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Artículos de revistas sobre el tema "Language awareness in children"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

Ivanova, Nedelina, Rannveig Sverrisdóttir, and Guðný Björk Þorvaldsdóttir. "Raising Handshape Awareness." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 27–51. http://dx.doi.org/10.31299/hrri.58.si.2.

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Although previous research shows that the use of rhyme in early language stimulation has a positive impact on children’s sign language development, this area of sign language acquisition has not been adequately researched. 90% of deaf children are born to hearing parents who barely know sign language before their child is born, and yet they are the primary language role models in their child’s life. As L2 sign language users, hearing parents of deaf children teach language skills in their L2 to their deaf child who acquires sign language as one of their L1s. In this article, we focus on the po

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2

Tellier, Angela, and Karen Roehr-Brackin. "Metalinguistic awareness in children with differing language learning experience." EUROSLA Yearbook 13 (August 2, 2013): 81–108. http://dx.doi.org/10.1075/eurosla.13.06tel.

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Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable ‘starter language’ for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness an

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3

Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.

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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and b

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Cossu, Giuseppe, Donald Shankweiler, Isabelle Y. Liberman, Leonard Katz, and Giuseppe Tola. "Awareness of phonological segments and reading ability in Italian children." Applied Psycholinguistics 9, no. 1 (March 1988): 1–16. http://dx.doi.org/10.1017/s0142716400000424.

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ABSTRACTThe early evidence pertaining to the development of phonological segmentation abilities and their relation to reading was collected with English-speaking subjects. Although data from other languages have been obtained, explicit cross-language comparisons have not been made. It was considered that since languages vary in their phonological structures, they may also vary in the demands they make on the beginning reader. The present study compared the segmentation abilities of Italian children with those of English-speaking (American) children using the same methods of assessment and the

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5

Luo, Yang Cathy, Becky Xi Chen, and Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children." Written Language and Literacy 17, no. 1 (April 11, 2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.

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The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chines

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6

Parke, Tim. "Bilingualism and language awareness in young children." Language Awareness 3, no. 3-4 (January 1994): 209–19. http://dx.doi.org/10.1080/09658416.1994.9959858.

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Sohail, Juwairia, Kathleen Hipfner-Boucher, Hélène Deacon, and Xi Chen. "Reading Comprehension in French L2/L3 Learners: Does Syntactic Awareness Matter?" Languages 7, no. 3 (August 9, 2022): 211. http://dx.doi.org/10.3390/languages7030211.

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This study examines the contributions of syntactic awareness to reading comprehension, both within and across languages, in third-grade children learning French as a second (L2) or third language (L3). Participants were 72 non-francophone children enrolled in a Canadian French immersion program in which all academic instruction is in French. Children completed measures of reading comprehension, syntactic awareness, word reading, vocabulary, and reading-related control variables in both English and French. Regression analyses examining within-language relations revealed that French syntactic aw

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Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.

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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with the

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Baoqi, Sun, Guangwei Hu, and Xiao Lan Curdt-Christiansen. "Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore." Applied Psycholinguistics 41, no. 3 (May 2020): 657–84. http://dx.doi.org/10.1017/s0142716420000132.

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AbstractThis study examined the within- and cross-language metalinguistic contribution of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to reading comprehension in monolingual Chinese-speaking children from Mainland China (n = 190) and English–Chinese bilingual children from Singapore (n = 390). Moreover, the effect of home language use on the relationship between metalinguistic awareness and reading performance was investigated. For monolingual children, hierarchical regression analyses revealed that after partial

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10

Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 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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11

Kamhi, Alan G., and Linda A. Koenig. "Metalinguistic Awareness in Normal and Language-Disordered Children." Language, Speech, and Hearing Services in Schools 16, no. 3 (July 1985): 199–210. http://dx.doi.org/10.1044/0161-1461.1603.199.

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The purpose of this study was to better understand the relationship between delayed linguistic performance and metalinguistic abilities. A metalinguistic task involving the identification and revision of syntactic, semantic, and phonologic errors was administered to 10 normal and 10 language-disordered children of comparable mental age and receptive language abilities. The two groups performed similarly in identifying and correcting semantic and phonologic errors. However, the language-disordered children performed significantly poorer than the normal children in identifying and correcting syn

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12

Moore, Danièle, Maureen Hoskyn, and Jacqueline K. Mayo. "Thinking Language Awareness at a Science Centre." International Journal of Bias, Identity and Diversities in Education 3, no. 1 (January 2018): 40–63. http://dx.doi.org/10.4018/ijbide.2018010104.

