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Relevant bibliographies by topics / Children's phonemic awareness

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Academic literature on the topic 'Children's phonemic awareness'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Children's phonemic awareness"

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AINSWORTH, STEPHANIE, STEPHEN WELBOURNE, and ANNE HESKETH. "Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation." Applied Psycholinguistics 37, no. 4 (September 1, 2015): 997–1023. http://dx.doi.org/10.1017/s0142716415000338.

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ABSTRACTThere is substantial debate in the literature surrounding the development of children's phonological representations (PRs). Although infant studies have shown children's representations to contain fine phonetic detail, a consensus is yet to be reached about how and when phonemic categories emerge. This study used novel implicit PR measures with preschool children (n= 38, aged 3 years, 6 months to 4 years, 6 months) to test predictions made by these competing accounts of PR development. The measures were designed to probe PR segmentation at the phoneme (rather than the phone) level without requiring an explicit awareness of phonemes. The results provide evidence in support of vocabulary driven restructuring, with PR segmentation found to be related to vocabulary when controlling for age.

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SAIEGH-HADDAD, ELINOR. "Linguistic constraints on children's ability to isolate phonemes in Arabic." Applied Psycholinguistics 28, no. 4 (September 28, 2007): 607–25. http://dx.doi.org/10.1017/s0142716407070336.

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The study tested the effect of three factors on Arab children's (N=256) phoneme isolation: phoneme's linguistic affiliation (standard phonemes vs. spoken phonemes), phoneme position (initial vs. final), and linguistic context (singleton vs. cluster). Two groups of children speaking two different vernaculars were tested. The two vernaculars differed with respect to whether they included four critical Standard Arabic phonemes. Using a repeated-measure design, we tested children's phonemic sensitivity toward these four phonemes versus other phonemes. The results showed that the linguistic affiliation of the phoneme was reliable in explaining phoneme isolation reaffirming, hence the external validity of the linguistic affiliation constraint in explaining phoneme awareness in diglossic Arabic. The results also showed that initial phonemes and initial singleton phonemes were particularly difficult for children to isolate. These findings were discussed in light of a stipulated unique phonological and orthographic cohesion of the consonant–vowel unit in Arabic.

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Mayo, Catherine, James M. Scobbie, Nigel Hewlett, and Daphne Waters. "The Influence of Phonemic Awareness Development on Acoustic Cue Weighting Strategies in Children's Speech Perception." Journal of Speech, Language, and Hearing Research 46, no. 5 (October 2003): 1184–96. http://dx.doi.org/10.1044/1092-4388(2003/092).

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In speech perception, children give particular patterns of weight to different acoustic cues (their cue weighting). These patterns appear to change with increased linguistic experience. Previous speech perception research has found a positive correlation between more analytical cue weighting strategies and the ability to consciously think about and manipulate segment-sized units (phonemic awareness). That research did not, however, aim to address whether the relation is in any way causal or, if so, then in which direction possible causality might move. Causality in this relation could move in 1 of 2 ways: Either phonemic awareness development could impact on cue weighting strategies or changes in cue weighting could allow for the later development of phonemic awareness. The aim of this study was to follow the development of these 2 processes longitudinally to determine which of the above 2 possibilities was more likely. Five-year-old children were tested 3 times in 7 months on their cue weighting strategies for a /so/-/∫o/ contrast, in which the 2 cues manipulated were the frequency of fricative spectrum and the frequency of vowel-onset formant transitions. The children were also tested at the same time on their phoneme segmentation and phoneme blending skills. Results showed that phonemic awareness skills tended to improve before cue weighting changed and that early phonemic awareness ability predicted later cue weighting strategies. These results suggest that the development of metaphonemic awareness may play some role in changes in cue weighting.

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GOETRY, VINCENT, SATSUKY URBAIN, JOSÉ MORAIS, and RÉGINE KOLINSKY. "Paths to phonemic awareness in Japanese: Evidence from a training study." Applied Psycholinguistics 26, no. 2 (April 2005): 285–309. http://dx.doi.org/10.1017/s0142716405050186.

