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David J Francis - One of the best experts on this subject based on the ideXlab platform.
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development of bilingual Phonological Awareness in spanish speaking english language learners the roles of vocabulary letter knowledge and prior Phonological Awareness
Scientific Studies of Reading, 2009Co-Authors: Jason L Anthony, Emily J Solari, Jeffrey M Williams, Kimberly D Schoger, Zhou Zhang, Lee Branummartin, David J FrancisAbstract:Theories concerning the development of Phonological Awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish Phonological Awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior Phonological Awareness and Spanish vocabulary in the development of bilingual Phonological Awareness. Implications for theory, instruction, and research methods are discussed.
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development of Phonological Awareness
Current Directions in Psychological Science, 2005Co-Authors: Jason L Anthony, David J FrancisAbstract:Phonological Awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of Phonological Awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of Phonological Awareness has emerged, that research has identified a general sequence of Phonological Awareness development that is universal across languages, and that certain characteristics of spoken and written languages influence the rate of normal development and levels of Phonological Awareness that are normally achieved.
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the dimensionality of Phonological Awareness an application of item response theory
Journal of Educational Psychology, 1999Co-Authors: Christopher Schatschneider, David J Francis, Barbara R Foorman, Jack M Fletcher, Paras D MehtaAbstract:A battery of 7 tasks composed of 105 items thought to measure Phonological Awareness skills was administered to 945 children in kindergarten through 2nd grade. Results from confirmatory factor analysis at the task level and modified parallel analysis at the item level indicated that performance on these tasks was well represented by a single latent dimension. A 2-parameter logistic item response (IRT) model was also fit to the performance on the 105 items. Information obtained from the IRT model demonstrated that the tasks varied in the information they provided about a child's Phonological Awareness skills. These results showed that Phonological Awareness, as measured by these tasks, appears to be well represented as a unidimensional construct, but the tasks best suited to measure Phonological Awareness vary across development.
Helena Bolli Mota - One of the best experts on this subject based on the ideXlab platform.
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Phonological Awareness abilities of individuals after speech therapy
Pro-fono : revista de atualizacao cientifica, 2009Co-Authors: Helena Bolli Mota, Maria Das Graças De Campos Melo FilhaAbstract:BACKGROUND: Phonological Awareness abilities of children with a history of speech-language disorders. AIM: to compare the Phonological Awareness abilities of individuals who recovered from Phonological disorders after having gone through speech-language treatment with that of individuals with typical Phonological development. METHOD: participants of this study were eighteen individuals, nine in the experimental group and nine in the control group. Both groups had their Phonological Awareness abilities evaluated through the Metalinguistic Sequential Evaluation Instrument Confias. RESULTS: significant statistical differences were observed between the groups in terms of the following performances: rhyme identification, rhyme production, syllable exclusion, on all of the activities involving syllables and on the activities involving phoneme exclusion, phoneme segmentation, and phoneme transposition, on all of the activities involving phonemes and also on all of the activities involving Phonological Awareness. The control group presented a better performance in all of the activities. CONCLUSIONS: even after speech therapy the experimental group presented a worse performance in terms of the Phonological Awareness abilities.
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working memory Phonological Awareness and spelling hypothesis
Pró-Fono Revista de Atualização Científica, 2007Co-Authors: Gigiane Gindri, Helena Bolli Mota, Marcia KeskesoaresAbstract:BACKGROUND: working memory, Phonological Awareness and spelling hypothesis. AIM: to verify the relationship between working memory, Phonological Awareness and spelling hypothesis in pre-school children and first graders. METHOD: participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. Forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. Participants were submitted to an evaluation of the working memory abilities based on the Working Memory Model (Baddeley, 2000), involving Phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version (Bogossian & Santos, 1977), and the Meaningless Words Memory Test (Kessler, 1997). Phonological Awareness abilities were investigated using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS - Moojen et al., 2003), involving syllabic and phonemic Awareness tasks. Writing was characterized according to Ferreiro & Teberosky (1999). RESULTS: preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. Regarding Phonological Awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. Most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. First graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. These children presented a Phonological Awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. CONCLUSION: the performance of working memory, Phonological Awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.
