Acquisition of Blending Skills: Comparisons Among Body-Coda, Onset-Rime, and Phoneme Blending Tasks

Cassady, Jerrell C.; Smith, L. Douglas

doi:10.1080/02702710490512307

Cited by 20 publications

(23 citation statements)

References 20 publications

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“…Evidence consistent with this pattern is evident in the common unit task in readers in our study, where codas and onsets were strongly favored over the larger head and rime units. However, our data also show that even in prereaders, small unit performance outstrips explicit rime identification skill, consistent with other recent studies (e.g., Cassady & Smith, 2004;Geudens & Sandra, 2003;Hulme et al, 2002;Savage & Carless, 2005a). Furthermore, a specific facility with initial and final consonant identification has been reported frequently (e.g., Stuart & Coltheart, 1988;Walton & Walton, 2002).…”

Section: Discussionsupporting

confidence: 90%

Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks

Savage

Blair

Rvachew

2006

Journal of Experimental Child Psychology

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Section: Discussionsupporting

confidence: 90%

Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks

Savage

Blair

Rvachew

2006

Journal of Experimental Child Psychology

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“…Uygulanan program sürecinde görüldüğü üzere araştırma sonuçlarına göre bu beceri geliştirilebilmektedir. Diğer araştırma sonuçları da verilecek eğitim ile okul öncesi çocuklarının ses birimi birleştirme becerisinin geliştirilebileceğini ortaya koymaktadır (Cassady ve Smith, 2004;Daly, Chafouleas, Persampieri, Bonfiglio ve LaFleur, 2004;Daly, Johnson ve LeClair, 2009;Oudeans, 2003;Suortti ve Lipponen, 2014;Tyler vd., 2014). Fakat yine de ses birimi birleştirme görevi ses birimi ayırt etme görevine göre beş ile yedi yaş arasındaki çocuklar için daha zor bir görevdir (Stahl ve Murray, 1994).…”

Section: Sonuç Ve Tartışmaunclassified

The Effects of Colorful Worlds of Sounds Program on Phonological Awareness of Preschool Children

Parpucu

Dinç

2017

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“…According to Mackay and Imai study (2006) the phonetic categories "used to produce and perceive L1 vowels and consonants develop through childhood and into adolescence (…) they are more likely to subsume L2 phonetic categories" (p. 178), which results in a blockage of the natural development of novel phonetic categories, in the L2 context. On the other hand, authors such as Cassady and Lawrence (2004) suggest that vowels are more difficult to process by the pre-readers (vowel hypothesis, p. 262). However, this does not occur with our participants because the difficulty states on the consonantal alliteration identification, which is modified by children to the vowel level.…”

Section: Resultsmentioning

confidence: 99%

Cognitive differences in second language learners and the critical period effects

Figueiredo¹,

Silva²

2009

L1 Educational Studies in Language and Literature

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Abstract.Research has shown a strong association between psychological, affective, neurological and learning variables, related also with age and gender factors, in the process of acquisition and/or learning of a second language. However, there is a theoretical controversy concerning the way the critical period may affect different aspects of language competence. We developed an assessment instrument to test the phonological awareness and general cognitive achievement in L2, for application in L2 learners and also in monolinguals (natives). The goal is to predict the dimension of age (chronological age, age of acquisition, age of arrival) in the L2 literacy skills development. The data collected pertains to the first phase of a larger study and includes 64 students with migratory experience, acquiring Portuguese as L2. Findings in what concerns the decoding competence and the first language transference will be discussed, regarding particularly the results from some of the tests: alphabetic ordinance, phonemic blending, alliteration judgement and dichotic hearing The achievement observed shows that children present lower levels of accuracy in L2 context than expected, not regarding the positive levels at the alliteration judgment task, which is not an evidence of phonological awareness (in the consciousness sense). Alliteration, and rhyme judgments are symptoms of normative phonological knowledge, which is not necessarily phonological awareness, and is based on the imitation ability toward verbal stimuli. The age factor remains as the main predictor of skill and ability and the mastery exhibited by the adult learners on particular levels of L2 phonology decoding does not confirm the critical period hypothesis, which calls for its revision and for new insights related to education orientations.Key words: critical period effects; lateralization; mother tongue interference; phonological awareness; second language acquisition. Tanja Janssen] TITEL. Cognitieve verschillen tussen tweedetaalleerders en de effecten van de kritieke periode SAMENVATTING. Onderzoek heeft een sterk verband aangetoond tussen psychologische, affectieve, neurologische en leervariabelen, ook verband houdend met leeftijd en geslacht, in het proces van het verwerven en/of leren van een tweede taal. De manier waarop de kritieke periode van invloed kan zijn op verschillende aspecten van talige competentie is echter een theoretisch twistpunt. Wij ontwikkelden een meetinstrument om het fonologisch bewustzijn en de algemene cognitieve prestaties in L2 vast te stellen, bedoeld voor toepassing bij tweedetaalleerders maar ook bij eentaligen (autochtonen). Het doel is om de dimensie 'leeftijd' te voorspellen (chronologische leeftijd, leeftijd van verwerving, leeftijd van aankomst) in de ontwikkeling van taalvaardigheden in L2. De dataverzameling maakt deel uit van de eerste fase van een omvangrijker onderzoek en omvat 64 leerlingen met ervaring met migratie, die Portugees als tweede taal verwerven. Bevindingen met betrekking tot vaardigheid in het decode...

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Acquisition of Blending Skills: Comparisons Among Body-Coda, Onset-Rime, and Phoneme Blending Tasks

Cited by 20 publications

References 20 publications

Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks

Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks

The Effects of Colorful Worlds of Sounds Program on Phonological Awareness of Preschool Children

Cognitive differences in second language learners and the critical period effects

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