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Journal articles on the topic 'Phonological awareness development'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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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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COOPER, DAVID H., FROMA P. ROTH, DEBORAH L. SPEECE, and CHRISTOPHER SCHATSCHNEIDER. "The contribution of oral language skills to the development of phonological awareness." Applied Psycholinguistics 23, no. 3 (2002): 399–416. http://dx.doi.org/10.1017/s0142716402003053.

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Phonological awareness skills are prerequisite to early reading, yet the development of phonological awareness is an understudied phenomenon. To identify factors that contribute to the development of phonological awareness, we investigated the longitudinal relationships among child background factors, structural oral language, and phonological awareness in a sample of 52 children from kindergarten to second grade and a subsample of this group who were nonreaders in kindergarten. Background measures were IQ, family literacy, socioeconomic status, and child's primary language; oral language meas

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Makhoul, Baha. "Moving Beyond Phonological Awareness: The Role of Phonological Awareness Skills in Arabic Reading Development." Journal of Psycholinguistic Research 46, no. 2 (2016): 469–80. http://dx.doi.org/10.1007/s10936-016-9447-x.

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Barker, R. Michael, Rose A. Sevcik, Robin D. Morris, and MaryAnn Romski. "A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 118, no. 5 (2013): 365–80. http://dx.doi.org/10.1352/1944-7558-118.5.365.

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Abstract Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing consisted of two distinct but correlated latent abilities: phonological awareness and naming speed. Phonological awareness had strong relationships with expressive and receptive language and rea

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DEACON, S. HÉLÈNE, and JOHN R. KIRBY. "Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development." Applied Psycholinguistics 25, no. 2 (2004): 223–38. http://dx.doi.org/10.1017/s0142716404001110.

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Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that

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Skubic, Darija, Blažka Gaberc, and Janez Jerman. "Supportive Development of Phonological Awareness Through Musical Activities According to Edgar Willems." SAGE Open 11, no. 2 (2021): 215824402110218. http://dx.doi.org/10.1177/21582440211021832.

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It is important that before entering primary school, the child’s phonological awareness is supported by a variety of different activities whereby phonological awareness is based on a well-developed hearing ability. Hearing is part of the musical activities that support/encourage phonological awareness with the development of rhythmic and melodic music listening. In this article, we aimed to investigate the effects of musical activities derived from the methodological system of Edward Willems on phonological awareness through a quasi-experimental study with 70 children aged 4 to 7 years. Thirty

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Bird, J., D. V. M. Bishop, and N. H. Freeman. "Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments." Journal of Speech, Language, and Hearing Research 38, no. 2 (1995): 446–62. http://dx.doi.org/10.1044/jshr.3802.446.

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This study investigated the link between expressive phonological impairments, phonological awareness, and literacy. Previous investigations of literacy skills in children with speech impairments have given mixed results; here we considered whether presence of additional language impairments or severity of the speech impairment was an important prognostic factor. Thirty-one children with expressive phonological impairments were compared with control children matched on age and nonverbal ability on three occasions, at mean ages of 70, 79, and 91 months. On each occasion they were given three tes

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Kerek, Eugenia, and Pekka Niemi. "Grain-size units of phonological awareness among Russian first graders." Written Language and Literacy 15, no. 1 (2012): 80–113. http://dx.doi.org/10.1075/wll.15.1.05ker.

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This article presents the results of a study of phonological awareness development with 43 grade 1 children in Russian primary school. It is suggested that languagespecific factors, such as the complexity of syllabic structure, as well as the salience of consonant-vowel (CV) units in Russian phonology and orthography influence the course of phonological awareness development of Russian schoolchildren. The findings suggest that the special cohesion of CV units in Russian orthography promotes rapid development of explicit awareness of CV units in Russian-speaking beginning readers, while the ins

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Wood, Clare, and Colin Terrell. "Preschool Phonological Awareness and Subsequent Literacy Development." Educational Psychology 18, no. 3 (1998): 253–74. http://dx.doi.org/10.1080/0144341980180301.

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Carrillo, Marisol. "Development of phonological awareness and reading acquisition." Reading and Writing 6, no. 3 (1994): 279–98. http://dx.doi.org/10.1007/bf01027086.

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Ko, Sun Hee. "Phonological Awareness Task Affecting Language Ability in Children Aged 4 to 6." Special Education Research Institute 30, no. 2 (2025): 1–18. https://doi.org/10.56460/kdps.2025.30.2.1.

