Relationships between preschoolers’ oral language and phonological awareness

Hipfner-Boucher, Kathleen; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

doi:10.1177/0142723714525945

Cited by 48 publications

(41 citation statements)

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“…Οι Hipfner-Boucher et al (2014) αξιολόγησαν τις αναδιηγήσεις 89 παιδιών, ηλικίας 4-6 ετών, και διαπίστωσαν πως τα μεγαλύτερα παιδιά παρουσίασαν καλύτερη αφηγηματική δομή από τα μικρότερα, ενώ το φύλο δε φάνηκε να σχετίζεται σημαντικά με την επίδοση στην αφηγηματική δομή. Παρομοίως, στη μελέτη των Westerveld και Gillon (2010), με δείγ-μα 169 παιδιά ηλικίας 5, 6 και 7 ετών , φάνηκε να βελτιώνονται οι επιδόσεις στην αναδιήγη-ση, καθώς τα παιδιά μεγαλώνουν.…”

Section: η αναπτυξιακή πορεία της αφήγησηςunclassified

“…Οι ερευνητές αναγνωρίζουν πως ένα από τα δύο βασικά σκέλη της γνώσης που ανα-δύονται στα προσχολικά χρόνια και ενισχύουν το συμβατικό γραμματισμό είναι ο προφο-ρικός λόγος (Hipfner-Boucher et al, 2014). Ο προφορικός λόγος περικλείει αρκετές γλωσσι-κές δεξιότητες, όπως το προσληπτικό και εκφραστικό λεξιλόγιο, τη μορφοσυντακτική επί-γνωση, τον αφηγηματικό λόγο κ.ά.…”

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Narrative skills in preschool and first grade children

Kanellou¹,

Korvesi²,

Ralli

et al. 2016

Ppej

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The aim of the study was to investigate the developmental path of narrative skills of preschool and primary school children. Two hundred thirty seven Greek-speaking children from various regions of Greece participated in the study. They were separated in three age groups: 4-5, 5-6 and 6-7 years old. Retelling and narrative production skills were evaluated. Correlations between the two narrative skills were investigated. Four illustrated stories were used (two stories for retelling and two stories for narrative production).Children’s narratives were collected and transcribed from the recordings. Then, narratives were coded and assessed according to certain criteria: microstructure/ cohesion (conjunction and lexical cohesion) and macrostructure/ coherence (story grammar and temporal sequencing of actions and events). The findings revealed that narratives of older children tended to be better according to the story structure criteria in comparison to narratives produced by younger children. In addition, the qualitative analysis of children’s narratives demonstrated the different narrative levels (labeling, listing, connecting, sequencing and narrating) proposed by Stadler and Ward (2005). Children of all age groups performed better in retelling test compared to narrative production test. The results also revealed differences in performance in relation to gender (girls performed better than boys). Finally, a statistically significant correlation between children’s performance in retelling and narrative production skills was found. The results are discussed in terms of theoretical models of narrative abilities. Implications for research, theory and educational purposes are also discussed.

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Section: η αναπτυξιακή πορεία της αφήγησηςunclassified

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Narrative skills in preschool and first grade children

Kanellou¹,

Korvesi²,

Ralli

et al. 2016

Ppej

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“…En cuanto al nivel de inicio de desarrollo de la variable estudiada se encontró que los niños preescolares de 3 años 6 meses de edad mostraron puntuaciones diferentes de cero en todas las tareas de las habilidades de conciencia fonológica sin haber tenido instrucción alguna al respecto (conciencia léxica 43.33%, conciencia intrasilábica 44.44%, conciencia silábica, 47.11% y conciencia fonémica 24.25%), esto es consistente con los hallazgos Hipfner-Boucher, et al (2014) Sobre las edades relevantes donde se dan los incrementos acelerados en el desarrollo de las habilidades analizadas, se encontró que el desarrollo de las habilidades de la conciencia fonológica se aceleró en los grupos de mayor edad, esto es consistente con el estudio de Hipfner-Boucher, et al (2014). Sin embargo, a diferencia de los resultados de estos autores los aumentos sustanciales no se dieron entre los 3 y los 4 años; en este caso se dieron en los niños entre los 5 años y los 5 años 5 meses de edad.…”

Section: Los Incrementos De Las Diferentes Habilidades De Launclassified

“…Desde varias décadas atrás, la evidencia empírica muestra que la conciencia fonológica es un factor predictor de la lectura y escritura exitosas (Stanovich, 1982;Hipfner-Boucher, et al, 2014;Bus y Ljzendoord, 1999;Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh y Shanahan, 2001;Bravo-Valdivieso, 2002).También se ha encontrado que el lenguaje oral en general puede contribuir al desarrollo de la lectura temprana a través de su influencia en el desarrollo de la conciencia fonológica (Cooper, Roth, Speece y Schatschneider, 2002).…”

