The development of phonological awareness among preschoolers

Mohamed, Ahmed Hassan Hemdan; Hassan, Abdulhameed S.; Al-Qaryouti, Ibrahim; Al-Hashimi, Abdullah; Al-Kalbani, Zuwaina

doi:10.1080/03004430.2019.1607320

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…Thus, the assumption that language skills support, in particular, advanced mathematical skills by freeing up basic mathematical knowledge from memory (e.g., [1]) cannot be automatically applied to phonological processing skills, which could be explained in different ways: Firstly, the specific phonological awareness measurement in this study using rhymes measured more basic phonological awareness skills (cf. [53]) which presumably become less relevant for phonological processing for advanced mathematical learning during primary school age. Secondly, the importance of phonological processing skills for mathematical learning during primary school age could be overtaken in general by more advanced linguistic skills (e.g., advanced grammar skills) which are more necessary during this period.…”

Section: Plos Onementioning

confidence: 99%

How language skills and working memory capacities explain mathematical learning from preschool to primary school age: Insights from a longitudinal study

et al. 2022

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Between the age span of 3 to 6 years the foundation for children’s mathematical learning (i.e., numerical abilities and cognition) are laid. However, the developing relations between mathematical skills, language, and working memory starting at preschool age and evolving into primary school age are not well understood. Adopting an empirically validated analysis model, the present study examines in detail longitudinal interdependencies between mathematical skills, a wide range of language skills, and working memory components underlying the mathematical learning process of 41 German preschool children (41.5% female) spanning ages 4 to 6. Phonological processing skills and expressive grammar skills emerged as the most significant language skills for the process of children’s mathematical learning across the investigated age span. Within the latter, children’s phonological processing skills and expressive grammar skills were supported by children’s word expression abilities. The phonological loop emerged as the most important working memory component for children’s early mathematical learning between ages 4 to 6. Furthermore, a wide array of language skills were associated with complex information and storage processes within this mathematical learning process. In conclusion, the present findings provide a more detailed and deeper insight into the learning process of children’s number concept, emphasizing the influence of phonological and particularly grammatical skills.

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Section: Plos Onementioning

confidence: 99%

How language skills and working memory capacities explain mathematical learning from preschool to primary school age: Insights from a longitudinal study

et al. 2022

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“…We do not know the actual prevalence -learning this prevalence falls under the survey part of the research project. However, studies from other countries (such as Carroll et al, 2003;Flanagan et al, 2018;Layes et al, 2021;Mohamed et al, 2021) repeatedly point to the fact that improving partial cognitive functions -including phonemic awareness, morphological awareness, visual differentiation etc. -positively affects the acquisition of reading and writing skills.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Differences Between First-Grade Pupils In Partial Functions in Sindelar Visual Stimulus Tasks

Valenta¹

2022

European Proceedings of Educational Sciences

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The article provides insight into the procedural and theoretical framework of a study conducted by the Palacky University Olomouc -Faculty of Education, into factors that affect the learning and academic achievement of children (pupils). It focuses on the differences in basal (partial) functions measured using the established methodology of B. Sindelar diagnostic and re-educational exercises. These were measured among first-grade students who were either neurotypical, had been diagnosed with deficiencies of partial functions (DPF) or were suspected of having such deficiencies. The exercises stimulating the development of partial functions which are also the specific assessment tools are described in detail allowing for replicability of the study. With reference to the research results, we may accept one of the premises of a part of our analysis -namely that, in certain subtests of the B. Sindelar test battery, significant differences were found in the test performance between the groups. Neurotypical students achieved better than students with DPF and students with suspected DPF. Such results suggest that the assessment tools are sensitive in recognizing deficiencies whether diagnosed or suspected. Differences between the DPF group and suspected DPF group were not straightforward. In some subtests, students diagnosed with DPF performed better, suggesting that interventions using the Sindelar methodology can lead to improvements in those functions. However, in some subtests, students with suspected DPF performed better, suggesting that their deficiencies were less severe in those areas than in the students with diagnosed DPF.

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Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first grade

2020

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The development of phonological awareness among preschoolers

Cited by 3 publications

References 41 publications

How language skills and working memory capacities explain mathematical learning from preschool to primary school age: Insights from a longitudinal study

How language skills and working memory capacities explain mathematical learning from preschool to primary school age: Insights from a longitudinal study

Differences Between First-Grade Pupils In Partial Functions in Sindelar Visual Stimulus Tasks

Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first grade

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