Phonological Awareness Test Research Articles

A comparative, descriptive study of reading and writing skills among non-speaking children: a preliminary study.

For many non-speaking. Bliss-using persons with cerebral palsy (CP), literacy skills seem hard to achieve, although their cognitive functioning and verbal reception skills would predict good reading and writing. The aim of this study was to describe literacy skills in relation to intellectual level and to level of phonological awareness, which are both considered important predictors of literacy in the speaking population. Seven disabled adolescents participated in the study. In a comparison group there were seven children matched for results on a non-verbal intelligence test and a test of phonological awareness. The subjects in the disability group performed on a lower level on reading and spelling variables than the subjects in the comparison group. The results also indicated that the spelling skills of the subjects in the disability group were more developed than their reading skills, and that spelling of words represented by photographs of well-known objects, presented visually only, seemed more difficult than spelling of words presented orally. A tentative explanation of these latter two results was proposed, namely that the phonological awareness of the subjects facilitated spelling, but that access to phonological and orthographic representation of visually presented material might be more difficult than orally presented material for non-speaking persons. The differences between the two groups also suggested that the subjects in the disabled group seemed to have difficulty in benefiting from formal literacy skills training at school.

Tracing symbol naming speed's unique contributions to reading disabilities over time

The contributions of naming speed measured on both serial-list and various discrete-trial formats to several reading subskills were examined longitudinally to determine their impact independent of other reading-related skills on reading disabilities. Tests of symbol naming speed, phonological awareness, vocabulary, memory span and coding speed were given to 38 poor and average readers when they were in Grades 2, 3 and 4. Grade 4 poor readers were discriminated from moderately poor or good readers on serial-list and discrete-trial naming speed tests in all grades. In addition, phonological awareness and vocabulary, but not memory span or coding speed, discriminated groups. These variables in Grade 2 contributed unique variance to reading scores in Grade 4 in differing patterns. Hypotheses about the nature of the reading — naming speed relationship are discussed.

Phonological awareness and visual skills in learning to read Chinese and English

It is well known that phonological awareness is closely related to reading skill in children who are learning to read an alphabetic script such as English. In this study, the relationship between phonological awareness and reading skill was also investigated in children living in Hong Kong and Taiwan who were learning to read Chinese. This is because children from Taiwan learn a phonological script, known as Zhu-Yin-Fu-Hao, before they are taught to read any Chinese characters. In addition, a high proportion of Chinese characters contain a “phonetic” component which might be used by Chinese readers when they are recognising Chinese words. Consequently, the performance of 137 8-year-old primary children from Britain, Hong Kong and Taiwan on tests of phonological awareness, visual skills and reading ability was examined. Although there were significant correlations between Chinese reading and phonological awareness, the results of a series of regression analyses did not support the view that differences in phonological awareness per se are a primary cause of differences in reading ability amongst children learning to read Chinese. In contrast, performance on the phonological awareness tests (rhyme and phoneme detection) was significantly related to the reading ability of British children even after the effects of IQ and vocabulary had been partialled out. The results also showed that a test of visual skills (visual paired associates learning) was significantly related to the reading ability of the children in Hong Kong and Taiwan, but not to the reading of the British children. In addition, the nature of rhyme and phoneme deletion skills differed in children from Britain and Hong Kong. Whereas British children found it more difficult to delete the first phoneme from an initial consonant blend (e.g., deleting /s/ from star) than from a word which contained a single consonant before the vowel (e.g., deleting /s/ from sit), children from Hong Kong showed exactly the opposite pattern. In addition, performance on a phoneme deletion test appeared to be strongly influenced by whether or not the child had learnt an alphabetic script in the language in which they were being tested.

Differences in eye movements and reading problems in dyslexic and normal children

It has been suggested that eye movement abnormalities seen in dyslexics are attributable to their language problems. In order to investigate this claim, we studied eye movements in dyslexic children, during several non-reading tasks. Dyslexic children were compared to normal and backward readers on measures of fixation, vergence amplitude, saccade and smooth pursuit. The results were compared to the children's phonological ability. Dyslexic children (n = 26) had significantly worse eye movement stability during fixation of small targets than normal children (n = 39). Vergence amplitudes were lower for dyslexics than for controls. A qualitative assessment of saccadic eye movements revealed that dyslexics exhibit fixation instability at the end of saccades. Assessment of smooth pursuit revealed poor smooth pursuit in the dyslexic group, particularly when pursuing a target moving from left to right. Dyslexic children also performed significantly worse than normal children on a test of phonological awareness (Pig Latin). Eye movement results were studied in the light of the findings on phonological awareness: dyslexics with small vergence amplitudes also always have poor phonemic awareness. However, poor fixation control is found in dyslexics with or without poor phonological ability. The backward reading children performed similar to the dyslexics on all tests, suggesting that the deficiencies observed in this study are not specific to children with dyslexia. The problems experienced by the children (revealed by a questionnaire) are in agreement with those measured in terms of eye movement recordings and phonemic awareness. Sex, handedness, IQ or the presence of attention deficit disorder (ADD) did not appear to influence the children's performances on any of the eye movement tasks. The presence of oculomotor abnormalities in a non-reading task strongly suggests that the underlying deficit in the control of eye movements seen in dyslexics is not caused by language problems alone.