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Purpose: Phonological awareness is a fundamental skill for reading development and is considered closely related to language abilities. This study aims to investigate the influence of phonological awareness on language abilities. Method: The participants were 129 children(33 aged four, 73 aged five, and 23 aged six). Each child was assessed using a standardized language test and a set of syllable-level phonological awareness tasks, including counting, discrimination, blending, segmentation, deletion, and substitution. The study examined age-related differences in phonological awareness, correl

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FOY, JUDITH G., and VIRGINIA A. MANN. "Effects of onset density in preschool children: Implications for development of phonological awareness and phonological representation." Applied Psycholinguistics 30, no. 2 (2009): 339–61. http://dx.doi.org/10.1017/s0142716409090146.

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ABSTRACTNeighborhood density influences adult performance on several word processing tasks. Some studies show age-related effects of density on children's performance, reflecting a developmental restructuring of the mental lexicon from holistic into segmental representations that may play a role in phonological awareness. To further investigate density effects and their implications for development of phonological awareness, we compared performance on dense and sparse onset words. We adapted these materials to three phonological awareness tests that were pretested on adults then administered t

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Clarke-Klein, Susan, and Barbara Williams Hodson. "A Phonologically Based Analysis of Misspellings by Third Graders With Disordered-Phonology Histories." Journal of Speech, Language, and Hearing Research 38, no. 4 (1995): 839–49. http://dx.doi.org/10.1044/jshr.3804.839.

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Misspellings evidenced in written responses of third graders during administration of a battery containing 25 true words and 20 nonsense syllable items were analyzed phonologically. Children with histories of disordered phonologies evidenced more phonologically based deviations in their written misspellings than did their peers who had experienced normal phonological development. In addition, the children with disordered-phonology histories relied more on less productive spelling strategies and evidenced poorer phonological awareness skills than their peers with normal-phonology histories.

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Gedutienė, Reda. "FONOLOGINIO SUPRATIMO KONCEPCIJA PEDAGOGINĖJE PSICHOLOGIJOJE." Psichologija 41 (January 1, 2010): 7–17. http://dx.doi.org/10.15388/psichol.2010.0.2582.

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Straipsnio tikslas yra pristatyti fonologinio supratimo koncepciją pedagoginėje psichologijoje. Straipsnyje susisteminamos pagrindinės fonologinio supratimo sampratos sritys, nagrinėjami diskusiniai fonologinio supratimo turinio, struktūros, įvertinimo klausimai. Aptariant fonologinio supratimo turinį, klasifikuojama fonologinio supratimo komponentų struktūra, nagrinėjami teoriniai ir empiriniai fonologinio supratimo dimensiškumo tyrimai. Ne tik atskleidžiami fonologinio supratimo raidos dėsningumai skirtingose rašto sistemose, bet ir diskutuojama dėl fonologinio supratimo bei skaitymo įgūdžių

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Durmaz, Mualla Elif, İrem Doğaç, and Vasfiye Geckin. "How're Ya Goin' Mate? The Role of Explicit Instruction on the Development of Phonological Awareness in a Second Language." Participatory Educational Research 12, no. 2 (2025): 225–41. https://doi.org/10.17275/per.25.27.12.2.

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One key aspect of speaking a second language is phonological awareness, which involves storing information in the phonological memory and retrieving stored phonological codes from the memory. Connected speech processing enhances phonological awareness in a second language. This quasi-experimental study investigates whether explicit instruction on connected speech components affects phonological awareness of Turkish high school students learning English as a foreign language. To this aim, an experimental group of tenth graders received a 5-week- explicit instruction on four connected speech ele

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Thi Thanh Nhan, LE. "PHONOLOGICAL AWARENESS EDUCATION FOR CHILDREN IN LINE WITH THE RENEWAL ORIENTATION OF THE EARLY CHILDHOOD EDUCATION." Vinh University Journal of Science 53, Special Issue 1 (2024): 181–89. http://dx.doi.org/10.56824/vujs.2024.htkhgd85.

