The Effects of Phonetic Similarity and List Length on Children′s Sound Categorization Performance

Snowling, Margaret J.; Hulme, Charles; Smith, Anthony; Thomas, Johanna

doi:10.1006/jecp.1994.1030

Cited by 45 publications

(32 citation statements)

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“…We only included children with dyslexia (also given time constraints) and started from a specific hypothesis for the group of children with dyslexia. Based on our theoretic framework on children with dyslexia, we expected the mediation model specifically in children with dyslexia because previous research showed that in typical developing children, working memory and phonological awareness was not strongly associated (Oakhill & Kyle, 2000; Snowling, Hulme, Smith, & Thomas, 1994). A second limitation is that, although we included the two‐core elements phoneme deletion and spoonerism to represent phonological awareness, we only had one measure of verbal working memory.…”

Section: Discussionmentioning

confidence: 99%

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

2018

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This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia.

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Section: Discussionmentioning

confidence: 99%

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

2018

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“…Given that children must retain sounds and words long enough for task completion, memory is also involved in matching, blending, and segmentation tasks; however, these tasks' memory load is less than other tasks that require more operations, such as phoneme deletion or reversal (Yopp, 1988). Although some evidence shows that memory storage demands are not an important determinant of children's performance on PA tasks (Snowling, Hulme, Smith, & Thomas, 1994), picture stimuli were used during portions of the training to reduce the memory load (Bryant, MacLean, Bradley, & Crossland, 1990).…”

Section: Description Of Pa Instructionmentioning

confidence: 99%

Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners

Gorman

2012

Am J Speech Lang Pathol

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Purpose The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children’s first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs). Method Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses. Results Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways. Conclusion Results support the conclusion that PA instruction and strong vocabulary skills in an individual’s L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.

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“…There is a body of evidence that children tend to classify words sharing phonetic features as similar (Snowling, Hulme, Smith, and Thomas, 1994). Some researchers argue that this reflects a fundamental difference in phonological representations of young children in comparison to those of adults (Storkel, 2002), while others argue that phonological representations are adult-like from the second year of life (Bailey & Plunkett, 2002;Swingley, 2009).…”

Section: Spoken Word Classification In Children and Adultsmentioning

confidence: 99%

Spoken Word Classification in Children and Adults

Carroll

Myers

2011

J Speech Lang Hear Res

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Spoken Word Classification 3Abstract Purpose: Preschool children often have difficulties in word classification, despite good speech perception and production. Some researchers suggest they represent words using phonetic features rather than phonemes. We examine whether there is a progression from feature based to phoneme based processing across age groups, and whether responses are consistent across tasks and stimuli. Method:In Study 1, 120 3 to 5 year old children completed three tasks assessing use of phonetic features in classification, with an additional 58 older children completing one of the three tasks. In Study 2, all of the children, together with an additional adult sample, completed a nonword learning task. Results:In all four tasks, children classified words sharing phonemes as similar. In addition, children regarded words as similar if they shared manner of articulation, particularly word-finally. Adults also showed this sensitivity to manner, but across the tasks there was a pattern of increasing use of phonemic information with age.Conclusions: Children tend to classify words as similar if they share phonemes or share manner of articulation word finally. Use of phonemic information becomes more common with age. These findings are in line with the theory that phonological representations become more detailed in the preschool years. Spoken Word Classification 4 Spoken Word Classification 5 Spoken Word Classification in Children and AdultsThere is a body of evidence that children tend to classify words sharing phonetic features as similar (Snowling, Hulme, Smith, and Thomas, 1994). Some researchers argue that this reflects a fundamental difference in phonological representations of young children in comparison to those of adults (Storkel, 2002), while others argue that phonological representations are adult-like from the second year of life (Bailey & Plunkett, 2002;Swingley, 2009). This paper investigates whether children's phonological classification responses are consistent across different ages, tasks and stimuli. Predictable changes with age that are consistent across a range of tasks and stimuli would strengthen the argument that phonological representations change in the preschool years. Skills at different ages: Phonological skills in infancy and early childhood Speech Perception and Production in Infancy.There is a clear contrast between the good speech perception abilities shown by infants and the difficulties in sound segmentation and classification shown by three and four year old children. Even 4 month old children appear to perceive phonemes categorically, (Eimas, Siqueland, Jusczyk, & Vigorito, 1971). However, some studies have suggested that infants do not always process detailed phonetic information when learning new words. For example, 14 month old infants do not seem to detect a mispronunciation of a newly Spoken Word Classification 6 learnt word, while 8 month old infants (who are not yet linking words and objects) do detect the change, apparently showing greater sensitivity than ...

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The Effects of Phonetic Similarity and List Length on Children′s Sound Categorization Performance

Cited by 45 publications

References 0 publications

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners

Spoken Word Classification in Children and Adults

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