Phonological Awareness Skills in Children: Examining Performance across Tasks and Ages

Abstract

This study examined the performances of 171 children in kindergarten through second grade on 11 tasks of phonological awareness. The purpose was to assess phonological awareness skill acquisition across age and type of task. Results provided support for an ordering of tasks by difficulty, or age of mastery, as follows: rhyme, alliteration, blending, segmentation, manipulation. Performance on all of the tasks demonstrated rapid growth in 6-year-old children (first grade), and most tasks were mastered (90% correct) by the age of 7 years. The study also supports previous work indicating certain variables (i.e., age, verbal ability, letter-sound knowledge, reading skill) that are significantly related to performance on the phonological measures. Knowing the age at which students typically master these tasks and the order in which they acquire these skills should enhance our ability to assess both normal and delayed phonological awareness performance and help to inform instructional practices.

Phonological Awareness and Word Recognition in Reading by Children With Autism

“…As children progress through the educational system, adequate and robust word reading ability by all children is the foundation for more advanced ability in reading comprehension (Kahmi, 2007;Perfetti, 1985;Perfetti & Hagoboam, 1975). Careful and systematic assessment of phonological awareness across a developmental hierarchy of skills, including skill in rhyming, blending segmenting, and phoneme manipulation (Chafouleas, Lewandowski, Smith, & Blachman, 1997;Gillon, 2004), can and should lead to appropriate clinical and classroom intervention to help support the development of robust word analysis ability in reading.…”

Convergent and concurrent validity of two measures of phonological processing

“…Kindergarten children are only beginning the process of learning to read. Not only does this study not examine how these phonological measures relate to reading in more advanced readers, but previous research (e.g., Ball, 1993;Chafouleas, Lewandowski, Smith, & Blachman, 1997) has demonstrated that phonological tasks vary in difficulty and that the age which these tasks are mastered varies. As children develop, the relationships among predictor variables and reading may change.…”

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

“…Az olvasni tanulás ráépül a szavak hangszerkezetére, majd egyidejűleg serkenti a szavak hangszerkezetének megértését, azaz a fonológiai tudatosság fejlődését. Az olvasás és a fonológiai tudatosság kölcsönösen erősíti egymást (Chafouleas, Lewandowsic, Smith és Blachman, 1997), közöttük erős reciprok kapcsolati kölcsönhatás tapasztalható (Perfetti, Beck, Bell és Hughes, 1987;Wagner és Torgesen, 1987;Wimmer, Landerl, Linortner és Hummer, 1991). A kezdő olvasónak először meg kell tanulnia, hogy hogyan kell dekódolnia a nyomtatott szót, mielőtt megértené az írott szöveget (Pratt és Brady, 1988;Wagner és Torgesen, 1987).…”