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Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural

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13

Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View." Tell : Teaching of English Language and Literature Journal 6, no. 1 (February 2, 2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.

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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, t

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Gabig, Cheryl Smith, and Elena Zaretsky. "Promoting Morphological Awareness in Children With Language Needs." Topics in Language Disorders 33, no. 1 (2013): 7–26. http://dx.doi.org/10.1097/tld.0b013e318280f592.

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Korlaet, Mirjana, Mile Vuković, and Jelena Tešić. "Pre-skills of reading and writing in children with developmental language disorder and children with typical language development." Биомедицинска истраживања 14, no. 1 (June 21, 2023): 1–13. http://dx.doi.org/10.59137/bii202301302k.

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&lt;p&gt;Introduction. In addition to the development of spoken language, typical intellectual abilities, preservation of the senses of hearing and sight, phonological awareness and the ability of graphomotor expression are necessary for mastering the skills of reading and writing. With this in mind, the aim of this research is to determine the level of phonological awareness and the ability of graphomotor expression in children with developmental language disorder (DLD) and children with typical language development (TLD). Methods. The sample consisted of 46 children aged five to seve

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Meline, Timothy J., and Susan R. Brackin. "Language-Impaired Children's Awareness of Inadequate Messages." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 263–70. http://dx.doi.org/10.1044/jshd.5203.263.

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Inasmuch as past research supports the notion that language-impaired children are deficient in their performance on some metalinguistic/metacommunicative tasks, we hypothesized an expected deficiency on a language awareness task requiring judgments of message adequacy. To test our hypothesis, we chose 45 subjects, 15 specific language-impaired school-age children with 15 age-mates and 15 younger controls. Our procedure involved two lifelike stories each depicting a speaker and a listener. Within the context of each story, the speaker makes a request. However, the speaker's message is too gener

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Kamhi, Alan G., René Friemoth Lee, and Lauren K. Nelson. "Word, Syllable, and Sound Awareness in Language-Disordered Children." Journal of Speech and Hearing Disorders 50, no. 2 (May 1985): 207–12. http://dx.doi.org/10.1044/jshd.5002.207.

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The present investigation evaluated language-disordered children's metalinguistic awareness of words, syllables, and sounds. Subjects were 15 language-disordered children matched for mental age to 15 normally developing children and for language age to another 15 normally developing children. In the first task, children were asked to divide sentences, bisyllabic words, and monosyllabic words into smaller units. In the second task, children were asked several questions designed to assess their word awareness. The language-disordered children performed significantly poorer than both groups of no

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18

Alonzo, Crystle N., Autumn L. McIlraith, Hugh W. Catts, and Tiffany P. Hogan. "Predicting Dyslexia in Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 1 (January 22, 2020): 151–62. http://dx.doi.org/10.1044/2019_jslhr-l-18-0265.

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Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated w

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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 (April 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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Pullen, Paige C., and Laura M. Justice. "Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children." Intervention in School and Clinic 39, no. 2 (November 2003): 87–98. http://dx.doi.org/10.1177/10534512030390020401.

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Milošević, Neda, Mile Vuković, and Ivana Ristić. "Phonemic awareness as an indicator of preliteral abilities in Serbian speaking children with and without specific language impairment." Inovacije u nastavi 35, no. 1 (2022): 118–31. http://dx.doi.org/10.5937/inovacije2201118m.

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This study is based on theoretical and empirical understanding of phonemic awareness in Serbian speaking children with and without specific language impairment (SLI). The aim of this paper is to compare the phonemic awareness in children with SLI and children with typical language development (TLD) who are between 5.11 and 7 years of age. This study included 40 participants with SLI and 80 participants with TLD. The subtest for evaluation of phonemic awareness from The Test for Evaluating Reading and Writing Pre-Skills - PredČiP (Kuvač Kraljević & Lenček, 2012) was used. Statistically sign

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Milošević, Neda, Mile Vuković, and Ivana Ristić. "Phonemic awareness as an indicator of preliteral abilities in Serbian speaking children with and without specific language impairment." Inovacije u nastavi 35, no. 1 (2022): 118–31. http://dx.doi.org/10.5937/inovacije2201118m.

