Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes

Anthony, Jason L.; Lonigan, Christopher J.; Burgess, Stephen R.; Driscoll, Kimberly A.; Phillips, Beth M.; Cantor, Brenlee Gayle

doi:10.1006/jecp.2002.2677

Cited by 161 publications

(163 citation statements)

References 52 publications

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“…Just how these tasks relate to each other is far from clear. According to some researchers, the various aspects of phonological awareness measured by the tasks may actually reflect a single latent ability (Anthony & Francis, 2005;Anthony & Lonigan, 2004;Anthony et al, 2002;Stahl & Murray, 1994;Stanovich et al, 1984). In contrast, Yopp (1988) has argued that the construct of phonemic awareness consists of two highly related factors that nevertheless differ in the number of cognitive operations that they require: a simple phonemic awareness factor, which requires one operation, and a compound phonemic awareness factor, which requires an extra operation while holding the results of the first operation in memory.…”

Section: Problems With the Measurement Of Phonological Awarenessmentioning

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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Section: Problems With the Measurement Of Phonological Awarenessmentioning

confidence: 99%

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

Vloedgraven

Verhoeven

2007

Ann. of Dyslexia

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“…Estes resultados têm igualmente sido encontrados em estudos nacionais e internacionais (Anthony et al, 2002;Coyne & Harn, 2006), demonstrando a relevância da existência de atividades promotoras destas competências na educação pré-escolar.…”

Section: Discussão E Implicaçõesunclassified

Competências de matemática e de literacia emergente: Estudo correlacional

Amaral

Cruz

Constante

et al. 2017

RPE

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ResumoTem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade pré-escolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente

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“…According to Gillon (2005b), it is important to select skills at the phoneme level that integrate letter-sound knowledge in order to develop strong phonemic awareness and letter knowledge skills in order to facilitate successful decoding attempts at school entry. Research has demonstrated that phonemic awareness skills develop sequentially (Anthony et al, 2002).…”

Section: Results Of Goldman-fristoe 2 Test Of Articulationmentioning

confidence: 99%

“…Normally developing children are able to discriminate among and within these units of language during the late preschool period leading to the development of phonological and phonemic awareness skills (Anthony et al, 2002;Whitehurst & Lonigan, 1998).…”

Section: Early Language and Literacy Developmentmentioning

confidence: 99%

“…A more complex-level skill, the ability to isolate and manipulate individual phonemes is referred to as phonemic awareness. A large scale study (Anthony et al, 2002) with 149 older preschool children (ages 4 to 5) and 109 younger preschool children (ages 2 to 3) indicated that children's sensitivity to words, syllables, rhymes, onset and rimes, and phonemes represent a single, underlying phonological ability. In addition, children were able to demonstrate sensitivity to linguistic units at lower levels of linguistic complexity (words and syllables) before they were able to demonstrate sensitivity to linguistic units at higher levels of linguistic complexity (phonemes).…”

Section: The Role Of Phonological Processing In Literacy Developmentmentioning

confidence: 99%

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The Effectiveness of Explicit Individualized Phonemic Awareness Instruction By a Speech-Language Pathologist to Preschool Children With Phonological Speech Disorders

Nullman¹

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Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes

Cited by 161 publications

References 52 publications

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

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

Competências de matemática e de literacia emergente: Estudo correlacional

The Effectiveness of Explicit Individualized Phonemic Awareness Instruction By a Speech-Language Pathologist to Preschool Children With Phonological Speech Disorders

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