Phonemic Tasks Research Articles

Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation

This study examined whether a younger starting age is advantageous in a situation of minimal exposure to an instructed foreign language (≤ 4 hours classroom contact per week). Previous theoretical and empirical studies indicated there should be no advantage for an earlier start. Japanese college students who started studying English between ages three and twelve ( n = 61) were examined on a phonemic discrimination ( /l/w) and grammaticality judgement task (GJT). After controlling for language aptitude and amount of input, statistical correlations were found between starting age and scores on the GJT ( r = —.38) but not the phonemic task ( r = .03). These earlier starters were also compared to peers who began study in junior high at age twelve or thirteen ( n = 139) on the same measures. The earlier starters were found to score statistically higher on the phonemic but not morphosyntactic measure, and this remained true in an ANCOVA analysis where total amount of hours of study input were controlled for. A robust ANCOVA testing for differences at different levels of input found interesting interactions between group affiliation and amount of input. Language attitudes were also tested. The evidence shows there can be perceivable age effects for linguistic measures even in a situation of minimal exposure to a foreign language, but these may not emerge until a substantial amount of input has been gained.

Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment

Brains of 18 children with dyslexia (5 girls, 13 boys) and 21 without dyslexia (8 girls, 13 boys) were scanned before and after the children with dyslexia received instructional treatment. Both at Time 1 and Time 2 all children performed an fMRI phoneme mapping task during brain scanning—deciding whether letter(s) in pair of pronounceable nonwords could stand for the same sound. Results were analyzed with a seed point correlational method for functional connectivity from four seed points based on prior studies: inferior frontal gyrus, middle frontal gyrus, the occipital region, and cerebellum. At Time 1 before treatment, a significant difference in fMRI connectivity occurred between children with dyslexia and normal reading controls in the left inferior frontal gyrus and its correlations with right and left middle frontal gyrus, right and left supplemental motor area, left precentral gyrus, and right superior frontal gyrus. There were no significant differences for the seed regions placed in the middle frontal gyrus, occipital gyrus or cerebellum. Children with dyslexia had greater functional connectivity from the left inferior frontal gyrus seed point to the right inferior frontal gyrus than did the children without dyslexia. Compared to adults with and without dyslexia who differed in bilateral connectivity from inferior frontal gyrus on the same task, the children with and without dyslexia differed in left side connectivity from left inferior frontal gyrus. At Time 2 after treatment, the children with dyslexia, who had participated in a 3-week instructional program that provided explicit instruction in linguistic awareness, alphabetic principle (taught in a way to maximize temporal contiguity of grapheme–phoneme associations), decoding and spelling, and a writers’ workshop, did not differ from the children without dyslexia in any of the clusters in the group difference map identifying differences between dyslexics and good readers, showing that functional connectivity (and not just regions of interest) may normalize following instructional treatment.

Analysis of spelling error patterns of individuals with complex communication needs and physical impairments

The purpose of this study was to examine the relationships between patterns of spelling error and related linguistic abilities of four persons with complex communication needs and physical impairments, compared to younger individuals without disabilities matched by spelling age. All participants completed a variety of spelling and linguistic tasks to determine overall spelling age, patterns of spelling errors, and abilities across phonemic, orthographic, and morphological awareness. Performance of the spelling-age matched pairs was similar across most of the phonemic, orthographic, and morphological awareness tasks. Analysis of the participants' spelling errors, however, revealed different patterns of spelling errors for three of the spelling-age matched pairs. Within these three pairs, the participants with complex communication needs and physical impairments made most of their spelling errors due to phonemic awareness difficulties, while most of the errors on the part of the participants without disabilities were due to orthographic difficulties. The results of this study lend support to the findings of previous investigations that reported difficulties among individuals with complex communication needs and physical impairments evidence when applying phonemic knowledge to literacy tasks.