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Developing phonological awareness for preschoolers is a new focus area mentioned for the first time in the Draft National Standards for 5-year-old Children's Development and the Draft Early Childhood Education Program proposed by the Ministry of Education and Training. To provide a comprehensive and thorough assessment of the significance of phonological awareness in Early Childhood Education, as a basis for supporting the development of the new Early Childhood Education Program, this study employs a literature synthesis approach to clarifies the concept of phonological awareness within the st

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Milankov, Vesela, Slavica Golubović, Tatjana Krstić, and Špela Golubović. "Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography." International Journal of Environmental Research and Public Health 18, no. 10 (2021): 5440. http://dx.doi.org/10.3390/ijerph18105440.

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Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of

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Gillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment." Language, Speech, and Hearing Services in Schools 31, no. 2 (2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.

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Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonologica

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Grofčíková, Soňa, and Monika Máčajová. "Abilities of phonological awareness in the context of cognitive development in preschool age." Journal of Language and Cultural Education 5, no. 3 (2017): 46–56. http://dx.doi.org/10.1515/jolace-2017-0027.

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Abstract Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy). The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of childre

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Nunes, Ana Margarida Belém, and Shasha Wu. "Chinese-Portuguese bilingual’s phonological awareness: annotations." Caderno de Letras, no. 35 (January 19, 2020): 59. http://dx.doi.org/10.15210/cdl.v0i35.16750.

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Economic and trade cooperation between China and Portuguese-speaking countries have increased, as consequence more universities began offering Portuguese courses and the demand of Portuguese/Chinese bilinguals increased in China. However, the principal focus is mostly on areas such as grammar, translation and literature; also in terms of research, those areas are preferred, leaving for second place important linguistic aspects of Portuguese language. This study aims to identify some of the characteristics of the development of European Portuguese’s phonological awareness of Chinese speakers. B

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Vernon Carter, Sofía A., Gabriela Calderón, and Luis Castro. "The relationship between phonological awareness and writing." Written Language and Literacy 7, no. 1 (2004): 101–18. http://dx.doi.org/10.1075/wll.7.1.09ver.

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The main objective in this study was to explore the relationship between phonological awareness and writing development in monolingual Spanish speaking children. The main hypothesis were 1) Phonological awareness development is closely related to children’s writing development and 2) the introduction of writing stimuli in phonological awareness tasks enhances the production of more analytical responses, even in pre-literate children. Subjects were 100 Mexican kindergartners. They were given a writing task and two different deletion tasks. In both, children had to delete the first phoneme of wo

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Sutherland, Dean, and Gail T. Gillon. "Development of phonological representations and phonological awareness in children with speech impairment." International Journal of Language & Communication Disorders 42, no. 2 (2007): 229–50. http://dx.doi.org/10.1080/13682820600806672.

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Khoshroo, Mohsen, Ali Mohammad Rezaei, and Siavash Talepasand. "The study of phonological awareness strategy effect on reading skills development of dyslexic boys." Shenakht Journal of Psychology and Psychiatry 8, no. 1 (2021): 28–37. http://dx.doi.org/10.32598/shenakht.8.1.28.

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Introduction: Reading skill is one of the most important skills in elementary school so that its disorder affects the learning of other subjects. Aim: This paper aimed to study the effect of phonological awareness method intervention on improving dyslexic students' reading. Method: The research type was quasi-experimental. The population of this study included all boys in the Second grade of elementary school from Roshtkhar and Khaf city in the academic year 2015-2016. Based on a checklist of 27 items for dyslexia symptoms, report card, and health assessment card of the first year of elementar

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Bao, Wenfeng. "The correlation between English phonological awareness and reading ability." Education and Social Work 2, no. 1 (2025): 156. https://doi.org/10.63313/esw.9070.

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This article reviews multiple studies on the relationship between English pho-nological awareness and reading ability, exploring the intrinsic connection be-tween the two. Numerous studies have shown that English phonological aware-ness is a significant factor influencing the development of reading ability, par-ticularly in early childhood reading acquisition. By analyzing the research sub-jects, methods, and findings, this article also examines the limitations of existing research and offers insights for future studies. The study found a signif-icant cor-relation between English phonological

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Sun, Kim Kyoung, and Coral Kemp. "The Acquisition of Phonological Awareness and its Relationship to Reading in Individuals with Intellectual Disabilities." Australasian Journal of Special Education 30, no. 1 (2006): 86–99. http://dx.doi.org/10.1017/s103001120002546x.

