Temat: phonemic awareness - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Brak bezpośredniego wpływu umiejętności percepcyjnych na umiejętności narracyjne dzieci z niedokształceniem mowy pochodzenia korowego
The correlation between phonemic hearing deficits and speech understanding disorders and narrative skills in children with Speech Development Disorder of Cortical Origin
Autorzy:: Balcerzak, Renata
Powiązania:: https://bibliotekanauki.pl/articles/1044572.pdf
Data publikacji:: 2019-12-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Speech and Language Development Disorder of Cortical Origin
phonemic awareness
speech understanding
discourse
text
Opis:: In the paper, an analysis of information gathered during examinations of children with speech development disorder of cortical origin is presented. The study group consisted of 4 individuals (two girls and two boys), aged 5–10. The results of the examination of phonemic awareness and understanding of a few sentences-long spoken texts as well as articulating a few sentences-long texts suggested a possible correlation between these two types of skills (phonemic awareness, spoken text understanding and production). However, a thorough analysis of the results does not allow one to conclude that the specific phonemic awareness deficits and/or speech perception difficulties have a predominant influence on the narrative skills of children with speech development disorder of cortical origin. Although the main hypothesis was disproved, the results of the analysis shed light on another possible explanation of speech production difficulties in the abovementioned speech and language disorder: deficient/insufficient auditory attention and/or verbal working memory. Such explanation has not yet been taken into consideration in the research on speech and language development disorder of cortical origin.
Źródło:: Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2019, 26, 2; 11-25
1233-8672
2450-4939
Pojawia się w:: Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Diagnosis of Literacy through the Application of Digital Technologies
Autorzy:: Valášková, Miriam
Powiązania:: https://bibliotekanauki.pl/articles/507095.pdf
Data publikacji:: 2014
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: diagnosis of literacy
primary and pre-primary education
digital technologies
phonemic awareness
Slovakia
research. Innovation
technology
research projects
Opis:: Here’s one option for the diagnosis of literacy which is appropriate for use by children in pre-primary and primary education. At the same time, we present the results of research aimed at diagnosing literacy, which we have implemented for children of preschool age. The diagnosis is based on an innovative concept of understanding literacy and diagnosis, which is in Slovakia so far very little-used. We built a diagnostic tool through the application of digital technologies. We consider this a most effective and entertaining possibility for the diagnosis of children.
Źródło:: Journal of Preschool and Elementary School Education; 2014, 6; 25 - 41
2084-7998
Pojawia się w:: Journal of Preschool and Elementary School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness
Autorzy:: Dolean, Dacian
Powiązania:: https://bibliotekanauki.pl/articles/2031779.pdf
Data publikacji:: 2016-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: Roma
socio-economic status
literacy
phonemic awareness
randomized trial
intervention
Opis:: Literacy skills of Roma children throughout Europe are shown to be significantly lower compared with their non-Roma peers. This fact is frequently attributed to the substandard socio-economic status (SES) of the Roma population. However, there is little empirical substantiation for the extent to which the SES of Roma children can be associated with poor literacy skills, as well as the extent to which remedial programs aimed to enhance those skills can be effective after school starts. The presented study aimed to analyze comparatively the relationship between SES and one of the literacy predictors, phonemic awareness (PA), of 171 Roma (n = 42) and non-Roma (n = 129) first-graders, and the effectiveness of a classroom intervention program aimed to enhance this skill. Results showed that a) PA of Roma 1st graders is significantly lower than that of their non-Roma peers coming from the same community, but the difference is significantly reduced after accounting for SES, b) there are important inter-ethnical differences between Roma and non-Roma when PA is correlated with socio-economic indicators, c) intervention programs aimed to increase the PA of Roma children should begin earlier than 1st grade, if expected to produce significant effects above and beyond those generated by regular classroom activities and d) the development of the PA of Roma and non-Roma children has a similar growth rate once they start receiving formal education.
Źródło:: The New Educational Review; 2016, 45; 39-51
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Testing and Diagnosing Dyslexia in Adolescents – Focused on Phonemic Awareness
Autorzy:: Žovinec, Erik
Duchovičová, Jana
Sender, Barbora
Powiązania:: https://bibliotekanauki.pl/articles/18104909.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: dyslexia
phonemic awareness
adolescent
testing
phonological deficit
Opis:: Aim. Phonetic deficits are one of the core language-cognitive symptoms at cognitive level aetiology of dyslexia in variety languages and orthographies. The presented study examines possibilities of diagnosis of phonological deficits in the Slovak language (similar to Czech and Polish grapheme-phoneme rules) in students at upper secondary schools. The comparison of 237 non-dyslectics and 149 dyslectics in upper secondary schools brings new stimulus for diagnostic procedures at counselling centres. Methods. Four phonemic awareness tests for upper secondary school students (aged 15-20 years) were developed. The testing tasks included tasks on phoneme analysis/segmenting in words and non-words (10), phoneme synthesis/blending in words and non-words (10), phoneme transposition in words and non-words (8), and phoneme elision in non-words (8). Results. Dyslectics achieved a lower average score in phonemic awareness tests than non-dyslectics. First and second year students (aged 15-17 years) achieved similar average scores, but third and fourth year students (aged 17-20 years) achieved lower results. The t-statistic for the phonological analysis tests was 2.827 with df 56.259 and a p-value of 0.007, indicating a significant difference between the groups under study. The t-statistic for the phonological synthesis tests was -2.568 with df 284 and a p-value of 0.011, also indicating a significant difference between the groups. The t-statistics for the phonological transposition and elision tests indicate that there is no significant difference between the dyslexic and non-dyslexic group. Conclusion. The study brought several inspirations for the tasks and tests that can be used in the diagnosis and re-diagnosis of dyslexia, specifically for adolescents.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 335-351
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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