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This study is based on theoretical and empirical understanding of phonemic awareness in Serbian speaking children with and without specific language impairment (SLI). The aim of this paper is to compare the phonemic awareness in children with SLI and children with typical language development (TLD) who are between 5.11 and 7 years of age. This study included 40 participants with SLI and 80 participants with TLD. The subtest for evaluation of phonemic awareness from The Test for Evaluating Reading and Writing Pre-Skills - PredČiP (Kuvač Kraljević & Lenček, 2012) was used. Statistically sign

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Manfra, Louis, and Adam Winsler. "Preschool children's awareness of private speech." International Journal of Behavioral Development 30, no. 6 (November 2006): 537–49. http://dx.doi.org/10.1177/0165025406072902.

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The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery

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Lam, Boji P. W., and Li Sheng. "Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1162–77. http://dx.doi.org/10.1044/2019_ajslp-19-00143.

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Purpose Taxonomic awareness is central to vocabulary development and assessment. While taxonomic development appears largely unaffected by environmental factors, the impact of divided language input on distinct levels of the taxonomic hierarchy is unclear. The influence of scoring method on tasks that target distinct levels of the taxonomic hierarchy is unexamined. Method Twenty-seven English-speaking monolingual children, 46 Mandarin–English bilingual children, and 33 Spanish–English bilingual children, ages 4–7 years, participated. We measured superordinate awareness with a category associat

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Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi, and Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew." Journal of Speech, Language, and Hearing Research 59, no. 4 (August 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.

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Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilin

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KOVELMAN, IOULIA, STEPHANIE A. BAKER, and LAURA-ANN PETITTO. "Age of first bilingual language exposure as a new window into bilingual reading development." Bilingualism: Language and Cognition 11, no. 2 (July 2008): 203–23. http://dx.doi.org/10.1017/s1366728908003386.

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How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2–3, ages 7–9) in bilingual Spanish–English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An early age of first bilingual language exposure had a positive effect on reading, phonological awarenes

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Kleeck, Anne van, Ronald B. Gillam, and Teresa U. McFadden. "A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders." American Journal of Speech-Language Pathology 7, no. 3 (August 1998): 65–76. http://dx.doi.org/10.1044/1058-0360.0703.65.

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Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the fir

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박영옥 and Lee Jin Gyoung. "Language Teaching Method for Multicultural Children: “Focusing on the Language Awareness program”." Bilingual Research ll, no. 73 (December 2018): 153–75. http://dx.doi.org/10.17296/korbil.2018..73.153.

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Rubin, Hyla, Miriam Kantor, and Jocelyn Macnab. "Grammatical awareness in the spoken and written language of language-disabled children." Canadian Journal of Psychology/Revue canadienne de psychologie 44, no. 4 (1990): 483–500. http://dx.doi.org/10.1037/h0084269.

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Mouna, Dr LAHLAH. "INNOVATIVE SYSTEM AND CONSIDERATION OF THE MULTILINGUALISM OF ALGERIAN STUDENTS." RIMAK International Journal of Humanities and Social Sciences 06, no. 02 (March 1, 2024): 520–36. http://dx.doi.org/10.47832/2717-8293.28.28.

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Algerian children are often bilingual or even multilingual, yet it appears that the Algerian school system has not yet developed pedagogical tools adapted to this reality. In this context, our concern revolves around the prospect of experimenting with an innovative pedagogical approach focused on language awareness. We explore how sensitizing students to language awareness activities in the Algerian school context can have a positive impact on learners' perceptions. Our research follows a primarily hypothetico-deductive approach, resembling experimental psychology methods. It relies on the ana

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Magnusson, Eva, and Kerstin Nauclér. "The development of linguistic awareness in language-disordered children." First Language 13, no. 37 (February 1993): 93–111. http://dx.doi.org/10.1177/014272379301303706.

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Nicoladis, Elena, and Fred Genesee. "Word awareness in second language learners and bilingual children." Language Awareness 5, no. 2 (January 1996): 80–90. http://dx.doi.org/10.1080/09658416.1996.9959894.

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Oller, D. Kimbrough, Alan B. Cobo-Lewis, and Rebecca E. Eilers. "Phonological translation in bilingual and monolingual children." Applied Psycholinguistics 19, no. 2 (April 1998): 259–78. http://dx.doi.org/10.1017/s0142716400010067.

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AbstractBilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available about phonological awareness across multiple phonologies. Furthermore, the relationship between this kind of phonological awareness and reading has never been addressed. The current study investiga

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Hudgens Henderson, Mary. "Prescriptive language attitudes in a dual language elementary school." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 1. http://dx.doi.org/10.3765/plsa.v1i0.3699.

