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1.
Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later
difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant
phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around
5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production
abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also
holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children
at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to
whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and
whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children
with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were
at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but
reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed
children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech
errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course
of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory
were also explored, and appear to account for some of these findings. 相似文献
2.
Dorothy Bishop Caroline Adams Annukka Lehtonen Stuart Rosen 《Journal of Research in Reading》2005,28(2):144-157
This study evaluated a computerised program for training spelling in 8‐ to 13‐year‐olds with receptive language impairments. The training program involved children typing words corresponding to pictured items whose names were spoken. If the child made an error or requested help, the program gave phonological and orthographic cues to build up the word's spelling. Eleven children received this training with ordinary speech, and eleven had the same program but with speech modified to lengthen and amplify dynamic portions of the signal. Nine children were in an untrained control group. Trained children completed between 6 and 29 training sessions each of 15 minutes, at a rate of 3 to 5 sessions per week, with an average of over 1000 trials. Children were assessed before and after training. Trained children learned an average of 1.4 novel spellings per session. The trend was for children presented with modified speech to do less well than those trained with ordinary speech, regardless of whether they had auditory temporal processing impairments. Trained groups did not differ from the untrained control group in terms of gains made on standardised tests of spelling or word and nonword reading. This study confirms the difficulty of training literacy skills in children with severe language impairments. Individual words may be learned, but more general knowledge of rule‐based phonological skills is harder to acquire. 相似文献
3.
The ‘Spello’ program was designed to use interactive speech feedback on a talking-computer system to improve children's spelling and phonological skills. In two versions of the program, the synthesizer pronounced the word to be spelled and the student tried to type in the word correctly. Both versions of the program showed the students which letters were correct in their spelling attempts. One version pronounced only the target word, as often as the child requested. The other version also provided intermediate speech feedback for children's spelling attempts, so they could hear how their own attempts sounded, and compare them to the target word. Twenty-eight children aged seven to fourteen studied 16 words they had misspelled on pretests and 16 words of related word structure. For children ten years or older, training with intermediate speech feedback led to greater benefits in phonological coding skills than training with word-only feedback, reflected in the ability to read nonsense words related in structure to the trained words. Intermediate speech feedback also led to a marginally significant advantage in spelling the trained words. When the groups switched conditions, however, there was no difference in their tested skills after a second week of training. 相似文献
4.
黄婷瓦 《邢台职业技术学院学报》2012,29(4):16-18
分析英语读讲流畅的语音语调要素,即音素、发音技巧、重音和话语节律等,并认为强化语音语调要素的训练,对提高英语读讲流畅水平起着重要的作用,而读讲流畅的质量是英语口语质量和水平的重要标志。 相似文献
5.
The correlates of spelling impairment wereexamined in children with histories of earlyspeech sound disorders. The spelling errors of52 children with histories of speech sounddisorders were analyzed to predict theassociation between weaknesses in expressivelanguage skills in early childhood andschool-age spelling abilities. Resultsrevealed that children with preschool speechsound and language problems became poorerspellers at school age than did children withpreschool speech sound disorders only. However, even children with isolated speechsound disorders demonstrated a weakness inspelling skills relative to their reading andlanguage abilities and Weschler Performance IQ.Measures of phonological awareness were highlycorrelated with spelling skills, suggestingthat phonological processing abilities arerelated to the ability to spell phoneticallypredictable words. Analysis of spelling errorsbased on level of phonological awareness skillrevealed that children with preschool speechsound disorders utilize phonetic strategies inspelling phonetically predictable words. Familial aggregation of spelling disorderssuggests a possible genetic component that ismodified by gender. 相似文献
6.
Two longitudinal studies following the design used by Lundberg et al's (1988) aimed at examining the effects of different metaphonological training programs on phonemic analysis ability acquisition among kindergartners (mean age: 5 years 5 months in both studies). In Study 1, two training programs involving either rhymes, syllables and phonemes, or rhymes and syllables only, were administered to different groups. Progress in phonemic analysis ability was exclusively observed in the group whose training included phonemes. An untrained control group displayed no progress in metaphonological ability. In Study 2, two training programs involving either phonemes or syllables were administered to different groups. A third group was trained on non-linguistic visual analysis. Specific effects of training on phonemic analysis ability were disclosed again. While a phoneme-to-supraphoneme generalization was found among the group trained with phonemes, the reverse did not happen among the group trained with syllables. These results support the idea that processes involved in syllabic analysis of speech or in rhyme manipulation cannot be applied to its phonemic structure. In addition, training with non-linguistic visual analysis did not entail any progress in metaphonological ability, thus providing evidence that phonological awareness cannot be promoted by analysis abilities acquired in another domain. 相似文献
7.
