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Relevant bibliographies by topics / Phonological awareness development

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Academic literature on the topic 'Phonological awareness development'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Phonological awareness development"

1

Anthony, Jason L., and David J. Francis. "Development of Phonological Awareness." Current Directions in Psychological Science 14, no. 5 (2005): 255–59. http://dx.doi.org/10.1111/j.0963-7214.2005.00376.x.

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Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of phonological awareness has emerged, that research has identified a general sequence of phonological awareness development that is universal across languages, and that certain characteristics of spoken and written languages influence the rate of normal development and levels of phonological awareness that

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Webster, Penelope E., and Amy Solomon Plante. "Phonologically Impaired Preschoolers: Rhyme with an Eye toward Reading." Perceptual and Motor Skills 75, no. 3_suppl (1992): 1195–204. http://dx.doi.org/10.1177/003151259207503s01.

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Summary.—In this study were compared the phonological awareness of 15 moderately to severely phonologically impaired and 15 phonologically normal children, matched on mental age and gender, on sensitivity to alliteration and to rhyme. Analysis showed no significant difference between the groups in detection of alliteration; however, there was a significant difference in detection of rhyme. The latter correlated .43 with speech intelligibility. We conclude that phonological awareness is associated closely with productive phonological ability early in development.

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Bowey, Judith A. "Recent developments in language acquisition and reading research:The phonological basis of children’s reading difficulties." Australian Educational and Developmental Psychologist 17, no. 1 (2000): 5–31. http://dx.doi.org/10.1017/s0816512200028017.

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AbstractThis review examines the convergence of recent developments in the fields of language and literacy development and, in particular, developments relating phonological development to both language and reading development. It begins by examining the issue of how children represent spoken words. In particular, it presents recent work arguing that, throughout early and even middle childhood, children’s representations of spoken words are reorganised as sequences of phonemes. The second section examines poor readers’ phonologicol recoding difficulties and, in particular, the contribution of

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Deva Yanti Siregar, Khairani Khairani, and Yani Lubis. "The Influence Of Phonological Awareness On Early Literacy Development." Guruku: Jurnal Pendidikan dan Sosial Humaniora 1, no. 3 (2023): 01–14. http://dx.doi.org/10.59061/guruku.v1i3.185.

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Phonological awareness, defined as the ability to recognize and manipulate the sounds of language, has been widely recognized as a critical factor in early literacy development. This article aims to explore the influence of phonological awareness on the acquisition of reading and writing skills during the early stages of education. The research examines the relationship between phonological awareness and various aspects of literacy, including decoding, spelling, and reading comprehension. Numerous studies have demonstrated a strong correlation between phonological awareness and early literacy

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Catts, Hugh W. "Facilitating Phonological Awareness." Language, Speech, and Hearing Services in Schools 22, no. 4 (1991): 196–203. http://dx.doi.org/10.1044/0161-1461.2204.196.

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Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.

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Stekić, Katarina, Olivera Ilić, Vanja Ković, and Andrej Savić. "ERP Indicators of Phonological Awareness Development in Children: A Systematic Review." Brain Sciences 13, no. 2 (2023): 290. http://dx.doi.org/10.3390/brainsci13020290.

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Phonological awareness is the ability to correctly recognize and manipulate phonological structures. The role of phonological awareness in reading development has become evident in behavioral research showing that it is inherently tied to measures of phonological processing and reading ability. This has also been shown with ERP research that examined how phonological processing training can benefit reading skills. However, there have not been many attempts to systematically review how phonological awareness itself is developed neurocognitively. In the present review, we screened 224 papers and

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CARROLL, JULIA M., and MARGARET J. SNOWLING. "The effects of global similarity between stimuli on children's judgment of rime and alliteration." Applied Psycholinguistics 22, no. 3 (2001): 327–42. http://dx.doi.org/10.1017/s0142716401003034.

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A total of 38 preschool children (3 and 4 years old) were assessed on a set of phonological awareness tasks three times over the course of a year. The tasks used were rhyme and alliteration matching tasks with distractor items that were either semantically or phonologically related to the target. In both tasks, the children found the distractors matched for phonological similarity more difficult to reject than the semantically related distractors or the unrelated distractors. The results emphasize the importance of controlling for global phonological factors when designing phonological awarene

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Cumandá Miranda, Ximena, Judith del Carmen Núñez Ramírez, Marcelo Wilfrido Núñez Espinoza, and Tito Vladimir Caicedo Silva. "Phonological awareness for reading comprehension development." Medwave 23, S1 (2023): eUTA190. http://dx.doi.org/10.5867/medwave.2023.s1.uta190.