Immersion multimedia for adult Chiricahua language learners

This study investigated effects of context versus list word presentation, and moving versus static target presentation in a 2×2 between-subjects design using Athapascan revitalization materials developed in Macromedia Flash® for adult learning. The within-subjects factor was word type, presented in two randomized sets of four nouns, adjectives, and verbs. Macromedia Flash® was chosen to simulate immersion learning. Twenty-three Native American adults from a local reservation and 20 adults from the University engaged 48 words for 15 min (average) of self-directed study. Macromedia Flash® immersion test materials presented three target choices for each of eight text and eight spoken presentations (graphemic and phonemic association tasks), and eight words spoken in context (disambiguation task). Populations were similar enough to be combined; the total percent correct was 77.64% (SD=12.70%; range = 50–100%). Results indicate that immersion-style, multi-media materials offer strong support for revitalization efforts, especially where learners outnumber native speakers.

Distinct right frontal lobe activation in language processing following left hemisphere injury

Right hemisphere activation during functional imaging studies of language has frequently been reported following left hemisphere injury. Few studies have anatomically characterized the specific right hemisphere structures engaged. We used functional MRI (fMRI) with verbal fluency tasks in 12 right-handed patients with left temporal lobe epilepsy (LTLE) and 12 right-handed healthy controls to localize language-related activity in the right inferior frontal gyrus (RIFG). During the phonemic task, LTLE patients activated a significantly more posterior region of the right anterior insula/frontal operculum than healthy controls (P = 0.02). Activation of the left inferior frontal gyrus (LIFG) did not differ significantly between the two groups. This suggests that, following left hemisphere injury, language-related processing in the right hemisphere differs from that with a functionally normal left hemisphere. The localization of activation in the left and right inferior frontal gyri was determined with respect to the anatomical sub-regions pars opercularis (Pop), pars triangularis (Ptr) and pars orbitalis (Por). In the LIFG, both healthy controls (8 out of 12) and LTLE patients (9 out of 12) engaged primarily Pop during phonemic fluency. Activations in the RIFG, however, were located mostly in the anterior insula/frontal operculum in both healthy controls (8 out of 12) and LTLE patients (8 out of 12), albeit in distinct regions. Mapping the locations of peak voxels in relation to previously obtained cytoarchitectonic maps of Broca's area confirmed lack of homology between activation regions in the left and right IFG. Verbal fluency-related activation in the RIFG was not anatomically homologous to LIFG activation in either patients or controls. To test more directly whether RIFG activation shifts in a potentially adaptive manner after left hemisphere injury, fMRI studies were performed in a patient prior to and following anatomical left hemispherectomy for the treatment of Rasmussen's encephalitis. An increase in activation magnitude and posterior shift in location were found in the RIFG after hemispherectomy for both phonemic and semantic tasks. Together, these results suggest that left temporal lobe injury is associated with potentially adaptive changes in right inferior frontal lobe functions in processing related to expressive language.

The verbal fluency task in the Greek population: normative data, and clustering and switching strategies.

We assessed 300 healthy adults in Greece on measures of semantic and phonemic verbal fluency in order to develop norms for the Greek population. We also evaluated the strategies that the participants used spontaneously in order to maximize word production, namely clustering and switching techniques. Our tasks comprised three semantic and three phonemic categories. Consistent with previous investigations of English-speaking samples, we found a contribution of demographic variables to word fluency. Specifically, level of education contributed to total word production, number of switches, and number of repetitive responses on both semantic and phonemic tasks, and the average cluster size only on the phonemic task. Age contributed to total word production and cluster size on the semantic task, and to number of switches on both semantic and phonemic tasks. Sex contributed only to total word production on the semantic task. In our sample, clustering and switching strategies were related to total word production on both tasks, suggesting that these strategies were used effectively. We present tables of normative data stratified by age and level of education. We have also included detailed guidelines for scoring clusters relevant to the Greek population.