A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing. 相似文献
8.
《Australian Journal of Learning Difficulties》2013,18(1):33-46
Pre-service special educators' Malay word structure knowledge was assessed through their analysis of words. A total of 69 participants analysed a vocabulary list based on a set of criteria formulated from the Malay language word structure. Results indicated that they were able to count syllables and phonemes, and identify types of affixations; however, they were unable to identify syllabic structures and word categories accurately. The morphemic and phonetic structure of words also had a moderating effect on their analysis of syllabic structures. The results implied that pre-service teachers of a transparent language still needed explicit instruction in grapheme–phoneme skills, phonic skills, morphological structure and word categories, but less instruction on phonological structure. 相似文献
9.
Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit. 相似文献
10.
林振礼 《泉州师范学院学报》2004,22(3):124-124
这首诗既写得清新自然，又略带禅机，富有哲理情趣。然而，有的论有感于这首被人们广为传诵，奉为经典佳作的诗篇，“作于何时何地，缘何而作，一直令人费解，学人言之不详，颇多歧见”，因而在“登游三清山，观瞻三清宫”之后，撰说是“对其有了新的发现”，认定“朱熹这首《读书有感》诗(《朱公集》卷二为《观书有感》，该数处皆为《读书有感》，不知据何版 相似文献
11.
陈莹 《泉州师范学院学报》2004,22(3):117-124
本从语音、语法和语义三个层面，比较分析英语重音和汉语轻声在音变和构词造句方面的异同点．指出英语重音和汉语轻声会影响并改变重读音节和非重读音节里音位的音质；解释了它们在构词中的语音标志作用及区别词性和词义的功能；并阐述了它们在句子节奏结构中的基础核心作用及分辨句子语法结构和句义的功能。 相似文献
12.
Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
13.
This study examined the interaction between speech perception and sentential context among 13 poor readers and 49 good readers in grades one to three. Children's performance was examined on tasks assessing expressive and receptive vocabulary, reading skill, phonological awareness, pseudoword repetition, and phoneme identification. Good readers showed clearly defined categorical perception in the phoneme identification task for both sentence frames biased to the identification of the /b/ or /p/ phoneme. The /b/–/p/ category boundary for the BATH frame was at longer voice onset times (VOTs) than the boundary for PATH frame. Poor readers showed less sharply defined categorical perception with both sentence frames. Although poor readers did not show a shift in the /b/–/p/ category boundary, sentential context did affect the overall rate with which phonemes were identified as /b/ or /p/ at each VOT. These findings suggest that semantic information may operate as a compensatory mechanism for resolving ambiguities in speech perception. Furthermore, expressive vocabulary was more closely related than receptive vocabulary to individual differences in reading and phonological processing, providing support for the phonological distinctness hypothesis. 相似文献
14.
徐维丽 《黑龙江教育学院学报》2012,(11):148-150
二语语音习得研究表明母语(方言)对二语语音习得影响很大,二语学习者在习得二语语音时会把母语中的音素、声调等迁移到二语当中。基于此,利用母语迁移理论,对不同方言背景下中国学习者的英语双元音感知进行数据采集和分析,发现学习者在英语双元音学习中因母语干扰而形成了语音感知盲点,并据此提出,在教学中,教师应结合本地方言与英语音系进行对比分析,有针对性地帮助学生尽快建构较稳定的二语音系。 相似文献
15.
张定京 《伊犁师范学院学报》2009,(3):25-39
音位、音住组合、语流音变是哈萨克语语音研究三个不同层次的基本内容。音位系统涉及音位及其变体以及音质特点等,非音质语音要素也是其内在的重要方面。音位组合结果为音节、复辅音和复元音,其类另别与音位在组配中受到的限制（组配规律）有关,而语音和谐正是重要的组配规律之一。哈萨克语音位809种相邻情况55％以上会发生语流音变,它关系到语句语音形式的真实性,本文示例性列举了7种表现及6类规律。 相似文献
16.