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Although phonemic awareness does not usually develop outside the acquisition of alphabetic reading, nonnegligible phoneme manipulation abilities have been reported in Japanese fourth graders who knew only thekana, nonalphabetic, writing system. The present contribution explored whether some characteristics of this system may facilitate phonemic awareness in Japanese children. In two distinct training studies, the pre- and posttest phonemic awareness abilities of three groups were compared, one trained with explicit reference to some organizational aspects of the kana matrix, one trained without such reference, and one control. Training was effective in both studies, especially when displaying explicit reference to the kana system. Some features of this system thus seem helpful in drawing Japanese children's attention to phonemic constituents.

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NITTROUER, SUSAN, and JOANNA H. LOWENSTEIN. "Separating the effects of acoustic and phonetic factors in linguistic processing with impoverished signals by adults and children." Applied Psycholinguistics 35, no. 2 (October 22, 2012): 333–70. http://dx.doi.org/10.1017/s0142716412000410.

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ABSTRACTCochlear implants allow many individuals with profound hearing loss to understand spoken language, even though the impoverished signals provided by these devices poorly preserve acoustic attributes long believed to support recovery of phonetic structure. Consequently, questions may be raised regarding whether traditional psycholinguistic theories rely too heavily on phonetic segments to explain linguistic processing while ignoring potential roles of other forms of acoustic structure. This study tested that possibility. Adults and children (8 years old) performed two tasks: one involving explicit segmentation, phonemic awareness, and one involving a linguistic task thought to operate more efficiently with well-defined phonetic segments, short-term memory. Stimuli were unprocessed (UP) signals, amplitude envelopes (AE) analogous to implant signals, and unprocessed signals in noise (NOI) that provided a degraded signal for comparison. Adults’ results for short-term recall were similar for UP and NOI, but worse for AE stimuli. The phonemic awareness task revealed the opposite pattern across AE and NOI. Children's results for short-term recall showed similar decrements in performance for AE and NOI compared to UP, even though only NOI stimuli showed diminished results for segmentation. Conclusions were that perhaps traditional accounts are too focused on phonetic segments, something implant designers and clinicians need to consider.

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VERHOEVEN, LUDO. "Early bilingualism, language transfer, and phonological awareness." Applied Psycholinguistics 28, no. 3 (June 11, 2007): 425–39. http://dx.doi.org/10.1017/s0142716407070233.

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The purpose of the present study was to investigate the relations between early bilingualism and phonological awareness in a sample of 75 Turkish–Dutch bilingual kindergarten children living in The Netherlands. In a longitudinal design, the children's first (L1) and second (L2) language abilities were measured at the beginning and end of kindergarten. At the end of kindergarten, the children's metalinguistic skills within the domain of phonological awareness were also assessed. Linear structural equation modeling was used to examine the types of intralingual (language-specific) and interlingual (language-transfer) processes over time. In addition, just how the patterns of bilingual development related to the children's later phonological awareness was examined. Turkish was found to be the dominant language on both measurement occasions. In addition to the expected longitudinal relations, there was evidence for transfer from L1 to L2. Two interrelated phonological factors emerged: phonotactic awareness and phonemic awareness. Variation in the two types of children's phonological awareness was predicted by both L1 and L2 abilities.

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Gromko, Joyce Eastlund. "The Effect of Music Instruction on Phonemic Awareness in Beginning Readers." Journal of Research in Music Education 53, no. 3 (October 2005): 199–209. http://dx.doi.org/10.1177/002242940505300302.

