Phonological awareness and the use of phonological similarity in letter–sound learning

Jong, Peter F. de

doi:10.1016/j.jecp.2007.06.003

Cited by 29 publications

(23 citation statements)

References 43 publications

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“…The different results for letter knowledge and phonological awareness were unexpected given the often observed reciprocal development between these skills (e.g., de Jong 2007; Wagner et al 1994). However, teaching of letters by parents affects children’s letter knowledge (Torppa et al 2006).…”

Section: Discussionmentioning

confidence: 83%

The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia

Bergen

Jong

Maassen

et al. 2014

J Abnorm Child Psychol

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The combination of investigating child and family characteristics sheds light on the constellation of risk factors that can ultimately lead to dyslexia. This family-risk study examines plausible preschool risk factors and their specificity. Participants (N = 196, 42 % girls) included familial risk (FR) children with and without dyslexia in Grade 3 and controls. First, we found impairments in phonological awareness, rapid naming, and letter knowledge in FR kindergartners with later dyslexia, and mild phonological-awareness deficits in FR kindergartners without subsequent dyslexia. These skills were better predictors of reading than arithmetic, except for rapid naming. Second, the literacy environment at home was comparable among groups. Third, having a dyslexic parent and literacy abilities of the non-dyslexic parent related to offspring risk of dyslexia. Parental literacy abilities might be viewed as indicators of offspring’s liability for literacy difficulties, since parents provide offspring with genetic and environmental endowment. We propose an intergenerational multiple deficit model in which both parents confer cognitive risks.

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Section: Discussionmentioning

confidence: 83%

The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia

Bergen

Jong

Maassen

et al. 2014

J Abnorm Child Psychol

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“…The letter name-to-sound facilitation effect suggested by this correlational research has been investigated in three training studies (see also de Jong, 2007). Using a completely within-subjects design, Treiman et al (1998) demonstrated that the effect was due to ease of learning and not factors extrinsic to the child.…”

Section: Learning Letter Names and Sounds: Effects Of Instruction Lementioning

confidence: 93%

Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill

Piasta

Wagner

2010

Journal of Experimental Child Psychology

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Preschool-aged children (n = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds, regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.

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“…Similarly, Molfese et al, (2006) found that general cognitive ability and phonological awareness predicted increases in letter name knowledge across the course of the preschool year. Overall, the development of alphabet knowledge appears to have a bidirectional relation with the development of phonological awareness (Burgess & Lonigan, 1998; DeJong, 2007; Foy & Mann, 2006; Molfese et al, 2006) and possibly also with the capability to write one's own name (Bloodgood, 1999; Diamond, Gerde, & Powell, 2008). …”

Section: Influences On the Development Of Alphabet Knowledgementioning

confidence: 99%

IRTs of the ABCs: Children's letter name acquisition

Phillips

Piasta

Anthony

et al. 2012

Journal of School Psychology

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We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 & 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters -- but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction.

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Phonological awareness and the use of phonological similarity in letter–sound learning

Cited by 29 publications

References 43 publications

The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia

The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia

Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill

IRTs of the ABCs: Children's letter name acquisition

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