Made available in DSpace on 2016-04-29T13:17:55Z (GMT). No. of bitstreams: 1 Camila Maria Silveira da Silva.pdf: 2416019 bytes, checksum: 9ece0c038eea46092ad1bf054681e855 (MD5) Previous issue date: 2015-06-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Behavior analysts have been investigating the acquisition of recombinative reading, but few studies verified the effect of audio-visual correspondence between phonemes and graphemes. This study aimed to verify the effect of teaching relations involving syllables and phonemes-grapheme on recombinative reading. The participants were six children. Three were submitted to computerized teaching procedure and the other three only performed the tests (control participants). For children of teaching, three sets of four words chosen based on a syllabic matrix were taught. For each word´s set, the procedure was: 1) pretest of word´s sets; 2) teaching of spoken word-picture relation (AB) and picture naming; 3) teaching of spoken word-written word relation (AC) and textual behavior of words; 4) intermediate test; 5) teaching of audio-visual relation with syllables and phonemes and graphemes and textual behavior of these minimal units; 6) identity constructed-response matching (CRMTS-ID) with letters and syllables, after the echoic of the minimum units and word; 7) post-test of word´s sets. In addition, at the beginning and end of the procedure the participants performed the Initial and Final Assessment, respectively, with all word´s sets and the Phonological Awareness Test. The results showed that two of the three teaching participants demonstrated recombinative reading at the end of the study. One (E1) of them presented recombinative reading in Set 1post-test, although accuracy rates have decreased after the teaching of Set 2 and risen again in the Set 3 post-test. The other (E2) demonstrated recombinative reading starting from the Set 2 post-tests. C1 (E1´s control) showed no equivalent level of learning, although C2 (E2´s control) had. The third participant (E3) showed learning of relations directly teaching only, and his control (C3) showed recombinative reading starting from post-tests of Set 2. A second control participant of E3 (C4) didn´t presented recombinative reading. Children had higher difficulty with Set 2, demonstrated by the number of teaching applications to meet the criteria in the post-tests and by the percentage of correct response in the textual behavior teaching. These results indicated the need to review the word´s matrix proposed in this study, whereas Set 2 of words did not include overlapping syllables of Set 1. However, in another study conducted with identical teaching procedure, except for the teaching only phonemes and graphemes as minimum units, better results were showed, even after the teaching of Set 2. We questioned whether the teaching of phonemes and graphemes omitting syllables teaching facilitated the control of the children´s behavior by the letters, so that the absence of syllabic overlap in the words of Set 2 doesn´t affected the participant´s performancee / Analistas do comportamento têm investigado a aquisição de leitura recombinativa, mas poucos são os estudos que verificaram o efeito da correspondência auditivo-visual entre fonemas e grafemas. O presente estudo teve como objetivo verificar o efeito do ensino de relações envolvendo sílabas e fonemas-grafemas sobre a leitura recombinativa. Participaram da pesquisa seis crianças. Três foram submetidas ao procedimento de ensino informatizado e três realizaram apenas os testes (controle). Para as crianças de ensino, três conjuntos de quatro palavras escolhidas com base em uma matriz silábica foram ensinados. Para o ensino de cada conjunto o procedimento foi: 1) pré-teste do conjunto de palavras; 2) ensino da relação palavra falada-figura (AB) e nomeação de figuras; 3) ensino da relação palavra falada-palavra escrita (AC) e comportamento textual de palavras; 4) teste intermediário; 5) ensino da relação auditivo-visual com sílabas e fonemas-grafemas e comportamento textual dessas unidades mínimas; 6) matching to sample de resposta construída de identidade (CRMTS-ID), com letras e sílabas, após o ecóico das unidades mínimas e da palavra apresentada; 7) pós-teste do conjunto de palavras. Além disso, no início e ao final do procedimento os participantes realizaram a Avaliação Inicial e a Avaliação Final, respectivamente, com todos os conjuntos de palavra e a Prova de Consciência Fonológica por Produção Oral. Os resultados mostraram que dois dos três participantes de ensino apresentaram leitura recombinativa ao final do estudo. Um deles (E1) apresentou desde o pós-teste do Conjunto 1 de palavras, embora as porcentagens de acerto tenham diminuído após o ensino do Conjunto 2 e se elevado novamente no pós-teste do Conjunto 3. O outro (E2) passou a demonstrar leitura recombinativa a partir do pós-teste do Conjunto 2. O controle de E1 não apresentou nível de aprendizagem equivalente, embora o controle de E2 o tenha feito. O terceiro participante (E3) demonstrou aprendizagem apenas nas relações diretamente ensinadas, e o seu controle (C3) demonstrou