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Patrón de desarrollo de la conciencia fonológica en niños preescolares

Guarneros-Reyes¹,

Vega-Pérez²

2015

RDIPyCS

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RESUMENSe identificó el patrón de desarrollo de la conciencia fonológica en niños preescolares. Participaron 302 niños de estancias infantiles públicas, el muestreo fue intencional. El diseño fue longitudinal sectorial con cohortes. Se administró la prueba Conciencia Fonológica de la Batería Evaluación de Habilidades Lingüísticas Orales y Escritas con puntuaciones de 0 a 43. Se analizó la tendencia con ajuste de curvas encontrando que los modelos matemáticos que predicen el patrón de la conciencia fonológica son los polinomiales (y = -2.0297x 4 + 22.819x 3 -86.658x 2 + 134.8x -29.147). Se concluye que el desarrollo de la conciencia fonológica tiene forma escalonada con tendencia positiva, es decir, el desarrollo no es lineal aunque incrementa con la edad, aumentan las habilidades de los niños pero se estabilizan por ciertos meses antes de volver a incrementarse. Los aumentos pueden deberse a la promoción del lenguaje oral y escrito que se hace en las escuelas de preescolar.Palabras Clave: Patrón de desarrollo, conciencia fonológica, niños preescolares, estudios longitudinales, análisis de tendencia ABSTRACT This study identified the pattern of development of phonological awareness in preschool children was identified. 302 children attended public childcare facilities, sampling was intentional. The design was longitudinal cohorts sector. Phonological Awareness Test Battery Evaluation of Spoken and Written Language Skills administered with scores of 0 to 43. The trend was analyzed using curve fitting finding mathematical models that predict the pattern of phonological awareness are the polynomial (y = 22.819x 3 -2.0297x 4 + -134.8x 86.658x 2 + -29,147). It is concluded that the development of phonological awareness has staggered positive trend, the development is not linear but increased with age, increase the skills of children but are stabilized by certain months before increasing again. The increases may be due to the promotion of oral and written language is done in preschools. Pattern of Development of Phonemic AwarenessIn Preschool Children AgradecimientosEsperanza Guarneros Reyes realizó el trabajo de campo, captura, análisis de datos y redacción de manuscrito | Lizbeth O. Vega Pérez participó con la dirección del seminario para estructurar el artículo y en la redacción del manuscrito.

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“…The phonological processing difficulty in these children could still be existing until the next years, when they enter the higher academic level and should have master the phonological skill (Rvachew, 2007). Research demonstrates a progression in the order in which children acquire phonological awareness, such that awareness of larger speech segments (words, syllables) precedes awareness of smaller segments (onset-rimes, phonemes) (Goswami, 1999;Lonigan, Burgess, Anthony, & Baker, 1998;Schuele & Boudreau, 2008, in Hipfner-Boucher, et.al, 2014.…”

Section: Introductionmentioning

confidence: 99%

Word-Sound Therapy as an Intervention to Improve Phonological Awareness: Case Study on a Child With Phonological Disorder

Sessiani¹

2018

JPAI

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A B S T R A C T Phonological awareness is ability to segment the syllables and phonemes heard in speech. It is also the most important behavioral index to measure the development of reading skill. Children who had problems or impairments in phonological awareness will perform high-risk for reading skill mastery which is the most important skill in early education level. The current study aims to evaluate the effect of Word-Sound Therapy in improving phonological awareness and speech production in single word segment level. The subject of the study is a child, 5 years of age, who met the diagnostic criterias for Phonological Disorder according to Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The Word-Sound Therapy is used as an intervention which include series of phonological awareness tasks and inserting the speech production training between the phonological awareness activities to improve phonemic awareness. This research is using a multiple baseline across behavior design. The qualitative data analysis was conducted using behavioral approach, Response Antecedents Consequences-Strength (RAC-S). Visual inspection was also used to observe the emergence of target behaviors. Result showed that Word-Sound Therapy is improving child's ability in identifying similarity and analyze the last phoneme in words. Result also showed that this therapy could be used for children at minimum 5 years of age, had normal IQ, and needs a phonological awareness intervention especially focused in rhyme detection and last phoneme isolation.

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Relationships between preschoolers’ oral language and phonological awareness

Cited by 48 publications

References 50 publications

Narrative skills in preschool and first grade children

Narrative skills in preschool and first grade children

Patrón de desarrollo de la conciencia fonológica en niños preescolares

Word-Sound Therapy as an Intervention to Improve Phonological Awareness: Case Study on a Child With Phonological Disorder

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