Gastrointestinal manifestations in pediatric AIDS

Current debate over the influence of phonological awareness on early reading development is polarised around small-unit (phoneme) processing and large-unit (onset-rime) processing. These opposing theories were contrasted by assessing the impact of pre-school phonological skills on reading amongst children experiencing their first year of formal instruction by a mixed method. Those beginning readers who could decode nonwords were found to have accomplished this by employing their letter-sound knowledge rather than by making analogies based on familiar rime units. Children displayed this pattern of performance regardless of their pre-school rhyming skills. Further investigations revealed that explicit awareness of onset and rime units was poor, even amongst children whose implicit rhyming skills were excellent. This evidence, together with the children's knowledge of orthographic units, was consistent with the view that letter-sound correspondences rather than onset or rime units formed the basis of their first attempts to utilise phonology in reading. The findings are discussed with reference to instructional influences on early reading and phonological awareness.     

Cognitive–linguistic foundations of early spelling development in bilinguals.

Developing spelling skills in English is a particularly demanding task for Chinese speakers because, unlike many other bilinguals learning English as a second language, they must learn two languages with different orthography as well as phonology. To disentangle socioeconomic and pedagogical factors from the underlying cognitive–linguistic processes that predict the development of spelling, we used a 6-month longitudinal design and compared children with English as their first language (English-L1; n = 50) and children with Mandarin as their first language (Mandarin-L1; n = 50) from the same kindergarten. Both groups were tested on parallel versions of English and Mandarin tasks as predictors at Time 1, and their spelling sophistication scores were then computed from a 52-item experimental task administered at Time 2. After we controlled for nonverbal IQ, age, vocabulary, and spelling achievement on Wide Range Achievement Test 4 at Time 1, regression analyses showed that phoneme awareness was the strongest predictor of spelling sophistication for English-L1 children, but syllable awareness and letter-sound knowledge were also important for Mandarin-L1 children. The implications of these differences in the cognitive–linguistic processing of bilingual children learning two dissimilar languages are briefly discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch.

The authors report on a cross-linguistic investigation of the reading skills of 6- to 11-year-old children of English (an opaque orthography) and of Dutch (a transparent orthography). Dutch children were relatively more accurate and faster than English children of the same age at reading words and nonwords and also faster to complete phoneme deletion tasks, but the language differences were smaller than expected and modified by age. The predictors of individual differences in reading were similar in the 2 languages; phoneme awareness (as measured by accuracy and response time measures) was a significant predictor of reading, whereas rapid naming of colors, animals, and objects was not. The authors conclude that phoneme awareness is a predictor of individual differences in reading skill in transparent as well as opaque orthographies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Syllable and letter knowledge in early Korean Hangul reading.

This study examined the development of Korean consonant–vowel (CV) syllable identification, consonant and vowel letter knowledge, and their relationships to phonological awareness and the reading of regular Hangul words among Korean kindergartners as a 6-month longitudinal study. Results showed that Korean children identified CV syllables better than consonant and vowel letters. In regression analyses, CV syllable identification at Time 1 strongly contributed to Hangul word recognition concurrently over and above letter knowledge, as well as longitudinally after controlling for letter knowledge and reading at Time 1. However, letter knowledge did not predict Hangul reading once CV syllable identification was controlled. In addition, CV syllable knowledge facilitated subsequent letter knowledge and phoneme onset and coda awareness. The results, in general, shed light on the salient roles of syllables in the early literacy development of Korean. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Persistence of dyslexics' phonological awareness deficits.

Examined the phonological awareness skills of dyslexic children, adults with childhood diagnoses of dyslexia, and good readers at various age levels. Comparisons of the dyslexics to good readers of the same age or the same reading level indicated that dyslexics do not acquire appropriate levels of phoneme awareness, regardless of their age or reading levels, although they eventually acquire appropriate levels of onset-rhyme awareness. Even adults with fairly high levels of word recognition skill show phoneme awareness deficits. For normal readers, reliable increases in phoneme awareness were associated with age and reading level, whereas for dyslexic Ss these associations were not reliable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rhyming ability, phoneme identity, letter–sound knowledge, and the use of orthographic analogy by prereaders.

