Search results for "Phonological Awareness"

2021

School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associat…

Patterns of word reading skill, interest and self-concept of ability

2016

AbstractThe majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children’s word reading skill, self-concept of ability and interest from kindergarten to Grade 2. Six groups of children were identified by using the I-states as objects analysis (ISOA) procedure: (a) low skills, negative self-concept but high interest; (b) high skills but low interest; (c) average; (d) high skills, positive self-concept and high interest; (e) low skills, negative self-concept and low interest; and (f)…

Nuorten lukemisvaikeudet ja lukemiseen yhteydessä olevat tekijät kielessämme

2017

Tutkimuksessa tarkasteltiin suomenkielisten nuorten lukutaitoa ja sen taustalla olevia kognitiivisia tekijöitä. Artikkeli on ilmestynyt lehdessä Scientific Studies of Reading otsikolla ”The nature of and factors related to reading difficulties among adolescents in a transparent orthography”. Tutkimuksessa verrattiin sanojen, pseudosanojen (merkityksettömien sanojen) ja tekstin lukemisen nopeutta ja tarkkuutta sekä nopean sarjallisen nimeämisen ja fonologisen prosessoinnin yhteyttä lukemisvaikeuksisten ja tyypillisesti lukevien nuorten ryhmissä. Nuorten lukemisvaikeudet näkyivät ensisijaisesti hitaana lukemisena. Lukemistarkkuus oli ongelma aikapaineistetussa pseudosanojen lukemistehtävässä.…

Verbal counting skill predicts later math performance and difficulties in middle school

2019

This study examined the role of verbal counting skill as an early predictor of math performance and difficulties (at or below −1.5 standard deviation in basic math skills) in middle school. The role of fourth-grade level arithmetical skills (i.e., calculation fluency, multi-digit arithmetic i.e. procedural calculation, and word problem solving) as mediators was also investigated. The participants included 207 children in central Finland who were studied from kindergarten to the seventh grade. Path modeling showed that verbal counting in kindergarten is a strong predictor for basic math performance in seventh grade, explaining even 52% of the variance in these skills after controlling for th…

Using Talking Books to Support Early Reading Development

2009

This chapter explores the question of how interactive multimedia talking books can promote young children’s literacy development. Whilst commercially available talking books can motivate young children to read, there is little evidence that they are linked to the development of skills known to promote reading itself. The ‘Bangers and Mash’ talking books (Chera, 2000), were designed to address this issue, and we review studies that evaluated their effectiveness as classroom resources that could promote reading-related skills and abilities. We then consider the various barriers to collaborative learning in Early Years classrooms, and describe how resources like talking books could address som…

Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme

2013

We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6–7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with…

Neurocognitive Predictors of Response to Intervention With GraphoGame Rime

2021

This study explores the neurocognitive predictors of response to intervention with GraphoGame Rime, an adaptive software game designed to aid the learning of English phonics. A cohort of 398 children (aged 6 – 7 years) who had participated in a recent Randomized Controlled Trial (RCT) of GraphoGame Rime in the United Kingdom were studied. Half were randomly assigned to play GraphoGame Rime (GG Rime) and the other half were assigned to Business As Usual (BAU). A series of pretests were given prior to the intervention to all participants, designed to measure phonological awareness skills, executive function (EF) skills and the ability to synchronise finger tapping to a rhythmic beat. Finger t…