leitura recombinativa a partir dos pós-testes do Conjunto 2 de palavras. Um segundo participante controle de E3 (C4) não apresentou leitura recombinativa. Observou-se maior dificuldade das crianças com o Conjunto 2, quando se observa o número de aplicações do ensino para atingir o critério no pós-teste e as porcentagens de acerto no ensino de comportamento textual. Esses resultados indicaram a necessidade de revisão da matriz de palavras proposta no presente estudo, visto que o Conjunto 2 não contemplava a sobreposição das sílabas do Conjunto 1. No entanto, em outra pesquisa conduzida com procedimento de ensino idêntico, exceto pelo ensino somente dos fonemas e grafemas como unidades mínimas, obteve-se resultados melhores, inclusive após o ensino do Conjunto 2. Questionou-se se o ensino somente dos fonemas e grafemas com ausência das sílabas facilitou o controle do comportamento das crianças pelas letras, de modo que a ausência de sobreposição silábica na matriz não tenha prejudicado o desempenho após o ensino do Conjunto 2

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-20T17:20:19Z No. of bitstreams: 1 2016 - Carla Cristina Silva Fernandes.pdf: 1702120 bytes, checksum: dac1ea2f24665fae04a8ca9423c5e107 (MD5) / Made available in DSpace on 2017-10-20T17:20:19Z (GMT). No. of bitstreams: 1 2016 - Carla Cristina Silva Fernandes.pdf: 1702120 bytes, checksum: dac1ea2f24665fae04a8ca9423c5e107 (MD5) Previous issue date: 2016-12-13 / CAPES / This study investigates the impact of phonological awareness activities in the orthographic representation of students in the final years of elementary school. Phonological awareness is defined as a metalinguistic competence related to the ability of the learner to realize, regardless of meaning, speech can be segmented into smaller units, able to be manipulated. It is currently perceived that many students, because their phonological awareness and weak stimulation on their period of literacy, arrive at the Elementary School II with many difficulties in reading and writing. Many students get this level of education without writing properly - presenting several orthographic deviations - and an incipient literacy, which makes them unable to make competent use of reading and writing in their daily lives and to engage in these social practices. Thus, this research aims to create a proposal of educational intervention, based on phonological awareness, which contributes to the proper orthographic representation in contextual regular relations, of students belonging to the seventh year of elementary school of a public school in Rio de Janeiro. In order to conduct this research, the following specific objectives were established: 1) develop phonemic awareness, through the exploration of sound trace; 2) point the phonographemic regularity in the use of grapheme <s> and <ss> in intervocalic context; 3) demonstrate that there is regularity for reading, however, for writing, the relationships are arbitrary in the context under study; and finally through the answers given by the students, 4) analyse if the formulated activities supported the recognition of the identified contextual regularity. Based on data analysis, it was concluded that some students, because of their gaps in the development of phonological awareness, initially had difficulties in performing some exercises proposed, especially those related to the preparation of rules on the use of the grapheme <s> and <ss> in intervocalic context. However, during the intervention, it was found that phonological awareness activities, specifically phonemic awareness, help in learning contextual phonographemic regularities. / Este estudo investiga o impacto de atividades de consci?ncia fonol?gica na representa??o ortogr?fica de alunos dos anos finais do ensino fundamental. A consci?ncia fonol?gica ? definida como uma compet?ncia metalingu?stica relacionada ? capacidade de o aprendiz perceber, independente do significado, que a fala pode ser segmentada em unidades menores, poss?veis de serem manipuladas. Observa-se, atualmente, que muitos alunos, por n?o terem uma consci?ncia fonol?gica bem estimulada no per?odo da alfabetiza??o, chegam ao Ensino Fundamental II com muitas dificuldades em leitura e em escrita. Muitos chegam a esse n?vel de ensino sem escrever adequadamente ? apresentando diversos desvios ortogr?ficos ? e com um letramento incipiente, que os torna incapazes de fazerem uso competente da leitura e da escrita em seu cotidiano e de se envolverem nessas pr?ticas sociais. Sendo assim, a presente pesquisa tem como objetivo geral contribuir, por meio de uma proposta de interven??o pedag?gica baseada na consci?ncia fonol?gica, para a devida representa??o ortogr?fica em rela??es regulares contextuais de alunos pertencentes ao s?timo ano do Ensino Fundamental de uma escola p?blica do Munic?pio do Rio de Janeiro. A fim de conduzir esta pesquisa, os seguintes objetivos espec?ficos foram estabelecidos: 1) desenvolver a consci?ncia fon?mica, atrav?s da explora??o do tra?o de sonoridade; 2) apontar a regularidade fonograf?mica quanto ao uso dos grafemas <s> e <ss> em contexto intervoc?lico; 3) demonstrar