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Language misconceptions are still very prevalent among the public, partially due to lack of linguistic education in schools. Language misconceptions can influence language attitudes, including the language attitudes of language-minority children towards their native language. In this study, 5th graders enrolled in a dual language program participated in an 18-lesson language awareness curriculum and completed Likert-type pre/posttest surveys and pretest/posttest interviews. Students’ prescriptive language attitude results are compared to those of an English-instruction control group that did n

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Burchell, Diana, Kathleen Hipfner-Boucher, S. Hélène Deacon, Poh Wee Koh, and Xi Chen. "Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children." Languages 8, no. 1 (February 23, 2023): 62. http://dx.doi.org/10.3390/languages8010062.

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The present study investigated the role of syntactic awareness in reading comprehension among English–French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awareness contributed to French reading comprehension through cross-language transfer, again considering both the direct effect and the indirect effects thro

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Wolter, Julie A., Frances E. Gibson, and Timothy A. Slocum. "A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 617–39. http://dx.doi.org/10.1044/2020_lshss-19-00047.

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Purpose The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom. Method In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities. Results The dynamic measure of MA was found

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HAYASHI, YUKO, and VICTORIA A. MURPHY. "On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective." Bilingualism: Language and Cognition 16, no. 1 (July 31, 2012): 49–67. http://dx.doi.org/10.1017/s1366728912000181.

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While morphological awareness has received much attention to date, little is understood about how morphological awareness develops within bilingual children learning typologically different languages. Therefore, we investigated children's knowledge of inflections and derivations in Japanese and English, and also asked whether morphological awareness in one language predicted morphological awareness in the other. To that end, 24 Japanese learners of L2 English (ESL) and 21 English learners of Japanese as a heritage language (JHL) were recruited and participated in a range of tasks assessing bot

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Gartner, Gloria M., Sandra E. Trehub, and Sherri Mackay Soroka. "Word awareness in hearing-impaired children." Applied Psycholinguistics 14, no. 1 (January 1993): 61–73. http://dx.doi.org/10.1017/s0142716400010146.

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ABSTRACTNormally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked met

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LUK, GIGI, and ELLEN BIALYSTOK. "Common and distinct cognitive bases for reading in English–Cantonese bilinguals." Applied Psycholinguistics 29, no. 2 (April 2008): 269–89. http://dx.doi.org/10.1017/s0142716407080125.

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ABSTRACTThe study explores the relationship between phonological awareness and early reading for bilingual children learning to read in two languages that use different writing systems. Participants were 57 Cantonese–English bilingual 6-year-olds who were learning to read in both languages. The children completed cognitive measures, phonological awareness tasks, and word identification tests in both languages. Once cognitive abilities had been controlled, there was no correlation in word identification ability performance across languages, but the correspondence in phonological awareness measu

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Ghorbani, Ali. "Phonological Knowledge in 5-year-old Bilingual Turkish Qashqai-Persian Children and Fars Monolingual Children." Function and Disability Journal 3, no. 1 (December 30, 2020): 77–82. http://dx.doi.org/10.32598/fdj.3.11.

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Background & Objectives: Phonological awareness is a part of metalinguistic knowledge that is significantly associated with a wide range of language skills and processes, including literacy, and reading and writing skills. The purpose of the present study was to investigate the phonological awareness skills in bilingual five years old Qashqai- Persian children with monolingual Persian speaking children. Methods: 15 bilingual and 15 monolingual children (10 girls and 5 boys) were selected from kindergartens in Firouzabad, Fars, in February and early March 2020 and evaluated by Auditory Test

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RAMIREZ, GLORIA, XI CHEN, ESTHER GEVA, and YANG LUO. "Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children." Applied Psycholinguistics 32, no. 3 (June 1, 2011): 601–18. http://dx.doi.org/10.1017/s0142716411000233.

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ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Ch

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Mostafa, Eman, and Mona El-Rabie Ahmed. "Public awareness of delayed language development in Upper Egypt." Egyptian Journal of Otolaryngology 34, no. 1 (January 2018): 94–102. http://dx.doi.org/10.4103/ejo.ejo_46_17.