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Phonological Awareness therapy in the literacy process
Pró-Fono Revista de Atualização Científica, 2005Co-Authors: Giovana Romero Paula, Helena Bolli Mota, Marcia KeskesoaresAbstract:BACKGROUND: Phonological Awareness and literacy. AIM: to verify the influence of Phonological Awareness therapy in the literacy process. METHOD: 46 children were submitted to an assessment involving the reading and writing of words and non-words and of Phonological Awareness. The experimental group was submitted to therapy. RESULTS: Therapy had a positive influence in the performance of the children in the experimental group (76.47%) regarding tasks of Phonological Awareness and regarding their performance in reading and writing; only literate children were able to perform tasks involving phonemic Awareness. CONCLUSION: Phonological Awareness therapy facilitates the acquisition of the alphabetic code.
Marcia Keskesoares - One of the best experts on this subject based on the ideXlab platform.
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working memory Phonological Awareness and spelling hypothesis
Pró-Fono Revista de Atualização Científica, 2007Co-Authors: Gigiane Gindri, Helena Bolli Mota, Marcia KeskesoaresAbstract:BACKGROUND: working memory, Phonological Awareness and spelling hypothesis. AIM: to verify the relationship between working memory, Phonological Awareness and spelling hypothesis in pre-school children and first graders. METHOD: participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. Forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. Participants were submitted to an evaluation of the working memory abilities based on the Working Memory Model (Baddeley, 2000), involving Phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version (Bogossian & Santos, 1977), and the Meaningless Words Memory Test (Kessler, 1997). Phonological Awareness abilities were investigated using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS - Moojen et al., 2003), involving syllabic and phonemic Awareness tasks. Writing was characterized according to Ferreiro & Teberosky (1999). RESULTS: preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. Regarding Phonological Awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. Most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. First graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. These children presented a Phonological Awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. CONCLUSION: the performance of working memory, Phonological Awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.
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Phonological Awareness therapy in the literacy process
Pró-Fono Revista de Atualização Científica, 2005Co-Authors: Giovana Romero Paula, Helena Bolli Mota, Marcia KeskesoaresAbstract:BACKGROUND: Phonological Awareness and literacy. AIM: to verify the influence of Phonological Awareness therapy in the literacy process. METHOD: 46 children were submitted to an assessment involving the reading and writing of words and non-words and of Phonological Awareness. The experimental group was submitted to therapy. RESULTS: Therapy had a positive influence in the performance of the children in the experimental group (76.47%) regarding tasks of Phonological Awareness and regarding their performance in reading and writing; only literate children were able to perform tasks involving phonemic Awareness. CONCLUSION: Phonological Awareness therapy facilitates the acquisition of the alphabetic code.
Gail T Gillon - One of the best experts on this subject based on the ideXlab platform.
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Exploring the Relationship Between Phonological Awareness, Speech Impairment, and Literacy
Advances in Speech-Language Pathology, 2009Co-Authors: Barbara Dodd, Gail T GillonAbstract:Intervention focusing on Phonological Awareness activities for children with spoken language disorders is currently being promoted. This article raises issues about the appropriateness of intervention targeting Phonological Awareness abilities and cautions against the wide scale adoption of new interventions for children with differing symptoms of disorder. Relatively little is known about the Phonological Awareness development of children with speech impairment. A review of the literature on normal acquisition of Phonological Awareness abilities reveals wide variation in children's development. It is affected by educational exposure and socioeconomic class. Many 4year-old children with typically developing speech and language skills exhibit limited Phonological Awareness knowledge and subskills and do not necessarily show a steady improvement with maturation. Recent research indicates that Phonological Awareness intervention holds promise for children with speech impairment (e.g., Gillon, 2000). However,...
