NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Aalto, Eija; Saaristo-Helin, Katri; Stolt, Suvi – Language Learning and Development, 2023
Background noise challenges auditory recognition of speech and may reveal the underlying deficits in auditory word recognition skills. Previous studies have reported an association between children's auditory skills and various linguistic skills, including phonology, although in some languages only. However, language-specific features influence…
Descriptors: Word Recognition, Preschool Children, Finno Ugric Languages, Phonology
Peer reviewed Peer reviewed
Direct linkDirect link
Suortti, Outi; Lipponen, Lasse – Journal of Early Childhood Literacy, 2014
The present study is the first part of a longitudinal research project investigating whether children become more aware of phonemes or rhyming when they learn letters or letter sounds or even begin to read, and if so how. For the present paper, the phonological awareness of young children aged 2-6 years was analyzed, particularly their auditory…
Descriptors: Phonology, Auditory Perception, Phonemes, Rhyme
Peer reviewed Peer reviewed
Direct linkDirect link
Aoyama, Katsura; Reid, Lawrence A. – First Language, 2016
This study reports on the acquisition of quantity contrasts in Guina-ang Bontok, an indigenous language spoken in the Philippines. Four-year-old and 5-year-old children's perception and production of quantity contrasts were examined using a pair of names that contrast in the quantity of the medial nasal. Frequencies of the quantity contrast were…
Descriptors: Language Acquisition, Preschool Children, Indigenous Populations, Native Language
Peer reviewed Peer reviewed
Direct linkDirect link
Silven, Maarit; Poskiparta, Elisa; Niemi, Pekka; Voeten, Marinus – Journal of Educational Psychology, 2007
The course of language acquisition from infancy to public primary school was followed in a sample of 56 Finnish children to examine precursors to reading at first grade. Structural equation modeling of continuity suggested effects from growth in early vocabulary to mastery of inflectional forms at preschool age. The early language directly…
Descriptors: Phonemes, Structural Equation Models, Language Acquisition, Reading Skills
Ylisto, Ingrid P. – 1976
During the spring of 1971, a study was made of early reading responses of four, five, and six year olds in a Finnish preschool in order to discover clues to the onset of reading when beginning reading instruction focuses on a phonetic approach and when the language (Finnish) has a highly phonetic regularity. Sixty-two children were tested,…
Descriptors: Beginning Reading, Early Childhood Education, Early Reading, Phoneme Grapheme Correspondence
Peer reviewed Peer reviewed
Holopainen, Leena; Ahonen, Timo; Lyytinen, Heikki – Journal of Learning Disabilities, 2001
Ninety-one Finnish preschoolers were assessed prior to receiving formal reading instruction. Verbal and nonverbal measures were used as predictors for the time of instruction required to accurately decode pseudowords. Phonological awareness differentiated precocious decoders from early decoders and ordinary decoders. Late decoders differed from…
Descriptors: Decoding (Reading), Disability Identification, Early Identification, Elementary Education