This study investigated the phonological awareness abilities of Cantonese-speaking children with Down syndrome. The phonological awareness abilities of 16 children with Down syndrome (DS) aged between 7;03 to 14;09, 16 children with intellectual disability of unknown origin (ID) aged between 7;09 to 14;06 and 16 children with normal intelligence (NI) aged between 3;6 to 9;0, matched on mental a...

The aim of this thesis was three-fold: firstly, to examine the development of reading and spelling abilities in the Greek language; secondly, to identify the cognitive predictors of reading and spelling skills; and finally, to establish how developmental dyslexia is manifested in the regular Greek orthography. An extensive battery of cognitive, linguistic, and literacy tasks was administered to...

Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the cl...

The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or...

Many studies have reported the necessity of phonological awareness to become a skilled reader, citing barriers to phonological information as the cause for reading difficulties experienced by deaf individuals. In contrast, other research suggests that phonological awareness is not necessary for reading acquisition, citing the importance of higher levels of syntactic and semantic knowledge. To d...

Tests of phonological awareness have been developed for spoken languages that require spoken responses. For many deaf individuals, spoken measures of phonological awareness (PA) are not appropriate, as these deaf individuals do not use any spoken language or their oral language is rated as low on levels of aural comprehension. Given the need to have accessible measures of spoken language PA for...

This study was designed to establish the existence of different levels of phonological awareness and their relationship with the mastery of the alphabetic code in Spanish language. The article focusses on two topics which have been the object of research in recent years. The first refers to the study of phonological awareness and the second, to the influence this awareness has on the acquisitio...

PURPOSE This study explored the use of assessment tasks to examine underlying phonological representations in preschool children with speech impairment. The study also investigated the association between performance on phonological representation tasks and phonological awareness development. METHOD The performance of 9 children (aged 3;09 [years; months] to 5;03) with moderate or severe spee...

PURPOSE The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. METHOD First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive voca...

PURPOSE This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. METHODS Four hundred and fifteen elementary students in China mainland were...