Phonological Awareness Research
Researcher | Bibliography | Researcher Findings | |
| 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), 407-440 | There 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 Hayward | Georgiou 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) 76-84 | The 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. Moran | Gernand 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) 206-215 | The 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) 267–286 | The 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) 51-76 | The 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) 113-142 | Morphological 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) 157-172 | This research showed that there was proof of continuity between earlylanguage development and later phonological awareness. | |
| David J. Chard and Shirley V. Dickson | Chard D.J., Dickson S.V. (1999). Phonological Awareness: Instruction and Assessment Guidelines. Intervention in School and Clinic. 34(5) 261-270 | This 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 Grimm | Justice 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) 143-156 | This research has shown that repeated participation in parent-guided assignments has shown an increase in children’s rhyme awareness. | |
| Audra Gray and Deborah McCutchen | Gray A., McCutchen D. (2006). Young Readers’ Use ofPhonological Information:Phonological Awareness, Memory,and Comprehension. Journal of Learning Disabilities. 39 (4) 325-333 | The study found that correlational analyses exposed relationshipswith phonological awareness, phonological processing in list memory, and word reading. |