Growth modeling of phonological awareness.

In a longitudinal study following prereading kindergartners through first grade, the variables verbal memory, IQ, and speech perception (SP) together predicted 26% of growth in and 42% of the final status of phonological awareness (PA). The correlation between initial status and growth in PA was .51, suggesting that those who begin with high PA develop that skill more quickly than those who begin with lower PA. Although those low and high in SP in kindergarten had substantially different word-decoding scores by the middle of first grade (low: M?=?6.8 words; high: M?=?18.1 words), this difference was no longer significant once phonological processing was controlled, suggesting that the effect of SP on word decoding is mediated by phonological processing ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-language transfer of phonological awareness.

Investigated the factors influencing the English word identification performance of Spanish-speaking beginning readers. Beginning readers were administered tests of letter naming, Spanish phonological awareness, Spanish and English word recognition, and Spanish and English oral proficiency. Multiple-regression analyses revealed that the readers' performance on English word and pseudoword recognition tests was predicted by the levels of both Spanish phonological awareness and Spanish word recognition, thus indicating cross-language transfer. In contrast, neither English nor Spanish oral proficiency affected word-identification performance. Results suggest a specific way in which 1st-language learning and experience can aid children in the beginning stages of reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is phonological awareness?

Phonological awareness was hypothesized to be composed of at least 3 component skills—IQ, verbal short-term memory, and speech perception. In addition, 4 linguistic manipulations within 3 phonological awareness tasks were theorized to affect item difficulties. Multiple measures of IQ, verbal short-term memory, speech perception, and phonological awareness were administered to 136 3rd and 4th graders. Application of structural equation modeling revealed that IQ, speech perception, and verbal short-term memory each contributed unique variance to the phonological awareness construct. All 4 experimental linguistic manipulations influenced phonological awareness item difficulties as well. Results underscore the importance of speech perception for phonological awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of phonological awareness in preschool children.

A short-term longitudinal study was carried out on a group of 67 preschool children. At three points in time over a 12-month period, the children were given tests measuring their syllable, rime, and phoneme awareness, speech and language skills, and letter knowledge. In general, children's rime skills developed earlier than their phoneme skills. Structural equation models showed that articulatory skills and syllable and rime awareness predicted later phoneme awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defining phonological awareness and its relationship to early reading.

Phonological awareness (PA) has been operationally defined by many different tasks, and task comparisons have been confounded by differing levels of linguistic complexity among items. A sample of 113 kindergartners and first graders completed PA tasks designed to separate task difficulty from linguistic complexity. These measures were, in turn, compared with measures of early literacy. Results indicated that the measures loaded on a single factor and that PA measured by differences in linguistic complexity, rather than by task differences, seemed to be more closely related to the factor. A logical analysis suggested that alphabet knowledge is necessary for children to separate onsets from rimes and that awareness of onsets and rimes is necessary both for word reading and for more complex levels of phonemic analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Naming speed and phonological awareness as predictors of reading development.

This article investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. The authors use regression analyses to predict reading development, with mental ability and prior achievement controlled, and follow the reading development of children having combinations of adequate or inadequate PA and NS. PA was most strongly related to reading in the first 2 years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading difficulties by Grade 5, followed by children with slow NS alone. The authors discuss the roles of NS and PA in reading development and the need to clarify the constructs underlying NS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of phonological awareness to reading disability in children and adults.

Research has shown that for young children, success at learning to read is related to the extent to which they are aware of the phonological structure of spoken language. We determined that this relation is also evident in older children (third graders) and in adults who have had considerable reading instruction. Differences in phonological awareness, measured on three tasks, accounted for much of the variance between good readers and poor readers at both age levels. In contrast, no correspondence was found between reading ability and performance on a nonspeech task. (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)     

The dimensionality of phonological awareness: An application of item response theory.

A battery of 7 tasks composed of 105 items thought to measure phonological awareness skills was administered to 945 children in kindergarten through 2nd grade. Results from confirmatory factor analysis at the task level and modified parallel analysis at the item level indicated that performance on these tasks was well represented by a single latent dimension. A 2-parameter logistic item response (IRT) model was also fit to the performance on the 105 items. Information obtained from the IRT model demonstrated that the tasks varied in the information they provided about a child's phonological awareness skills. These results showed that phonological awareness, as measured by these tasks, appears to be well represented as a unidimensional construct, but the tasks best suited to measure phonological awareness vary across development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching phonological awareness to young children with learning disabilities

This study examined the feasibility of teaching phonological manipulation skills to preschool children with disabilities. Forty-seven children, 4-6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Results indicated that children were able to make significant progress in each experimental category, but that they demonstrated little or no generalization either within a category (e.g., from one type of blending task to another type of blending task) or between categories (e.g., from blending to segmenting). Although the children's level of cognitive development significantly predicted some learning outcomes, it did not appear to limit the learning of phonological tasks.     

Young children's phonological awareness and nonword repetition as a function of vocabulary development.

The role of vocabulary growth in the development of two reading-related phonological processes was examined. In Experiments 1 and 2, 4- and 5-year-olds and a sample of first graders performed better on phonological awareness tasks for word versus pseudoword stimuli, and for highly familiar versus less familiar words. Three- and 4-year-olds in Experiment 3 performed better for words with many versus few similarly sounding items in a listener's lexicon. Vocabulary was strongly associated with nonword repetition scores for 3- to 5-year olds. The shared variance of this association was accounted for by phonological awareness measures and did not appear to be due to phonological short-term memory, as previously argued. The author proposes that vocabulary growth, defined in terms of absolute size, word familiarity, and phonological similarity relations between word items, helps to explain individual differences in emerging phonological awareness and nonword repetition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of two types of phonological awareness training on word learning in kindergarten children.