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Abstract Aim The aim of this study was to investigate public awareness and the attitude of delayed language development (DLD) in children in Sohag, Upper Egypt. Patients and Methods The Phoniatric Unit at Sohag University Hospital receives a considerable number of belated cases of children with DLD. No Egyptian surveys were found collecting information about public awareness and knowledge of DLD and speech–language pathology services. A cross-sectional survey was done of both male and female participants who were asked to fill in a questionnaire. The questionnaire contains participant’s demogr

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EVIATAR, ZOHAR, and RAPHIQ IBRAHIM. "Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children." Applied Psycholinguistics 21, no. 4 (December 2000): 451–71. http://dx.doi.org/10.1017/s0142716400004021.

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The study explores the effects of the relationship between exposure to two languages in childhood and metalinguistic abilities. Arabic-speaking children who had been exposed to both spoken and literary Arabic were compared to Russian–Hebrew bilinguals and Hebrew monolinguals. All of the children were in kindergarten or first grade. The tests included language arbitrariness, phonological awareness, and vocabulary. As compared to the Hebrew monolinguals, the Russian–Hebrew bilinguals revealed the following pattern: higher performance on arbitrariness and phonological awareness tasks and lower pe

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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 (July 30, 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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SZABO, SUSAN. "Older Children Need Phonemic Awareness Instruction, Too." TESOL Journal 1, no. 1 (March 2010): 130–41. http://dx.doi.org/10.5054/tj.2010.215246.

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Cangelosi, James S. "Language Activities That Promote Awareness of Mathematics." Arithmetic Teacher 36, no. 4 (December 1988): 6–9. http://dx.doi.org/10.5951/at.36.4.0006.

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Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Incl

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Chaney, Carolyn. "Preschool language and metalinguistic skills are links to reading success." Applied Psycholinguistics 19, no. 3 (July 1998): 433–46. http://dx.doi.org/10.1017/s0142716400010250.

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ABSTRACTThis article reports the longitudinal follow-up of 41 preschool children as they moved into reading. When the children were 3 years old, they participated in a detailed assessment of their language, print, and metalinguistic skills. At the end of first grade, the children received two tests of phonological awareness and three reading measures: sound–symbol knowledge, word identification, and passage comprehension. Overall language development at age 3 just as strongly, or even more strongly, correlated with reading scores at age 7 as it had with metalinguistic and print awareness score

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DAVIDSON, DENISE, SANDRA B. VANEGAS, ELIZABETH HILVERT, and IEVA MISIUNAITE. "“I Readed the Book Last Week.” The Role of Dominant Language, Receptive Vocabulary and Language Structure on Morphosyntactic Awareness in Monolingual and Heritage Language Children." Bilingualism: Language and Cognition 20, no. 5 (August 3, 2016): 1045–62. http://dx.doi.org/10.1017/s136672891600078x.

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In this research, 5- and 6-year-old monolingual (English) and heritage language (English–Spanish, English–Urdu) children completed a grammaticality judgment test to assess their awareness of grammatically correct and incorrect morphosyntactic structures in English. Results demonstrated that language group differences were minimized when heritage language children exhibited average receptive vocabulary proficiency for the sample, and when more difficult morphosyntactic structures were assessed. In this middle range, only two group differences were found. Our findings highlight the need to consi

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Treutlein, Anke, Isabelle Zöller, Jeanette Roos, and Hermann Schöler. "Effects of phonological awareness training on reading achievement." Written Language and Literacy 11, no. 2 (March 24, 2009): 147–66. http://dx.doi.org/10.1075/wll.11.2.03tre.

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Phonological awareness is usually considered to be an important prerequisite for success in literacy acquisition. Children who had phonological awareness training in preschool not only show a better performance in phonological awareness tasks at elementary school but also perform better in reading and writing than untrained children. As part of the EVES longitudinal study, reading and spelling skills of 1520 children who entered school in the fall of 2001 and 2002 were assessed throughout elementary school. The comparison of a matched sample of 107 trained with 107 untrained children shows tha

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Choi, William, Xiuli Tong, and Helene Deacon. "From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1875–89. http://dx.doi.org/10.1044/2019_jslhr-l-17-0323.

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Purpose Cantonese lexical tone awareness is closely associated with 1st language Cantonese vocabulary knowledge, but its role in 2nd language English vocabulary knowledge was unclear. We addressed this issue by investigating whether and, if so, how Cantonese lexical tone awareness contributes to English expressive vocabulary knowledge in Hong Kong Cantonese–English bilingual children. Method A sample of 112 Hong Kong Cantonese–English bilingual 2nd graders were tested on Cantonese lexical tone awareness, English lexical stress sensitivity, Cantonese– English segmental phonological awareness, a

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