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Phonological Awareness: From Research to Practice. Challenges in Language and Literacy
Guilford Publications, 2007Co-Authors: Gail T GillonAbstract:This unique resource provides a comprehensive review of current knowledge about Phonological Awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of Phonological Awareness; its role in literacy learning; and how it can be enhanced in students at risk for reading difficulties and those with reading disorders or speech or language impairments. Of particular value to general and special educators and speech-language professionals, the book's clear recommendations for assessment and intervention show how to translate the research into day-to-day teaching and clinical practice. The book includes 10 chapters as follows: (1) Phonological Awareness Defined; (2) Theoretical Background; (3) Phonological Awareness Development; (4) A Phonological Deficit Hypothesis for Dyslexia; (5) Children with Spoken Language Impairment; (6) Phonological Awareness Assessment; (7) Phonological Awareness Intervention: Guiding Principles; (8) Phonological Awareness Intervention: Instructional Frameworks; (9) Phonological Awareness Development in Children with Physical, Sensory, or Intellectual Impairment (Gail T. Gillon with Sally Clendon, Linda Cupples, Mark Flynn, Teresa Iacono, Traci Schmidtke, David Yoder, and Audrey Young); and (10) Concluding Remarks; ending with the Appendix: English Phonemes. The intended audience for this book are speech-language pathologists, reading specialists, general special education teachers, instructors, students, and researchers. The book will serve as a primary text in advanced undergraduate- or graduate-level seminars in Phonological Awareness, and as a supplemental text in courses in child language disorders or reading disabilities.
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Phonological Awareness intervention for children with childhood apraxia of speech
International Journal of Language & Communication Disorders, 2006Co-Authors: Brigid C. Moriarty, Gail T GillonAbstract:Aims: To investigate the effectiveness of an integrated Phonological Awareness intervention to improve the speech production, Phonological Awareness and printed word decoding skills for three children with childhood apraxia of speech (CAS) aged 7;3, 6;3 and 6;10. The three children presented with severely delayed Phonological Awareness skills before intervention.Methods & Procedures: In consideration for the heterogeneity in the population with CAS, the study employed a multiple single‐subject design with repeated measures. Baseline and post‐intervention measures for speech, Phonological Awareness and decoding were compared. Each child received intervention for three 45‐min sessions per week for 3 weeks (approximately 7 h of individual treatment). Sessions focused on developing phoneme Awareness, linking graphemes to phonemes and providing opportunities for targeted speech production practice. Phonological Awareness activities were linked with each child's speech production goals.Outcomes & Results: Two p...
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Phonological Awareness from research to practice
2003Co-Authors: Gail T GillonAbstract:Phonological Awareness Defined. Theoretical Background. Phonological Awareness Development. A Phonological Deficit Hypothesis for Dyslexia. Children with Spoken Language Impairment. Phonological Awareness Assessment. Phonological Awareness Intervention: Guiding Principles. Phonological Awareness Intervention: Instructional Frameworks. Gillon Clendon, Cupples, Flynn, Lacono, Schmidtke, Yoder, Young, Phonological Awareness Development in Children with Physical, Sensory, or Intellectual Impairment. Concluding Remarks. Appendix: English Phonemes.
Jason L Anthony - One of the best experts on this subject based on the ideXlab platform.
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development of bilingual Phonological Awareness in spanish speaking english language learners the roles of vocabulary letter knowledge and prior Phonological Awareness
Scientific Studies of Reading, 2009Co-Authors: Jason L Anthony, Emily J Solari, Jeffrey M Williams, Kimberly D Schoger, Zhou Zhang, Lee Branummartin, David J FrancisAbstract:Theories concerning the development of Phonological Awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish Phonological Awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior Phonological Awareness and Spanish vocabulary in the development of bilingual Phonological Awareness. Implications for theory, instruction, and research methods are discussed.
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development of Phonological Awareness
Current Directions in Psychological Science, 2005Co-Authors: Jason L Anthony, David J FrancisAbstract:Phonological Awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of Phonological Awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of Phonological Awareness has emerged, that research has identified a general sequence of Phonological Awareness development that is universal across languages, and that certain characteristics of spoken and written languages influence the rate of normal development and levels of Phonological Awareness that are normally achieved.
