Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations
This Study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (...
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| Published in | Reading research quarterly Vol. 38; no. 4; pp. 470 - 487 |
|---|---|
| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.10.2003
International Reading Association |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0034-0553 1936-2722 |
| DOI | 10.1598/RRQ.38.4.3 |
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| Abstract | This Study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two- to five-year-old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi-parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. /// [Spanish] Este estudio investigó el orden de adquisición de habilidades de sensibilidad fonológica entre niños preesco-lares y de nivel inicial. La sensibilidad fonológica fue examinada en términos de cuatro niveles de complejidad lingüística (palabras, sílabas, ataques y rimas y fonemas) y a través de tareas de cuatro niveles de complejidad (detecciоn de síntesis, detección de omisión, síntesis y omisión). Participaron 947 niños de dos a cinco años de diversa procedencia social. Los análisis jerárquicos lineales evidenciaron un patrón de desarrollo cuasi paralelo corres-pondiente a un modelo jerárquico de estructura de la palabra y a un modelo de memoria operativa relacionado con la complejidad de las tareas. Los resultados apoyan una conceptualizatión evolutiva de la sensibilidad fonológica. Estos se discuten en relatión a sus implicancias para mejorar la evaluación, la enseñanza de la lectoescritura inicial y la preventión de las dificultades de lectura. /// [German] Diese studie untersuchte Beschaffensweise und Verlauf bei der Aneignung phonologischer Sensitivitätsleistungen unter Vorschülern und im Kindergarten. Phonologische Sensitivität wurde in Zeitabschnitten von vier Stufen innerhalb der linguistischen Komplexität (Wörter, Silben, Satzanfänge und Reimverse, phonemische Ausdrücke) untersucht, quer über vier Stufen der Aufgabenkomplexität (Verbindungsnachweis, Elisionsnachweis, Einbindung und Elision eines Vokals). Die Teilnehmer bestanden aus 947 zwei- bis fünf Jahre alten Kindern von unterschiedlicher Herkunft. Hierarchische log-lineare Analysen bewiesen ein quasi-paralleles Entwicklungsmuster, daß mit einem hierarchischen Modell der Wortstruktur und einem bewährten Gedächtnismodell in der Aufgabenkomplexität übereinstimmte. Die Ermittlungsergebnisse stützen eine Wachstumskonzeptualisierung bei der phonologischen Sensitivität. Die Erkenntnisse werden in Relation zu ihren Auswirkungen zur Bewertungsverbesserung, den frühen Schreib- und Leseinstruktionen, und bei der Verhinderung von Leseschwierigkeiten diskutiert. /// [Japanese] 本研究は、就学前児童と幼稚園児の音声感受性能力の習 得の順序を 調べた。音韻感受性を、 (混 清感知、発音省略感知、混清、発音省略の) 4 段階のタスクの複雑さ に渡る 4 段階の言語上の複 雑さ (語、音節、頭子音と韻脚、音素) に関して調ペた。参加者は、 様々な境遇の2歳から 5 歳 の子供 9 4 7 人だった。階層的対数線形分 析は、語構造の階 層的モデルとタスクの複雑性の作動 記憶モデルと一致する準並列的発達パターンを示し た。研究結果によって、音韻感受性の発達的 概念が支持される。評価の改善、早期リテラシー指導、 読みの困 難防止のための示唆に関して、 結果を議論する。 /// [French] Cette recherche s'intéresse à l'ordre d'acquisition des compétences phonologiques chez des enfants d'âge préscolaire et de jardin d'enfants. On a examiné la sensibilité phonologique à quatre niveaux de complexité lin- guistique (mot, syllabe, attaque et rime, phonème) et avec des tâches de quatre niveaux de complexité (détection de fusion, détection d'élision, fusion, élision). La recherche porte sur 947 enfants de deux á cinq ans provenant de différents milieux. Les analyses hiérarchiques loglinéaires mettent en évidence un patron de développement quasi-parallèle qui correspond à un modéle hiérarchique de la structure du mot et à un modele de mémoire de travail suivant la complexité de la tâche. Ces résultats permettent une conceptualisation genetique de la sensibilité phonologique. La discussion des résultats porte sur les implications possibles pour une amélioration de revaluation, le tout début de l'énseignement, et la prévention