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Introducción La presente investigación se enfocó en el estudio de la conciencia fonológica, como base para el desarrollo de la comprensión lectora en los estudiantes de Básica Media de la Unidad Educativa Huamboya. Se analizaron las dificultades que presentan los educandos para identificar el propósito de la lectura, el tipo de texto y para emitir juicios de valor y argumentos frente a un determinado tema de análisis. El enfoque de la investigación es de carácter cuali-cuantitativo; los instrumentos utilizados fueron la prueba de comprensión lectora aplicada a los estudiantes y una entrevista

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Öney, Banu, and Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography." Applied Psycholinguistics 18, no. 1 (1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.

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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of

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Nkurunziza, Sheila. "The Role of Phonological Awareness in Early Reading Development." European Journal of Linguistics 3, no. 3 (2024): 15–26. http://dx.doi.org/10.47941/ejl.2051.

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Purpose: This study sought to investigate the role of phonological awareness in early reading development. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data

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Dissertations / Theses on the topic "Phonological awareness development"

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Thomas, Eleanor M. "The role of articulation in phonological development and phonological awareness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq26872.pdf.

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Thomas, Eleanor Margaret Carleton University Dissertation Psychology. "The Role of articulation in phonological development and phonological awareness." Ottawa.:, 1997.

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Triplett, Jeannette D. Mrs. "Students’ Phonological Awareness Literacy Screening and School Readiness." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3122.

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Public school kindergarten programs have become increasingly more academic and have educators debating about what skills best serve children in kindergarten that will prepare them for later academic achievement. The Phonological Awareness Literacy Screening (PALS) is a screening instrument used in Virginia to assess kindergarten students and students in grades 1 through 3. Kindergarten teachers want to make sure that with the more demanding curriculum, and increase in rigorous standards, that students enter kindergarten ready to learn. The purpose of this study was to examine the relationship

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Leather, Cathy V. "The role of memory, phonological awareness and syntactic awareness in reading." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259512.

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Kirtley, Clare Louise Mackenzie. "Onset and rime in children's phonological development." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253131.

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Carroll, Julia M. "The development of phonological awareness in pre-school children." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/9761/.

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Ainsworth, Stephanie. "Development of phonological representations in young children." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/development-of-phonological-representations-in-young-children(91cb6b48-d2fe-46bd-acf4-f0792df69501).html.

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The development of phonological representations remains a hot topic within both the developmental and neural network literature. Historically, theoretical accounts have fallen within one of two camps: the accessibility account which proposes that phonological representations are adult-like from infancy (Rozin & Gleitman, 1977; Liberman, Shankweiler & Liberman, 1989) and the emergent account which proposes that phonological representations become gradually restructured over development (Metsala & Walley, 1998; Ventura, Kolinsky, Fernandes, Querido & Morais, 2007; Ziegler & Goswami, 2005). Withi

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Sakakibara, Maki. "Phonological Awareness Development in Bilingual Children : How do Swedish/Danish-Japanese bilingual children develop Japanese phonological awareness in comparison with Japanese children?" Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-127081.

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The phonological awareness development of bilingual children has been discussed from the viewpoint of whether they have an advantage compared to monolingual children. Some previous studies discovered that there were language pairs where bilingual children could have no advantage in it. However, it has not been clarified yet how bilingual children with such a language pair develop phonological awareness. The purpose of this study was to give an example of such a language pair and analyze bilingual children’s phonological awareness development in comparison with that of monolingual children.

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Arrow, Alison Wendy. "Potential precursors to the development of phonological awareness in preschool children." Thesis, University of Auckland, 2007. http://hdl.handle.net/2292/2362.

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Phonological awareness is one of the most important metacognitive skills needed for literacy development. However, the relationships between preschool phonological awareness and pre-literacy skills are only just beginning to be examined. An important area is the study of potential precursors to phonological awareness. The current research proposed that phonological awareness develops along a continuum of linguistic awareness beginning with syllables and moving towards the smallest level of the phoneme. In the current research, potential precursors were examined in two studies. The first study

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Li, Miu-ying. "The role of phonological awareness in native and second language reading development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3686349X.