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The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children ( n= 43) from one elementary school were taught music by one of four advanced music-methods students from a nearby university. Kindergarten children ( n= 60) at a second elementary school served as the control group. An analysis of the data revealed that kindergarten children who received 4 months of music instruction showed significantly greater gains in development of their phoneme segmentation fluency when compared to children who did not receive music instruction, t=−3.52, df= 101, p= .001. The results support a near-transfer hypothesis that active music-making and the association of sound with developmentally appropriate symbols may develop cognitive processes similar to those needed for segmentation of a spoken word into its phonemes.December 14, 2004August 1, 2005

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SAIEGH–HADDAD, ELINOR. "Linguistic distance and initial reading acquisition: The case of Arabic diglossia." Applied Psycholinguistics 24, no. 3 (August 1, 2003): 431–51. http://dx.doi.org/10.1017/s0142716403000225.

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The study examined phonemic awareness and pseudoword decoding in kindergarten and first grade Arabic native children. Because native speakers of Arabic first learn to read in Modern Standard Arabic (MSA), a language structurally distinct from the local form of the language they grow up speaking, it was hypothesized that the linguistic differences between the two varieties, the so-called diglossic variables, would interfere with the acquisition of basic reading processes in MSA. Two diglossic variables were examined: phoneme and word syllabic structure. The children's phoneme isolation and pseudoword decoding skills were tested. The results showed that both diglossic variables interfered with the children's performance of both tasks in both grades. The findings support the role of linguistic distance in the acquisition of basic reading processes in a diglossic context.

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Treiman, Rebecca. "Phonemic awareness and spelling: Children's judgments do not always agree with adults'." Journal of Experimental Child Psychology 39, no. 1 (February 1985): 182–201. http://dx.doi.org/10.1016/0022-0965(85)90035-9.

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Oller, D. Kimbrough, Alan B. Cobo-Lewis, and Rebecca E. Eilers. "Phonological translation in bilingual and monolingual children." Applied Psycholinguistics 19, no. 2 (April 1998): 259–78. http://dx.doi.org/10.1017/s0142716400010067.

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AbstractBilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available about phonological awareness across multiple phonologies. Furthermore, the relationship between this kind of phonological awareness and reading has never been addressed. The current study investigated phonological translation using a task designed to measure children's ability to map one phonological system onto another. A total of 425 kindergarten and second grade monolingual and bilingual students were evaluated. The results suggest that monolinguals generally performed poorly. Bilinguals translated real names more accurately than fictitious names, in both directions. Correlations between phonological translation and measures of reading ability were moderate, but reliable. Phonological translation is proposed as a tool with which to evaluate phonological awareness through the perspective of children who live with two languages and two attendant phonemic systems.

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Dissertations / Theses on the topic "Children's phonemic awareness"

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Kirtley, Clare Louise Mackenzie. "Onset and rime in children's phonological development." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253131.

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Bradbury, Kelli. "Improvoing Head Start Children's Emergent Literacy and Phonemic Awareness Through Parent Training." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/680.

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Typically, research on emergent literacy and phonemic awareness is focused on children older than five years of age. The research clearly suggests that emergent literacy and phonemic awareness skills are precursors for children to learn to read and that low-income children often lack these skills. However, very little research has focused on emergent literacy and phonemic awareness skills of four-year-olds. Another important factor that has been neglected, thus far, is the impact parents may have on their children acquiring these skills. Therefore, this study presents a training program that addresses emergent literacy and phonemic awareness in low income, four-year-old, Head Start children. The study found that children of families who received the phonemic awareness and emergent literacy training program achieved a higher level of phonemic awareness skills on post-intervention measures. These results suggest that four-year-old children can learn phonemic awareness skills from their parents when provided with appropriate materials that can be utilized in the home.

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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Warren, Patricia Fisher Murray Bruce A. "The effects of training parents In teaching phonemic awareness on the phonemic awareness and early reading of struggling readers." Auburn, Ala, 2009. http://hdl.handle.net/10415/1807.

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Kindervater, Terry M. "A Case Study of Teaching Phonemic Awareness to Parents and Children: Scaffolded Preschool Tutoring with Kinesthetic Motions for Phonemes." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1330954122.

