Repetition of Less Common Sound Patterns: A Unique Relationship to Young Children’s Phonological Awareness and Word Reading

Abstract

The current study examined predictors of concurrent phonological awareness in 95 Grade 1 children and of reading achievement 5 months later. Of primary interest was whether the repetition of nonwords with less versus more common sound patterns was a better predictor of these variables. Only the repetition of nonwords low in wordlikeness predicted unique variance in concurrent phonological awareness after measures of phonological memory and vocabulary. Similarly, nonword repetition for words low in wordlikeness accounted for unique variance in later reading after measures of fall reading, phonological memory, vocabulary, and phonological awareness. A fall phonological representations factor was directly related to later reading achievement. Results are discussed within a framework for which the representation of less common sound sequences has a robust relationship to reading acquisition, and for which awareness of the phonemic structure of language may be reducible to the representation of phonological information in lexical memory.

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

“…A strong lexicon benefits word recognition through the connections between different representations of a concept (e.g., symbol, text, sign, and speech) and enhances meaning attribution to written or spoken language. It also boosts the awareness of speech sounds, which can lead to improved phonological representations (Goswami, 2001;Metsala, 2011;Perfetti, 2007). Although phonology does not seem to be a crucial factor in the early stages of literacy for these children, it may contribute to reading at a later time PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com).…”

“…When the lexical representations of words are of lower quality, this will also weaken the structure of the lexicon as a whole. This will in turn hinder lexical restructuring and the development of phonological awareness (Goswami, 2001;Metsala, 2011;Perfetti, 2007).…”

“…Phonological awareness (the ability to reflect consciously on the phonological segments of spoken words and to manipulate them in a systematic way) usually is considered crucial in learning to read. According to the lexical restructuring hypothesis (Goswami, 2001;Metsala, 2011), the inner phonological PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2022.…”

Modeling individual variation in early literacy skills in kindergarten children with intellectual disabilities

“…Melby-Lervåg et al, 2012;Näslund and Schneider,1996). The lexical restructuring hypothesis (Goswami, 2001;Metsala, 1999Metsala, , 2011 claims that oral vocabulary may trigger children to develop phonological representations of language, thus strengthening their phonological awareness and early literacy skills. Furthermore, at a higher-order level, the development of early literacy has shown to be dependent on higher-order skills such as sequential memory processing, (e.g., rhythm; David, Wade-Woolley, Kirby, & Smithrim, 2007), selective attention, and executive functioning (Diamond, 2013).…”

Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık” Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler

“…Okul öncesi öğretmenlerin sesbilgisel farkındalık kavramına yönelik deneyim ve bilgileri ne kadar fazla ise çocukların sesbilgisel farkındalık kavramına yönelik becerileri alanlarında ustalaşması o kadar artmaktadır (Hilbert ve Eis, 2014;Macrae, Tyler ve Lewis, 2014;Robinson, 2010). Sesbilgisel beceriler sadece okumayı değil, sessiz okuma, sözlü dil becerileri, heceleme, dinleme becerisi, sözlü iletişim, okuduğunu anlama ve imla gibi okur-yazarlığın bütün yönlerini etkilemektedir ve etkileri ikinci dil öğrenimi ve müzik yeteneğine de uzanabilmektedir (Al-Bataineh ve Sims-King, 2013;Chetail ve Mathey, 2010;Metsala, 2011). Okul öncesi yıllarda sesbilgisel farkındalıkla karşılaşmak ve bu konuda eğitilmek, çocuklara okuma için gereken becerileri kazandırıp, anaokuluna daha iyi hazırlayabilir (Ong, 2008).…”