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Books on the topic "Phonological awareness development"

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1950-, Stanovich Keith E., ed. Children's reading and the development of phonological awareness. Wayne State University Press, 1988.

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Trilingual Education of Uyghur Children: Phonological Awareness, Language Acquisition and Literacy Development. Routledge, 2024.

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Harvard University. Graduate School of Education, ed. Foundations of early literacy acquisition in Korean: Investigating development of phonological awareness, and the role of phonological awareness and letter-name knowledge in literacy acquisition. 2007.

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Gillon, Gail T. Phonological Awareness: From Research to Practice (Challenges in Language and Literacy). The Guilford Press, 2003.

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Gillon, Gail T. Phonological Awareness: From Research to Practice (Challenges in Language and Literacy). The Guilford Press, 2007.

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Burgess, Stephen. The role of shared reading in the development of phonological awareness: A longitudinal study of middle to upper class children. 1997.

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McQueen, Diana, and Jo Williams. Supporting the Development of Speech, Language and Communication in the Early Years. 2nd ed. Jessica Kingsley Publishers, 2022. http://dx.doi.org/10.5040/9781805016212.

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Speech and language impairment can have a huge impact on cognitive development. Identifying what is going wrong - and what effective intervention looks like - can be daunting. Short of retraining you as a speech and language therapist, this thorough guide will give you everything you need to change that. An essential resource, the book contains a wide variety of online resources, including phonological and sound awareness documents, assessment tools, and recording forms that can be downloaded straight to your device, providing excellent materials and activities to use in the classroom. Written

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Noël, Marie-Pascale. When Number Processing and Calculation is Not Your Cup of Tea. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.62.

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This section of this volume deals with the study of numerical impairment occurring either after brain damage (i.e., acquired acalculia) or during development without any known brain damage (i.e., dyscalculia). The chapters in this section will report the research aiming at characterizing those difficulties. The study of atypical number processing and calculation in acalculia has contributed importantly to the understanding of how our brain is structured to process number and to calculate. The study of dyscalculia has shed light on the numerical bases for arithmetic learning. This research has

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Book chapters on the topic "Phonological awareness development"

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Pilat, Christopher, and Lisa Kilanowski-Press. "Phonological Awareness." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2144.

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Xiaobao, Wei, Zhao Xi, and Rao Xiaofei. "The effect of phonological awareness training on Uyghur children's phonological awareness development and literacy development." In Trilingual Education of Uyghur Children. Routledge, 2024. http://dx.doi.org/10.4324/9781003473596-6.

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Howell, Janet, Anne Hill, Elizabeth Dean, and Daphne Waters. "Increasing Metalinguistic Awareness to Assist Phonological Change." In Critical Influences on Child Language Acquisition and Development. Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22608-5_11.

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Kuespert, Petra, and Wolfgang Schneider. "Training Phonological Awareness Versus Inductive Reasoning In Kindergarten." In Problems and Interventions in Literacy Development. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_15.

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Roth, Ellen, and Wolfgang Schneider. "Training of Phonological Awareness and Letter Knowledge in Children-at-Risk." In Problems and Interventions in Literacy Development. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_14.

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Jadán-Guerrero, Janio, Carlos Ramos-Galarza, María de los Angeles Carpio-Brenes, Tania Calle-Jimenez, Luis Salvador-Ullauri, and Isabel L. Nunes. "Phonological Awareness Intervention and Basic Literacy Skill Development with Kiteracy-PiFo." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51369-6_43.

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Xiaobao, Wei, Zhao Xi, and Rao Xiaofei. "The phonological awareness development of Uyghur bilingual children as English learners." In Trilingual Education of Uyghur Children. Routledge, 2024. http://dx.doi.org/10.4324/9781003473596-3.

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Lau, Lily H. S., and Susan J. Rickard Liow. "Chapter 14: Phonological Awareness and Spelling Skill Development in Bilingual Biscriptal Children." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-016.

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Xiaobao, Wei, Zhao Xi, and Rao Xiaofei. "Differing components of phonological awareness in predicting Uyghur bilingual children's literacy development." In Trilingual Education of Uyghur Children. Routledge, 2024. http://dx.doi.org/10.4324/9781003473596-4.