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Di, Perri Kristin Anderson. "American Sign Language phonemic awareness in deaf children: implications for instruction." Thesis, Boston University, 2004. https://hdl.handle.net/2144/31966.

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Thesis (Ph.D.)--Boston University
For children who are deaf, one aspect of early English literacy instruction has always been problematic. Deaf children have great difficulty in learning to employ a sound-based phonetic to alphabetic mapping process such as required in reading and writing without natural linguistic access to English. This dissertation presents two studies. In Study #1 subjects are given the American Sign Language Phonemic Awareness Inventory (ASLP AI). In Study #2 the phonological aspect ofhandshape and its relationship to the Manual Alphabet is investigated. Twenty-nine deaf children, between the ages of 4-8, who used sign language, were tested on 7 major ASL Phonological tasks. 175 questions were posed. Of the total group, eight children had deaf parents (DCDP) and twenty-one children had hearing parents (DCHP). Seventeen deaf adults (1 0 DADP) and 7 (DAHP) took a portion or all of the tests. In addition the child subjects, depending on reading ability, were also given either the Peabody Individual Achievement Test-Revised (PIAT-R) (spelling and reading comprehension subtests) or all sections ofthe Test of Early Reading Ability (TERA-3). Results showed that all subjects were able to process the questions according to the phonological parameters of ASL. That is, subjects appear to have internalized the visual structural components of ASL and were able to work with ASL phonemes as hearing children do with spoken language. In the second study, the handshape task indicated that the subjects associated prompts (the 20 Manual Alphabet handshapes in particular) with a phonological component of ASL rather than as a letter of English. A factorial ANOVA showed that parent's audiological status did not influence the subject's phonemic awareness of ASL. In Study #2, a paired comparisons t-tests showed that overall response rates for handshape prompts resulted in significant differences: favoring ASL responses in comparison with English responses. Correlation matrices indicated that the stronger the subjects phonemic awareness of ASL and the ability to recall lexical items when given a prompt the stronger the scores on a beginning test of English literacy (TERA).

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Robelo, Edgard. "A COMPARISON OF THREE PHONOLOGICAL AWARENESS TOOLS USED TO IDENTIFY PHONEMIC AWARENESS DEFICITS IN KINDERGARTEN-AGE CHILDREN." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2317.

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The purpose of this study was to determine if three different tests of phonological awareness: the Comprehensive Test of Phonological Processes (CTOPP) (Wagner, Torgesen, & Rashotte, 1999), The Phonological Awareness Test (PAT) (Robertson & Salter, 1997), and the Pre-Literacy Skills Screening (PLSS) (Crumrine & Lonegan, 1999) measure the same phonological awareness skills (content) in the same manner (procedures) and, whether typically-developing kindergarten-age students perform similarly on each of the tests. Twenty-five kindergarten students consisting of 14 males and 11 females (mean CA of 72.24 months) participated in this study. All participants were attending the second half of kindergarten in a public school in Orlando, Florida. Prior to the administration of the three tools, all participants were administered the Fluharty Preschool Speech and Language Screening Test - Second Edition (Fluharty-2) (Fluharty, 2001) to ensure that no formal speech and/or language assessment was needed. A comparison of the CTOPP, PAT, and PLSS revealed that the PAT and CTOPP produced similar outcomes. That is, participants who performed well on one tool also did well on the other. Results of this study have shown that tasks on these two tools are comparable measures of phonological awareness known to strongly predict future reading ability. However, when the PLSS was compared to either the CTOPP or PAT, similar outcomes were not obtained. Three participants were identified "at risk" for reading disability on the PLSS. No participants were identified "at risk" on either the CTOPP or PAT. Using a standardized battery to identify children "at-risk" for reading failure and planning intervention may be more advantageous than using a screening measure like the PLSS. Even though it will take more time to complete, a comprehensive assessment battery may be of more value to the clinician. A summary, possible limitations of study, and suggestions for future research are discussed.
M.A.
Department of Communicative Disorders
Health and Public Affairs
Communicative Disorders

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Laing, Emma Claire. "Phonological and semantic factors in children's acquisition of a sight vocabulary in reading." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/10811/.

