The role of phonological awareness in reading comprehension

Cárnio, Maria Silvia; Vosgrau, Jéssica Sales; Soares, Aparecido José Couto

doi:10.1590/1982-0216201619518316

Cited by 9 publications

(11 citation statements)

References 14 publications

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“…To understand a spoken word, it is essential to process phonological features of a word. For example, young individuals with higher performance in phonological tasks showed better language comprehension ( Engen and Høien, 2002 ; Cárnio et al, 2017 ). Likewise, L2 phonological skills can be important for understating L2 words.…”

Section: Discussionmentioning

confidence: 99%

Mapping the Neural Dynamics of Korean–English Bilinguals With Medium Proficiency During Auditory Word Processing

Jung¹,

Nam²,

Cho

et al. 2018

Front. Psychol.

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Bilingualism is a worldwide phenomenon and provides an opportunity to understand how the brain represents language processing. Although many studies have investigated the neural mechanism of bilingualism, it still remain unclear how brain systems are involved in the second language processing. Here, we examined the neural dynamics of bilinguals with medium proficiency during auditory word processing. Korean–English (K–E) bilinguals were recruited for the study (L1: Korean and L2: English). They performed a word comprehension task on phonological and semantic aspects by hearing words. We compared their task performance, task-induced regional activity, and functional connectivity (FC) between L1 and L2 processing. Brain activation analyses revealed that L2 evoked more widespread and stronger activation in brain regions involved in auditory word processing and the increased regional activity in L2 was prominent during phonological processing. Moreover, L2 evoked up-regulation during semantic processing was associated with L2 proficiency. FC analyses demonstrated that the intra-network connectivity showed stronger in the language network (LN), dorsal attention network (DAN), and default mode network (DMN) in L2 than L1. For the L2 phonological processing, the increased FC within the DAN was positively correlated with individuals’ L2 proficiency. Also, L2 semantic processing induced the enhanced internetwork connectivity between the LN and DMN. Our findings suggest that L2 processing in K–E bilinguals induces dynamic changes in the brain at a regional and network-level and FC analysis can disentangle the different networks involvement in L2 auditory word processing according to two key features: phonology and semantics.

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Section: Discussionmentioning

confidence: 99%

Mapping the Neural Dynamics of Korean–English Bilinguals With Medium Proficiency During Auditory Word Processing

Jung¹,

Nam²,

Cho

et al. 2018

Front. Psychol.

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“…A habilidade de análise fonológica é de importância para a compreensão de leitura, devido à influência que exerce na decodificação (28) . Assim, é possível supor que, no início Nota: R 2 ajustado = coeficiente de determinação ajustado Legenda: F = valor computado da Análise de Variância; B = coeficiente não padronizado; SE B = Erro padrão de B; β = coeficiente padronizado; t = valor computado do teste t; NAR = nomeação automatizada rápida da experiência em leitura, a compreensão dependa mais da habilidade de precisão do que da velocidade com que se lê.…”

Section: Discussionunclassified

A contribuição da nomeação automatizada rápida para a velocidade e compreensão de leitura textual em crianças brasileiras do ensino fundamental

Varizo

Corrêa

Mousinho

et al. 2022

Audiol., Commun. Res.

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RESUMO Objetivo O objetivo principal do presente estudo foi examinar a contribuição da nomeação automatizada rápida (NAR) para velocidade e compreensão de leitura. Analisou-se, também, se o desempenho da tarefa de nomeação automatizada rápida em ano inicial da escolaridade poderia ser preditora da habilidade ulterior em velocidade e compreensão de leitura textual. Métodos Foram analisados 40 protocolos das avaliações das habilidades do processamento fonológico, sendo elas: nomeação automatizada rápida, consciência fonológica e memória de trabalho fonológica, assim como avaliação da velocidade e compreensão de leitura, realizadas em 2008 e 2011, quando as crianças cursavam, respectivamente, o 2º e o 5º ano do ensino fundamental I. Resultados No 2º ano, a NAR de objetos foi capaz de prever o desempenho em velocidade de leitura. Já no 5º ano, a NAR de letras assumiu tal papel. No 2º ano, a NAR contribuiu de forma indireta, por meio da velocidade de leitura, para o desempenho das crianças em compreensão leitora. Já no 5º ano, dentre as habilidades do processamento fonológico, a memória de trabalho se destacou por se correlacionar significativamente com a compreensão da leitura. A velocidade de leitura do 2º ano previu o desempenho da velocidade de leitura no 5º ano. Conclusão Os achados deste estudo se mostram importantes para a prática clínica e educacional, reforçando que a NAR apresenta importante contribuição para a velocidade de leitura e esta, por sua vez, é importante para a compreensão de leitura.

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“…The skill of phonological analysis is relevant for reading comprehension due to its influence on decoding (28) . Thus, we could assume that in the early reading experience, comprehension depends more on the accuracy skill than reading speed.…”

Section: Discussionmentioning

confidence: 99%

The contribution of rapid automatized naming with reading rate and text comprehension in Brazilian elementary school children

Varizo

Corrêa

Mousinho

et al. 2022

Audiol., Commun. Res.

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Purpose The main objective of the present study was to examine the contribution of rapid automatized naming (RAN) to reading rate and text comprehension. We also analyzed whether the performance on a rapid automatized naming task in the first year of schooling could be a predictor of the future skill in reading speed and text comprehension. Methods Forty protocols with phonological processing skills assessments were analyzed, namely: rapid automatized naming, phonological awareness and phonological working memory, as well as assessment of reading rate and comprehension, carried out in 2008 and 2011, when children were respectively, in the 2nd and 5th grades of Elementary School I. Results For children in 2nd grade, the RAN of objects was able to predict their performance in reading speed, whereas for children in 5th grade, the performance of RAN of letters plays such a role. In the 2nd grade, RAN contributes indirectly, through reading speed, to the performance of children in reading comprehension. In the 5th grade, among the phonological processing skills, working memory stands out for correlating significantly with reading comprehension. The reading speed of the 2nd grade was able to predict the performance of the reading speed in the 5th. grade. Conclusion Such findings are important for clinical and educational practice, reinforcing that RAN is an important skill which contributes to reading rate which in turn, is important for reading comprehension

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The role of phonological awareness in reading comprehension

Cited by 9 publications

References 14 publications

Mapping the Neural Dynamics of Korean–English Bilinguals With Medium Proficiency During Auditory Word Processing

Mapping the Neural Dynamics of Korean–English Bilinguals With Medium Proficiency During Auditory Word Processing

A contribuição da nomeação automatizada rápida para a velocidade e compreensão de leitura textual em crianças brasileiras do ensino fundamental

The contribution of rapid automatized naming with reading rate and text comprehension in Brazilian elementary school children

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