Two current models of the use of orthographic analogy claim that (a) beginning readers can make orthographic analogies based on rhyming and (b) considerable experience recoding individual letter sequences involving phonemes is a prerequisite. The study tested the first model and had implications for the second model. Rhyming, phoneme identity, letter–sound knowledge, and vocabulary were measured in 66 prereaders with a mean age of 5 years 8 months. Children then received teaching that varied experience with onset and rime and with words with the spelling intact or segmented. The study produced evidence that children with high-prereading skills can make orthographic analogies when beginning to read. However, final phoneme identity, not rhyming, was the best discriminatory between children who read analogy test words and those who did not. The evidence supports a synthesis of the two models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.

The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlier measures of letter knowledge and phoneme sensitivity (but not by vocabulary knowledge, rhyme skills, or grammatical skills). In contrast, reading comprehension was predicted by prior word recognition skills, vocabulary knowledge, and grammatical skills. The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defining Phonological Awareness and Its Relationship to Reading Skills in Low-Literacy Adults.

The main purpose of the study reported here was to investigate the relative importance of complexity of syllable structure and task differences in measuring phonological awareness in low-literacy adults. This study is a replication of a study with children conducted by S. A. Stahl and B. A. Murray (1994). Results indicated that the complexity of syllable structure did indeed better describe the construct of phonological awareness in low-literacy adults. At the same time, the authors also found some differences in the pattern of literacy acquisition for their Spanish adults in comparison with child literacy acquisition in English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching rime analogy or letter recoding reading strategies to prereaders: Effects on prereading skills and word reading.

Two experiments and a longitudinal study examined teaching rime analogy or letter recoding reading strategies to prereaders. Grade 1 children with weak prereading skills were assigned to rime analogy, letter recoding, or control groups. Treatment groups had equal word reading except for with words like sight, where the rime analogy group excelled. Experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Treatment groups read as many nonwords as did children with high prereading skills, and this was maintained 4 months later. Treatment effects on prereading skills with kindergartners paralleled the Grade 1 results, but reading effects were weaker. Children changed reading strategies when a clue word was present that shared a rime spelling with the test word. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading strategies independently. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Errors in short-term memory for speech: A developmental study.

In a previous study (R. Treiman & C. Danis, 1988), adults who were presented with lists of spoken consonant-vowel-consonant (CVC) nonsense syllables for immediate recall produced many errors that combined the initial consonant onset of one to-be-remembered syllable with the vowel-consonant rime of another to-be-remembered syllable. These onset-rime recombination errors were more common than other types of recombination errors and also more common than serial position errors. These findings suggest that nonwords are remembered in terms of smaller phonological units. To replicate the previous results and to determine whether they generalize to children, the author tested kindergartners, 3rd graders, 6th graders, and adults on lists of nonsense CVCs. Onset-rime conjunction errors were the most frequent type of recombination error, even among kindergartners, suggesting that children code spoken syllables in terms of onset and rime units from a young age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States.

Individual differences in measures of prereading skills and in questionnaire measures of 4-5-year-old twins' print environments in Australia, Scandinavia, and the United States were explored with a behavioral-genetic design. Modest phenotypic correlations were found between environmental measures and the twins' print knowledge, general verbal ability, and phoneme awareness. Lower print knowledge in Scandinavian twins was related to country differences in preschool print environment. Latent-trait behavioral-genetic analyses indicated very strong shared-environment influences on individual differences in Print Knowledge. Genetic influence was also significant. Several other prereading skills varied in their environmental and genetic influence, including a significant contrast between Phonological Awareness and Print Knowledge. Rapid Naming also revealed very strong genetic influence, as did Verbal Memory. Stronger shared-environment influences were found for Vocabulary and Grammar/Morphology. Genetic and environmental correlations among latent traits for General Verbal Ability, Phonological Awareness, and Print Knowledge were high, but there were also significant independent genetic and environmental contributions to each skill. Practical implications include the need for substantial and sustained instructional support for children hampered by genetic constraints on early literacy development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing the speech unit hypothesis with the primed matching task: phoneme categories are perceptually basic

