Access the full text.
Sign up today, get DeepDyve free for 14 days.
I. G. Mattingly (1972)
Reading, the linguistic process, and linguistic awareness
C. Read (1978)
Children’s Awareness of Language, with Emphasis on Sound Systems
H. Rubin (1992)
Phonological Awareness: Normally Developing and Language Delayed Children
Jacob Cohen, P. Cohen, S. West, L. Aiken (1979)
Applied multiple regression/correlation analysis for the behavioral sciences
M. Adams (1991)
Beginning To Read: Thinking and Learning about Print.Language, 67
J. Lenel, J. Cantor (1981)
Rhyme recognition and phonemic perception in young childrenJournal of Psycholinguistic Research, 10
L. Zhurova (1963)
The Development of Analysis of Words into Their Sounds by Preschool ChildrenJournal of Russian and East European Psychology, 2
H. Rubin (1990)
Rubin, H., Mallory, S., Farndale, D., Howe, T., and Ramdeholl, S. 1990a.The development of language analysis abilities in young children. Manuscript submitted for publication.
H. Yopp (1988)
The validity and reliability of phonemic awareness tests.Reading Research Quarterly, 23
R. W. Woodcock (1987)
Woodcock Reading Mastery Tests-Revised
Phyllis Trachtenburg (1990)
Using Children's Literature to Enhance Phonics Instruction.The Reading Teacher, 43
R. Treiman (1985)
Onsets and rimes as units of spoken syllables: evidence from children.Journal of experimental child psychology, 39 1
Carol Smith, H. Tager-Flusberg (1982)
Metalinguistic Awareness and Language Development.Journal of Experimental Child Psychology, 34
B. A. Blachman (1984)
Language analysis skills and early reading acquisition
P. Nader (1976)
Language screening test.Pediatrics, 58 6
E. Clark (1978)
Awareness of Language: Some Evidence from what Children Say and Do
K. Ellis (1974)
Gallistel-Ellis Test of Coding Skills
J.D. Kresheck (1983)
Structured Photographic Expressive Language Test- Preschool
J. Rosner, Dorothea Simon (1971)
The Auditory Analysis TestJournal of Learning Disabilities, 4
D. Wechsler (1967)
Wechsler Preschool and Primary Scale of Intelligence
B. Blachman (1983)
Are we assessing the linguistic factors critical in early reading?Annals of Dyslexia, 33
C. Ferguson, D. Slobin (1973)
Studies of child language development
J.D. Kresheck (1974)
Structured Photographic Expressive Language Test-II
H. Rubin, Anne Turner (1989)
Linguistic awareness skills in grade one children in a French immersion settingReading and Writing, 1
L. Bradley (1985)
Rhyme and reason in reading and spelling
D. Gray, J. Kavanagh (1985)
Biobehavioral Measures of Dyslexia
H. Catts (1991)
Facilitating Phonological AwarenessRole of Speech-Language PathologistsLanguage Speech and Hearing Services in Schools, 22
H. Rubin (1990)
Rubin, H., Monsinger, E., Sedore, S., Mallory, S. 1990b. Rhyming and other phonological analysis abilities in language delayed kindergarten children. Manuscript submitted for publication.
Ragnhild Söderbergh (1975)
Language by ear and by eyeJournal of Child Language, 2
M. Haynes (1989)
Test for Auditory Comprehension of Language–Revised (TACL–R)Assessment for Effective Intervention, 15
Priscilla Griffith, Mary Olson (1992)
Phonemic awareness helps beginning readers break the codeThe Reading Teacher, 45
I. Lundberg, Jørgen Frost, Ole-Peter Petersen (1988)
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children.Reading Research Quarterly, 23
C. L. Madison (1978)
Kindergarten Language Screening Test
H. Yopp (1992)
Developing Phonemic Awareness in Young Children.The Reading Teacher, 45
L. Bradley, P. Bryant (1983)
Categorizing sounds and learning to read—a causal connectionNature, 301
I. Liberman, D. Shankweiler, F. Fischer, Bonnie Carter (1974)
Explicit Syllable and Phoneme Segmentation in the Young ChildJournal of Experimental Child Psychology, 18
J. Carlisle (1985)
Linguistic abilities and spelling proficiency in kindergarteners and adult poor spellers
P. Vail (1991)
Common Ground: Whole Language and Phonics Working Together
K. Stanovich, A. Cunningham, B. Cramer (1984)
Assessing phonological awareness in kindergarten children: Issues of task comparabilityJournal of Experimental Child Psychology, 38
B. Fox, D. Routh (1975)
Analyzing spoken language into words, syllables, and phonomes: A developmental studyJournal of Psycholinguistic Research, 4
G. McCloskey (1987)
Test of Language Development
C. Cazden (1974)
Play with language and metalinguistic awareness: one dimension of language experienceInternational Journal of Early Childhood, 6
E. Ball, B. Blachman (1988)
Phoneme segmentation training: Effect on reading readinessAnnals of Dyslexia, 38
Geraldine Wallach, K. Butler (1984)
Language learning disabilities in school-age children
N. Warrick (1992)
Warrick, N., Rowe-Walsh, S., and Rubin, H. 1992. The effect of training on language analysis abilities of language delayed children. Unpublished manuscript.
A. Kamhi, R. Lee, L. Nelson (1985)
Word, syllable, and sound awareness in language-disordered children.The Journal of speech and hearing disorders, 50 2
Abstract Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade. An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed.
Annals of Dyslexia – Springer Journals
Published: Dec 1, 1993
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.