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Current research in the field of education

Phonological Awareness Research

Researcher

Bibliography

 Researcher Findings

H. Lee Swanson, Guy Trainin, Denise M. Necoechea, Donald D. Hammill
Swanson L.H, Guy T., Necoechea D.M., Hammill D.D. (2003). Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence: Review of Educational Research, 73(4), 407-440There results were that real-word reading was linked best with spelling and pseudo-wordreading. Also relations with phonological awareness and rapid naming vocabulary, orthography, IQ memory measures were low.
George K. Georgiou, J.P.Das, Denyse HaywardGeorgiou G.K., Das J.P., Hayward D. (2009, January). Revisiting The “Simple View of Reading” in a Group of Children with Poor Reading Comprehension: Journal of Learning Disabilities. 42(1) 76-84The First Nation children in this study performedwithin average levels in both decoding and listeningcomprehension. However, they exhibited poor reading comprehension, a finding to suggest that Simple View of Reading cannot bethe product of decoding and listening comprehension
Keri Leigh Gernard, Michael J. MoranGernand K.L., Moran M.J. (2007, August). Phonological Awareness Abilities of 6-Year-Old Children With Mild to Moderate Phonological Impairments: Communication Disorders Quarterly. 28(4) 206-215The outcome of the research indicated that the children with phonological fault did poorly on both the standardizedand the non-standardized tests of phonological awareness.
Beth Mcintosh, Sharon Crosbie, Alison Holm, Barbara Dodd, Sian Thomas.Mcintosh B., Crosbie S., Holm A., Dodd B. Thomas S. (2007). Enhancing the phonological awareness andlanguage skills of socially disadvantagedpreschoolers: An interdisciplinaryprogramme. Child Language Teaching and Therapy. 23(3) 267–286The results show that the preschoolers from a low socio-economic background did not execute as well as their peers of average socio-economic.
Suaini Bin Annual and Lawrence Jun Zhang Annual S.B.,Zhang L. J. (2008). The Role of Vocabulary in Reading Comprehension: The Case of  Secondary School Students Learning English in Singapore: RELC Journal. 39(1) 51-76The main outcome of this study supports that the role of vocabulary in reading comprehension is multifaceted. It also supports the argument that vocabulary affects reading comprehension.
Séverine Casalis and  Pascale Colé,Colé P., Casalis S. (2009). On the relationship between morphological and phonological awareness:  Effects of training in kindergarten and in first-grade reading. First Language. 29(1) 113-142Morphological awareness trainingwas found  to be proficient at the kindergarten level. There was no clear impact on reading at the first-grade level, while phonological training gave a clear positive effect on reading.
M. Jeffrey Farrar, Sylvia Ashwell, Lisa Maag.Farrar M.J., Ashwell S., Maag L. (2005). The emergence of Phonological awareness: Connections to language and Theory of mind development. First Language. 25(2) 157-172This research showed that there was proof of continuity between earlylanguage development and later phonological awareness.
David J. Chard and Shirley V. DicksonChard D.J., Dickson S.V. (1999). Phonological Awareness: Instruction and Assessment Guidelines. Intervention in School and Clinic. 34(5) 261-270This article found that by teaching children phonological awareness it will play a major role in the early development of reading development.
Laura M. Justice, Joan Kaderavek,Ryan Bowles, Kevin GrimmJustice L. M., Kaderavek J., Bowles R., Grimm K. (2005). Language Impairment, Parent_Child Shared Reading, and Phonological Awareness: A Feasibility Study. Topics in Early Childhood Special Education. 25(3) 143-156This research has shown that repeated participation in parent-guided assignments has shown an increase in children’s rhyme awareness.
Audra Gray and Deborah McCutchenGray A., McCutchen D. (2006). Young Readers’ Use ofPhonological Information:Phonological Awareness, Memory,and Comprehension. Journal of Learning Disabilities. 39 (4) 325-333The study found that correlational analyses exposed relationshipswith phonological awareness, phonological processing in list memory, and word reading.
  

 

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