Age and schooling effects on early literacy and phoneme awareness

Cunningham, Anna; Carroll, Julia M.

doi:10.1016/j.jecp.2010.12.005

Cited by 30 publications

(37 citation statements)

References 17 publications

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“…This result indicates that the work involving the letter/sound relationship, explicitly favors the performance of students with alterations in sound perception in skills necessary for the acquisition of reading, also directing, for a close relationship between the development of phonological sensitivity in early stages of the literacy process as a booster of reading 15,18 .…”

Section: Discussionmentioning

confidence: 87%

“…It was found, also, that the increase in average right answers on the subtests of this ability, for students of the GII, did not reach the average performance of students of GI. The difficulty phonological of students at risk for dyslexia in realize this type of test suggests a deficit in the phonological representation, because a disorganization in access to phonological processing of information or the lack of ability to manipulate representations in cognitive level higher 6,15,20 .…”

Section: Discussionmentioning

confidence: 99%

“…Those who, after submitted to an intervention program, remaining with gaps in skills of phonological awareness, processing speed, visual and auditory processing, and in the letter/sound relationship, suggest a disorder present in the processing, storage and/or access information, which impairs the acquisition and development of perceptive and linguistic skills, should submitted the interdisciplinary evaluation to confirm the manifestation of dyslexia and periodic monitoring order to minimize the deficiencies identified in the evaluation process 3,14, 15 .…”

Section: Methodsmentioning

confidence: 99%

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Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Silva

Capellini

2015

Rev. CEFAC

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RESUMO: Objetivo: verificar a eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia. Métodos: participaram desse estudo 40 escolares do 1º ano do ensino fundamental, de ambos os gêneros, com idade entre 5 anos e 11 meses a 6 anos e 7 meses. Os escolares foram divididos em dois grupos: GI (20 escolares sem risco para dislexias) e GII (20 escolares com risco para dislexia), ambos os grupos foram submetidos ao programa de intervenção fonológica, composto por tarefas de identificação dos sons e das letras do alfabeto em sequência e em ordem aleatória, identificação e produção de rima, produção de rima com frases, identificação e manipulação de palavras, identificação e produção de sílabas, segmentação e análise silábica, identificação e segmentação fonêmica, substituição, síntese, análise e discriminação fonêmica. Em situação de pré e pós-testagem, todos os sujeitos desse estudo foram submetidos à aplicação do Protocolo de Avaliação das Habilidades Cognitivo-Liguísticas - versão coletiva e individual. Resultados: na comparação da pré com a pós-testagem do desempenho dos escolares de GI e GII, houve diferença estatística para os subtestes das habilidades de leitura, escrita, consciência fonológica, processamento auditivo e velocidade de processamento, indicando média de desempenho superior para GII na pós-testagem comparada a pré-testagem. Conclusão: o programa de intervenção fonológica foi eficaz para os escolares de risco para a dislexia, pois, possibilitou o desenvolvimento da consciência fonológica por meio do trabalho interventivo, auxiliando na aquisição das habilidades necessárias para o aprendizado da leitura e da escrita.

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Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Silva

Capellini

2015

Rev. CEFAC

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“…The dependent variable is the total number of prompts each child needed. Dynamic phonological awareness tasks tend to be highly sensitive and reliable (Cunningham & Carroll, 2011, 2015), as well as being good predictors of literacy development (Bridges & Catts, 2011; Spector, 1992). This is likely to be because the graduated series of prompts give information about how much teaching or support a child would need to progress.…”

Section: Introductionmentioning

confidence: 99%

Not all phonological awareness deficits are created equal: evidence from a comparison between children with Otitis Media and poor readers

Carroll

Breadmore

2017

Developmental Science

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Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty‐three poor readers were compared to individually matched chronological age and reading age controls. Their phonological awareness and morphological awareness skills were consistently at the level of reading age matched controls. Unexpectedly, a significant minority (25%) of the poor readers had some degree of undiagnosed mild or very mild hearing loss. Twenty‐nine children with a history of OM and their matched controls completed the same battery of tasks. They showed relatively small delays in their literacy and showed no impairment in morphological awareness but had phonological awareness scores below the level of reading age matched controls. Further analysis suggested that this weakness in phonological awareness was carried by a specific weakness in segmenting and blending phonemes, with relatively good performance on phoneme manipulation tasks. Results suggest that children with OM show a circumscribed deficit in phoneme segmentation and blending, while poor readers show a broader metalinguistic impairment which is more closely associated with reading difficulties.

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“…As well as, offer subsidies to verify if, after the accomplishment of interventional programs with phonological approach, involving the stimulation of the cognitive-linguistic abilities, that are altered or in delay, the students show or not improvement in the school learning 11,12 .…”

mentioning

confidence: 99%

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Silva

Capellini

2017

J. Hum. Growth Dev.

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Introduction: Studies on students at risk for dyslexia have increased as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective: Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks. Methods:Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol -collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing. Conclusion:The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests. Open acess Keywords 199Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia J Hum Growth Dev. 2017; 27(2): 198-205

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Age and schooling effects on early literacy and phoneme awareness

Cited by 30 publications

References 17 publications

Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Not all phonological awareness deficits are created equal: evidence from a comparison between children with Otitis Media and poor readers

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

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