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Disorders of Academic Learning
Published in Christopher J. Nicholls, Neurodevelopmental Disorders in Children and Adolescents, 2018
Bruce Pennington has performed very careful genetic analyses of reading disorders and has concluded that the case for weak phonological awareness as a cause of reading problems is not airtight (Pennington, 2011). Pennington suggests that, while phonological awareness can be important in learning to read, reading also influences phonological awareness in a bidirectional manner. Children with chance-level phonological awareness can also use letter names to learn rather than sounds, and some children who have speech-sound (articulation) disorders with persisting phonological awareness deficits do not become reading disabled. Pennington suggests that reading disorders are genetically heterogeneous, with at least six candidate genes having been identified at four of nine well-confirmed loci. The appealing hypothesis that dyslexia is purely a phonological awareness problem therefore may not be completely true.
Early literacy development
Published in Ajay Sharma, Helen Cockerill, Nobuo Okawa, Mary Sheridan's from Birth to Five Years, 2014
Ajay Sharma, Helen Cockerill, Nobuo Okawa
The early stages of becoming a reader (being able to decode print) involve the development of segmentation skills, i.e. segmenting sentences into words, words into syllables and syllables into sounds/letters. These skills are often referred to as phonological awareness. Exposure to rhymes in the form of lap games, nursery rhymes, poems, songs and books written in rhyme provides children with awareness of word sound patterns, leading to the ability to segment words into syllables. The ability to detect and generate rhymes has been associated with success in learning to read and write. From around 4 years of age children frequently enjoy playing with rhyme, noticing rhymes, substituting alternative rhymes within familiar songs and inventing nonsense rhymes. Segmenting words into syllables, e.g. to-ma-to, is also of interest to 4 and 5 year olds. The next stage of phonological awareness would be to identify words with the same beginning sound (alliteration) with children enjoying games of l-spy. Subsequent phonological awareness skills include identifying words with the same final sound, e.g. dog and frog, splitting words into component sounds, e.g. d-o-g, and manipulating sounds within words, e.g. frog without r makes fog.
Early literacy development
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
The early stages of becoming a reader (decoding print) involve developing segmentation skills, i.e. segmenting sentences into words, words into syllables and syllables into sounds/letters. These skills are often referred to as phonological awareness. Exposure to rhymes in lap games, nursery rhymes, poems, songs and books written in rhyme provides children with an awareness of word sound patterns, leading to segment words into syllables. The ability to detect and generate rhymes has been associated with success in learning to read and write. From around 4 years of age, children frequently enjoy playing with rhyme, noticing rhymes, substituting alternative rhymes within familiar songs and inventing nonsense rhymes. Segmenting words into syllables, e.g. to-ma-to, is also of interest to 4- and 5-year-olds. The next stage of phonological awareness would be to identify words with the same beginning sound (alliteration) with children enjoying games of I-spy. Subsequent phonological awareness skills include identifying words with the same final sound, e.g. dog and frog, splitting words into component sounds, e.g. d-o-g, and manipulating sounds within words, e.g. frog without r makes fog.
The development of phonological awareness and Pinyin knowledge in Mandarin-speaking school-aged children
Published in International Journal of Speech-Language Pathology, 2020
Youran Lin, You-Jing Lin, Feng Wang, Xiyu Wu, Jiangping Kong
Phonological awareness (PA) is a meta-linguistic skill used to consciously detect, identify, and manipulate speech sound structures independent of meanings (Lonigan et al., 2009). It is commonly accepted that PA develops from larger to smaller grain sizes, i.e. from syllables to onsets and rimes, and then to phonemes (Ziegler & Goswami, 2005). Phonics, related to but different from PA, is an instructional approach which emphasises letter-sound correspondence and pronunciation rules (Wren, 2000). Mastering phonics requires PA (Torgesen, Wagner, & Rashotte, 1994), and in turn, phonics stimulates the continuing development of PA (Foorman et al., 2003). PA and phonics are essential for literacy instruction (Castles, Rastle, & Nation, 2018), and are of interest to speech-language pathologists.
Frequency discrimination and non-lexical reading in children with auditory processing disorders: a preliminary study
Published in Speech, Language and Hearing, 2019
Emilie Lam, Willem van Steenbrugge, Sarosh Kapadia, Christopher Lind
Evidence that poor(er) FD is appertained with non-lexical reading difficulty rather than lexical reading difficulty is also consistent with the pattern of results related to phonological processing. The results showed that FD difficulty co-occurred with poorer phonological awareness but not RAN, or phonological memory. Researchers have proposed that phonological awareness is important for non-lexical reading and relatively independent of lexical reading (Ramus & Szenkovits, 2008; Wagner et al., 1999; Wolf & Bowers, 1999). The findings that FD affected non-word reading, as well as phonological awareness, is consistent with this notion. The association between FD performance and phonological awareness has also been reported in previous studies (Talcott et al., 2000; Talcott et al., 2002).
Relations between speech production, speech perception, and spelling in children with complex communication needs: a preliminary examination
Published in Speech, Language and Hearing, 2019
Jillian H. McCarthy, Mark Hedrick, Cary Springer
Speech perception is commonly defined as the mapping of an acoustic signal to linguistic representations such as phonemes or words. Such a definition would appear to restrict speech perception to mere template matching or detection, void of cognitive processes. However, recent research has suggested that speech perception is rather more like complex, multidimensional categorization extending to many areas of cognition and cognitive science (Holt & Lotto, 2010; Massaro, 1998; Rosenblum, 2005). Speech perception aids in developing strong linguistic skills, including phoneme awareness skills. Phoneme awareness is a metalinguistic skill, allowing one to think about and manipulate phonemic segments. Thus, it might be that speech perception plays a larger role in the acquisition of phonological awareness abilities, and ultimately literacy skills in general. Bishop (1985) made the suggestion that spelling might rely on higher-level phonemic abilities after assessing the spelling abilities of seven children with dysarthria compared to seven children without dysarthria. The results of the study indicated that there was no difference in spelling abilities between the two groups; thus speech production, or the ability to produce subvocal articulation overtly, did not seem to influence accurate spelling.