The effects of 2 types of oral-language training programs on development of phonological awareness skills and word learning ability were examined. One of the training programs provided explicit instruction on both analytic (segmenting) and synthetic (blending) phonological tasks; the other program trained synthetic skills only. Effects of these programs were contrasted with a language-experience control group that received no phonologically oriented training. 48 kindergarten children participated in small-group training sessions 3 times per week for 7–8 wks. Children who received both analytic and synthetic training improved significantly on both types of skills, whereas children receiving the synthetic skills training alone improved only on blending skills. Only children receiving training on both types of tasks showed a positive training effect for the word learning or reading analog task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes.

The current study involved 281 early-school-age twin pairs (118 monozygotic, 163 same-sex dizygotic) participating in the ongoing Western Reserve Reading Project (S. A. Petrill, K. Deater-Deckard, L. A. Thompson, & C. Schatschneider, 2006). Twins were tested in their homes by separate examiners on a battery of reading-related skills including phonological awareness, rapid automatized naming, word knowledge, and phonological decoding. Results suggested that a core genetic factor accounted for a significant portion of the covariance between phonological awareness, rapid naming, and reading outcomes. However, shared environmental influences related to phonological awareness were also associated with reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms.

The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme elision, were measured in Spanish and in English and analyzed via multilevel confirmatory factor analysis at the task level. Results showed that the PA tasks defined a unitary construct at both the student and classroom levels in each language. English and Spanish PA factors were related to each other (.93 and .83 at the student and classroom levels, respectively) as well as to word reading, both within languages (correlations estimated between .74 and .93) and across languages (correlations estimated between .47 and .79). Although the PA constructs were statistically separable in each language, the high correlation between Spanish and English PA indicates considerable overlap in these abilities. (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)     

Remembering with and without awareness in a depressed mood: Evidence of deficits in initiative.

We propose that depressive deficits in remembering are revealed in tasks that allow the spontaneous use of strategies; tasks that bypass or direct the use of strategies should not produce depressive deficits. College students received depressive- or neutral-mood inductions after answering questions worded to reflect homophones' less common meaning. After the inductions, subjects spelled old and new homophones and showed no effect of the depressive inductions on unaware memory for the old homophones. Subsequent tests of recognition did, however, reveal differences according to the induced mood or the presence of naturally occurring depression (in Experiment 3). The differences, evidence of nondepressed subjects' use of strategies, tended to disappear when all subjects were provided with strategies for spelling or recognition. The results indicate that depressives experience deficits in cognitive initiative. We review the literature on depressive memory from this perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analysis of specific deficits: Evidence of transfer in disabled and normal readers following oral-motor awareness training.

In an analysis of training procedures designed to address specific phonological deficits in disabled readers, 24 6- to 8-year-olds (reading disabled, age-matched controls, reading-level-matched controls) participated in both a reading and music acquisition paradigm. Children received instruction in grapheme-articulation and symbol-note correspondence patterns and, in the reading task, were taught to connect printed letter clusters with underlying oral-motor activity. Posttest results revealed that all groups of children were successful in the music task and in transferring sublexical segments representing trained reading rules, but disabled and young, normal readers were less able to read complete real and nonsense words. Disabled readers who demonstrated deficits specific to word identification learning revealed their ability to profit from rule-based instruction in symbol-to-note correspondence patterns and print-to-articulation relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Short- and long-term effects of training phonological awareness in kindergarten: evidence from two German studies

Two training studies replicated and extended a Scandinavian study by Lundberg, Frost, and Petersen (1988). In Study 1, a 6-month metalinguistic training program was given to kindergartners (mean age: 5 years 7 months) who were later compared to a control group in the regular kindergarten program. Tests of phonological awareness and other metalinguistic and cognitive variables were given before and after training; a metalinguistic transfer test was given after training. Reading and spelling skills were assessed at the end of Grades 1 and 2, respectively. The training program was improved and monitored more closely in Study 2. Both studies revealed short- and long-term effects, consistent with Lundberg et al. (1988) and extending findings from Anglo-American and Scandinavian populations to German children.     

Accuracy-based phonological awareness tasks: Are they reliable, efficient, and sensitive to growth?

This two-experiment study examined the efficiency and sensitivity of five accuracy-based phonological awareness tasks for monitoring the development of these skills in kindergarten and Grade 1 students. The first experiment examined responses to different numbers and types of items included in each phonological awareness task for their correspondence to responses obtained from a larger, more inclusive item pool. Results suggested that an internally consistent and valid measure of each skill included 10 items per task, each representing a different linguistic combination. The second experiment examined the interscorer reliability and concurrent validity of the 5 measures, and compared their sensitivity to growth. Sensitivity was examined by administering 12 alternate forms of the tasks once per week to 32 kindergarten and 35 Grade 1 students. Mean slopes computed for each task suggested positive growth across all tasks and grades. Mean kindergarten slopes were significantly steeper than mean Grade 1 slopes for each of the 5 tasks, whereas the most sensitive task for both kindergarten and grade I students was Segmentation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)