Dissociating the performance of cortical and subcortical patients on phonemic tasks

To assess cortical and subcortical contributions to phonemic processing, patients with left frontal, temporal–parietal, or cerebellar lesions as well as those with Parkinson’s disease were tested on phonemic identification and production tasks. In Experiment 1, patients and controls were asked to identify syllables on both a voicing and place of articulation continuum. Subcortical patients were relatively unimpaired at this task whereas cortical patients were less accurate at identifying the endpoints of both continua and exhibited little evidence of categorical perception. For Experiment 2, controls and patients were asked to produce syllables. Subcortical patients were able to produce contrastive voice onset times (VOTs) for voicing cognates although VOT of the voiceless phoneme was more variable for cerebellar patients. Cortical patients showed greater overlap in the production of both VOT and formant transition intervals. These results are discussed in terms of the type of computations hypothesized to originate from each neural area.

“Fast same reaction” in phonemic discrimination task in aphasic patients

“Fast same reaction” in phonemic discrimination task in aphasic patients

Compensatory articulation during bilabial fricative production by regulating muscle stiffness

The cooperative mechanisms in articulatory movements were examined by using mechanical perturbations during bilabial phonemic tasks. The first experiment compares the differences in compensatory responses during sustained productions of the bilabial fricative /Φ/ for which lip constriction is required, and /a/, for which the lips and jaw are relatively relaxed. In the second experiment, we perturbed jaw movement with different load-onsets in the sentence “kono /aΦaΦa/ mitai”. In both experiments, labial distances were recovered partly or fully by the downward shifts of the upper lip. The upper lip response was frequently prior to the EMG response observed in the sustained task. Additionally, initial downward displacement of the upper lip was frequently larger when the load was supplied during /Φ/ than when it was supplied during /a/ in the sustained and sentence tasks, respectively. The stiffness variation estimated by using a muscle linkage model indicates that the stiffness increases for the bilabial phonemic task in order to robustly configure a labial constriction. The results suggest that the change in passive stiffness regulated by the muscle activation level is important in generating quick cooperative articulation.

Rhyme and reading: a critical review of the research methodology

There is debate over whether children’s early rhyme awareness has important implications for beginning reading instruction. The apparent finding that pre‐readers are able to perform rhyme tasks much more readily than phoneme tasks has led some to propose that teaching children to read by drawing attention to rime units within words is ‘a route into phonemes’ (Goswami, 1999a, p. 233). Rhyme and analogy have been adopted as an integral part of the National Literacy Strategy (DfEE, 1998), a move which appears to have been influenced by three major research claims:1) rhyme awareness is related to reading ability, 2) rhyme awareness affects reading achievement, and 3) rhyme awareness leads to the development of phoneme awareness. A critical examination of the experimental research evidence from a methodological viewpoint, however, shows that not one of the three claims is sufficiently supported. Instructional implications are discussed.

Dynamic articulatory model based on multidimensional invariant-feature task representation.

A dynamic model of articulatory movements is introduced. The research presented herein focuses on the method of representing the phonemic tasks, i.e., phoneme-specific articulatory targets. Phonemic tasks in our model are formally defined using invariant features of articulatory posture. The invariant features used in the model are characterized by the linear transformation of articulatory variables and found using a statistical analysis of measured articulatory movements, in which the articulatory features with minimum variability are taken to be the invariant features. Articulatory movements making vocal-tract constrictions or relative movements among articulators reflecting task-sharing structures are typical examples of the features found to have low variability. In the trajectory formation of articulatory movements, the dimension number of the phonemic task is set at a smaller value than that of articulatory variables. Consequently, the kinematic states of the articulators are partly constrained at given time instants by a sequence of phonemic tasks, and there remain unconstrained degrees of freedom of articulatory variables. Articulatory movements are determined so that they simultaneously satisfy given phonemic tasks and dynamic smoothness constraints. The dynamic smoothness constraints coupled with the underspecified phonemic targets allow our model to explain contextual articulatory variability using context-independent phonemic tasks. Finally, the capability of the model for predicting actual articulatory movements is quantitatively investigated using empirical articulatory data.

