Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children
Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: s...
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| Autor*in: |
Zahra Soleimani [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Persisch |
| Erschienen: |
2000 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Journal of Rehabilitation - University of Social Welfare and Rehabilitation Sciences, 2016, 1(2000), 2, Seite 27-35 |
|---|---|
| Übergeordnetes Werk: |
volume:1 ; year:2000 ; number:2 ; pages:27-35 |
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| 520 | |a Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. | ||
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(DE-627)DOAJ073446513 (DE-599)DOAJ6f0fdd6d761a4102927d6c6ddd2426ce DE-627 ger DE-627 rakwb per RM1-950 Zahra Soleimani verfasserin aut Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children 2000 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. Phonological awareness Syllable awareness Intra-syllabic awareness Phoneme awareness reading Therapeutics. Pharmacology In Journal of Rehabilitation University of Social Welfare and Rehabilitation Sciences, 2016 1(2000), 2, Seite 27-35 (DE-627)1760642967 (DE-600)3072517-3 16072960 nnns volume:1 year:2000 number:2 pages:27-35 https://doaj.org/article/6f0fdd6d761a4102927d6c6ddd2426ce kostenfrei http://rehabilitationj.uswr.ac.ir/browse.php?a_code=A-10-1-240&slc_lang=en&sid=1 kostenfrei https://doaj.org/toc/1607-2960 Journal toc kostenfrei https://doaj.org/toc/1607-2960 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 1 2000 2 27-35 |
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(DE-627)DOAJ073446513 (DE-599)DOAJ6f0fdd6d761a4102927d6c6ddd2426ce DE-627 ger DE-627 rakwb per RM1-950 Zahra Soleimani verfasserin aut Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children 2000 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. Phonological awareness Syllable awareness Intra-syllabic awareness Phoneme awareness reading Therapeutics. Pharmacology In Journal of Rehabilitation University of Social Welfare and Rehabilitation Sciences, 2016 1(2000), 2, Seite 27-35 (DE-627)1760642967 (DE-600)3072517-3 16072960 nnns volume:1 year:2000 number:2 pages:27-35 https://doaj.org/article/6f0fdd6d761a4102927d6c6ddd2426ce kostenfrei http://rehabilitationj.uswr.ac.ir/browse.php?a_code=A-10-1-240&slc_lang=en&sid=1 kostenfrei https://doaj.org/toc/1607-2960 Journal toc kostenfrei https://doaj.org/toc/1607-2960 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 1 2000 2 27-35 |
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(DE-627)DOAJ073446513 (DE-599)DOAJ6f0fdd6d761a4102927d6c6ddd2426ce DE-627 ger DE-627 rakwb per RM1-950 Zahra Soleimani verfasserin aut Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children 2000 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. Phonological awareness Syllable awareness Intra-syllabic awareness Phoneme awareness reading Therapeutics. Pharmacology In Journal of Rehabilitation University of Social Welfare and Rehabilitation Sciences, 2016 1(2000), 2, Seite 27-35 (DE-627)1760642967 (DE-600)3072517-3 16072960 nnns volume:1 year:2000 number:2 pages:27-35 https://doaj.org/article/6f0fdd6d761a4102927d6c6ddd2426ce kostenfrei http://rehabilitationj.uswr.ac.ir/browse.php?a_code=A-10-1-240&slc_lang=en&sid=1 kostenfrei https://doaj.org/toc/1607-2960 Journal toc kostenfrei https://doaj.org/toc/1607-2960 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 1 2000 2 27-35 |
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Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children |
| abstract |
Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. |
| abstractGer |
Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. |
| abstract_unstemmed |
Objective: Phonological awareness has important role in learning to read. Purpose of this research is detection of phonological awareness in post-reading and pre-reading. Materials & Methods: For studying phonological awareness three kinds of phonological awareness arc used, which consist of: syllable awareness, intra-syllabic units and phoneme awareness. These tasks are samples of North and parker (1993) and Brennan and Ireson (1997). Tasks of syllable awareness consist of: synthesis syllables and syllable segmentation tasks of intra-syllabic units consist of: alliteration and rhythm: tasks of phoneme awareness consists of naming and deletion of first sound, detection words share the same onset, naming and deletion of end sound, detection words share the same rhythm, deletion of middle sound, synthesis phoneme and phoneme segmentation. This study followed 90 subjects in three groups: 1)5.5 years old at the kindergarten 2) 6.5 years old at the kindergarten and 3) 6.5 years old at the first grade. Subjects lived in Tehran and were Persian language with normal intelligence, behavior, auditory and language development. Results: Three groups acquired same results in tasks' syllable awareness and intra-syllabic units. But results of phoneme awareness tasks in children at the first grade were better than two other groups. Two groups in kindergarten didn't show good results at these tasks. Conclusion: Therefore phoneme awareness acquired after learning to read and syllable and intra-syllabic awareness exist in children before learning to read. |
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Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children |
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https://doaj.org/article/6f0fdd6d761a4102927d6c6ddd2426ce http://rehabilitationj.uswr.ac.ir/browse.php?a_code=A-10-1-240&slc_lang=en&sid=1 https://doaj.org/toc/1607-2960 |
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2024-07-03T17:43:43.625Z |
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