Search results for "Phonological awareness"
showing 10 items of 77 documents
Cognitive mechanisms underlying reading and spelling development in five European orthographies
2014
This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a
Difficulties of Drivers With Dyslexia When Reading Traffic Signs: Analysis of Reading, Eye Gazes, and Driving Performance
2018
A group of adult individuals with dyslexia and a matched group of normally reading individuals participated in a driving simulation experiment. Participants were asked to read the word presented on every direction traffic sign encountered along a route, as far as possible from the sign, maintaining driving performance. Word frequency and word length were manipulated as within-subject factors. We analyzed (a) reading accuracy, (b) how far the sign was when the participant started to give the response, (c) where the participant looked during the time leading up to the response, and (d) the variability of the vehicle’s speed during that time and during driving on similar segments of the route…
Familial dyslexia: neurocognitive and genetic correlation in a large Finnish family.
2007
Neuropsychological findings of individuals with dyslexia (n=24) from a large, three-generation Finnish family are presented. We have previously performed whole genome linkage scanning in this family and found that dyslexia in this kindred segregates with a single locus in the pericentromeric area of chromosome 3. Those included in the analyses were carefully evaluated for general cognitive ability, reading and spelling skills, and reading-related neurocognitive skills. The neurocognitive type of dyslexia segregating in this family consisted of deficits in phonological awareness, verbal short-term memory, and rapid naming. Severe dyslexia also seemed to be connected with a general language d…
Metalinguistic Development in First-Language Acquisition
1997
At a very early age, the child is able to manipulate language appropriately, both in its comprehension and its production. Later comes the ability to reflect upon and deliberately control its use. The emergence of these metalinguistic abilities must be distinguished from that of ordinary verbal communication. The key questions concerning this topic are: What is metalinguistics? What knowledge do metalinguistic abilities require? Are they conscious activities? And how do they develop? (also see the review by Tunmer in Volume 2 and by Nicholson in this volume.)
How do illiterate adults react to metalinguistic training?
2013
The present study focuses on the capacity of illiterate adults to master three different metalinguistic tasks: judgment of phonological length of words, initial consonant deletion, and lexical segmentation of sentences. Illiterates’ performance, during a pre-test and after training, was compared with that of literates and partial illiterates (adults at the beginning of the process of acquiring literacy) who received the same training. In the pre-test, illiterates were lower than literates in the three tasks; and partial-illiterates were at an intermediate level in two of the tasks. The three groups profited from the training, especially illiterates and partial-illiterates for whom improveme…
Orthographic depth and its impact on universal predictors of reading: a cross-language investigation
2010
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying at differing positions along a transparency continuum (Finnish, Hungarian, Dutch, Portuguese, and French). Results from a sample of 1,265 children in Grade 2 showed that phonological awareness was the main factor associated with reading performance…
Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia
2006
In order to understand why some children are vulnerable to difficulties in their language development and their acquisition of reading skill, the Jyväskylä Longitudinal Study of Dyslexia followed 200 Finnish children from birth to school age. Half of these children had a family history of reading problems and were considered at risk for dyslexia; the other half were not at risk. A novel analysis, mixture modeling, revealed four subgroups with differential developmental trajectories to early reading. The subgroups who showed either a “dysfluent trajectory” (n = 12; 11 at risk vs. 1 control) or a “declining trajectory” (n = 35; 24 vs. 11) contained more children with familial risk for dyslexi…
Habilidades predictoras de éxito en el aprendizaje inicial de la lectura y su relación con dos métodos de enseñanza
2019
Esta comunicación se encuentra disponible en la siguiente URL: http://ocs.editorial.upv.es/index.php/INRED/INRED2019/paper/viewFile/10403/4739 Este número está dedicado a la "Psicología de la Educación y Saberes Originarios". El estudio de los factores que influyen en la adquisición de la lectura facilita la detección temprana de las dificultades del aprendizaje lector. Destacan como habilidades predictoras: el conocimiento fonológico, el conocimiento alfabético y la velocidad de denominación. Todas ellas se adquieren a lo largo de la escolaridad pero no tienen el mismo grado de implicación en las distintas fases del aprendizaje lector. Esto parece depender, en parte, del método de enseñanz…
Classroom interaction and literacy activities in kindergarten : Longitudinal links to grade 1 readers at risk and not at risk of reading difficulties
2017
The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at…
GraphoLearn SI : Digital learning support for reading difficulties in a transparent orthography
2020
Recognition of the importance of evidence-based technological tools that provide personalized learning opportunities is growing. This paper reports on a pilot study evaluating GraphoLearn for Standard Indonesian, a digital game environment that trains basic reading skills by extensive-but-playful exposure to grapheme–phoneme correspondences. The results obtained from 33 Indonesian first graders show that game progress was found to be a significant predictor of reading and decoding abilities both at the posttest and the 5-month follow-up assessment. Our results additionally indicated a significant interaction effect of game progress and letter–sound knowledge at posttest: Progress in the gam…