The basic speech unit (phoneme or syllable) problem was investigated with the primed matching task. In primed matching, subjects have to decide whether the elements of stimulus pairs are the same or different. The prime should facilitate matching in as far as its representation is similar to the stimuli to be matched. If stimulus representations generate graded structure, with stimulus instances being more or less prototypical for the category, priming should interact with prototypicality because prototypical instances are more similar to the activated category than are low-prototypical instances. Rosch (1975a, 1975b) showed that, by varying the matching criterion (matching for physical identity or for belonging to the same category), the specific patterns of the priming x prototypicality interaction could differentiate perceptually based from abstract categories. By testing this pattern for phoneme and syllable categories, the abstraction level of these categories can be studied. After finding reliable prototypicality effects for both phoneme and syllable categories (Experiments 1 and 2), primed phoneme matching (Experiments 3 and 4) and primed syllable matching (Experiments 5 and 6) were used under both physical identity instructions and same-category instructions. The results make clear that phoneme categories are represented on the basis of perceptual information, whereas syllable representations are more abstract. The phoneme category can thus be identified as the basic speech unit. Implications for phoneme and syllable representation are discussed.     

Children's use of phoneme-grapheme correspondences in spelling: Roles of position and stress.

Whether children's ability to use phoneme–grapheme correspondences in spelling is affected by the position of the phoneme in the word or syllable and by the stress of the syllable was examined. Exp 1, conducted with monosyllabic nonwords, was performed with kindergartners and 1st graders. Exps 2 and 3, conducted with bisyllabic nonwords, were carried out with 1st graders. Children spelled the first and last phonemes of nonwords more accurately than the middle phonemes. Also, children performed better on syllable-initial single consonants than on syllable-final single consonants. Errors tended to be more common for phonemes in unstressed syllables than for phonemes in stressed syllables. Together, the results suggest that the context in which a phoneme occurs influences children's ability to spell it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of word linguistic properties on phonological awareness in Spanish children.

We investigated whether some word linguistic properties studied by R. Treiman and S. Weatherston (see record 1992-37025-001) in the English language have the same influence on phonological awareness of preschoolers and kindergartners in the Spanish language. We examined the effects of these word linguistic properties on children's ability to isolate the initial consonant: phoneme articulatory properties, the position of stressed syllables in the words, the presence of initial consonant clusters, and the word length. We found that effects due to word length and the syllable-initial consonant cluster were similar in English and Spanish. In contrast to English-speaking children, the Spanish-speaking children could pronounce the first consonant regardless of the position of the stressed syllable, and continuant consonants were easier to isolate than stop consonants. Implications for the training of phonological awareness in the Spanish language are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching reading to disabled readers with language disorders: a controlled evaluation of synthetic speech feedback

In a long-term study two groups of language and reading impaired students (N = 15 + 15) were reading with the aid of segmented speech-feedback in a computerized program. One group received feedback that was simultaneously segmented visually and auditorily into syllables, the other received feedback by letter names. In both groups subjects were expected to synthesize segments into words and to compare their synthesis to whole word feed-back subsequently provided by the computer. They worked for half a lesson (approximately 20 minutes) a day for a total of 40 days. During this period the experiment groups progressed more in reading than a control group of age and reading-level-matched students (N = 35) who received traditional remedial instruction. The group in the syllable condition gained slightly more in non-word reading and in syllable segmentation than did the letter group. Differences in gains in reading abilities were not explained by differences in age, but to some extent by initial level of phoneme and syllable awareness. Future applications of the speech-feedback system are discussed.     

Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia.

