Phonological awareness in Swedish-speaking children with complex communication needs

Journal of Intellectual and Developmental Disability

Volumn 33, Issue 1, 2008, Pages 22-35

  Larsson, Maria ^a   Sandberg, Annika Dahlgren ^a  

^a UNIVERSITY OF GOTHENBURG   (Sweden)

Author keywords

Articulatory ability; Complex communication needs; Phonological awareness

Indexed keywords

ARTICLE; CEREBRAL PALSY; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; FEMALE; HUMAN; INFANT; LANGUAGE ABILITY; LANGUAGE PROCESSING; MALE; PHONEME; PHONETICS; PREDICTION; READING; SPEECH ARTICULATION; SPEECH RATE; SWEDEN; TASK PERFORMANCE; VERBAL BEHAVIOR;

ARTICULATION DISORDERS; AWARENESS; CEREBRAL PALSY; CHILD; CHILD, PRESCHOOL; COMMUNICATION AIDS FOR DISABLED; COMMUNICATION DISORDERS; EDUCATION, SPECIAL; FEMALE; HEALTH SERVICES NEEDS AND DEMAND; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE TESTS; MALE; MENTAL RETARDATION; PHONETICS; READING;

EID: 39749164013     PISSN: 13668250     EISSN: 14699532     Source Type: Journal    
DOI: 10.1080/13668250701829613     Document Type: Article

References (30)

1. Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.
2. Anthony, J. L., Lonigan, C. J., Driscoll, K. P., Phillips, B. M., & Burgess, S. R. (2003). Phonological sensitivity: A quasiparallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
3. Berninger, V., & Gans, B. M. (1986). Language profiles in nonspeaking individuals of normal intelligence with cerebral palsy. Augmentative and Alternative Communication, 2, 45-50.
4. Bishop, D. V. M., Byers Brown, B., & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral-palsied individuals. Journal of Speech and Hearing Research, 33, 210-219.
5. Bishop, D. V. M., & Robson, J. (1989). Unimpaired short-term memory and rhyme judgement in congenitally speechless individuals: Implications for the notion of "articulatory coding". Quarterly Journal of Experimental Psychology, 40, 123-140.
6. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read - A causal connection. Nature, 301, 419-421.
7. Bradley, L., & Bryant, P. E. (1990). Rhyme, alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
8. Carroll, J. M. (2004). Letter knowledge precipitates phoneme segmentation, but not phoneme invariance. Journal of Research in Reading, 27, 212-225.
9. Dahlgren Sandberg, A. (2001). Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication, 17, 11-25.
10. Dahlgren Sandberg, A. (2006). Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9 and 12 years of age in relation to cognitive development: A longitudinal study. Developmental Medicine and Child Neurology, 48, 629-634.
11. Dahlgren Sandberg, A., & Hjelmquist, E. (1996). Phonological awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication, 12, 138-153.
12. Dahlgren Sandberg, A., & Hjelmquist, E. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing, 9, 107-133.
13. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test - III (3rd ed.). Circle Pines, MN: American Guidance service.
14. 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.
15. Foley, B. E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders, 13, 216-232.
16. Foley, B. E., & Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication, 15, 156-173.
17. Goswami, U. (2002). Phonology, reading development, and dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52, 141-163.
18. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. London: Erlbaum.
19. Hehner, B. (1982). Blissymbols for use. Toronto: Blissymbolics Communication Institute.
20. Høien, T., & Lundberg, I. (1992). Dyslexi. Stockholm: Natur och Kultur.
21. Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.
22. Koppenhaver, D. A., Evans, D. A., & Yoder, D. E. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7, 20-33.
23. Lundberg, I. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 264-284.
24. Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven's progressive matrices and vocabulary scales. Oxford: Oxford Psychologists Press Ltd.
25. Smith, M. (2001). Simply a speech impairment? Literacy challenges for individuals with severe speech impairments. International Journal of Disability, Development and Education, 48, 331-353.
26. Taube, K., Tornéus, M., & Lundberg, I. (1985). Umesol. Eskilstuna: Psykologiförlaget.
27. Vandervelden, M., & Siegel, L. (1995). Phonological recoding and phoneme awareness in early literacy: A developmental approach. Reading Research Quarterly, 30, 854-875.
28. Vandervelden, M., & Siegel, L. (1999). Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15, 191-211.
29. Vandervelden, M., & Siegel, L. (2001). Phonological processing in written word learning: Assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication, 17, 37-51.
30. Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.