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Hayes, Anna. "Phonemic Awareness in Preschool Children in Relation to Reading Practices in the Home." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/662.

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Research suggests that phonemic awareness predicts later reading achievement and that children from low-SES families are "at-risk" for failing to develop phonemic awareness. Before children enter school, they spend the majority of their time with their caregivers. Therefore, activities that take place in the home are of importance when looking at what fosters development. The present study focused on children participating in two Head Start programs and on their families as well. The parents were interviewed to learn about the home activities, and the children were given a phonemic awareness assessment. The study found that the majority of parents reported participating in several literacy activities. However, a high number of children scored low on the phonemic awareness tests.

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Kam, C. S. "Syllable, rhyme and phoneme awareness in phonologically impaired preschoolers." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209272.

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Thesis (B.Sc)--University of Hong Kong, 1996.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

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Books on the topic "Children's phonemic awareness"

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Jordano, Kimberly. Phonemic awareness songs & rhymes: Fun lyrics sung to familiar tunes. Cypress, CA: Creative Teaching Press, 2000.

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C, Fountas Irene, ed. Sing a song of poetry: A teaching resource for phonemic awareness, phonics, and fluency. Portsmouth, N.H: FirstHand, 2004.

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Scott, Victoria Groves. Phonemic awareness: Ready-to-use lessons activities and games. 2nd ed. Minnetonka, MN: Peytral Publications, Inc., 2004.

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Phonemic awareness: Ready-to-use lessons, activities, and games. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2009.

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Phonemic awareness activities for early reading success: Easy, playful activities that help prepare children for phonics instruction. New York: Scholastic, 1997.

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Scott, Victoria Groves. Phonemic awareness: Ready-to-use lessons, activities, and games : an educator's guide. 2nd ed. Minnetonka, Minn: Peytral Publications, 2005.

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Torgesen, Joseph K. Test of phonological awareness: Examiner's manual. 2nd ed. Austin, Tex: Pro-ed, 2004.

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Interventions for all: Phonological awareness. Peterborough, NH: Crystal Springs Books, 2010.

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Newcomer, Phyllis L. Test of phonological awareness skills: Examiner's manual. Austin, Tex: Pro-Ed, 2003.

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1936-, Spector Cecile Cyrul, ed. Sounds like fun: Activities for developing phonological awareness. Baltimore, Md: Paul H. Brookes Pub., 2009.

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Book chapters on the topic "Children's phonemic awareness"

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Leong, Che Kan. "From Phonemic Awareness to Phonological Processing to Language Access in Children Developing Reading Proficiency." In Phonological Awareness in Reading, 217–54. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3010-6_8.

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Ramos-Galarza, Carlos, Hugo Arias-Flores, Omar Cóndor-Herrera, and Janio Jadán-Guerrero. "Literacy Toy for Enhancement Phonological Awareness: A Longitudinal Study." In Lecture Notes in Computer Science, 371–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_44.

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AbstractIn this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (Mage = 6.47, SD = .51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p = .002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties.

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Simão, José, Luísa Cotrim, Teresa Condeço, Tiago Cardoso, Miguel Palha, Yves Rybarczyk, and José Barata. "Using Games for the Phonetics Awareness of Children with Down Syndrome." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 1–8. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-51055-2_1.

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"Phonemic Awareness and Balanced Reading Instruction." In Children Learning To Read: International Concerns, 79–91. Routledge, 2003. http://dx.doi.org/10.4324/9780203421796-14.

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"A Balanced Framework for Instruction." In Advances in Early Childhood and K-12 Education, 63–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5007-5.ch004.

