Longitudinal predictors of implicit phonological awareness skills

American Journal of Speech-Language Pathology

Volumn 15, Issue 2, 2006, Pages 165-176

  Rvachew, Susan ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

Articulation; Phonological awareness; Phonological disorders; Speech disorders; Speech perception

Indexed keywords

EID: 33845266473     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360(2006/016)     Document Type: Article

References (67)

1. American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. ASHA Supplement, 21, 17-28.
2. Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
3. AVAAZ Innovations. (1994). Speech Assessment and Interactive Learning System (Version 1.2) [Computer software]. London, Ontario, Canada: Author.
4. Beckman, M. E., & Edwards, J. (2000). The ontogeny of phonological categories and the primacy of lexical learning in linguistic development. Child Development, 71, 240-249.
5. Bernhardt, B., & Major, E. M. (2005). Speech, language and literacy skills three years later: A follow-up study of early phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 40, 1-27.
6. Bird, J., Bishop, D. V. M., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38, 446-462.
7. Blishen, B. R., Carroll, W. K., & Moore, C. (1987). The 1981 Socioeconomic Index for Occupations in Canada. Canadian Review of Sociology and Anthropology, 24, 465-487.
8. Broen, P. A., Strange, W., Doyle, S. S., & Heller, J. H. (1983). Perception and production of approximant consonants by normal and articulation-delayed preschool children. Journal of Speech and Hearing Research, 26, 601-608.
9. Brown, C., & Matthews, J. (1997). The role of feature geometry in the development of phonemic contrasts. In S. J. H. M. Young-Scholten (Ed.), Focus on phonological acquisition (pp. 67-112). Amsterdam: Benjamins.
10. Callan, D. E., Kent, R. D., Guenther, F. H., & Vorperian, H. K. (2000). An auditory-feedback-based neural network model of speech production that is robust to developmental changes in the size and shape of the articulatory system. Journal of Speech, Language, and Hearing Research, 43, 721-738.
11. Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913-923.
12. Castiglioni-Spalten, M. L., & Ehri, L. C. (2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners' reading and spelling. Scientific Studies of Reading, 7, 25-52.
13. Chaney, C. (1992). Language development, metalinguistic skills, and print knowledge in 3-year-old children. Applied Psycholinguistics, 13, 485-514.
14. Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399-416.
15. Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465-481.
16. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-III. Circle Pines, MN: AGS.
17. Edwards, J., Fourakis, M., Beckman, M. E., & Fox, R. A. (1999). Characterizing knowledge deficits in phonological disorders. Journal of Speech, Language, and Hearing Research, 42, 169-186.
18. Edwards, J., Fox, R. A., & Rogers, C. L. (2002). Final consonant discrimination in children: Effects of phonological disorder, vocabulary size, and articulatory accuracy. Journal of Speech, Language, and Hearing Research, 45, 231-242.
19. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
20. Fowler, A. E. (1991). How early phonological development might set the stage for phoneme awareness. Haskins Laboratories Status Report on Speech Research, SR-105/106, 53-64.
21. Foy, J. G., & Mann, V. (2001). Does strength of phonological representations predict phonological awareness in preschool children? Applied Psycholinguistics, 22, 301-325.
22. Garlock, V. M., Walley, A. C., & Metsala, J. L. (2001). Age-of-acquisition, word frequency, and neighborhood density effects on spoken word recognition by children and adults. Journal of Memory and Language, 45, 468-492.
23. Gillon, G. T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141.
24. Gillon, G. T. (2005). Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment. Language, Speech, and Hearing Services in Schools, 36, 308-324.
25. Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive language delays. Journal of Speech and Hearing Research, 39, 1274-1283.
26. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12, 299-311.
27. Goldman, R., & Fristoe, M. (2000). Goldman Fristoe Test of Articulation-Second Edition. Circle Pines, MN: AGS.
28. Grawburg, M., & Rvachew, S. (2006). Phonological awareness intervention for children with speech sound disorders. Manuscript submitted for publication.
29. Harm, M. W., McCandliss, B. D., & Seidenberg, M. S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
30. Hesketh, A., Adams, C., Nightingale, C., & Hall, R. (2000). Phonological awareness therapy and articulatory training approaches for children with phonological disorders: A comparative outcome study. International Journal of Language and Communication Disorders, 35, 337-354.
31. Jamieson, D. G., & Rvachew, S. (1992). Remediation of speech production errors with sound identification training. Journal of Speech-Language Pathology and Audiology, 16, 201-210.
32. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77, 30-60.
33. Larrivee, L. S., & Catts, H. W. (1999). Early reading achievement in children with expressive phonological disorders. American Journal of Speech-Language Pathology, 8, 118-128.
34. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596-613.
35. Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263-290.
36. Major, E. M., & Bernhardt, B. (1998). Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 413-444.
37. Manis, F., McBride-Chang, C., Seidenberg, M. S., Keating, P., Doi, L. M., Munson, B., et al. (1997). Are speech perception deficits associated with developmental dyslexia? Journal of Experimental Child Psychology, 66, 211-235.
38. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
39. Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
40. Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning reading (pp. 89-120). Mahwah, NJ: Erlbaum.
41. Munson, B., Edwards, J., & Beckman, M. E. (2005a). Phonological knowledge in typical and atypical speech-sound development. Topics in Language Disorders, 25(3), 190-206.
42. Munson, B., Edwards, J., & Beckman, M. E. (2005b). Relationships between nonword repetition accuracy and other measures of linguistic development in children with phonological disorders. Journal of Speech, Language, and Hearing Research, 48, 61-78.
43. Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties: A test of the "critical age hypothesis." Journal of Speech, Language, and Hearing Research, 47, 377-391.
44. Nittrouer, S. (1996). The relation between speech perception and phonemic awareness: Evidence from low-SES children and children with chronic otitis media. Journal of Speech and Hearing Research, 39, 1059-1070.
45. Nittrouer, S., & Burton, L. T. (2005). The role of early language experience in the development of speech perception and phonological processing abilities: Evidence from 5-year-olds with histories of otitis media with effusion and low socioeconomic status. Journal of Communication Disorders, 38, 29-63.
46. Olofsson, A., & Neidersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems. Journal of Learning Disabilities, 32, 464-172.
47. Raitano, N. A., Pennington, B. F., Tunick, B. F., Boada, R., & Shriberg, L. D. (2004). Pre-literacy skills of subgroups of children with speech sound disorders. Journal of Child Psychology and Psychiatry, 45, 821-835.
48. Rvachew, S. (1994). Speech perception training can facilitate sound production learning. Journal of Speech and Hearing Research, 37, 347-357.
49. Rvachew, S., Chiang, P., & Evans, N. (2006). Characteristics of speech errors produced by children with and without delayed phonological awareness. Manuscript submitted for publication.
50. Rvachew, S., & Grawburg, M. (2006). Correlates of phonological awareness in preschoolers with speech-sound disorders. Journal of Speech, Language, and Hearing Research, 49, 74-87.
51. Rvachew, S., & Jamieson, D. G. (1989). Perception of voiceless fricatives by children with a functional articulation disorder. Journal of Speech and Hearing Disorders, 54, 193-208.
52. Rvachew, S., Nowak, M., & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263.
53. Rvachew, S., Ohberg, A., Grawburg, M., & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech-Language Pathology, 12, 463-471.
54. Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading: A five-year longitudinal study. Child Development, 73, 445-460.
55. Silven, M., Niemi, P., & Voeten, M. J. M. (2002). Do maternal interaction and early language predict phonological awareness in 3 to 4 year olds? Cognitive Development, 17, 1133-1155.
56. Snowling, M. J., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41, 587-600.
57. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
58. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
59. Studdert-Kennedy, M. (1987). The phoneme as perceptuomotor structure. In D. M. A. Allport, W. Prinz, & E. Scheerer (Eds.), Language perception and production (pp. 67-84). London: Academic Press.
60. Studdert-Kennedy, M. (2002). Mirror neurons, vocal imitations, and the evolution of particulate speech. In I. M. S. V. Gallese (Ed.), Mirror neurons and the evolution of brain and language: Advances in consciousness research (Vol. 42, pp. 207-227). Amsterdam: Benjamins.
61. Vihman, M. M., & Nakai, S. (2003, August). Experimental evidence for an effect of vocal experience on infant speech perception. Paper presented at the 15th International Congress of Phonetic Sciences, Barcelona, Spain.
62. Walley, A. C., Metsala, J. L., & Garlock, V. M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and reading ability. Reading and Writing: An Interdisciplinary Journal, 16, 5-20.
63. Webster, P. E., & Plante, A. S. (1992). Effects of phonological impairment on word, syllable, and phoneme segmentation and reading. Language, Speech, and Hearing Services in Schools, 23, 176-182.
64. Webster, P. E., Plante, A. S., & Couvillion, M. (1997). Phonologic impairment and prereading: Update on a longitudinal study. Journal of Learning Disabilities, 30, 365-376.
65. Werker, J. F., & Curtin, S. (2005). PRIMIR: A developmental framework of infant speech processing. Language Learning and Development, 1, 197-234.
66. Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304.
67. Zevenbergena, A. A., Whitehurst, G. J., & Zevenbergenc, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Applied Developmental Psychology, 24, 1-15.