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Dissertations / Theses on the topic 'Phonological awareness development'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

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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2

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

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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11

Li, Miu-ying, and 李妙英. "The role of phonological awareness in native and second language reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3686349X.

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12

Laing, Emma Claire. "Phonological and semantic factors in children's acquisition of a sight vocabulary in reading." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/10811/.

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BirgisdÃ¸ttir, Freyja. "The development of explicit phonological awareness and its relation to reading and spelling." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275548.

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14

Dean, Elizabeth Claire. "A study of the relationship between phonological awareness and phonological processing in four and five year old children." Thesis, n.p, 1995. http://ethos.bl.uk/.

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15

Pecarski, Constance. "An investigation of the origins and development of phonological awareness in pre-literate children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0027/NQ50234.pdf.

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Ha, Kwok-yin Lucia, and 夏幗賢. "The significance and development of phonological awareness in learningto read English among Chinese Children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29523436.

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Babayiǧit, Selma. "The longitudinal and concurrent predictive role of phonological awareness in literacy development : evidence from Turkish." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020526/.

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A large body of research evidence illustrated a strong link between phonological awareness and literacy skills in English. In contrast, the research evidence from transparent alphabetic writing systems with one-to-one relationships between letters and sounds tended to be inconsistent. The primary objective of the thesis was to investigate the role of phonological awareness in literacy skills in the highly transparent writing system of Turkish. Two studies were conducted: In the first study, 55 preliterate children (mean age = 67.43 months, SD = 3.62) were followed from preschool into grade 2.

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Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

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ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charte

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Irnanda, S. "Phonological awareness and word reading development in Acehnese-Indonesian bilinguals learning English as a third language." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/35829/.

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This study investigates the phonological awareness and multi-literacy acquisitions of Indonesian-speaking children with a varied level of Acehnese spoken language experience. The study specifically looks for the possibility of metalinguistic awareness benefit on the level of phonology by having Acehnese as a second spoken language after Indonesian, and the possibility of transfer of this phonological awareness into the third language English which is learnt formally at school as a foreign language. The other purposes of the study are to examine the roles of both Acehnese and English oral langu

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20

Wessels, Elsabé. "Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4512.

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South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language ins

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21

Yang, Jing. "The role of phonological working memory in Chinese reading development behavioral and fMRI evidence /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42664640.

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22

Hildebrandt, Brent J. "Auditory Training and its Effect on the Phonemic Awareness Development of Individuals with Dyslexia Who Have a Deficit in Phonological and Phonemic Awareness." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363278802.

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23

McNeill, Brigid. "Advancing spoken and written language development in children with childhood apraxia of speech." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1462.

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Children with childhood apraxia of speech (CAS) are likely to experience severe and persistent spoken and written language disorder. There is a scarcity of intervention research, however, investigating techniques to improve the speech and literacy outcomes of this population. The series of 5 experiments reported in this thesis investigated phonological awareness and early reading development in children with CAS and trialled a new intervention designed to advance the spoken and written language development of those affected. In the first experiment (presented in Chapter 2), a comparison

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24

Yeung, Siu-sze, and 楊少詩. "Phonological awareness, oral language proficiency and beginning reading development among Hong Kong Chinese kindergarteners: an intervention study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48128570.

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The present research investigates the causal influence of phonological awareness and oral language proficiency on beginning reading and spelling development of Chinese kindergarteners learning English-as-a-second-language (ESL). Three inter-related studies using correlational and intervention design were conducted to examine (1) the role of phonological awareness in English reading and spelling; (2), the contribution of oral language proficiency to English reading and spelling; (3), the efficacy of the phonological awareness instruction led by kindergarten teachers in classroom setting

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25

Gibbs, Simon James Colville. "Phonological awareness : influences and associates in the context of the development of word reading in young children." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13256/.

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This thesis sets out to investigate aspects of the development of phonological awareness in relation to word reading in children aged between 5- and 7-years. The principal aim has been to establish how, for these children, phonological awareness relates to other cognitive factors that might jointly support the development of early reading skills. Data derives from children in their first three years of formal education (aged 5- to 7-years) and a group of partially-hearing children aged 7-years. The children's performance in a measure of categorical speech have been compared with their levels o

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26

Cullis, Oliver J. "Pieces of the Puzzle How Categorization, Part-Whole Understanding, and Communicative Intent Contribute to Phonological Awareness." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1301676414.

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27

Yeh, Lili. "Early literacy development in Mandarin-speaking children : the role of phonological awareness, rapid naming and spoken language skills." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3244/.

