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Wyszukujesz frazę "phonological awareness" wg kryterium: Temat


Wyświetlanie 1-5 z 5
Tytuł:
Phoneme Analysis Ability in Children with the Fetal Alcohol Syndrome
Umiejętność analizy fonemowej dzieci z alkoholowym zespołem płodowym
Autorzy:
Krakowiak, Marta
Powiązania:
https://bibliotekanauki.pl/articles/667473.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Fetal Alcohol Syndrome (FAS)
phoneme
phonological awareness
phoneme analysis
Opis:
A woman who drinks alcohol while being pregnant puts her child at risk of numerous birth defects that can negatively affect a child’s cognition, physical growth and behaviour. It is called Fetal Alcohol Syndrome – FAS. Among all these dysfunctions, hearing problems might occur, including the disorders of phonematic hearing and phonematic analysis which result in improper executive functioning. The deficits in executive functioning can lead to real-life implications. According to studies, the children’s ability to operate phonemes should develop with age. Approximately sixty per cent of six-year-old children and almost all ten-year-old children successfully perform phoneme analysis. Undoubtedly, this ability is strongly connected with reading and writing, that is, the basic skills for school children. However, studies on FAS children show that only twenty per cent of sixyear- olds and fifty per cent of ten-year-olds can manage the task of phoneme operations. It is a natural consequence of the problems with memorising sounds and the linear order of words. This failure in developing the skill of phoneme analysis in children leads to dysfunctions in reading and writing.
Źródło:
Logopedia Silesiana; 2019, 8; 206-235
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego
Towards bilingualism in primary school education – problems in teaching reading in English as a foreign language
Autorzy:
Kusiak-Pisowacka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/1387961.pdf
Data publikacji:
2017-02-21
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
reading in a foreign language
primary school education
phonological awareness
bilingualism
coursebooks
Opis:
The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.
Źródło:
Problemy Wczesnej Edukacji; 2017, 36, 1; 42-53
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The possibilities of speech therapy stimulation in children with postponement of school attendance
Autorzy:
Vanousová, Eva
Powiązania:
https://bibliotekanauki.pl/articles/454252.pdf
Data publikacji:
2016
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
phonological awareness
phonematic awareness
compulsory
school attendance
reading
group therapy
training of phonematic awareness
effectivity of the phonological therapy.
Opis:
Our report presents the Eľkonin´s training of phonematic awareness. This programme is suitable for 5-6 years old children or children whose compulsory school attendance is postponed. We are shortly presenting the results of our study that was done in 20 children. The aim of the study was to quantify and to compare the level of phonological abilities in the studied group of children before and after the training. We would like to show that it is a very suitable stimulating programme that is possible to apply in pre-school children with the impaired communication ability and the postponement of school attendance which can be the risk factors in the process of learning and reading. This training can be applied by special educationists, speech therapists and elementary school teachers after passing the course.
Źródło:
Multidisciplinary Journal of School Education; 2016, 10; 41-47
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Phonological Awareness of L1 Systemic Segmental Contrasts among Advanced ESL Speakers with Varied L1 Backgrounds
Autorzy:
Buczek-Zawiła, Anita
Powiązania:
https://bibliotekanauki.pl/articles/2049141.pdf
Data publikacji:
2021-10-06
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
phonological awareness
pronunciation
Formal Instruction
First Language
Second Language
Cross-Linguistic Influence
Opis:
The paper explores the phonological awareness of L1 among advanced adult speakers of EFL in the context of L2 pronunciation training. The subjects are students of English with Polish, Spanish, Turkish and Russian L1 background. All subjects have participated in intensive English pronunciation instruction as part of their degree training, in the English Department at the Pedagogical University in Kraków. Two aspects are tar- geted for examination: perception of sound contrasts and awareness of contextual variants in L1, mostly those pertaining to the consonantal and vocalic inventories, all related to their L2 (English) production goals. The material is based on longitudinal examination of course test results over the span of 3 years. The analysis reveals low sound discrimination skills in the subjects’ L1, largely based on letter-to-sound correspondences and inability to see beyond print. Through explicit training in their L2 they become more sensitive to the inventory and the details of their L1 sound system, the awareness they can use to the advantage when targeting L2 sound production.
Źródło:
Anglica. An International Journal of English Studies; 2021, 30(2); 107-125
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
    Wyświetlanie 1-5 z 5

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