que h? regularidade para a leitura, entretanto, quanto ? escrita, as rela??es s?o arbitr?rias no contexto em estudo; e, finalmente, atrav?s das respostas dadas pelos alunos, 4) analisar se as atividades formuladas auxiliaram no reconhecimento da regularidade contextual identificada. Da an?lise dos dados, concluiu-se que alguns alunos, por apresentarem lacunas no desenvolvimento da consci?ncia fonol?gica, inicialmente, tiveram dificuldades em realizar alguns exerc?cios propostos, principalmente os relacionados ? elabora??o de regras quanto ao uso dos grafemas <s> e <ss> em ambiente intervoc?lico. Entretanto, no decorrer da interven??o, constatou-se que atividades de consci?ncia fonol?gica, mais especificamente de consci?ncia fon?mica, auxiliam na aprendizagem das regularidades fonograf?micas contextuais.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-13T21:27:19Z No. of bitstreams: 1 2016 - Tainara Batista Ramos.pdf: 1565913 bytes, checksum: 3ff08d3b536cea3cd3427c383c66e934 (MD5) / Made available in DSpace on 2018-09-13T21:27:19Z (GMT). No. of bitstreams: 1 2016 - Tainara Batista Ramos.pdf: 1565913 bytes, checksum: 3ff08d3b536cea3cd3427c383c66e934 (MD5) Previous issue date: 2016-12-13 / CAPES / Development workof Phonological Awareness is being neglected. Then gaps are left after all the systematic work of phoneme-grapheme relationship is becoming less effective.It is clear, now, that many students arrive at the final years of elementary school with many difficulties in writing, presenting several spelling deviations, including the exchange between graphemes representing phonemes that are distinguished by sonority. Which makes them unable to make competent use of writing, including in their social practices.Thus, the present study of educational intervention, interpretative, aimed to develop educational activities for five students of 8th grade of elementary school, to encourage reflection on the fonograf?micas relations. After conducting a diagnostic assessment, elaborated a set of activities that were divided into three blocks: Conceptualizing, exercising and evaluating. Through questions, the student is taken to watch six pairs of words and the to perceive that the distinction between them is in the vibration or not of the vocal folds.The research was applied to five students in a class of 8th grade of elementary school in a public school, located in the municipality in the state of Rio de Janeiro, in which the teacher-researcher is a professor ruler of Portuguese Language and Writing. The analysis of the responses found that students have significant gaps in the development of phonological awareness and therefore difficult to represent spelled certain words.It is proposed as a possible solution to the identified difficulties, the development work of phonological awareness start from kindergarten to both, it is known that education professionals need to know how to do this.In addition, research is needed to pursue strategic effective for the development of phonological awareness of students who no longer are in the literacy phase. / O trabalho de desenvolvimento da Consci?ncia Fonol?gica vem sendo negligenciado. Consequentemente, lacunas est?o sendo deixadas, e o trabalho sistem?tico da rela??o fonema-grafema est? cada vez menos eficaz.Percebe-se, atualmente, que muitos alunos chegam aos anos finais do Ensino Fundamental II com in?meras dificuldades em escrita, apresentando diversos desvios ortogr?ficos, entre os quais se destaca a troca entre grafemas que representam fonemas que se distinguem pela sonoridade. Esse fatodificulta o uso competente da escrita, inclusive em suas pr?ticas sociais.Sendo assim, a presente pesquisa de interven??o educacional, de cunho interpretativo, teve como objetivo elaborar atividades did?ticas para cinco alunos de 8? ano do Ensino Fundamental, que privilegiam a reflex?o sobre as rela??es fonograf?micas. Ap?s a realiza??o de uma avalia??o diagn?stica, elaborou-se um conjunto de atividades que foram divididas em tr?s blocos, a saber: (i) conceituando; (ii)exercitando; e (iii)avaliando. Por meio das quest?es, os alunos foram levados a observar seis pares de palavrase a perceber que a distin??o entre eles est? na vibra??o ou n?o das pregas vocais.A pesquisa foi aplicada para cinco alunos de uma turma de 8? ano do Ensino Fundamental de uma escola p?blica, localizada em munic?pio do interior do Estado do Rio de Janeiro, na qual a professora-pesquisadora ? professora regente de L?ngua Portuguesa e Reda??o. A an?lise das respostas dadas constatou que os alunos t?m hiatos relevantes no desenvolvimento da consci?ncia fonol?gica e, consequentemente, dificuldades para representar ortograficamente determinadas palavras. Prop?e-se, como poss?vel solu??o para a dificuldade identificada, que o trabalho de desenvolvimento da consci?ncia fonol?gica inicie desde a Educa??o Infantil.Para tanto, sabe-se que os profissionais da Educa??o precisam ter conhecimento de como fazer isso.Al?m disso, ? preciso pesquisar para buscar estrat?gias eficazes para o desenvolvimento da Consci?ncia Fonol?gica de alunos que n?o mais est?o na fase de alfabetiza??o.

