Segmental awareness, automatic naming and memory coding in relation to young children's word reading.
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TextDescription: 262 pISBN: 0612145328Subject(s): Psychology, Cognitive | Language, Linguistics | Education, Educational Psychology | Psychology, Developmental | Health Sciences, Human Development | 0633 | 0290 | 0525 | 0620 | 0758Dissertation note: Thesis (Ph.D.)--The University of Regina (Canada), 1996. Summary: Three main areas of phonological processing have been identified as possible causes of reading disabilities: phonological coding, phonological awareness and name coding. The main hypothesis of this research is that the primary difficulty lies in deficient phonological coding (memory coding) and not in phonological awareness (segmental awareness) or name coding (automatic naming). A Reading Related Screening Battery was administered to 118 kindergarten children. Positive correlations were found between the five tasks of this battery. Twenty boys participated in a training procedure which consisted of three phases: (a) logographic word recognition, (b) logographic word recognition plus a phonological coding strategy, and (c) alphabetic word recognition. A split-plot multivariate repeated measures design was used to demonstrate that the 10 boys identified as being deficient in phonological processing abilities had difficulty with both logographic and alphabetic word recognition as compared to the 10 boys identified as having good phonological processing abilities. It was concluded that phonological coding ability is necessary for both logographic and alphabetic word recognition, while phonological awareness and name coding have a greater effect on alphabetic word recognition.
Source: Dissertation Abstracts International, Volume: 57-12, Section: B, page: 7752.
Adviser: J. Schner.
Thesis (Ph.D.)--The University of Regina (Canada), 1996.
Three main areas of phonological processing have been identified as possible causes of reading disabilities: phonological coding, phonological awareness and name coding. The main hypothesis of this research is that the primary difficulty lies in deficient phonological coding (memory coding) and not in phonological awareness (segmental awareness) or name coding (automatic naming). A Reading Related Screening Battery was administered to 118 kindergarten children. Positive correlations were found between the five tasks of this battery. Twenty boys participated in a training procedure which consisted of three phases: (a) logographic word recognition, (b) logographic word recognition plus a phonological coding strategy, and (c) alphabetic word recognition. A split-plot multivariate repeated measures design was used to demonstrate that the 10 boys identified as being deficient in phonological processing abilities had difficulty with both logographic and alphabetic word recognition as compared to the 10 boys identified as having good phonological processing abilities. It was concluded that phonological coding ability is necessary for both logographic and alphabetic word recognition, while phonological awareness and name coding have a greater effect on alphabetic word recognition.
School code: 0148.
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