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In Taiwan, many children grow up in a bilingual environment, namely Mandarin and Taiwanese. They learn Zhuyin Fuhao – a semi-syllabic transparent orthography – at the beginning of the first grade before learning traditional Chinese characters. However little is known about the acquisition of literacy in this complex context, especially about the role of phonological awareness (PA), rapid automatized naming (RAN) and other spoken language skills. This longitudinal study is the first systematic attempt to investigate the trajectory of literacy acquisition in Mandarin-speaking children and the im

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28

Good, Pua Virginia. "An investigation of the effectiveness of integrating sound-field amplification and classroom-based phonological awareness intervention on the early reading development of young school children." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/4249.

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Sound-field amplification systems (SFA) have proven effective in overcoming classroom listening difficulties associated with noise, distance and reverberation. However, whether improving the classroom listening environment is sufficient to enhance young children’s learning in areas critical to early reading acquisition, such as awareness of the sound structure of spoken words (phonological awareness: PA), is unclear. This study aimed to examine the effectiveness of an enhanced listening environment combined with PA intervention which aimed to specifically increase children’s PA compared to an

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29

Gergits, Elizabeth K. "The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.

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30

Sahlsten, Maja, and Heli Degerman. "Fonologisk medvetenhet och läsförmågor hos barn i åk 1 och 3 : En jämförelse mellan de fonologiska deltesten ur ett standardiserat test (UMESOL och projektet Legilexis testmaterial." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129043.

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The present study is a small part of a project that is named Legilexi which includes a screening test where the purpose is to identify children who are at risk of having reading- and writing difficulties. The aim of the present study was primarily to investigate the relationship between phonological awareness and different reading abilities in children in year 1 and 3. A further aim was to contribute to the validation of Legilexi’s screening test. There were 48 children from four different schools that participated in the study, 29 of these children were in grade 1, and 19 were in grade 3. The

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31

Concha, Judith Seeber. "Reading recovery children and early literacy development investigation into phonological awareness, orthographic knowledge, oral reading processing, and reading comprehension processing /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2832.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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32

Dahmer, Margaret Catherine. "Phonological awareness in the kindergarten classroom how do teachers perceive this essential link from oral communication to reading skill development /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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33

Kruse, Lydia. "Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.

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34

Jiang, Qianhong. "Development of metalinguistic abilities : young learners learning a foreign language by using poetry." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20079/document.

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La thèse actuelle propose un modèle interactif de capacité métalinguistique, de poésie et d'apprentissage des langues étrangères. Elle vise à examiner l'influence du cours d'anglais langue étrangère basé sur la poésie sur la capacité métaphonologique des élèves, et à explorer des relations entre leur capacité métaphonologique et les facteurs d'apprentissage tels que la pédagogie des enseignants, les stratégies d'apprentissage des langues des apprenants, l'exposition linguistique à l’anglais en dehors de la classe et les commentaires des élèves sur le cours d’anglais auquel on a intégré de la p

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35

Marques, Débora Mattos. "O impacto da estimulação da consciência fonológica nas habilidades de leitura e escrita em indivíduos de desenvolvimento atípico – uma revisão crítica da literatura." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7090.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-06-21T13:30:51Z No. of bitstreams: 1 Débora Mattos Marques_.pdf: 5619293 bytes, checksum: cba1a8b5c1da2ba958aad79c3f5b630e (MD5)<br>Made available in DSpace on 2018-06-21T13:30:51Z (GMT). No. of bitstreams: 1 Débora Mattos Marques_.pdf: 5619293 bytes, checksum: cba1a8b5c1da2ba958aad79c3f5b630e (MD5) Previous issue date: 2018-02-28<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>É quase consenso na literatura que a consciência fonológica está ligada às habilidades de leitura e escrita, e isso tem promovi

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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

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37

Diniz, Neusa Lopes Bispo. "Metalinguagem e alfabetização: efeitos de uma intervenção para recuperação de alunos com dificuldades na aprendizagem da linguagem escrita." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-09012009-144508/.

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Há na literatura especializada fortes evidências empíricas a respeito das relações entre habilidades de leitura e escrita e habilidades metalingüísticas. Entretanto, ainda são pouco numerosos os trabalhos que analisam efeitos de intervenções, sobretudo com falantes do português brasileiro. A presente pesquisa investigou a influência de um programa de intervenção, baseado em atividades voltadas para o desenvolvimento da consciência dos aspectos formais e estruturais da linguagem, com vistas ao domínio de habilidades metafonológicas e metassintáticas, sobre o desenvolvimento de habilidades de le

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38

Lounder, Nathalie Gagnon. "A comparison of English as a Second Language (ESL) pull-out programs, varying in intensity, on development of vocabulary knowledge and phonological awareness in elementary school children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ49396.pdf.

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39

Sundman-Wheat, Ashley Nicole. "A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4233.