des difficultes d'apprentissage de la lecture. /// [Russian] ИзучаΛась посΛеАоватеΛьность обретения навыков ФоноΛогической восприимчивости среАи Аетей, посешаюших Аетский саА, и Арутих АошкоΛьников. ФоноΛогическая восприимчивость быΛеАована по четырем уровням Λинтвистической саожности (сΛова, сΛоти, начаΛьные гΛасные и конечные рифмы, а также фонемы) на основе заАач четырех уровней сΛожности (обнаружение контаминации, обнаружение зΛизии, контаминация и зΛизия). В иссΛеАовании УчаствоваΛи 947Аетей от Авух Ао пяти Λет разΛичного происхожАения. Иерархический анаΛиз Λинейной посаеАоватеΛьности проАемонстрироваΛ квазипараΛΛеΛьный тип развития, который соответствует иерархической моАеΛи структуры сΛова и моАеΛи работы памяти в соответствии со сΛожностыо заАач. РезуΛьтаты поАтвержАают концепцию поступатеΛьного развития фоноΛогической восприимчивости. ОбсужАается значение поΛученных резуΛьтатов АΛя совершенствования тестирования Аетей, раннего обучения грамотности и преАотвращения труАностей в чтении. |
|---|---|
| AbstractList | Investigates the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Supports a developmental conceptualization of phonological sensitivity. Discusses findings in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. (SG) ABSTRACTS This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi‐parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. This study investigated the order of acquisition of phonological sensitivity skills among preschool & kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets & rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, & elision). Participants were 947 2- to 5-year-old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi-parallel pattern of development that corresponded to a hierarchical model of word structure & a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, & prevention of reading difficulties. 3 Tables, 1 Figure, 63 References. Adapted from the source document This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi‐parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. THIS STUDY investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two- to five-year-old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi-parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. [PUBLICATION ABSTRACT] This Study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two- to five-year-old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi-parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. /// [Spanish] Este estudio investigó el orden de adquisición de habilidades de sensibilidad fonológica entre niños preesco-lares y de nivel inicial. La sensibilidad fonológica fue examinada en términos de cuatro niveles de complejidad lingüística (palabras, sílabas, ataques y rimas y fonemas) y a través de tareas de cuatro niveles de complejidad (detecciоn de síntesis, detección de omisión, síntesis y omisión). Participaron 947 niños de dos a cinco años de diversa procedencia social. Los análisis jerárquicos lineales evidenciaron un patrón de desarrollo cuasi paralelo corres-pondiente a un modelo jerárquico de estructura de la palabra y a un modelo de memoria operativa relacionado con la complejidad de las tareas. Los resultados apoyan una conceptualizatión evolutiva de la sensibilidad fonológica. Estos se discuten en relatión a sus implicancias para mejorar la evaluación, la enseñanza de la lectoescritura inicial y la preventión de las dificultades de lectura. /// [German] Diese studie untersuchte Beschaffensweise und Verlauf bei der Aneignung phonologischer Sensitivitätsleistungen unter Vorschülern und im Kindergarten. Phonologische Sensitivität wurde in Zeitabschnitten von vier Stufen innerhalb der linguistischen Komplexität (Wörter, Silben, Satzanfänge und Reimverse, phonemische Ausdrücke) untersucht, quer über vier Stufen der Aufgabenkomplexität (Verbindungsnachweis, Elisionsnachweis, Einbindung und Elision eines Vokals). Die Teilnehmer bestanden aus 947 zwei- bis fünf Jahre alten Kindern von unterschiedlicher Herkunft. Hierarchische log-lineare Analysen bewiesen ein quasi-paralleles Entwicklungsmuster, daß mit einem hierarchischen Modell der Wortstruktur und einem bewährten Gedächtnismodell in der Aufgabenkomplexität übereinstimmte. Die Ermittlungsergebnisse stützen eine Wachstumskonzeptualisierung bei der phonologischen Sensitivität. Die Erkenntnisse werden in Relation zu ihren Auswirkungen zur Bewertungsverbesserung, den frühen Schreib- und Leseinstruktionen, und bei der Verhinderung von Leseschwierigkeiten diskutiert. /// [Japanese] 本研究は、就学前児童と幼稚園児の音声感受性能力の習 得の順序を 調べた。