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This chapter begins with the premise that literacy educators must prepare for varying curricula, be aware of quality effectiveness, and base methods on sound research, as well as demonstrate knowledge of instructional techniques. They must seek evidence-based instructional practices to be used with all children, including those who struggle in the area of literacy. Preservice and inservice literacy educators are expected to understand that a balanced framework for literacy instruction is essential for children to experience success as a reader. The foundation for having a balanced framework is rooted in the components needed to be a proficient reader. Several conceptual areas of learning how to read include concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension. This chapter defines each conceptual area, as well as writing, and discusses the role it plays in the reading process and why it is important for the struggling reader to strengthen it.

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"The Role of Letter Learning in Developing Phonemic Awareness Skills in Preschool Children: Implications for Explanations of Reading Disorders." In Reading and Spelling, 295–310. Routledge, 2012. http://dx.doi.org/10.4324/9780203053782-19.

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Barbashova, Iryna. "MASS PEDAGOGICAL EXPERIENCE OF SENSORY DEVELOPMENT OF PRIMARY SCHOOL STUDENTS." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-4.

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A condition for the effectiveness of sensory development of primary school students is a critical study of the pedagogical experience of its organization. The importance of solving this problem is caused by the fact that school practice lays the foundation of pedagogical science and must take into account both modern scientific achievements and requirements of regulatory state documents. The purpose of the study is to highlight the mass pedagogical experience of sensory development of primary school students. To achieve this goal, written and oral interviews with teachers (questionnaires, interviews, talks) and observation of professional activities were used. It has been revealed that teachers are aware of the meaning of sensory development and distinguish its leading areas – the forming of vision, hearing and touch of schoolchildren; identify students’ typical difficulties in distinguishing mixed colors, complex shapes of objects, sonorous, hissing and whistling consonants, as well as in reproducing the nuances of coloring of objects, the relationship between size and spatial arrangement, inclined and rounded elements of letters, sequence of sounds in an audible word. At the same time, teachers are poorly oriented in the program material of perceptual development, admit insufficient awareness of the laws of sensory processes, and want to know more about the latest techniques and technologies of their forming. Observation of the real educational process allowed to establish a wide range of didactic influences used by educators in order to form different types of students’ perception. Teachers organize studies of colored objects, correcting children's verbal designations of colors and their shades; suggest exercises for superimposing objects of different shapes and sizes (arranging by size, placing figures in given proportions, etc.); form students' ideas about speech sounds (observation of the work of speech organs, modeling the properties of sounds with conditional chips, analysis of the phonetic structure of words, etc.); provide perception of musical works, demonstrate sounds of musical instruments and singing voices, use symbols to record the gradations of sounds in pitch, duration and volume, encourage students to reproduce the properties of musical sounds in singing and rhythmic movements; create conditions for touching objects made of different materials. However, teachers do not pay enough attention to distinguishing and naming color nuances, three-dimensional geometric shapes, symbols of voicedness and voicelessness of consonants, comparison of musical sounds by timbre qualities, and verbal characteristics of tactile sensory impressions. The conducted research proves that the mass pedagogical experience ensures the implementation of program requirements for improving the sensory sphere of primary school students, but shows a lack of teachers’ awareness of children's sensory processes and unstable motivation to solve problems of developing students’ perception. The prospect for further scientific research is to study the program, educational and methodological resources of forming the processes of perception in primary school students.

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Conference papers on the topic "Children's phonemic awareness"

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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

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Bendová, Petra, Lucie Dospělová, and Kristyna Munzarová. "DEVELOPMENT OF PHONEMIC AWARENESS IN CHILDREN OF PRE-SCHOOL AND EARLY SCHOOL AGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1485.

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Málková, Gabriela, and Markéta Caravolas. "The development of phoneme awareness and letter knowledge: A training study of Czech preschool children." In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/10227.

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Máčajová, Monika, and Soňa Grofčíková. "RESEARCH OF ABILITY TO IDENTIFY THE FIRST SOUND IN THE WORD AS A PART OF PHONEMIC AWARENESS ASSESSMENT IN SLOVAK PRESCHOOL AGE CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1151.

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