東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Phonological awareness skills in kin...

Core, Cynthia W.

Linked to FindBook

Google Book

Amazon

博客來

Phonological awareness skills in kindergarten children with and without phonological impairment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Phonological awareness skills in kindergarten children with and without phonological impairment./
Author:	Core, Cynthia W.
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: B, page: 2383.
Contained By:	Dissertation Abstracts International65-05B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135164
ISBN:	0496823884

Phonological awareness skills in kindergarten children with and without phonological impairment.
Core, Cynthia W.

Phonological awareness skills in kindergarten children with and without phonological impairment. - 123 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: B, page: 2383.

Thesis (Ph.D.)--University of Florida, 2004.

Phonological awareness is the ability to manipulate individual speech sounds without respect to meaning. It is recognized as a key component of reading acquisition. Children with phonological impairments are believed to be at great risk for phonological awareness deficits. If children have not fully acquired the speech sounds and sound system of English, they may not be able to identify and manipulate sounds (skills needed to learn to read). Thus, understanding the nature of phonological awareness skills in children with phonological disorders is useful for identifying children who may be at risk of reading failure.

ISBN: 0496823884Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Phonological awareness skills in kindergarten children with and without phonological impairment.
LDR:03515nmm 2200337 4500 001 1848468
005 20051202072214.5
008 130614s2004 eng d
020 $a 0496823884
035 $a (UnM)AAI3135164
035 $a AAI3135164
040 $a UnM $c UnM
100 1 $a Core, Cynthia W. $3 1936469
245 1 0 $a Phonological awareness skills in kindergarten children with and without phonological impairment.
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: B, page: 2383.
500 $a Chairs: Linda J. Lombardino; Alice T. Dyson.
502 $a Thesis (Ph.D.)--University of Florida, 2004.
520 $a Phonological awareness is the ability to manipulate individual speech sounds without respect to meaning. It is recognized as a key component of reading acquisition. Children with phonological impairments are believed to be at great risk for phonological awareness deficits. If children have not fully acquired the speech sounds and sound system of English, they may not be able to identify and manipulate sounds (skills needed to learn to read). Thus, understanding the nature of phonological awareness skills in children with phonological disorders is useful for identifying children who may be at risk of reading failure.
520 $a The purpose of this study was to compare phonological awareness abilities in kindergarten children with diagnosed articulation or phonological disorders to the abilities of typically-developing kindergartners. Subjects included 10 children with and 10 children without phonological disorders (matched on age, nonverbal ability, receptive vocabulary, expressive vocabulary, and classroom teacher). Ages ranged from 5:8 to 6:8. Children attended kindergarten in Palm Beach County, Florida.
520 $a Subjects were administered a measure of nonverbal ability, a test of receptive vocabulary, and a test of expressive morphology. Phonology was evaluated using a standardized test of productive phonology (Smit-Hand Articulation and Phonology Evaluation), a multisyllabic word-naming task, and a battery of 10 phonological awareness tasks. Phonological awareness tasks were designed to test skills at all levels of phonological analysis: syllable, intrasyllable (onset-rhyme), and phoneme.
520 $a Total phonological awareness scores were calculated and compared for the two groups, and significant group differences were found. Rhyme production subtest scores were also significantly different. Children with phonological impairment scored lower on the phonological awareness tests than their typically developing peers. Phonological error patterns that correlated with phonological awareness scores were percent consonants correct of the items in the multisyllabic word naming task and the use of the phonological process metathesis. Both groups found blending tasks to be the easiest and a final consonant detection task to be the most difficult. Results indicated that some phoneme level tasks (blending) were easier than onset-rhyme level tasks, but another phoneme level task (final consonant categorization) was more difficult than onset-rhyme and syllable-level tasks.
590 $a School code: 0070.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Education, Reading. $3 1017790
650 4 $a Language, General. $3 1018089
690 $a 0460
690 $a 0535
690 $a 0679
710 2 0 $a University of Florida. $3 718949
773 0 $t Dissertation Abstracts International $g 65-05B.
790 1 0 $a Lombardino, Linda J., $e advisor
790 1 0 $a Dyson, Alice T., $e advisor
790 $a 0070
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135164