The development of phonological awareness with specific language‐impaired and typical children

Abstract

This study investigated kindergarten, preschool, and Þrst-grade children who were typical or speciÞc language impaired (SLI) to determine whether there were developmental differences in their phonological awareness abilities (i.e., syllable, onset/rime, phonemes). Results revealed a signiÞcant difference between children who were typical and children who were SLI on the soundsegmentation tasks. The children who were typical were more effective at segmenting than were children who were SLI. SigniÞcant differences were also noted between the types of phonological task completed among participants. The combined data from this study revealed developmental trends in phonological awareness for the typical population. The developmental trend was not observed in the SLI population, however. Clinical implications are suggested. C 2010 Wiley Periodicals, Inc.The aim of this study was to expand the literature on the development of phonological awareness in children with speciÞc language impairment (SLI). Although numerous investigations have been conducted on phonological awareness and children with SLI, few studies have examined the development of sound segmentation through an established benchmark protocol as seen in research completed by Treiman and Zukowski (1996, 1991).The link between oral language and reading has been Þrmly established in the current research literature (Catts, 1993;Catts & Hogan, 2003;Goldsworthy, 1996;Gough & Tunmer, 1986;Hoover & Gough, 1990, Kamhi & Catts, 1989 Kahmi, Lee, & Nelson, 1985;Roberts, 1992). Catts and Kahmi (1999) asserted that words, sentences, and discourse elements of written language overlap heavily with those found in oral language. In addition, Kamhi and Catts (1989) described the relationship between spoken and written language as "dynamic and reciprocal." Goldsworthy (1996) proposed that children bring their previous experiences of learning, including their knowledge of oral language, to sustain written language. Therefore, reading acquisition can be described as an extension of oral language development.An area of oral and written language of particular interest to many researchers is phonological awareness. Researchers have documented the correlation between children's phonological awareness skills and early achievement in reading and spelling (Alloway et al

Habilidades de consciência fonológica em crianças de escolas pública e particular durante o processo de alfabetização

“…Thus, the results of this study indicate that the best performance of all children in the skills of rhyming and syllable count and worse performance in phonemic awareness activities agreed with the literature (12,13) , which states that phonemic tasks are acquired later the syllabic. The phonemic segmentation requires the discovery of minimal units that do not separate the continuous chain of speech and, even at this level of targeting, some tasks are more difficult than others, depending on the segmental structure presented (14) .…”

Processamento fonológico em crianças com distúrbio específico de linguagem

“…The slowness in LA is also related to alterations on phonological representations of the lexical item 9 . Deficits on PA have also been found on SLI children [21][22][23][24] , as in this study (Figure 2). One of the explanations for the literacy difficulties on SLI children come from a psycho-linguistics perspective.…”

“…They also show risk of literacy difficulties and this risk appears from the limitations on their phonologic awareness 20 . Significant differences have been encountered between populations with SLI and TLD in relation to metaphonologic skills [21][22][23][24] .In spite of the large number of studies…”

Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children

“…One hypothesis that the current study tested was the General Phonological Deficit hypothesis according to which SLI children are expected to underperform TD children on all tasks requiring phonological processing in memory: word repetition and non-word repetition, especially for long words, and regardless of linguistic distance, or novelty. This hypothesis derives from research indicating that, when compared with their age-matched controls, SLI children show clear phonological deficits, including deficits in auditory phonological processing and memory (Gathercole and Baddeley, 1990 ; Tallal et al, 1991 , 1993 ; Joanisse and Seidenberg, 1998 ; Newbury et al, 2005 ), phonological representations and awareness (Thatcher, 2010 ; Claessen and Leitão, 2012 ), phonological decoding (Tambyraja et al, 2015 ), and phonological learning. This was demonstrated in English monolinguals, as well as in monolingual speakers of several other languages (e.g., Newbury et al, 2005 ; de Bree et al, 2007 ; Dispaldro et al, 2013 ).…”

“…SLI can have a variegated phenotype and children with SLI demonstrate very heterogeneous profiles (Leonard, 1998 ), including lower than expected for-their-age vocabulary: expressive and receptive and grammar: basic and complex (Leonard and Bortolini, 1998 ; Dromi et al, 1999 ; Bedore and Leonard, 2001 ; Stavrakaki, 2001 ; Friedmann and Novogrodsky, 2004 , 2007 , 2011 ; Marshall et al, 2007 ; Penke, 2009 ; van der Lely et al, 2011 ). SLI children also reveal remarkable phonological deficits when compared with their age-matched controls, including deficits in auditory phonological processing and memory (Gathercole and Baddeley, 1990 ; Tallal et al, 1991 , 1993 ; Joanisse and Seidenberg, 1998 ; Newbury et al, 2005 ), phonological representations and awareness (Thatcher, 2010 ; Claessen and Leitão, 2012 ; Rispens and Baker, 2012 ), phonological decoding in word reading (Conti-Ramsden and Durkin, 2007 ; Tambyraja et al, 2015 ), and phonological learning.…”