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Xiaobao, Wei, Zhao Xi, and Rao Xiaofei. "Effects of cross-language literacy experience on Uyghur children's phonological awareness development and literacy development." In Trilingual Education of Uyghur Children. Routledge, 2024. http://dx.doi.org/10.4324/9781003473596-5.

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Conference papers on the topic "Phonological awareness development"

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Bednjički Rošer, Barbara. "Development of Phonological Awareness through Didactic Games." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.14.

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Almeida, David, Ana Paula Cardoso, and Carla Lacerda. "“PLAYING WITH SOUNDS”: A PHONOLOGICAL AWARENESS DEVELOPMENT PROGRAMME." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0939.

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David, Carmen, Roșan Adrian, and Ana Eligia Moldovanu. "The Factorial Structure Of The Phonological Awareness Construct. A Qualitative Review." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.3.

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Sa, Marta, Joao Miranda, Sylvie Capelas, et al. "Development of the Phonological Awareness Stimulation Programme (PECF) - Digital version." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760963.

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Trinh, Ha. "Using a computer intervention to support phonological awareness development of nonspeaking adults." In The proceedings of the 13th international ACM SIGACCESS conference. ACM Press, 2011. http://dx.doi.org/10.1145/2049536.2049632.

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Jouannaud, Marie-Pierre, Emilie Magnat, Emilie Charles, Coralie Payre-Ficout, and Mathieu Loiseau. "Development of an application to test young L2 learners’ phonological awareness autonomously." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19074.

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Phonological Awareness (PA) plays a crucial role in L1 and L2 reading acquisition and L2 pronunciation, but its relation to L2 listening has been studied to a lesser degree. In order to study the relationship between the development of PA as a meta-skill and the use of a foreign language app targeting listening skills for young learners, a reliable test was needed. The goal of this study was to design a PA test in English and in French, to be administered on tablets, taken by French children autonomously (without the need for one-on-one administration) and assessed automatically. This requires

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Toledo, Sebastián, Catalina Astudillo-Rodriguez, Priscila Verdugo, Santiago Cedillo, and Jackelín Verdugo. "Educational game to stimulate phonological awareness in elementary school children." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003146.

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Phonological awareness (PA) is the ability to analyse, segment, and manipulate language structure consciously. Its development at an early age is crucial for acquiring skills in reading and writing. For the mentioned and considering that we belong to a digitised society where technology constitutes a tremendous educational resource and a source of interest for children, the proposal arises to support learning through the inclusion of digital applications that facilitate differentiated instruction and integrate playful ways and motivate. In this context, educational games have become a modern a

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Bérešová, Jana, and Hana Vančová. "DEVELOPING AN AWARENESS OF THE COMPLEXITY OF THE LANGUAGE SYSTEM CONCERNING PHONOLOGICAL AND LEXICAL STRATA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1229.

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Goncalves, Dalila, Liliana Matos, Rita Ribeiro, and Henrique Gil. "Development of Hearing Perception and Phonological Awareness: The Contribution of Digital Educational Resources." In 2019 International Symposium on Computers in Education (SIIE). IEEE, 2019. http://dx.doi.org/10.1109/siie48397.2019.8970126.

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Бахшиян, Ирина Юрьевна. "PHONOLOGICAL PERCEPTION AND INTERHEMISPHERIC INTERACTION AS KEY FACTORS IN PREVENTING DYSLEXIA IN PRESCHOOL CHILDREN." In Education, Culture and Society (Образование. Культура. Общество): сборник статей LXXXVIII International scientific conference (Санкт-Петербург, Февраль 2025). Crossref, 2025. https://doi.org/10.37539/250221.2025.23.59.005.

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Формирование навыков чтения у детей дошкольного возраста во многом определяется развитием фонологического восприятия и эффективным межполушарным взаимодействием. В данной статье рассматриваются теоретические основы и эмпирические данные, подтверждающие значимость фонологической осведомлённости и межполушарных связей в предупреждении дислексии. Анализируются методы диагностики и коррекции, направленные на укрепление данных когнитивных функций у детей дошкольного возраста. Особое внимание уделяется мультисенсорному подходу и методикам нейромоторной коррекции как перспективным стратегиям профилак

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Reports on the topic "Phonological awareness development"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and aty

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