Early linguistic abilities and reading development: A review and a hypothesis

Elbro, Carsten

doi:10.1007/bf00577023

Cited by 278 publications

(228 citation statements)

References 75 publications

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“…Several researches in this context provided strong proof for the significant influence of phonological and grammatical awareness in the process of teaching and learning English (Elbro, 1996) as well as a being considered as the most important success factor of EFL learners (Bradley & Bryant, 1983 proposed three different views to study the influence of phonological and grammatical awareness on reading ability. First, of all, reading ability and the development the related skills depends on the phonological and grammatical awareness.…”

Section: Literature Reviewmentioning

confidence: 97%

The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

Jafari

Rad

2016

JLTR

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Abstract-The purpose of the present research was to assess the influence of phonological and grammatical awareness on reading performance of EFL students at Azad Islamic University of Kerman. Based on such a purpose, a series of linguistic tasks were applied in order to find the relationship between phonological and grammatical awareness and reading performance. 50 EFL students participated in the present study through a qualitative and quantitative survey. Phonological awareness was measured by four tasks while grammatical awareness was measured by two tasks. A semi-structured interview was conducted among EFL students and their in order to obtain their feedback regarding the tests and the role of phonological and grammatical awareness in their reading performance. In addition, in order to measure reading performance, a two stage reading task (reading vocabulary and reading short sentences) was used. The results of the present study revealed that phonological and grammatical awareness had a significant role in reading performance of EFL students of the participants.

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Section: Literature Reviewmentioning

confidence: 97%

The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

Jafari

Rad

2016

JLTR

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“…Within this group, the cognitive deficits and types of psychiatric problems were not related to (Stanovich & Siegel, 1994). Current research is aimed at finding out what exactly the phonological deficits are (e.g., Elbro, 1996). Independent of the possible causes of dyslexia, the question of how to remedy dyslexia has been studied.…”

Section: Effects Of Outpatient Treatment Of Dyslexiamentioning

confidence: 99%

Effects of Outpatient Treatment of Dyslexia

Daal

Reitsma

1999

J Learn Disabil

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The effects of a Dutch intervention program for dyslexia are reported. The program was individually tailored, depending on the style of reading, the phase of the learning process, and the intermediate results of the treatment. Two groups of participants were involved: (a) a group of children with pure dyslexia (n = 109) and (b) a group that had reading problems but also suffered from cognitive deficits or psychiatric symptoms (n = 29). Scores of reading single words and text at intake and after the intervention were analyzed to assess the efficacy of the intervention program. Furthermore, the effects of pre-intervention variables such as intelligence, reported speech, and language problems and of intervention variables such as the initial level of performance and the duration of the treatment were examined. Both groups benefitted from the intervention, but the children with pure dyslexia profited most. Neither of the groups could catch up the reading deficit. Intelligence and reported speech and language problems did not affect the treatment outcomes. Individual differences in treatment outcome were related to the absolute level of word reading and age at intake. In the group with comorbidity, the intervention program was more successful in relatively younger children. Within this group, the cognitive deficits and types of psychiatric problems were not related to (Stanovich, 1991). Kappers (1997)

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“…Stanovich (1994) and Elbro (1996) have both suggested that phonological awareness may be even more important than intelligence, vocabulary, and listening comprehension for the prediction of reading development. Phonological awareness refers to access to and an understanding of the sound structure of a spoken language, that is, the awareness that oral language can be broken down into individual words and, in turn, words into individual phonemes (cf.…”

mentioning

confidence: 99%

Screening of phonological awareness in the early elementary grades: an IRT approach

Vloedgraven

Verhoeven

2007

Ann. of Dyslexia

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The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses conducted within the framework of item response theory showed one latent ability to underlie the different sets of items, which nevertheless differed in difficulty. Analyses in terms of the children's ability further showed the phonological awareness measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children's level of ability. The conclusion that it is possible to accurately monitor the development of children's phonological awareness in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening for reading problems and dyslexia.

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Early linguistic abilities and reading development: A review and a hypothesis

Cited by 278 publications

References 75 publications

The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

Effects of Outpatient Treatment of Dyslexia

Screening of phonological awareness in the early elementary grades: an IRT approach

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