音韻感受性を、 (混 清感知、発音省略感知、混清、発音省略の) 4 段階のタスクの複雑さ に渡る 4 段階の言語上の複 雑さ (語、音節、頭子音と韻脚、音素) に関して調ペた。参加者は、 様々な境遇の2歳から 5 歳 の子供 9 4 7 人だった。階層的対数線形分 析は、語構造の階 層的モデルとタスクの複雑性の作動 記憶モデルと一致する準並列的発達パターンを示し た。研究結果によって、音韻感受性の発達的 概念が支持される。評価の改善、早期リテラシー指導、 読みの困 難防止のための示唆に関して、 結果を議論する。 /// [French] Cette recherche s'intéresse à l'ordre d'acquisition des compétences phonologiques chez des enfants d'âge préscolaire et de jardin d'enfants. On a examiné la sensibilité phonologique à quatre niveaux de complexité lin- guistique (mot, syllabe, attaque et rime, phonème) et avec des tâches de quatre niveaux de complexité (détection de fusion, détection d'élision, fusion, élision). La recherche porte sur 947 enfants de deux á cinq ans provenant de différents milieux. Les analyses hiérarchiques loglinéaires mettent en évidence un patron de développement quasi-parallèle qui correspond à un modéle hiérarchique de la structure du mot et à un modele de mémoire de travail suivant la complexité de la tâche. Ces résultats permettent une conceptualisation genetique de la sensibilité phonologique. La discussion des résultats porte sur les implications possibles pour une amélioration de revaluation, le tout début de l'énseignement, et la prévention des difficultes d'apprentissage de la lecture. /// [Russian] ИзучаΛась посΛеАоватеΛьность обретения навыков ФоноΛогической восприимчивости среАи Аетей, посешаюших Аетский саА, и Арутих АошкоΛьников. ФоноΛогическая восприимчивость быΛеАована по четырем уровням Λинтвистической саожности (сΛова, сΛоти, начаΛьные гΛасные и конечные рифмы, а также фонемы) на основе заАач четырех уровней сΛожности (обнаружение контаминации, обнаружение зΛизии, контаминация и зΛизия). В иссΛеАовании УчаствоваΛи 947Аетей от Авух Ао пяти Λет разΛичного происхожАения. Иерархический анаΛиз Λинейной посаеАоватеΛьности проАемонстрироваΛ квазипараΛΛеΛьный тип развития, который соответствует иерархической моАеΛи структуры сΛова и моАеΛи работы памяти в соответствии со сΛожностыо заАач. РезуΛьтаты поАтвержАают концепцию поступатеΛьного развития фоноΛогической восприимчивости. ОбсужАается значение поΛученных резуΛьтатов АΛя совершенствования тестирования Аетей, раннего обучения грамотности и преАотвращения труАностей в чтении. |
| Author | ANTHONY, JASON L. DRISCOLL, KIMBERLY BURGESS, STEPHEN R. LONIGAN, CHRISTOPHER J. PHILLIPS, BETH M. |
| Author_xml | – sequence: 1 givenname: JASON L. surname: ANTHONY fullname: ANTHONY, JASON L. organization: University of Houston, Houston, Texas, USA – sequence: 2 givenname: CHRISTOPHER J. surname: LONIGAN fullname: LONIGAN, CHRISTOPHER J. organization: Florida State University, Tallahassee, Florida, USA – sequence: 3 givenname: KIMBERLY surname: DRISCOLL fullname: DRISCOLL, KIMBERLY organization: Florida State University, Tallahassee, Florida, USA – sequence: 4 givenname: BETH M. surname: PHILLIPS fullname: PHILLIPS, BETH M. organization: Florida State University, Tallahassee, Florida, USA – sequence: 5 givenname: STEPHEN R. surname: BURGESS fullname: BURGESS, STEPHEN R. organization: Southwestern Oklahoma State University, Weatherford, Oklahoma, USA |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ677857$$DView record in ERIC http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=15255873$$DView record in Pascal Francis |
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| Keywords | Reading Word Pre-School Child Language Development Linguistics Phonology Cognitive Development |
