The objectives of this article are to clarify some of the prominent findings from research on phonological awareness and reading and to apply those findings into applicable material for SLPs, and for teachers who work with children experiencing delays in early reading…
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The outcome of this research study provides SLPs and teachers with guidelines for teaching phonological and phonemic awareness to children with or without learning disabilities who are encountering problems with early reading and/or spelling. Furthermore, by providing a description of available measures that indicate problems in phonological awareness and literacy, the study analyzes three models for assessing children's phonological and rhyming awareness and their subsequent reading skills. The study confirms the importance of early rhyming skills. Was relevant background literature reviewed? Describe the justification for the study. Reading research has gained a lot of attention in the last few years because critical stages of phonological awareness can be developed through carefully planned instructions. This research is justified in that there is a need to find the connections between a child’s early phonological and rhyming skills and his or her progress in reading and spelling. It is established that activities such as substituting different sounds for the first sound of a familiar song help in a child’s development of phonological awareness, which is a cognitive substrate to reading acquisition. It is known in this context that phonological awareness is not only cognitively related for analyzing words but also prepares children for later reading instructions in phonics and spelling. The authors of this article have discussed that the inability to process language by using phonological key knowledge poses as much of a barrier to learning early word reading as is posed by rhyming and alliteration. Moreover, the research outcomes reveal that weakness in phonological processing or weakness in rhyming...
This study reports the results of four sessions during the period when the children were between the ages of 4 and 6 years and were tested with the use of two sets of predictive measures and one set of outcome measures. The predictive measures tested the children at the age of 4 years and 7 month and 5 years and 7 month on rhyme and alliteration detection ability. At the ages of 5 years and 7 month and 5 years and 11 month the researchers tested the children on their phoneme detection. The goal for the first set of tests was to measure reading, spelling and arithmetic ability. For the first set of tests, the researchers conducted the test at the home of the participants. All later tests were conducted at the participants’ schools. The intervention for the first set of tests gave the children different versions of rhyme-oddity tasks. The children had two practice trials followed by ten experimental trials. In each trial the child could choose between three words with pictures and pick the two words that rhymed with them; such as “fish” and “dish”. The researchers used the same tools to measure the children’s sensitivity to sound repetition as well. The third session of the test incorporated a little more challenging tasks for the children because now they were an year older (5 years and 7 month), which demanded their attention to the position of sounds in words. During this intervention the researchers used three pictures that they showed to all the children and then asked them to point out which words began with the same sound. For example “code” ended with the same sound as “rote”.
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(Reading, Rhyming and Phoneme Detection Essay Example | Topics and Well Written Essays - 2000 Words)
“Reading, Rhyming and Phoneme Detection Essay Example | Topics and Well Written Essays - 2000 Words”, n.d. https://studentshare.org/education/1391873-reading-rhyming-and-phoneme-detection.
After reviewing the recent literature on the topic, which stresses the link between alphabetic instruction and phoneme awareness, the authors pose the question whether the structure of the phonological system of the learner’ native language plays a role in the way students develop phoneme awareness.
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