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1.
The morpho-phonological nature of English orthography is examined in this study of the relation between morphological sensitivity and decoding ability in the latter elementary grades. Children in grades three to six were required to distinguish derivationally-related word pairs (e.g., nature-natural) from foil pairs that are related in spelling but not in morphology (e.g., ear-earth). The materials included both transparently-related (i.e., the second word incorporated the pronunciation of the first, as in person-personal) and complexly-related word pairs (i.e., the second word involved some change in pronunciation, as in atom-atomic). Across two experiments, these items were presented in either oral or written form along with various tests of reading ability, intelligence and phonological awareness. The results indicate that children's recognition of derivational relationships improved with grade-level. As anticipated, there was also a significant association between sensitivity to derivational relatedness and decoding ability which remains significant even when the word pairs were orally presented and even when phonological awareness in taken into account. Both phonological awareness and sensitivity to morphological structure emerge as important factors in decoding skill in the later elementary grades. 相似文献
2.
We examined whether French third- and fifth-grade children rely on morphemes when recognizing words and whether this reliance depends on word familiarity. We manipulated the presence of bases and suffixes in words and pseudowords to compare their contribution in a lexical decision task. Both bases and suffixes facilitated word reading accuracy and speed across all grades, even though the co-occurrence of a base and a suffix reduced the benefit associated to the presence of morphemes in third-grade children. Speed of pseudoword (i.e., unfamiliar word) reading was also influenced by base and suffix, and the combination of these units leaded to a high rate of false alarms. These results bring new evidence of morphological analysis in the reading of French familiar and unfamiliar words. 相似文献
3.
Sally Clendon Gail Gillon David Yoder 《International Journal of Disability, Development & Education》2005,52(1):7-31
This study provides insights into the benefits of phoneme awareness intervention for children with complex communication needs (CCN). The specific aims of the study were: (1) to determine whether phoneme awareness skills can be successfully trained in children with CCN; and (2) to observe any transfer effects to phoneme awareness tasks not directly targeted during intervention, and to the encoding and decoding of printed words. Two children participated in the study: Scott, aged 7 and Anna, aged 10. Prior to intervention, both children exhibited poor phoneme awareness knowledge and severely delayed written language skills. Scott received 7 hours of intervention that focused on improving his phoneme identity skills and his letter‐sound knowledge. Anna received 11 hours of intervention that focused on improving her phoneme segmentation and manipulation skills. Results indicated that both children responded favourably to the phoneme awareness intervention, demonstrating improved performance on trained tasks compared with untrained control measures. Anna generalised phoneme segmentation skills to novel words. Both children, however, demonstrated little or no generalisation to different versions of the same tasks or to other phoneme awareness and literacy tasks. Further research is required to ascertain the extent of generalisation that is possible for children with CCN. 相似文献
4.
Young-Suk Kim 《Reading and writing》2009,22(8):907-931
This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the
relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results
revealed that although both letter-name knowledge and phonological awareness made unique contributions to literacy skills
(i.e., word reading, pseudoword reading, and spelling), letter-name knowledge played a more important role than phonological
awareness in literacy acquisition in Korean. Letter-name knowledge explained appreciably greater amount of variance and had
larger effect sizes in literacy skills. Furthermore, children with greater syllable, body (e.g., segmenting cat into ca-t), and phoneme awareness had higher levels of letter-name knowledge. In particular, children’s syllable awareness and body
awareness were positively associated with their letter-name knowledge, even after controlling for children’s phoneme awareness.
These results suggest that Korean children’s awareness of larger phonological units (i.e., syllable and body) in addition
to phoneme awareness may mediate the relationship between letter-name knowledge and literacy acquisition in Korean, in contrast
with previous findings in English that have demonstrated a positive relationship only between phoneme awareness and letter-name
knowledge, and the hypothesis that phoneme awareness mediates the relationship between letter-name knowledge and literacy
acquisition. 相似文献
5.
6.
C. McBride-Chang H. Cheung B. W.-Y. Chow C. S.-L. Chow L. Choi 《Reading and writing》2006,19(7):695-716
How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages. 相似文献
7.
Speed, accuracy, and types of errors in decoding lists of words and pseudo words and performance in two phonemic awareness tasks were assessed for German and American children in the first and second grades. German children were significantly better than American children only in pseudo word decoding measures across grades. Between group analyses showed that American children committed more vowel and word substitution errors in both decoding accuracy tasks than German children. Word substitution errors were more likely in word decoding than in pseudo word decoding for children in both languages. Within group analyses indicate that variance in decoding errors and speed accounted for by word substitution versus nonword and vowel versus consonant errors differed dependent on grade and whether real or pseudo words were read. Results suggest successful reading in English depends upon more complex grapheme to phoneme correspondence rules than does reading in German. 相似文献
8.