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AbstractA review of research into the acquisition of phonological awareness skills in individuals with intellectual disabilities, the relationship between phonological awareness and reading in these individuals and the effect of phonological awareness training on the development of their phonological skills is presented. Research indicates that children with intellectual disabilities may take a different path to that of typically developing children in the acquisition of phonological skills. Despite this, there is more similarity than difference between the two groups in the relationship betwe

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Rahman, K. A., Fortuna Mazka, and Elmanora Elmanora. "KESADARAN FONOLOGI PADA ANAK USIA PRASEKOLAH." Jurnal Ilmiah Universitas Batanghari Jambi 18, no. 1 (2018): 61. http://dx.doi.org/10.33087/jiubj.v18i1.433.

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Phonological awareness is one of a critical aspect in early literacy development that develop during preschool period. Phonological awareness is sensitivity to the sound structure of language. This study was conducted to analyse the phonological awareness in preschool children. This study was also identify learning activity in the class that support phonological awareness of preschool children. Research with cross sectional design was conducted in August-November 2016 in one kindergarten in Jambi City, Jambi Province, Indonesia. Data were collected through observation, child’s performance, and

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Almeida, Isabela. "Phonological Awareness and Its Role in Literacy Development among Elementary School Children in Brazil." International Journal of Linguistics 5, no. 2 (2024): 25–37. http://dx.doi.org/10.47604/ijl.2719.

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Purpose: The aim of the study was to analyze the phonological awareness and its role in literacy development among elementary school children in Brazil. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Phonological awareness plays a cr

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Surana, Aashral Virendra, and Piyush Vikas Sone. "Development of Phonological Processing Test in Marathi (PPT-M) for Young Adults." Journal of Hearing Science 13, no. 2 (2023): 49–56. http://dx.doi.org/10.17430/jhs/168653.

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IntroductionCentral auditory processing and phonological processing are interconnected as they both involve successful intertwining of auditory, cognitive, and language mechanisms. A deficit in the ability to process spoken language can result in CAPD. The aim of this study was to develop a test (PPT-M) to evaluate the level of phonological processing among young Marathi-speaking adults. A second aim was to investigate the difference in the phonological processing of words and non-words.Material and methodsThe PPT-M test included three subtests: phonological awareness, phonological working mem

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Martinez-Figueira, Maria Esther, Jaime Borda-Valderrama, Mónica Montes-Betancourt, and Janeth Falla-Ortiz. "ICT in the development of phonological awareness: A critical literature review." Digital Education Review, no. 44 (December 29, 2023): 125–32. http://dx.doi.org/10.1344/der.2023.44.125-132.

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The phonics dimension is essential for early literacy development and is a fundamental aspect of cognitive expansion. For this reason, phonological awareness has become a topic of great importance in education due to its significant impact on the development of reading and writing, basic learning skills. This study offers a theoretical review of a corpus of recent studies that reveal the contribution of technological resources to the development of phonological awareness in pre-school, with the intention of pointing out trends and research possibilities in this field. From a sample of 137 arti

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Reddy, Pooja P., and Keiko Koda. "Orthographic constraints on phonological awareness in biliteracy development." Writing Systems Research 5, no. 1 (2013): 110–30. http://dx.doi.org/10.1080/17586801.2012.748639.

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Carroll, Julia M., Margaret J. Snowling, Jim Stevenson, and Charles Hulme. "The development of phonological awareness in preschool children." Developmental Psychology 39, no. 5 (2003): 913–23. http://dx.doi.org/10.1037/0012-1649.39.5.913.

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Chen, Xi, Yu-Min Ku, Emiko Koyama, Richard C. Anderson, and Wenling Li. "Development of Phonological Awareness in Bilingual Chinese Children." Journal of Psycholinguistic Research 37, no. 6 (2008): 405–18. http://dx.doi.org/10.1007/s10936-008-9085-z.

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FOY, JUDITH G., and VIRGINIA MANN. "Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness." Applied Psycholinguistics 24, no. 1 (2003): 59–88. http://dx.doi.org/10.1017/s0142716403000043.