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| Notes | ark:/67375/WNG-9DLBJG8H-9 ArticleID:RRQ202 istex:8FC5A2E77A3627B3D8020EE65B199F9169E953C4 driscoll@darwin.psy.fsu.edu JASON L. ANTHONY is an assistant research professor at the Texas Institute for Measurement, Evaluations, and Statistics (TIMES) in the Department of Psychology at the University of Houston. His research focuses on emergent literacy acquisition and developmental psychopathology. Anthony can be contacted at University of Houston, Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, 126 Heyne Building, Houston, TX 77204, USA, or by e‐mail at BETH M. PHILLIPS is a doctoral student in the Department of Psychology at Florida State University. Her research focuses on children's temperament and developmental psychopathology. Phillips can be contacted at Florida State University, Department of Psychology, Tallahassee, FL 32306, USA, or by e‐mail at jason.Anthony@times.uh.edu CHRISTOPHER J. LONIGAN is a professor in the Department of Psychology at Florida State University. His research focuses on emergent literacy acquisition, temperament, and developmental psychopathology. Lonigan can be contacted at Florida State University, Department of Psychology, Tallahassee, FL 32306, USA, or by e‐mail at KIMBERLY DRISCOLL is a doctoral student in the Department of Psychology at Florida State University. Her research focuses on emergent literacy acquisition and intervention. Driscoll can be contacted at Florida State University, Department of Psychology, Tallahassee, FL 32306, USA, or by e‐mail at beth@psy.fsu.edu lonigan@darwin.psy.fsu.edu STEPHEN R. BURGESS is an assistant professor in the Department of Psychology at Southwestem Oklahoma State University. His research focuses on reading development, learning disabilities, classroom management, and environmental influences. Burgess can be contacted at Department of Psychology, SWOSU, 100 Campus Drive, Weatherford, OK 73096, USA, or by e‐mail at burgess@swosu.edu ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Article-2 ObjectType-Feature-1 content type line 23 |
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(e_1_2_1_50_1) 1988; 16 e_1_2_1_13_1 e_1_2_1_11_1 e_1_2_1_53_1 e_1_2_1_17_1 e_1_2_1_38_1 e_1_2_1_15_1 e_1_2_1_36_1 e_1_2_1_59_1 e_1_2_1_9_1 e_1_2_1_19_1 |
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| Snippet | This Study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was... ABSTRACTS This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological... This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was... Investigates the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Supports a developmental conceptualization... THIS STUDY investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was... This study investigated the order of acquisition of phonological sensitivity skills among preschool & kindergarten children. Phonological sensitivity was... |
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| SubjectTerms | assessment Child development Children Cognition Cognition & reasoning Cognitive Development Cognitive linguistics Concept formation Conceptualization Curriculum subjects: programmes and methods decoding developmental early childhood Early Literacy Early Reading Educational sciences Elementary school students Emergent Literacy ethnography evidence explicit intervention Kindergarten learner Linguistic complexity Memory models methodology morphemic Onset (Phonology) onsets Order of acquisition Phonemes Phonemic Awareness Phonetics phonics phonograms Phonological Awareness Phonology polysyllabic Preschool Children Preschool Education Primary Education Reading Deficiencies Reading Difficulties Reading Instruction Reading Research Reading Skills Reading, writing Reduction (Phonological or Phonetic) Rhyme Short Term Memory structure struggling Syllables systematic Task complexity Teaching methods theoretical Thinking Skills topic type Word Structure Words |
| Title | Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations |
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