<p>Research shows that phonological processing skill is the greatest single predictor for reading ability and it is agreed that phonological awareness specific tasks correlate positively with literacy acquisition in typically developing children. Children with Down’s syndrome are at risk for reading acquisition difficulties, primarily because of their reduced phonological awareness and a phonological awareness based approach to literacy has been shown to be beneficial for them. The aim of the present study was to investigate if the PhonicStick can be used to initiate interest in language play in children with Down’s syndrome, in order to stimulate their reduced phonological awareness. Six children with Down’s syndrome between five and 15 years of age, currently enrolled within the UK educational system, were recruited to participate in six sessions; two sessions of pre- and post testing of their phonological awareness, and four intervention sessions with the PhonicStick. During the intervention sessions, the ability to remember the six phonemes of the PhonicStick, to generate three-phoneme combinations, to produce given target real words or non-words and to perform in phoneme substitution tasks using the PhonicStick were investigated. The results of this study show that the PhonicStick, with advantage, can be used to introduce and enhance phonological awareness in children with Down’s syndrome and that an increase in phonological awareness is possible even during a short time of practise with the PhonicStick. Since children with Down’s syndrome benefit from a phonological awareness based approach to literacy, practising phonological awareness skills through language play with the PhonicStick might also have a future positive effect on their literacy acquisition.</p> / <p>Tidigare forskning visar att fonologisk medvetenhet är den främsta prediktorn för läs- och skrivkunnighet och att övning i fonologisk medvetenhet korrelerar positivt med läs- och skrivinlärning hos barn med typisk läs- och skrivutveckling. Barn med Downs syndrom riskerar att utveckla läs- och skrivsvårigheter framförallt till följd av nedsatt fonologisk medvetenhet och det har även visats att en metod för läs- och skrivinlärning baserad på fonologisk medvetenhet, kan gagna dem. Syftet med den här studien var att undersöka om the PhonicStick kan användas för att initiera intresse till språklek hos barn med Downs syndrom, med avsikt att stimulera deras fonologiska medvetenhet. Sex barn med Downs syndrom, i åldrarna fem till 15 år, inskrivna i det brittiska skolsystemet, medverkade i två sessioner bestående av pre- och post testning av fonologisk medvetenhet, och fyra interventionssessioner med the PhonicStick. Under interventionssessionerna undersöktes förmågan att komma ihåg placering av fonem hos the PhonicStick och med den generera kombinationer av fonem (dvs. ord), generera givna målord och substituera fonem i ord. Resultaten visar att the PhonicStick med fördel kan användas för att introducera och öka den fonologiska medvetenheten hos barn med Downs syndrom och att en ökning är möjlig även efter kort tids träning. Eftersom en metod för läs- och skrivinlärning baserat på fonologisk medvetenhet gagnar barn med Downs syndrom skulle övning av fonologisk medvetenhet genom språklekar med the PhonicStick även kunna ha en långsiktig positiv inverkan på deras läs- och skrivkunnighet.</p>

Research shows that phonological processing skill is the greatest single predictor for reading ability and it is agreed that phonological awareness specific tasks correlate positively with literacy acquisition in typically developing children. Children with Down’s syndrome are at risk for reading acquisition difficulties, primarily because of their reduced phonological awareness and a phonological awareness based approach to literacy has been shown to be beneficial for them. The aim of the present study was to investigate if the PhonicStick can be used to initiate interest in language play in children with Down’s syndrome, in order to stimulate their reduced phonological awareness. Six children with Down’s syndrome between five and 15 years of age, currently enrolled within the UK educational system, were recruited to participate in six sessions; two sessions of pre- and post testing of their phonological awareness, and four intervention sessions with the PhonicStick. During the intervention sessions, the ability to remember the six phonemes of the PhonicStick, to generate three-phoneme combinations, to produce given target real words or non-words and to perform in phoneme substitution tasks using the PhonicStick were investigated. The results of this study show that the PhonicStick, with advantage, can be used to introduce and enhance phonological awareness in children with Down’s syndrome and that an increase in phonological awareness is possible even during a short time of practise with the PhonicStick. Since children with Down’s syndrome benefit from