Positive long-term effects of phoneme awareness training in kindergarten were found in this study with children of dyslexic parents. Thirty-five at-risk children (attending 26 different classes) participated in an intensive 17-week program in their regular kindergarten classes designed to help them improve in phoneme awareness. Follow-up measures indicated that the trained children outperformed 47 untrained at-risk controls in both word and nonword reading in Grades 2, 3, and 7. For the very poorest readers, significant effects were found--even in Grade 7 reading comprehension. However, the trained at-risk children were found to lag behind a 2nd control group of 41 not-at-risk children in most aspects of reading. Treatment-resistant children had relatively poor phonological representations of known words. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gaining alphabetic insight: Is phoneme manipulation skill or identity knowledge causal?

The type of phoneme awareness that supports reading acquisition has been unclear. Phoneme awareness is usually operationalized as skill in manipulating phonemes in blending and segmentation tasks. However, B. Byrne and R. Fielding-Barnsley (1990) argued that phoneme awareness is knowledge of phoneme identities (i.e., recognition of individual phonemes in spoken word contexts). In a double-blind teaching experiment, 48 kindergartners were randomly assigned to identity, manipulation, or language experience programs. Children in the manipulation program made significantly greater gains on tests of blending and segmentation. However, children in the identity program made significantly greater gains on a test of phonetic cue reading, a measure of rudimentary decoding ability. Teaching recognition of particular phonemes in word contexts may help beginners gain insight into the alphabetic principle and apply their insights in early word identification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.

Tasks representing 9 cognitive constructs of potential importance to understanding Chinese reading development and impairment were administered to 75 children with dyslexia and 77 age-matched children without reading difficulties in 5th and 6th grade. Logistic regression analyses revealed that dyslexic readers were best distinguished from age-matched controls with tasks of morphological awareness, speeded number naming, and vocabulary skill; performance on tasks of visual skills or phonological awareness failed to distinguish the groups. Path analyses further revealed that a construct of morphological awareness was the strongest consistent predictor of a variety of literacy-related skills across both groups. Findings suggest that morphological awareness may be a core theoretical construct necessary for explaining variability in reading Chinese. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Morphological effects in children's spelling of French words.

Examined whether primary school children represent morphological information when spelling French words that have silent-consonant endings (e.g., chat). 57 children (mean age 7.5 yrs) in grade 2 and 55 children (mean age 9.6 yrs) in grade 4 spelled regular, morphological, and deep words. The morphological and deep words differed in the presence or absence of derivatives that revealed the nature of the silent-consonant ending. As expected, regular words were the easiest to spell whereas morphological words (for which the silent consonant could be derived) were easier to spell than were deep words (for which the silent consonant must be memorized). It is concluded that children's linguistic knowledge of morphology made a contribution to their spelling of morphological words that was independent of reading experience, vocabulary, spelling ability (i.e., spelling regular words), and phoneme awareness. The proportion of silent-consonant endings spelled correctly as a function of word type for the entire sample and material in the spelling, morphological awareness, and phoneme awareness tasks are appended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction.

The present investigation consists of two studies examining the effects of cross-language transfer on the development of phonological awareness and literacy skills among Chinese children who received different amounts of English instruction. Study 1 compared Chinese students in regular English programs (92 first graders and 93 third graders) with peers who did not receive English instruction (86 first graders and 91 third graders). Study 2 was a 2-year longitudinal study that followed Chinese children from the beginning of Grade 1 to the end of Grade 2; the children attended either an intensive English program (79 children) or a regular English program (80 children). In both studies, children received phonological awareness tasks in English and Chinese, and literacy measures in Chinese. Results suggest that (a) English instruction accelerates the development of Chinese phonological awareness and Pinyin skills through cross-language transfer; (b) the pattern of cross-language transfer reflects the phonological features of English, the source language; and (c) a threshold level of 2nd language proficiency is required before any positive effects can be detected in the 1st language. (PsycINFO Database Record (c) 2010 APA, all rights reserved)