The purpose of this study was to compare the efficacy of two auditory processing interventions for developmental dyslexia, one based on rhythm and one based on phonetic training. Thirty-three children with dyslexia participated and were assigned to one of three groups (a) a novel rhythmic processing intervention designed to highlight auditory rhythmic information in non-speech and speech stimuli; (b) a commercially-available phoneme discrimination intervention; and (c) a no-intervention control. The intervention lasted for 6 weeks. Both interventions yielded equivalent and significant gains on measures of phonological awareness (at both rhyme and phoneme levels), with large effect sizes at the phoneme level. Both programs had medium effect sizes on literacy outcome measures, although gains were non-significant when compared to the controls. The data suggest that rhythmic training has an important role to play in developing the phonological skills that are critical for efficient literacy acquisition. It is suggested that combining both prosodic/rhythmic and phonemic cues in auditory training programs may offer advantages for children with developmental dyslexia. This may be especially true for those who appear resistant to conventional phonics training methods. 相似文献
17.
The performance of 38 male third- and fourth-grade reading disabled/poor decoders and above-average readers/good decoders was compared on a series of six measures of phonological awareness, including tasks that required the ability to segment, blend, and manipulate phonemes. Performance on these tasks was also correlated with phonetic decoding of pseudowords. Significant but varying intercorrelations were obtained among tasks in both groups. For the poor decoders, deletion was the most highly correlated with the other tasks. However, all good decoders performed at ceiling level on this task. For the poor decoders, deletion was significantly correlated with phonetic decoding (r = .74 and r = .78 for timed and untimed decoding measures, respectively). While all good decoders had good phonological awareness, not all those with good phonological awareness were good decoders. The results suggest that tasks that require blending and manipulation of phonemes, in addition to segmentation, may predict decoding ability best. 相似文献
18.
Catherine Moritz Sasha Yampolsky Georgios Papadelis Jennifer Thomson Maryanne Wolf 《Reading and writing》2013,26(5):739-769
A small number of studies show that music training is associated with improvements in reading or in its component skills. A central question underlying this present research is whether musical activity can enhance the acquisition of reading skill, potentially before formal reading instruction begins. We explored two dimensions of this question: an investigation of links between kindergartners’ music rhythm skills and their phonological awareness in kindergarten and second grade; and an investigation of whether kindergartners who receive intensive musical training demonstrate more phonological skills than kindergartners who receive less. Results indicated that rhythm skill was related to phonological segmentation skill at the beginning of kindergarten, and that children who received more music training during kindergarten showed improvement in a wider range of phonological awareness skills at the end of kindergarten than children with less training. Further, kindergartners’ rhythm ability was strongly related to their phonological awareness and basic word identification skills in second grade. We argue that rhythm sensitivity is a pre-cursor skill to oral language acquisition, and that the ability to perceive and manipulate time intervals in sound streams may link performance of rhythm and phonological tasks. 相似文献
19.
Margarida Alves Martins Cristina Silva 《European Journal of Psychology of Education - EJPE》2006,21(2):163-182
The objective of this study was to identify causal relationships between the development of phonological abilities and progress in writing in preschool children. The participants were 44 children, with an average age of 5 years and 6 months, and whose writing was syllabic with phonetization. The children were divided into three groups. They were subjected to a pre-test and a post-test that were intended to evaluate both their writing and their phonological skills. In between the two tests experimental group 1 underwent a writing training program designed to lead them to produce syllabic-alphabetic/alphabetic writing, while experimental group 2 was subjected to a phonological training program designed to work on phonetic units. The third group served as a control group. The number of letters known and the level of intelligence were controlled. The children in the two experimental groups achieved results that revealed a similar degree of progress (greater than the control group) in both their writing and their phonological abilities. 相似文献
20.
白云 《广西师范大学学报(哲学社会科学版)》2002,38(3):75-79
音系结构是语言的重要组成部分，语音的组合和变化反映语言的音系结构。象州蛋家话的声韵配合受一定配音律的制约，主要表现在主元音和韵尾、声母和韵尾以及声母和主元音三个方面。制约的主要原因是语言中极为普遍的语音现象－异化作用。 相似文献