Phonological Awareness Skills Of 4‐Year‐Old British Children: An Assessment And Developmental Data

Burt, Lucy; Holm, Alison; Dodd, Barbara

doi:10.1080/136828299247432

Cited by 80 publications

(8 citation statements)

References 47 publications

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“…These findings are not in agreement with the study of Burt et al [38], which reports an outstanding advantage of higher SES on several phonological awareness measures. There is evidence that students who belong to groups that rank lower on SES scales present lower levels of phonemic awareness development as a consequence of poor early language stimulation [28].…”

Section: Discussioncontrasting

confidence: 99%

“…These results are in line with the study by Seixas [9], in which no gender differences were observed in morphological awareness tasks. Our results also support the study of Burt et al [38] who showed that males and females scored equivalently on phonological awareness measures. However, it should be highlighted that in the present study, the scores used represent a combination of several types of metalinguistic abilities.…”

Section: Discussionsupporting

confidence: 92%

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Influence of Demographic Variables on Metalinguistic Skills

Cadório

Lousada²

2015

Folia Phoniatr Logop

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Background/Aims: The existing literature reports no clear patterns for the influence of extralinguistic variables on MSs because they vary across languages. Therefore, the current study addresses this issue by analyzing the development of MSs at the beginning of formal schooling and by determining the extent to which demographic variables affect metalinguistic development in normally developing European-Portuguese (EP) children. Methods: The sample included 80 EP first graders aged 6;00-6;11 years who presented a normal linguistic development. The Language Test - Preschool Language Assessment (TL-ALPE) was used to assess MSs in the domains of semantic, structural, and phonological awareness. Results: At the beginning of formal schooling, only one phonological awareness task involving syllables was considered to be acquired and established among all metalinguistic tasks elicited. Significant group differences were not found for the demographic variables of gender, socioeconomic status, and ecological setting. Conclusion: These findings contribute to the increasing literature on MSs. The reference information provided is important for accurately identifying school-aged children with language impairment.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 92%

Influence of Demographic Variables on Metalinguistic Skills

Cadório

Lousada²

2015

Folia Phoniatr Logop

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“…This developmental progression could be confirmed for German-speaking children [e.g., [4,5]]. There is consensus that preschool children can already successfully complete syllable- and onset-rhyme tasks [3,6]. However, it is still debated whether phoneme awareness can be acquired in the absence of formal literacy instruction [7,8,9].…”

Section: Introductionmentioning

confidence: 99%

“…Word onset identification tasks are chosen frequently to assess children's phoneme awareness [e.g., [2,3,6,11,12]]. When designing such a task, it is important to control onset complexity and to differentiate between different linguistic units (i.e.…”

Section: Introductionmentioning

confidence: 99%

Onset and Phoneme Awareness and Its Relationship to Letter Knowledge in German-Speaking Preschool Children

Schaefer

Bremer²,

Herrmann³

2014

Folia Phoniatr Logop

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Objectives: The aim was to explore whether word-initial onset awareness is acquired before phoneme awareness and whether onset complexity influences performance on identification tasks. In addition, the relationship between onset and phoneme awareness and letter knowledge was investigated. Method: In this study, 22 monolingual German-speaking preschool children aged 5;00-5;11 were tested. Onset, phoneme identification, and letter knowledge tasks were administered. The children were presented with pictures of word pairs. Both words in each pair shared a single-consonant onset, a two-consonant onset cluster or the first consonant of a consonant cluster. The children were asked to pronounce the shared sound(s). Additionally, they were asked to name all 26 upper-case letters. Results: Onset awareness tasks were significantly easier to complete than phoneme awareness tasks. However, no influence of onset complexity on onset awareness performance was found. Moreover, letter knowledge correlated with all phonological awareness tasks. Conclusions: The results corroborate that phoneme awareness develops already at preschool age irrespective of explicit literacy tuition. Nevertheless, letter knowledge is closely related and should be linked to onset/phoneme awareness tasks. © 2014 S. Karger AG, Basel

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“…Μασούρα κ. α., 2004· Gathercole & Baddeley, 1989, του κοινωνικο-̟ολιτισµικού ̟λαισίου εντός του ο̟οίου µεγαλώνουν (̟.χ. Campbell, Dollaghan, Needleman, & Janosky, 1997· Oetting & Cleveland, 2006 και του κοινωνικο-οικονοµικού ε̟ι̟έδου των οικογενειών (Burt, Holm, & Dodd, 1999;Dollaghan & Campbell, 1998· Ellis Weismer et al, 2000· Engel, Santos, & Gathercole, 2008)· η χορήγησή της είναι ̟ρακτικά εύκολη, σύντοµη και οικονοµική, ενώ ̟αράλληλα, ό̟ως ̟ροαναφέρθηκε, οι ε̟ιδόσεις σε αυτή α̟οτελούν έναν σηµαντικό κλινικό δείκτη γλωσσικών διαταραχών (̟.χ. Bishop et al, 1996).…”

Section: η χορήγηση της δοκιµασίας ε̟ανάληψης ψευδολέξεων σε ̟αιδιά µunclassified

H Εκτίμηση Της Φωνολογικής Βραχύχρονης Μνήμης Σε Ελληνόφωνα Παιδιά 2 Και 3 Ετών: Στοιχεία Για Τη Σχέση Της Με Την Ανάπτυξη Της Γλώσσας

Karousou

2015

Ppej

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Phonological working memory, as measured by the ‘non-word repetition’ task, has been associated with various dimensions of child language development. Although most studies have focused on ages older than 4 years, several successful attempts to measure phonological working memory in younger children are present in the bibliography. The aim of this study was to develop a non-word repetition task and methodology that would enable the assessment of phonological working memory in very young Greek-speaking children, as well as to explore the relationship between performance on this task and the linguistic level of the same children. Forty-two typically developing toddlers aged 2 and 3 years participated in a word & non-word repetition task which was especially developed for the purposes of this study. At the same time, a speech sample of the same children was collected, whereby the ‘number-of-different-words’ (word types) and the ‘mean length of utterance in morphemes' (MLU-m) have been estimated. Results reveal the sensitivity of the task in children's age, the stimulus type (words vs. non-words) and in syllabic length. Moreover, performance in this task appears significantly correlated with the two measures of children´s expressive language. These results are discussed in relation to previous findings and the possibilities this task could offer for the assessment of Greek-speaking young children’s language skills.

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Phonological Awareness Skills Of 4‐Year‐Old British Children: An Assessment And Developmental Data

Cited by 80 publications

References 47 publications

Influence of Demographic Variables on Metalinguistic Skills

Influence of Demographic Variables on Metalinguistic Skills

Onset and Phoneme Awareness and Its Relationship to Letter Knowledge in German-Speaking Preschool Children

H Εκτίμηση Της Φωνολογικής Βραχύχρονης Μνήμης Σε Ελληνόφωνα Παιδιά 2 Και 3 Ετών: Στοιχεία Για Τη Σχέση Της Με Την Ανάπτυξη Της Γλώσσας

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