Improvement of oral naming by unsupervised computerised rehabilitation

The effects of unsupervised, computerised rehabilitation of anomia in aphasia were investigated with three single-case studies. The training was carried out in the patients' own homes without any supervision. It included semantic and phonemic tasks as well as written naming tasks. The computer was programmed to progress through a preselected set of tasks according to set criteria of performance. The patient could not alter the preselected sequence, but could start and stop a session at any time. The length of the training was determined by the time it took the patient to work through the full set of tasks. Comparison was made of their progress in naming of trained and untrained words. A cross-over design was used, and baselines were established with two patients. All patients improved in their general naming performance, but to different degrees. A relatively specific effect for the trained words was found in two patients, whereas the third showed a somewhat more general effect. The chosen therapy was probably not equally appropriate for all three patients. It is concluded that oral naming can be improved with unsupervised computer rehabilitation in the home even though the patient is not required to speak during the training.

Biological constraints on literacy acquisition

This paper investigates some of the biological constraints that shape the process of literacy acquisition. It explores the possibility of isolating processing components of reading which correspond to computational units of equivalent size in the neural architecture. After reviewing and evaluating the current approaches to the biology of literacy acquisition, the paper considers three interconnected topics: (a) developmental dissociations, (b) early stages of literacy acquisition (in a transparent orthography), and (c) effects of remedial intervention for children with reading disorders. Developmental dissociations between reading and severe mental retardation, motor impairment, congenital anarthria and inaccuracy in phonemic awareness tasks reveal the functional independence of the reading processes. The early stages of literacy acquisition in a transparent orthography show a very steep increase in word and non-word reading accuracy; a speed that could hardly be accounted for by unconstrained learning. Finally, rehabilitation treatments of reading disorders either produce no specific effects, or marginal improvements in reading accuracy, which fade away in the long term. Concurrently, these data suggest that the process of literacy acquisition is largely constrained by a specific biological architecture which mimics the functional properties of a modular system. It is speculated that the core component of reading is a metaphonological parser, designed to perform automatic cross-modal associations between visual and sublexical units, according to the paradigms set up by any orthographic system. The phylogenetic implications of the ‘specificity hypothesis’ are discussed.

Phonemic and graphemic consistency: Effects on decoding for German and American children

Speed, accuracy, and types of errors in decoding lists of words and pseudo words and performance in two phonemic awareness tasks were assessed for German and American children in the first and second grades. German children were significantly better than American children only in pseudo word decoding measures across grades. Between group analyses showed that American children committed more vowel and word substitution errors in both decoding accuracy tasks than German children. Word substitution errors were more likely in word decoding than in pseudo word decoding for children in both languages. Within group analyses indicate that variance in decoding errors and speed accounted for by word substitution versus nonword and vowel versus consonant errors differed dependent on grade and whether real or pseudo words were read. Results suggest successful reading in English depends upon more complex grapheme to phoneme correspondence rules than does reading in German.

Phoneme awareness in children: a function of sonority.

This study tested the hypothesis that the sonority of phonemes (a sound's relative loudness compared to other sounds with the same length, stress, and pitch) influences children's segmentation of syllable constituents. Two groups of children, first graders and preschoolers, were assessed for their awareness of phonemes in coda and onset positions, respectively, using different phoneme segmentation tasks. Although the trends for the first graders were more robust than the trends for the preschoolers, phoneme segmentation in the two groups correlated with the sonority levels of phonemes, regardless of phoneme position or task. These results, consistent with prior studies of adults, suggest that perceptual properties, such as sonority levels, greatly influence the development of phoneme awareness.

Sensitivity to Onset and Rhyme Does Predict Young Children's Reading: A Comment on Muter, Hulme, Snowling, and Taylor (1997)

Muter, Hulme, Snowling, and Taylor (1997) claimed that measures of phoneme segmentation, and not measures of rhyme, predict young children's reading. They base this claim on the relative predictive success of two rhyme and two phoneme segmentation tasks. However, there is a problem with one of their two rhyme measures, the Rhyme Detection measure. The children were asked to select a choice word which “rhymes with or sounds like” a target word, but the authors only scored rhyme choices (“boat”–“coat”) as correct. Choices of words with the same onset as the target (“train”–“tractor”) were counted as mistakes, even though these latter choices also shared a common sound with the target. A better way to score the task is to count onset as well as rhyme choices as correct. The new score predicts reading and spelling as well as the phoneme tasks. This result is consistent with the hypothesis of Goswami and Bryant (1990) that sensitivity to onset and rhyme, as well as awareness of phonemes, plays a part in children's success in reading and to spelling.

