China 
Africa 
Explore chapters and articles related to this topic
Phonemic Segmentation: Testing and Training
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Wim H.J. van Bon, Rob Schreuder, Hermien C.M. Duighuisen, Mariëtte T. Kerstholt
Phonemic awareness basically refers to the awareness that words can be thought of as made up of discrete phonemes. However, very few children with reading and spelling problems are unaware that spoken words can be segmented into constituent speech sounds (Schreuder & van Bon, 1990). Kerstholt (in preparation) used phonemic segmentation to investigate children’s capacity to analyse the sound structure of spoken words. She asked children to say the “little parts” of 36 one-syllable words, e.g. /bus/ had to be analysed as /b/-/u/-Is/. The subjects were from special schools for children with learning disabilities. Their average age was 8;9 and they had been identified by their teachers as poor spellers, having problems even with writing simple one-syllable words.
Cognitive development in the classroom
Published in David Cohen, How the child's mind develops, 2017
I brought in the chain-smoking pig because, 40 years ago, there was fierce debate about reading and rhyming – a debate which, unusually, has actually ended with a definite conclusion. Bradley and Bryant (1983) showed that training 4- and 5-year-olds in phonemic awareness led to better reading skills. Understanding how words break up into different sounds seemed to predict reading ability much better than the ability to recognise letters. Bryant, in a series of studies, then emphasised the importance of rhyme production and rhyme detection as predictors of reading skill. Intuitively, that makes sense. Children who are taught nursery rhymes do well at reading later on.
The Neurobiologic Embedding of Childhood Socioeconomic Status
Published in L. Syd M Johnson, Karen S. Rommelfanger, The Routledge Handbook of Neuroethics, 2017
In one example of developmental plasticity, for native language acquisition to occur, children must be exposed to the sounds of their native language very early in life. Such experience essentially narrows the perceptual window through which language is processed, leading to expertise. At six months of age, infants throughout the world can discriminate the sounds of most of the world’s languages (e.g., an infant being brought up in an English-speaking home can discriminate the sounds not only of English but also of Mandarin; Ruben, 1997). In contrast, by twelve months of age, infants are able to discriminate the sounds only from their native language (Ruben, 1997), an effect called perceptual narrowing. Importantly, this sensitive period for phonemic awareness in children is not the ‘whole story’ for language acquisition. All through early childhood, until puberty, developmental plasticity allows children to be better language learners than adolescents or adults (Dettman et al., 2016; Johnson and Newport, 1989). Thus, there is little doubt that childhood experiences play a central role in some aspects of brain development, and generally the brain is understood to develop in an experience-expectant manner. However, unlike our understanding of the development of vision and language, it is less well understood what kinds of experiences are important in the development of higher-order cognitive and emotional abilities. Likely these abilities also rely on experience to develop, but when is the sensitive period of development for these abilities? How long does it last? And does it have properties similar to those observed in the sensory cortices? The answers to these questions are, to date, less well understood. Higher-order cognitive function relies on areas of the brain termed the association cortices, where multiple domains of sensory perception and motor output come together to support our most complex skills: our ability to understand and solve cognitive problems, control our impulses, and regulate our emotions.
Australian speech-language pathologists’ self-rated confidence, knowledge, and skill on constructs essential to practising in literacy with children and adolescents
Published in International Journal of Speech-Language Pathology, 2023
Caitlin F. Stephenson, Tanya A. Serry, Pamela C. Snow
In this type of research study, phonological awareness/phonemic awareness items are not delivered orally. This may have influenced respondents’ accuracy due to orthographic intrusion. Given their extensive training in the phonological structure of language, qualified SLPs should be able to suppress orthography when required for sound-based analysis. The median accuracy for phonemic awareness skill was 100%, however, the range was 50%−100%. This demonstrates a somewhat concerning degree of variability between SLPs and has implications for the consistency of phonemic awareness assessment and intervention provided between SLPs. Some individuals in our sample may struggle to complete tasks that might routinely be asked of a client in either assessment or therapy (e.g. identifying the number of sounds in words, identifying two words that share a sound when the spelling is different). The number of items in the survey assessing knowledge was lower than for skill. There were five knowledge items for phonemic awareness (median = 80%; range 20-100%). The lower median accuracy and the greater variability between respondents is even more concerning than that observed for skill. Understanding the theoretical constructs behind the specific subskills of literacy is critical to informing decision-making regarding what to assess and include in intervention.
Effects of adapted Letter-Sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder
Published in Augmentative and Alternative Communication, 2023
Jessica Caron, Janice Light, David McNaughton
The National Reading Panel recommendations for teaching reading identified five essential components: (a) phonemic awareness, (b) phonics, (c) fluency, (d) vocabulary, and (e) text comprehension. Although this study had a narrow focus, reading instruction and research with individuals with ASD and complex communication needs has overly emphasized sight word approaches, with few demonstrations of phonics. For example, Browder et al. (2006) identified 128 studies for students with moderate/severe intellectual disability or ASD but only 17 included phonics instruction. More efficacy research related to progress in phonics-based skills for this population, including older individuals with ASD and complex communication needs, is needed. The results of this study show promise for progress in foundational skills.
Comparison of constant time delay and simultaneous prompting to teach word reading skills to students with intellectual disability
Published in International Journal of Developmental Disabilities, 2022
Research on reading instructions for students with ID focused more on sight-word instruction than on phonics instruction (Ahlgrim-Delzell and Rivera 2015; Browder et al. 2006; Cologon et al. 2011; Fredrick et al. 2013; Naess et al. 2012). Limiting reading instruction to sight-word instruction impedes students from becoming independent readers, as they can only read previously taught words (Flores et al. 2004). In phonics instruction, students are taught to identify letter-sound correspondences and blend sounds to read words. Phonemic awareness and phonics are both necessary for improved reading skills (National Reading Panel 2000) because they enhance students’ ability to read novel words independently. Laws, such as the Every Students Succeeds Act (Every Student Succeed Act 2015) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), require teachers to use evidence-based instructional strategies to improve students’ reading skills. Especially, when studies have shown that students with ID who were exposed to explicit phonics instruction were able to read untaught words (Fredrick et al. 2013; Tucker Cohen et al. 2008; Waugh et al. 2009).