Development of Phonological Awareness

Anthony, Jason L.; Francis, D.

doi:10.1111/j.0963-7214.2005.00376.x

Cited by 515 publications

(396 citation statements)

References 15 publications

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“…The aspect of speech processing for which there has been most exploration for an influence of literacy is in the domain of phonological awareness, defined as ''one's degree of sensitivity to the sound structure of oral language'' (Anthony & Francis, 2005). There is substantial evidence indicating that, over the course of development, individuals become increasingly sensitive to smaller linguistic units within the speech signal.…”

Section: Changes To Phonological Representations and Literacymentioning

confidence: 99%

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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a b s t r a c tLearning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multimodal model of speech processing -the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained

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Section: Changes To Phonological Representations and Literacymentioning

confidence: 99%

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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“…Finally, while the LR model portrays the restructuring sequence as universal, the PGS model acknowledges the possibility of cross-language variation on the basis of the characteristics of spoken language such as the prevalence of phonological rime neighbourhoods. Variation is limited at present to differing rates of phonological development among European languages as opposed to the possibility of differing sequences of development (see also Anthony & Francis, 2005). …”

Section: Competing Views Of Preschool Phonological Developmentmentioning

confidence: 99%

“…For example, kindergarteners show better syllable than phoneme awareness in French, Greek, Italian and Turkish, (e.g., Cossu, Shankweiler, Liberman, Katz, & Tola, 1988;Demont & Gombert, 1996;Durgunoglu & Öney, 1999;Harris & Giannouli, 1999), leading to claims that a large-to-small sequence is universal in European languages (Anthony & Francis, 2005;Goswami, 2002).…”

Section: A Universal Sequence Of Phonological Developmentmentioning

confidence: 99%

“…Higher levels of syllable awareness in Turkish, Italian, and also Greek, have been linked to their simple syllable structures and limited vowel repertoires compared to languages like English and French (Anthony & Francis, 2005;Ziegler & Goswami, 2005). Phoneme awareness may be accelerated in languages where complex consonant structures are more frequent (Caravolas & Bruck, 1993;Caravolas & Landerl, 2010).…”

Section: A Universal Sequence Of Phonological Developmentmentioning

confidence: 99%

“…According to the PGS model, development may progress more quickly in languages with simple syllables (see also Anthony & Francis, 2005), and onset-rime awareness may be accelerated when phonological rime neighbourhood density is high. 1 Differences in the sequence rather than rate of development could be encompassed within the ML model, which emphasises the role of native language in shaping phonological development.…”

Section: Study 1: Availability Of Phonology At Timementioning

confidence: 99%

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tPhonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.

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Development of Phonological Awareness

Cited by 515 publications

References 15 publications

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

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