The Fate of Phonemic Awareness Beyond the Elementary School Years

Metaphonological sensitivity to the component sounds of spoken words has been shown to develop in conjunction with alphabetic literacy. It is generally presumed that skilled readers possess and display a high degree of phonemic awareness. Data are presented that challenge this claim and indicate that many mature readers are unexpectedly inaccurate on phonemic awareness tasks. Alternative hypotheses about the nature and development of phonemic sensitivity in children and adults are considered. Implications for teacher training are also discussed.

Depth-of-processing effects on priming in stem completion: tests of the voluntary-contamination, conceptual-processing, and lexical-processing hypotheses.

Depth-of-processing effects on incidental perceptual memory tests could reflect (a) contamination by voluntary retrieval, (b) sensitivity of involuntary retrieval to prior conceptual processing, or (c) a deficit in lexical processing during graphemic study tasks that affects involuntary retrieval. The authors devised an extension of incidental test methodology--making conjunctive predictions about response times as well as response proportions--to discriminate among these alternatives. They used graphemic, phonemic, and semantic study tasks, and a word-stem completion test with incidental, intentional, and inclusion instructions. Semantic study processing was superior to phonemic study processing in the intentional and inclusion tests, but semantic and phonemic study processing produced equal priming in the incidental test, showing that priming was uncontaminated by voluntary retrieval--a conclusion reinforced by the response-time data--and that priming was insensitive to prior conceptual processing. The incidental test nevertheless showed a priming deficit following graphemic study processing, supporting the lexical-processing hypothesis. Adding a lexical decision to the 3 study tasks eliminated the priming deficit following graphemic study processing, but did not influence priming following phonemic and semantic processing. The results provide the first clear evidence that depth-of-processing effects on perceptual priming can reflect lexical processes, rather than voluntary contamination or conceptual processes.

Plant a radish, get a radish: Case study of kindergarten teachers’ differing literacy belief systems

This study explores the relationship between two teachers’ literacy belief systems, and their children's understanding of literacy. Researchers addressed issues of teachers’ decision making, practical and personal knowledge, and pedagogical knowledge which serve to form belief systems in teaching literacy. Researchers interviewed two philosophically differing kindergarten teachers regarding their views, beliefs, and practices in teaching literacy to kindergarten populations. Then, kindergarten students were interviewed at the end of the school year regarding their understanding of reading and writing as a direct or indirect result of teachers’ differing belief systems. Other data collected at the end of the school year include students’ demonstration of their knowledge of literacy through participation in the following tasks: Clay's concepts of print, a word reading task, phonemic segmentation tasks, and writing samples.

Word reading in Spanish: A comparison between skilled and less skilled beginning readers

ABSTRACTThe purpose of this study was to investigate word reading abilities in first and third grade Spanish-speaking children who were learning to read in Spanish; the performance of skilled and less skilled readers was compared across measures that assessed phonological recoding ability, knowledge of grapheme-phoneme correspondences, and phonemic awareness. The findings suggest that Spanish-speaking children relied on phonological recoding strategies in the process of becoming readers. First grade, less skilled readers seemed to depend on partial letter-sound knowledge. Furthermore, spelling-sound correspondences appeared to be the main source of information used by first grade, skilled readers and third grade, less skilled readers. The latter seemed to lag behind skilled readers in the use of word-specific information. The phonemic awareness tasks displayed moderate to low correlations with reading ability in the less skilled groups. It is argued that the simple phonological structure of Spanish and its shallow orthography lead to the phonological processing of letter strings during reading acquisition.