Developmental dynamics of phonemic awareness and reading performance during the first year of primary school (original) (raw)
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Effects of reading strategies on grade one children's phonemic awareness performance
Journal of Education and Learning (EduLearn), 2020
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children's phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre-and post-test research design that aimed at examining the effects of reading strategies in children's phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children's phonemic awareness, paired samples t-test was computed using pre-and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children's phonemic awareness performance. Furthermore, observation and teachers' reflections showed that there were positive results on the application of the strategies in improving children's phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Scientific Studies of Reading
The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.
Journal of Learning Disabilities, 2019
Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergart...
Phonological awareness as a predictor of early reading achievement
Early prediction of difficulty with learning to read is central to the development of instructional efforts aimed at preventing reading failure. Phonological awareness seems to be such an early predictor. In a previous study (Speidel and Power, 1987) with end-of-kindergarten children of Hawaiian ancestry, who speak a creole of English, familiarity with standard English was an excellent predictor of end-of-first-grade reading success, short- term memory a moderate predictor, while phonological awareness was useless as a predictor, since few children were able to complete the task. The present study looks at the development of phonological awareness in Hawaiian first grade students and its relationship to end-of-first grade reading achievement. The findings a) supported the earlier observation that phonological awareness develops relatively late in Hawaiian children, b) showed that phonological awareness is an excellent predictor of reading success among Hawaiian children, and c) suggested that the use of "thoughtful" phonics instruction together with whole language activities fosters the development of both phonological awareness and reading achievement.
Effects of training phonological awareness on children's reading skills
Journal of Applied Developmental Psychology, 2019
☆ This study analyzes data from the research project "Short-and long-term effects of training phonological awareness in native and non-native German-speaking kindergarten children", which was supported by the German Federal Ministry of Education and Research (01GJ 0972-74).
Early Precursor of Reading: Acquisition of Phonological Awareness Skills
Phonological awareness skills begin to develop at preschool ages and support reading skills during school ages. Studies on phonological awareness show great relationship with reading skills development. Since literacy talents such as phonological awareness and vocabulary represent future success in reading, assisting literacy skills during preschool period, has a great importance in preventing problems associated with reading abilities of upcoming years. Literature suggests positive effects of phonological awareness on reading abilities. However, not only the positive effects of phonological awareness on reading skills, but also the relation between phonological awareness and reading skills should be considered. The aim of this article is to emphasize phonological awareness in terms of description, development and its’ effects on reading skills and discusses the possible positive outcomes of the phonological awareness skills training given beginning from the preschool period in Turkey.
Initial literacy: Influence of phonemic awareness and teaching method
Psicologia - Teoria e Prática
This longitudinal study investigates the importance of two methods for the success of the learning of reading and spelling and for the development of the phonemic awareness (PA) ability. It also verifies the contribution of PA and its predictive capacity for literacy learning in Brazilian Portuguese (PB). Two groups of children who started the first year (Mage = 5;10 years), one from a school that adopted a phonic method and the other from a school that adopted a nonphonic method, were followed until the end of the 2nd year, and were assessed on PA, reading and writing in three moments. The main findings of studies in other transparent orthographies are confirmed: PA is a strong predictor of reading and writing. It was also found that in PB the ability to read words is achieved quickly, with both methods, while the learning of writing is influenced significantly by the phonic method.
Frontiers in Psychology
Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9-12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent (n = 47), moderate (n = 38) and fluent (n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading.
2007
Yhteenveto: Lukemistaitojen varhainen ennustaminen-Fonologinen tietoisuus, kielelliset ja kognitiiviset taidot lapsilla joiden suvussa esiintyy dysleksiaa Diss. This thesis explored the developmental connections from early phonological awareness and related language and cognitive skills to 2 nd grade reading accuracy, fluency and specific reading disability, in the context of Finnish: a language with high orthographic regularity. The four studies presented addressed the following three main themes: emerging phonological awareness and its relationship to reading-related language and cognitive skills, links from these childhood skills to 2 nd grade outcomes, and early prediction of an individual child's risk for dyslexia. The results are based on behavioural-level tasks and longitudinal assessment of nearly 200 children belonging to the Jyväskylä Longitudinal Study of Dyslexia. The findings indicated that emerging phonological awareness skills can already be measured at the age of 3.5 years using age-appropriate and language-modified tasks. In addition, phonological skills are predicted by prior verbal comprehension, language production and cognitive skills. Phonological awareness and related language and cognitive skills (e.g., pseudoword repetition, expressive vocabulary, verbal short term memory and rapid serial naming of objects) at the age of 3.5, 4.5 and 5.5 years were found to form a broader constellation of strongly interrelated and developmentally stable skills than has been previously suggested. In accordance with the phonological core hypothesis it was also shown that in the orthographically regular Finnish language, reading accuracy was relatively strongly predicted by early phonological and language abilities but considerably weaker links were found to reading fluency. A rough index for an individual child's risk for reading disability could be constructed using three key risk measures. An attempt is made to construct a conceptual framework of the paths leading to reading acquisition. A challenge for future studies lies in the investigation of the unique paths leading to fluent reading and in developing methods and programs for training fast and efficient decoding.