Phonological Awareness

Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children

by Susanna Siu-sze Yeung

Accepted by Reading and Writing

This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong... more This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language.
The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of
vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable,
rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness
instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age,
general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be
beneficial to kindergarteners learning English as a second language.

Was ist phonologische Bewusstheit? Schrifttheoretische Analyse einer psychologischen Fragestellung

by Sonja Häffner

Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School

by Halil Eksi

Özge ERDOĞAN
Educational Sciences: Theory & Practice - 11(3) • Summer • 1506-1510

The purpose of this study was to determine the relationship between the phonological awareness skills and writing more The purpose of this study was to determine the relationship between the phonological awareness skills and writing
skills of the first year students at primary school. In the study, the phonological awareness skills and writing
skills of the students were measured at the beginning of the term. Students’ writing skills were measured in the middle of the first term, at the end of the first term and in the middle of the second term. At the end of the study, it was seen that the phonological awareness skills were measured at the beginning of the first term interpreted
the students’ writing achievements in the middle of the first term but did not interpret their writing achievements
at the end of the first term and in the middle of the second term.

Meta-analysis of bilingual phonological awareness: language, age, and psycholinguistic grain size

by Lee Branum-Martin

Branum-Martin, L., Tao, S., Garnaat, S., Bunta, F., & Francis, D. J. (in press). “Meta-analysis of bilingual phonological awareness: language, age, and psycholinguistic grain size.” Journal of Educational Psychology

There is increasing interest in the role of phonological awareness across languages. However, the role of phonological... more There is increasing interest in the role of phonological awareness across languages. However, the role of phonological awareness in various languages may differ by features of the languages as well as by features of the speakers. The current meta-analysis catalogs these relations and examines factors which may have influenced how closely related these measures are between English and other languages. Studies were selected reporting cross-language correlations with English phonological measures involving children in preschool to upper elementary (ages 4-10 years). A random effects model of 101 correlations within 38 studies suggested that the cross-language correlation of phonological tasks is heavily influenced by the language used, and to some extent by the linguistic grain size of the tasks used. While no strong effect of age was found, variability across studies was significant, reflecting unexplained differences likely due to features unable to be modeled in the current sample. The present study suggests limitations in the current research base for drawing cross-language inferences.

Moreton, E., Feng, G., & Smith, L. (2008). Syllabification, sonority, and perception: new evidence from a language game.

by Gary Feng

In R. L. Edwards, P. J. Midtlyng, C. L. Sprague, & K. G. Stensrud (Eds), Chicago Linguistic Society 41: The Main Session (pp. 341-355). Chicago, CLS

First language acquisition and teaching

by Madalena Cruz-Ferreira

2011.
In Antje Wilton and Martin Stegu (eds.), Applied Folk Linguistics, Amsterdam: John Benjamins, pp. 78-87.

“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the... more “First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language. This article gives a first overview of folk beliefs associated with language acquisition and teaching, highlighting whether and how they can guide applied linguists’ concerns about child language development and early pedagogical practices.

Phonological awareness development in children with physical, sensory, or intellectual impairment| Macquarie University ResearchOnline

by Linda Cupples

Gillon, G., Clendon, S., Cupples, L., Flynn, M., Iacono, T., Schmidtkie, T., Young, A., and Yoder, D. (2004). Phonological awareness development in children with physical, sensory, or intellectual impairment. In G. Gillon, Phonological awareness: From research to practice (pp. 183-224). New York, N.Y.: Guilford Publications.

Da influência do conhecimento ortográfico sobre o conhecimento fonológico: estudo longitudinal de um grupo de crianças falantes nativas do português europeu

by João Veloso

Aprendizaje de la lectura y conciencia fonológica: un enfoque psicolingüístico del proceso de alfabetización inicial

by Carla Muñoz

The contribution of listening and speaking skills to the development of phonological processing in children who use cochlear implants

by Linda Spencer

Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants

by Linda Spencer

Socioeconomic Background Modulates Cognition-Achievement Relationships In Reading

by Kimberly Noble