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This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three Head Start centers. Thirteen families completed the intervention and thirteen families were enrolled in a control condition which provided information on shared reading strategies. Children in the intervention group performed at statistically significant hi

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40

Wenström, Caroline. "Digitala läromedel som redskap för fonologisk medvetenhetsträning : En multimodal läromedelsanalys utifrån framgångsfaktorer i träning av fonologisk medvetenhet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49658.

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Fonologisk medvetenhet krävs för en framgångsrik läsinlärning. Samtidigt digitaliseras skolan och digitala redskap blir allt vanligare. Syftet med denna studie är att undersöka om och hur digitala läromedel kan fungera som medierande verktyg för utveckling av läsinlärningen och mer specifikt av den fonologiska medvetenheten hos elever. Syftet uppfylls genom följande frågeställningar: Hur svarar digitala läromedel upp mot vad forskningen menar är framgångsfaktorer vid utveckling av elevens fonologiska medvetenhet? Behöver digitala läromedel kompletteras med annan undervisning och inom vilka omr

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Rhoades, William B. "Assessing early literacy development in Spanish speakers when Spanish is the language of instruction." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10070.

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42

Häggström, Caroline. "Vad gör pedagoger för att i god tid fånga upp elever med svårigheter i läsninlärningen?" Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79429.

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Syftet med denna studie är att synliggöra verksamma pedagogers kunskaper kring vilka insatser som gynnar lässvaga elever i syfte att stärka deras chanser att nå en hållbar läsutveckling. Studien utgår ifrån en kvalitativ metod med i huvudsak personliga intervjuer bestående av fem lärare och specialpedagoger. Fenomenografi har använts för att bearbeta insamlad data, där respondenternas uppfattningar har varit centrala. Resultatet har diskuterats mot tidigare forskning samt utifrån en sociokulturell och kognitivistisk syn på lärande. Studiens resultat presenteras i rubriker som har formats utif

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Andersson, Kristina, and Maja Prembäck. "Utformning och utprovning av ett fonologiskt baserat stavningstest." Thesis, Linköpings universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93446.

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The literature on spelling and spelling development suggests there is a strong relationship between spelling and phonology (Bruck & Treiman, 1990; Caravolas, Hulme & Snowling, 2001; Craig, 2006; Gindri, Keske-Soares & Mota, 2007). Spelling, however, is considerably less researched than reading (Caravolas, Humle & Snowling, 2001). Spelling difficulties are known to be more persistent in people with reading and writing disabilities, even when their reading has become acceptable (Høien & Lundberg, 1999) but more research is needed in this area. Assessment and detailed knowledg

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44

Swan, Denise Margaret. "The relationship between picture naming and phonological awareness deficits in developmental dyslexia." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360608.

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45

Amini, Baghbadorani Afsaneh. "Literacy acquisition, a developmental study of phonological awareness, orthographic knowledge and working memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0019/NQ48083.pdf.

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46

Samuels, Amy J. "Children with behavior and phonological awareness difficulties the effectiveness of an intervention targeting early reading skills /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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47

Morgan, Amanda. "Developmental Dyslexia and/or co-occurring Attention Deficit: Investigation of prevalence, underlying cognitive deficits, and family risk in a self-selected sample of parents and children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376518.

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Reading acquisition is a major developmental achievement and plays a critical role in determining academic achievement. Developmental dyslexia is a heritable disorder with up to 66% of at-risk children later diagnosed with the disorder. Children with dyslexia represent a vulnerable group at high risk of underachievement at school, as well as for poorer socio-emotional outcomes. Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) commonly co-occur, and recent theories hypothesise that it is the inattentive (AD) symptom domain that is most closely associated with literacy problems. Desp

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48

Yurick, Amanda L. "The effectiveness of an instructional assistant led supplemental early reading intervention with urban kindergarten students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154636538.

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49

Petchko, Ekaterina. "Predicting reading achievement in a transparent orthography: Russian children learn to read." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26602.

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CITE/Language Arts<br>Ed.D.<br>This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accoun

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Santos, Ana Rita Lourenço Martins dos. "Identificação da dislexia de desenvolvimento segundo o modelo de Dupla-Via Dis." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Saúde, 2014. http://hdl.handle.net/10400.26/8037.

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Dissertação de Mestrado em Desenvolvimento e Perturbações da Linguagem na Criança, Área de Especialização em Terapia da Fala e Perturbações da Linguagem<br>O presente estudo tem como objetivos identificar vários tipos de dislexia de desenvolvimento, em crianças falantes do português europeu, e verificar se a dislexia de desenvolvimento está associada a dificuldades de consciência fonológica. Foram analisados os desempenhos no Instrumento de Despiste de Dislexia de Desenvolvimento e no Instrumento de Avaliação da Consciência Fonológica relativos a 18 crianças, 14 com perturbação da leitura e

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