A short report: Word-level phonological and lexical characteristics interact to influence phoneme awareness

Journal of Learning Disabilities

Volumn 43, Issue 4, 2010, Pages 346-356

  Hogan, Tiffany P ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

Early identification; Neighborhood density; Phoneme awareness; Sonority

Indexed keywords

ARTICLE; AWARENESS; CHILD; DYSLEXIA; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PHONETICS; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; READING; RISK FACTOR; SPEECH; PSYCHOLOGY;

AWARENESS; CHILD; CHILD, PRESCHOOL; DYSLEXIA; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PHONETICS; READING; RISK FACTORS; SPEECH; VOCABULARY;

EID: 77954000400     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219410369083     Document Type: Article

References (54)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening. Rockville, MD: Author.
3. 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.
4. Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
5. Brownell, R. (2000a). Expressive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy.
6. Brownell, R. (2000b). Receptive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy.
7. Castles, A., Holmes, V.M., Neath, J., & Kinoshita, S. (2003). How does orthographic knowledge influence performance on phonological awareness tasks? Quarterly Journal of Experimental Psychology, 56A, 445-467.
8. Catts, H.W. (1986). Speech production/phonological deficits in reading disordered children. Journal of Learning Disabilities, 19, 504-508.
9. Catts, H.W. (1989). Speech production deficits in developmental dyslexia. Journal of Speech and Hearing Disorders, 54, 422-428.
10. Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50.
11. Catts, H., Wilcox, K., Wood-Jackson, C., Larrivee, L., & Scott, V. (1996). Toward an understanding of phonological awareness. In C. K. Leong & R. M. Joshi (Eds.). Cross-language studies of learning to read and spell: Phonologic and orthographic processing (pp. 31-52). Norwell, MA: Kluwer.
12. Charles-Luce, J., & Luce, P.A. (1990). Similarity neighbourhoods of words in young children's lexicons. Journal of Child Language, 17, 205-215.
13. Chin, S.B. (1996). The role of the sonority hierarchy in delayed phonological systems. In T. W. Powell (Ed.), Pathologies of speech and language: Contribution of clinical phonetics and linguistics (pp. 109-117). New Orleans, LA: International Clinical Phonetics and Linguistics Association.
14. Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York, NY: Harper and Row.
15. De Cara, B., & Goswami, U. (2003). Phonological neighbourhood density effects in a rhyme awareness task in 5-year-old children. Journal of Child Language, 30, 695-710.
16. Edwards, J., Beckman, M.E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47, 421-436.
17. Elbro, C. (1996). Early linguistic abilities and reading development: A review and hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 453-485.
18. Elbro, C., Neilsen, I., & Petersen, D.K. (1994). Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items. Annals of Dyslexia, 44, 205-226.
19. Elbro, C., & Petersen, D.K. (2004). Long-term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of Educational Psychology, 96, 660-670.
20. Fowler, A. (1991). How early phonological development might set the stage for phoneme awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 97-117). Hillsdale, NJ: Lawrence Erlbaum.
21. Gillon, G.T. (2004). Phonological awareness: From research to practice. New York, NY: Guilford.
22. Goldman, R., & Fristoe, M. (2000). Golman-Fristoe Test of Articulation-2. Circle Pines, MN: American Guidance Service.
23. Heath, S.M., & Hogben, J.H. (2004). Cost-effective prediction of reading disabilities. Journal of Speech, Language, and Hearing Research, 47, 751-765.
24. Ho, C.S.-H., & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276-289.
25. Hogan, T.P., Catts, H.W., & Little, T.D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36, 285-293.
26. Jarvis, B.G. (2007). Direct RT research software (Version 2007). New York, NY: Empirisoft.
27. Kucera, H., & Francis, N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
28. Lonigan, C.J., Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (2007). Test of Preschool Early Literacy. Austin, TX: PRO-ED.
29. Luce, P.A., Goldinger, S.D., Auer, E.T., Jr., & Vitevitch, M.S. (2000). Phonetic priming, neighborhood activation, and PARSYN. Perception and Psychophysics, 62, 615-625.
30. Luce, P.A., & Pisoni, D.B. (1998). Recognizing spoken words: The neighborhood activation model. Ear & Hearing, 19, 1-36.
31. Mann, V. (1984). Longitudinal prediction and prevention of early reading difficulty. Annals of Dyslexia, 34, 115-136.
32. 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.
33. 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 (Ed.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Lawrence Erlbaum.
34. Moe, A.J., Hopkins, C.J., & Rush, R.T. (1982). The vocabulary of first-grade children. Springfield, IL: Charles C Thomas.
35. Munson, B., Kurtz, B.A., & Windsor, J. (2005). The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 1033-1047.
36. Munson, B., & Solomon, N.P. (2004). The effect of phonological neighborhood density on vowel articulation. Journal of Speech, Language, and Hearing Research, 47, 1048-1058.
37. Nusbaum, H.C., Pisoni, D.B., & Davis, C.K. (1984). Sizing up the Hoosier mental lexicon: Measuring the familiarity of 20,000 words (Research on Speech Perception Progress Report No. 10). Bloomington: Indiana University, Psychology Department, Speech Research Laboratory.
38. Olofsson, D.I., & Wall, S. (1980). Reading and spelling skills in the first school year predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159.
39. Reynolds, C.R., & Kamphaus, R.W. (2002). Reynolds Intellectual Assessment Scales. Lutz, FL: Psychological Assessment Resources.
40. Scarborough, H. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. Catts & A. Kamhi (Eds.), Connections between language and reading disabilities (pp. 3-24). Mahwah, NJ: Lawrence Erlbaum.
41. Schatschneider, C., Francis, D.J., Foorman, B.R., Fletcher, J.M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439-449.
42. Shankweiler, D., & Liberman, I.Y. (1978). Reading behavior in dyslexia: Is there a distinctive pattern? Bulletin of the Orton Society, 28, 114-123.
43. Share, D.L., Jorm, A., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
44. Storkel, H.L., & Morrisette, M.L. (2002). The lexicon and phonology: Interactions in language acquisition. Language, Speech, and Hearing Services in Schools, 33, 24-37.
45. Swan, D., & Goswami, U. (1997). Picture naming deficits in developmental dyslexia: The phonological representations hypothesis. Brain and Language, 56, 334-353.
46. Swanson, H.L., Trainin, G., Necoechea, D.M., & Hammill, D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of correlation evidence. Review of Educational Research, 73, 407-440.
47. Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
48. Treiman, R., Broderick, V., Tincoff, R., & Rodriguez, K. (1998). Children's phonological awareness: Confusions between phonemes that differ only in voicing. Journal of Experimental Child Psychology, 68, 3-21.
49. Vitevitch, M.S. (2003). The influence of sublexical and lexical representations on the processing of spoken words in English. Clinical Linguistics and Phonetics, 17, 487-499.
50. Vitevitch, M.S., & Luce, P.A. (2004). A Web-based interface to calculate phonotactic probability for words and nonwords in English. Behavior Research Methods, Instruments, and Computers, 36, 481-487.
51. Walley, A.C., Metsala, J.L., & Garlock, V.M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing, 16, 5-20.
52. Wright, R. (2004). Factors of lexical competition in vowel articulation. In J. Local, R. Ogden, & R. Temple (Eds.), Papers in laboratory phonology VI (pp. 26-50). Cambridge, UK: Cambridge University Press.
53. Yavas, M.S., & Core, C.W. (2001). Phonemic awareness of coda consonants and sonority in bilingual children. Clinical Linguistics and Phonetics, 15, 35-39.
54. Yopp, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 13, 159-177.