| Title |
Speech development patterns and phonological awareness in preschool children
|
|---|---|
| Published in |
Annals of Dyslexia, May 2007
|
| DOI | 10.1007/s11881-007-0002-1 |
| Pubmed ID | |
| Authors |
Virginia A. Mann, Judith G. Foy |
| Abstract |
To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105-140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 132 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Portugal | 2 | 2% |
| United Kingdom | 2 | 2% |
| United States | 2 | 2% |
| Canada | 2 | 2% |
| Australia | 1 | <1% |
| Brazil | 1 | <1% |
| Netherlands | 1 | <1% |
| Greece | 1 | <1% |
| Mexico | 1 | <1% |
| Other | 0 | 0% |
| Unknown | 119 | 90% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 25 | 19% |
| Student > Bachelor | 17 | 13% |
| Researcher | 15 | 11% |
| Student > Ph. D. Student | 15 | 11% |
| Professor > Associate Professor | 7 | 5% |
| Other | 25 | 19% |
| Unknown | 28 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 27 | 20% |
| Linguistics | 27 | 20% |
| Social Sciences | 22 | 17% |
| Nursing and Health Professions | 10 | 8% |
| Medicine and Dentistry | 9 | 7% |
| Other | 7 | 5% |
| Unknown | 30 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 07 June 2014.
All research outputs
#15,301,167
of 22,756,196 outputs
Outputs from Annals of Dyslexia
#177
of 247 outputs
Outputs of similar age
#61,109
of 70,879 outputs
Outputs of similar age from Annals of Dyslexia
#1
of 1 outputs
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