Phonological Sensitivity

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

A longitudinal study done by Lansford et. al involved the observations of 574 children from the ages 5 to 21. The participants were recruited when they entered kindergarten in 1987 or 1988 at Tennessee and Indiana. The parents of the children were randomly approached and asked if they would take part in the longitudinal study. Detailed interviews concerning the child’s developmental history were conducted with their mothers before they had entered kindergarten. In these interviews, the mothers were

The studies found that all pre-school programs have the potential to prepare disadvantaged preschoolers to enter school at the same level, but since the children in this study were so much more disadvantaged and lower intellectually, they had no way to go but up. Since Head Start is designed for economically and intellectually disadvantaged children, these deficits can be specifically corrected. Simple knowledge like colors, street signs, and discipline are taught, but often assumed by other preschoolers who are more privileged they have already mastered those skills. Meeting the children on their own level brings them up to close the gap with other children. However, this gap appears in other

The observation began with a review of what phonological awareness means. According to Chard, D.J. & Dickson, S.V. (2018), it is being aware of the fact that oral language is made up of many smaller units, such as words and syllables. In order to be successful at reading and writing language, an individual must develop skills in phonological awareness. Teaching students to rhyme is very important also because it is one of the ways students show that they have an awareness of phonological awareness. An example of rhyming is when a word is broken down by a single letter or combination of letter sounds such as the word chop would be broken into the onset: ch and rime: op. Students must

Literacy skills are an essential element of a student’s early learning at primary school and these are of vital importance to developing a foundation of knowledge from which students can further their understanding of reading, writing, speaking and listening. One of the key components which forms a student’s literacy skills is their phonological awareness (PA), this is described as the understanding a student has that speech is made up of words and those words are made up of individual sounds (phonemes) which can be manipulated (Hagans & Good, 2013, p.104). Implementing a PA intervention program to identified students during the early stages of Year 1 should target the right students with the right skills at the right time to

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

As the sensible Robert Ehrlich once illustrated, “Experts tell us that 90% of all brain development occurs by the age of five. If we don’t begin thinking about education in the early years, our children are at risk of falling behind by the time they start Kindergarten” (1). Preschool should be universal in America. Preschool programs available in America today are subpar. Experts agree that attending preschool produces numerous benefits for children, and that preschool is where the achievement gap begins to form.

The study had a total of 12 children, six from each classroom (2 classes) that vary in age in a non profit preschool. The age range is between 3.2-5.0 years. This preschool served low-income families. One group experienced a modified version of PLS instruction program. There also was a control group of children who did not experience PLS program.

Limitations: The study examined a convenience sample of preschool children from middle-class families, attending 5 schools in the area. Thus, the results might not have represented the general population. Participation rate not reported. Being analysed by bivariate analysis methods on a convenience sample, potential confounders and bias were not taken into account in

The findings of Albers et al. that childcare providing stimulation enhances cognitive development are further supported by Li, Farkas, Duncan, Burchinal, and Lowe (2013) who studied the relationship between the quality of childcare and the level of cognitive development. The participants recruited for this study were a socioeconomically diverse sample of American children and their family. This study by Li et al. then divided early childhood into two significant developmental periods (infant toddler and the preschool years). A quality threshold was then used to distinguish between low and high quality childcare and then infant and preschool cognitive development was tested. This study by Li et al. supported the findings of Albers et al. as it described that high

The participants of the study will include children who attend either full-day kindergarten or half-day kindergarten, with an age range from 4 -7 years of age and starting the class in the 2016-2017 school year located in Ontario. Ideally, the study will include an even ratio of 50/50 males and females. Children who switch from full-day kindergarten to half-day kindergarten or vice versa will have to be excluded from the study. In order to control for any other effects, participants will have to come from similar economic backgrounds, but there will not be any restrictions on ethnicity or race. To also examine if which school children attend has an effect, the study will included children from schools from ten

There have been two influential studies looking at children who attended preschool and those who did not. The studies showed what their development, critical thinking skills, and future employment looked like down the road. The two studies, The High Scope Perry Preschool Study and the Abecedarian Study, found

For my research, I observed a four year old preschool class at KidsFirst Preschool composed of eight boys and four girls for a total of twelve children. The average socioeconomic status was middle class. The classroom walls were painted white except for one red accent wall. A square carpeted area in one corner of the room was set up with a play kitchen and play laundry area. The bathroom was in the back left corner and was flanked by a chalkboard and a three-drawer storage unit that housed various toys the children could play with during center time. A large plastic storage tub held wooden blocks next to a bookcase by the backdoor that led to the playground outside. Three tables placed end to end and lined with child size chairs sat in

Phonology and phonological development are important to language acquisition. In researching Hebrew phonology and its development; we learned how it is perceived, interpreted.

While many previous studies have focused on the production and/or perception of the epenthesized consonant clusters of non-words either word initially or word finally as a measure to test how language phonotactics affect phonological processing regardless of the speaker’s familiarity with the target language (Davidson 2006, Davidson, 2010, Fleischhacker, 2001, Tily and Kuperman, 2010, Dupoux, 1998) , none have focused on the role that speaker’s experience might play in both perception and production together in relation to the epenthetic vowel word initially and word finally at the same time. These studies fall basically on four basic categories: The production and/or perception of the initial epenthesized consonant clusters ( e.g Silveira, 2000, e.g Broselow 1992; Kiparsky 2003; Watson 2007) and the production and/or perception of the final consonant clusters (Kuijpers and van Donselaar (1997), Awbery 1984, Clements 1986; Ní Chiosáin 1995; Bosch and de Jong 1998).