Early-grade teachers’ ability to incorporate high-quality explicit phonological awareness (PA) instruction into the classroom helps children succeed in early reading endeavors and significantly reduces difficulties among at risk for problems. Teachers’ deep knowledge of teaching PA is expected affect their instructional practices inside classrooms. This study aims gain perspective on grade perc...

BACKGROUND Self-awareness of speech impairment according to the following extralinguistic variables: gender and age. AIM To examine the influence of gender and age on the self-awareness of speech impairment. METHOD Participants were 24 children with the diagnosis of phonological disorder, 15 boys and 9 girls, with ages ranging between 5:0 and 7:7 years. For this group the assessment of self...

There are several independent sets of findings concerning the neural basis of reading. One set demonstrates a powerful relationship between phonological processing and reading skills. Another set reveals a relationship between visual responses in the motion pathways and reading skills. It is widely assumed that these two findings are unrelated. We tested the hypothesis that phonological awarene...

Puolakanaho, Anne Early Prediction of Reading: Phonological Awareness and Related Language and Cognitive Skills in Children with a Familial Risk for Dyslexia Jyväskylä: University of Jyväskylä, 2007, 61 p. (Jyväskylä Studies in Education, Psychology and Social Research, ISSN 0075-4625; 317 ) ISBN 978-951-39-2998-5 (PDF), 978-951-39-2957-2 (nid.) Yhteenveto: Lukemistaitojen varhainen ennustamine...

Two studies investigated the degree to which the relationship between rapid automatized naming (RAN) performance and reading development is driven by shared phonological processes. Study 1 assessed RAN, phonological awareness, and reading performance in 1010 7- to 10-year-olds. Results showed that RAN deficits occurred in the absence of phonological awareness deficits. These were accompanied by...