LEST 0-3). Materials and Methods: A descriptive, cross sectional study was conducted in the under-five clinic of our institute, on a sample of 200 children, less than three years old. Language was assessed using Language Evaluation Scale Trivandrum (LEST 0-3) and development in other domains was assessed using the Trivandrum Development Screening Chart (TDSC). The Home Screening Questionnaire (HSQ) was used to assess the home environment. Various biological and environmental risk factors were analyzed. Results: The prevalence of speech and language delay was found to be 27%. In univariate analysis, parameters found to be signifi-

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Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments

Cited by 379 publications

References 29 publications

Which children benefit from letter names in learning letter sounds?

Which children benefit from letter names in learning letter sounds?

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

Prevalence and Risk Factors of Speech and Language Delay in Children Less Than Three Years of Age

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