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The literature to date suggests that the best predictor of early reading ability, phonological awareness, appears to be associated with the acquisition of letter-sound and vocabulary knowledge and with the development of well-defined phonological representations. It further suggests that at least some aspects of phonological awareness critically depend upon literacy exposure. In this study of 4- to 6-year-olds, we examine whether aspects of the home literacy environment are differentially associated with phonological awareness. Parental responses to a questionnaire about the home literacy envi

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Guo, Siyi, and Inho Chung. "Developmental Characteristics of Phonological Awareness in Hearing-Impaired Preschool Children with Cochlear Implants in China." Disabilities 5, no. 3 (2025): 63. https://doi.org/10.3390/disabilities5030063.

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This study analyzes the current state and developmental characteristics of phonological awareness in hearing-impaired preschool children with cochlear implants aged 3 to 5 years in China. The phonological awareness development of hearing-impaired preschool children is assessed via a comparison with normal-hearing preschool children of the same age, utilizing a number of key metrics and statistical analyses to determine any differences in the developmental characteristics between the two groups. The results show that the phonological awareness development of Chinese-speaking hearing-impaired pr

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Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.

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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure

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Swank, Linda K., and Hugh W. Catts. "Phonological Awareness and Written Word Decoding." Language, Speech, and Hearing Services in Schools 25, no. 1 (1994): 9–14. http://dx.doi.org/10.1044/0161-1461.2501.09.

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Research has shown that explicit awareness of the speech sound structure of language—that is, phonological awareness—is related to early reading development. The purpose of this study was to assess the effectiveness of four measures of phonological awareness in predicting first grade decoding ability. Measures of phonological awareness at the beginning of first grade were found to be correlated with measures of decoding ability at the end of first grade. Correlations between decoding and phonological awareness were generally much higher than those obtained for measures of decoding and verbal a

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Guliyeva, I. "THE INFLUENCE OF PHONOLOGICAL AWARENESS ON LANGUAGE ACQUISITION IN CHILDREN." Scientific heritage, no. 124 (November 7, 2023): 36. https://doi.org/10.5281/zenodo.10077612.

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This research investigates the impact of phonological awareness on language acquisition in children. It examines the development of phonological awareness skills in relation to language proficiency and explores potential applications for improving language education. The study combines quantitative assessments of phonological awareness with qualitative analysis of language acquisition in a sample of 200 elementary school children. 

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Pfost, Maximilian. "Children’s Phonological Awareness as a Predictor of Reading and Spelling." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47, no. 3 (2015): 123–38. http://dx.doi.org/10.1026/0049-8637/a000141.

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Abstract. Numerous observational and experimental studies have shown that phonological awareness relates to reading and spelling. However, most studies were conducted in English-speaking countries, neglecting the issue of the generalizability of the findings across different orthographies. This meta-analysis focused exclusively on studies from German-speaking countries and explored how measures of phonological awareness relate longitudinally to reading and spelling. It summarized 19 manuscripts reporting the results of 21 independent studies. Results indicated a mean effect size of Zr = 0.318

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Werfel, Krystal L., and Gabriella Reynolds. "Teaching Phonological Awareness to Children With Hearing Loss Who Use Spoken Language: Six Big Ideas." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 954–61. http://dx.doi.org/10.1044/2019_pers-sig9-2019-0002.

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Purpose Because children with hearing loss experience difficulty in developing word decoding and spelling skills, effective phonological awareness instruction for this population is vital. Children with hearing loss are often delayed in their development of phonological awareness compared to peers with normal hearing; however, the developmental progression appears to be the same for both groups of children. Some modifications to typical phonological awareness instruction are warranted for this population. Conclusion This article synthesizes recent research on phonological awareness instruction

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MARTIN, JENNIFER, ULI H. FRAUENFELDER, and PASCALE COLÉ. "Morphological awareness in dyslexic university students." Applied Psycholinguistics 35, no. 6 (2013): 1213–33. http://dx.doi.org/10.1017/s0142716413000167.

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ABSTRACTThis research assessed phonological and morphological awareness in dyslexic university students. We tested 44 dyslexic university students in phonological and morphological awareness tasks and compared their performances to those of both matched chronological age and matched reading level controls. In the phonological awareness tests, the dyslexic university students performed at the same level as their reading level controls. In contrast, they systematically outperformed their reading level controls in the morphological awareness tasks and almost reached the proficiency level of the c

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FOY, JUDITH G., and VIRGINIA MANN. "Does strength of phonological representations predict phonological awareness in preschool children?" Applied Psycholinguistics 22, no. 3 (2001): 301–25. http://dx.doi.org/10.1017/s0142716401003022.

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Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children,

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