Where American kindergartners are taughtletters and letter sounds, Germankindergartners are not; where American firstand second graders receive an eclectic blend ofwhole language, whole word and phonics-basedapproaches, their German counterparts aretaught by an intensive synthetic phonicsapproach. As a probe to the consequences ofthese pedagogical differences on the emergenceof phoneme awareness, this study administeredtwo tests of phoneme awareness tokindergarten-, first- and second-grade childrenin Germany and America, along with readingtests, the digit span test and a test of RANcolor naming ability. The American kindergartenchildren excelled on a phoneme identityjudgement and a phoneme deletion task that theGerman kindergartners found difficult. Theiradvantage held equally whether the manipulatedsound was a syllable onset or the initial partof a consonant cluster. The first and secondgraders surpassed the kindergartners in bothcountries; however, the German first and secondgraders equaled their American peers on bothtasks and both types of units. In addition,the German children were more accurate decodersof pseudowords by the end of second grade, andthe association between phoneme awareness andGerman decoding ability was weaker. Anincreased emphasis on phonics and the greatertransparency of the German alphabet arediscussed as possible factors in the decodingexcellence of the German second graders and itsdecreased association with phoneme awareness.The contrast between the American and Germankindergartners and the equivalence of the firstand second graders in the two countries areconsistent with a view that phoneme awarenessdevelops primarily as a product of literacyexposure. 相似文献
9.
Anila Fejzo 《Reading and writing》2016,29(2):207-228
The goal of this study was to explore the relationship between morphological awareness and the spelling of morphemes and morphologically complex words among 75 third- and fourth-grade Francophone students of low socio-economic status. To reach this objective, we administered a dictation comprised of morphologically complex words with prefixes, bases, morphogrammes and suffixes. The target items had inconsistent or infrequent spellings, so their spelling required children to apply morphological knowledge. The children also completed three tests that measured morphological awareness. Correlational analyses indicated that a higher level of morphological awareness was significantly associated with the spelling of each type of morpheme. Regression analyses showed that it made a unique contribution only to the spelling of morphogrammes (4 %), suffixes (9 %), and morphologically complex words (5 %) after grade level, word identification, non-verbal intelligence and phonological awareness were partialled out. However, morphological awareness no longer predicted the spelling of morphologically complex words when the spelling of morphemes was entered in the regression model. These findings extending those of previous studies with respect to the role of morphological awareness in the production of morphologically complex written words and contribute to the discussion on the nature of the link between morphological awareness and word spelling. 相似文献
10.
Wijaythilake M. A. D. K. Parrila R. Inoue Tomohiro Nag Sonali 《Reading and writing》2019,32(7):1881-1907
We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.
相似文献11.
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献
12.
AbstractWe examined the progress made by 132 six-year-old French-speaking children in their preliteracy skills during four kinds of interventions. Three of these interventions concerned invented spelling, where the children tried to spell words. In the first condition, they were encouraged to reflect on conventional spellings. In the second condition, they reflected on spellings that were slightly more complex than theirs, while in the third condition, they reflected on increasingly complex spellings that eventually led to the conventional spellings. The fourth condition (control) consisted of phonological training. We assessed the children’s phonological awareness, letter knowledge, spelling, and decoding skills, controlling for vocabulary and nonverbal cognitive ability. Posttest results indicated progress in each condition. The greatest progress was observed in the second condition for decoding, spelling, letter-name knowledge and syllable awareness, and in the control condition for phoneme awareness. Overall, results showed that all kinds of interventions led to very similar levels of progress, but that improvements were greater for interventions that focused on the children’s initial invented spellings - in other words, when they adopted a Vygotskian perspective. 相似文献
13.
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean
Young-Suk Kim 《Contemporary educational psychology》2011,36(3):177-189
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition. 相似文献
14.
This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word. 相似文献
15.
This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
16.
This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols. 相似文献
17.
This article reports data from a training study of morphological awareness involving 33 dyslexic students in grades 4 - 5. The dyslexic students received 36 lessons of morphological awareness training each of about a quarter of an hour. The training was oral and focused on semantic aspects of morphemes. During the training period, the experimental group gained significantly more than a similar group of untrained controls (n = 27) on one of three measures of morphological awareness. Both groups, however, made equal gains on measures of phonological awareness, phoneme discimination and picture naming. The experimental group progressed significantly more than the controls in reading comprehension and in spelling of morphologically complex words. The results of the study suggest that it is possible to develop dyslexic students' morphological awareness. Furthermore, awareness of morphemes, the smallest meaningful units of language, may support the development of meaning - oriented decoding strategies in reading and spelling. 相似文献
18.
The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period. 相似文献
19.
Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt
to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological
awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated
with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with
letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme
judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor
in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography,
and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development,
phoneme awareness more clearly associates with the products of literacy experience. 相似文献
20.
In the present study, the nature of Dutch children's phonological awareness was examined throughout the elementary school grades. Phonological awareness was assessed using five different sets of items that measured rhyming, phoneme identification, phoneme blending, phoneme segmentation, and phoneme deletion. A sample of 1405 children from kindergarten through fourth grade participated. Results of modified parallel analysis and analyses within the context of item response theory (IRT) showed phonological awareness to be unidimensional across different tasks and grades. Despite the evidence for a single underlying ability, the cognitive task requirements for the various tasks were found to differ. In addition to some overlap between the item sets, those for rhyming, phoneme identification, and phoneme blending were easier than those for phoneme segmentation and phoneme deletion. The results lend support to the assumption that phonological awareness is a continuum of availability for phonological representations which can range from partial availability (i.e., access) to full availability (i.e., access). 相似文献