Spontaneous Recovery of Impaired Memory Span: Does Comprehension Recover?

We have previously described a patient, T.B., who had a memory span of two digits and a sentence span of three words. He showed no evidence of effects of either phonological similarity or word length on span and his deficit was interpreted as reflecting the impaired functioning of the phonological loop component of working memory. Analysis of his language comprehension indicated normal processing of short sentences, together with a marked deficit in understanding long sentences, whether these were presented visually or auditorily (Baddeley and Wilson, 1988). When re-tested after several years, T.B.'s memory span had increased to nine digits, and showed clear effects of phonological similarity and word length. His performance on a series of language comprehension tests indicated a complete recovery, although he continued to show impairment on two tests of phonological awareness. These results are consistent with the proposed link between phonological working memory and language comprehension. In addition, they indicate a dissociation between short-term phonological memory and phonological awareness.

The interrelationships among preschool predictors of reading acquisition for German children

A sample of 169 German children were tested in general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool. These tests were used as independent measures predicting performance on second grade reading comprehension, word discrimination, and word decoding speed. Tests of verbal ability, memory capacity, and phonological awareness were also given over a year later in elementary school. After determining that the influence of verbal ability, memory capacity, and phonological awareness on reading comprehension was comparable when measured in preschool and elementary school, the effects of all preschool measures on the three dependent reading measures were assessed. These analyses revealed differential main effects and interactions for the three dependent measures. However, a significant three-way interaction among lexical access, memory capacity, and phonological awareness was found for all three reading measures. These results indicate that the interaction and subsequent effects of these linguistic skills precedes and influences reading acquisition. This is contrary to the view that these skills interact as a result of reading experience. The implications of these results, as well as comparisons of conducting such studies with German rather than English speaking children are discussed.

Neuropsychological profile of adult dyslexics

One hundred and fifteen adults with well-documented childhood reading status underwent a series of neuropsychological tests including tests of memory, attention, phonological processing, and visual perceptual skills in an attempt to define the neuropsychological profile of dyslexia in adulthood. Compared to a normal nonreading disabled sample, subjects with a history of reading disability performed consistently poorer on most neuropsychological tests. However, after covarying for intelligence and socioeconomic status, only tests of rapid naming, phonological awareness, and nonword reading were significant discriminating measures. The hypothesis that deficits in phonological processing comprise the core cognitive deficits in adults with a history of reading disability was supported. Independent of current adult reading ability, measures of nonword reading, phonological awareness, and rapid naming serve as indicators of a childhood history of reading disability.

Developmental dyslexics do not fit in boxes: Evidence from six new case studies

Abstract Six subjects with a reading problem were tested on a variety of reading and other tasks including tests of phonological awareness and processing, short-term memory, visual analysis and synthesis, memory for faces and pictures, and matching of letters and shapes. The subjects demonstrated differences in their reading strategies, but these showed no relation to any differences in the patterns of deficit on non-reading tasks. Five of them showed severe problems on tasks involving phonological processing and short-term memory but the seventy of these was unrelated to reading strategy. There were some indications of visual weaknesses, but these were severe in only one subject who had a pronounced defect in memory for faces; there was no evidence that the visual weaknesses were consistently related to reading ability or strategy. It is concluded that all the subjects in this sample (with one 'possible exception) had a deficit in phonological processing but adopted different strategies to cope with this when faced with the task of converting print to sound. Differences in strategy are likely to be affected by the relative efficiency of other cognitive processes, personality and introdctional factors.

The Relationship between Conceptual Tempo, Phonological Awareness, and Word Recognition in Beginning Readers

An alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition is presented. The discussion yields three hypotheses, which are the focus of the present study: (1) conceptual tempo is related to phonological awareness; (2) the relationship between phonological awareness and reading ability (in beginning readers) is stronger than the relationship between conceptual tempo and reading ability; and (3) conceptual tempo and phonological awareness are differentially related to the recognition of real and synthetic words. Thirty-seven first grade children were individually administered tests of verbal intelligence, conceptual tempo, phonological awareness, and reading ability. The data indicate that phonological awareness is significantly correlated with conceptual tempo, that phonological awareness is related to synthetic word recognition, and that synthetic word recognition is highly correlated with real word recognition. The results are explained in terms of a model of reading acquisition that emphasizes the role of metalinguistic abilities in learning to read.