a phonological awareness based approach to literacy, practising phonological awareness skills through language play with the PhonicStick might also have a future positive effect on their literacy acquisition. / Tidigare forskning visar att fonologisk medvetenhet är den främsta prediktorn för läs- och skrivkunnighet och att övning i fonologisk medvetenhet korrelerar positivt med läs- och skrivinlärning hos barn med typisk läs- och skrivutveckling. Barn med Downs syndrom riskerar att utveckla läs- och skrivsvårigheter framförallt till följd av nedsatt fonologisk medvetenhet och det har även visats att en metod för läs- och skrivinlärning baserad på fonologisk medvetenhet, kan gagna dem. Syftet med den här studien var att undersöka om the PhonicStick kan användas för att initiera intresse till språklek hos barn med Downs syndrom, med avsikt att stimulera deras fonologiska medvetenhet. Sex barn med Downs syndrom, i åldrarna fem till 15 år, inskrivna i det brittiska skolsystemet, medverkade i två sessioner bestående av pre- och post testning av fonologisk medvetenhet, och fyra interventionssessioner med the PhonicStick. Under interventionssessionerna undersöktes förmågan att komma ihåg placering av fonem hos the PhonicStick och med den generera kombinationer av fonem (dvs. ord), generera givna målord och substituera fonem i ord. Resultaten visar att the PhonicStick med fördel kan användas för att introducera och öka den fonologiska medvetenheten hos barn med Downs syndrom och att en ökning är möjlig även efter kort tids träning. Eftersom en metod för läs- och skrivinlärning baserat på fonologisk medvetenhet gagnar barn med Downs syndrom skulle övning av fonologisk medvetenhet genom språklekar med the PhonicStick även kunna ha en långsiktig positiv inverkan på deras läs- och skrivkunnighet.

ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

Phonological awareness (PA) can be defined as the ability to recognize that orthographic patterns represent specific phonemic elements of speech (Nitrouer, 1999). Alternatively, some view PA as a purely linguistic skill that involves the ability to recognize and manipulate specific speech sounds (e.g., Catts, 1991). A large body of research indicates the primary problem for children who do not learn to read is a deficit in PA (e.g., Morris et al., 1998; Stanovich, 1988). Far less work has examined what drives the development of PA (Metsala & Walley, 1998). Recently, it has been suggested that oral language skills influence the acquisition of PA (e.g., Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003; Olofsson & Niedersoe 1999). The primary purpose of this study was to examine the development of PA skills in children classified with a reading disability who evidenced either typical or below-average oral language skills based on measures of receptive vocabulary, expressive vocabulary, and listening comprehensions skills. In addition, this study examined whether differing conceptualizations of PA resulted in differential findings concerning the relationship between oral language skills and PA. Finally, this study examined the relationships that exist between different domains of language and different aspects of reading achievement. Elementary school age students participated in the study with 211 students receiving 70 hours of small group reading intervention. Sixty-eight students served as a control group. Children’s PA was assessed at three time points throughout the school year. Repeated measures ANCOVA and HLM analyses were conducted with letter sound knowledge and phonological processing skills as dependent variables. Students with below-average oral language skills evidenced significantly (p < .05) lower scores on both measures compared to students with typical oral language skills. Children with below-average oral language skills did not acquire PA skills at a significantly slower rate than children with typical oral language skills. Analyses also indicated that the relationship between oral language skills and PA skills remains consistent across different conceptualizations of PA. SEM analyses showed that receptive vocabulary and expressive vocabulary knowledge independently contributed to PA skills. Only expressive vocabulary knowledge entered into a relationship with word identification skills.

Phonological awareness is the ability to recognize, reflect on and manipulate sound structures of a language. This ability has been shown to be crucial when acquiring literacy. The PhonicStick is a speech-generation communication device, which was initially developed for individuals with complex communication needs (CCN) though more recent research has focused on the effects of the device on factors important for literacy acquisition. In the present study the effects on phonological awareness were evaluated after seven group training sessions with the PhonicStick. The participants of the study were 20 typically developing South African 5-6 year old children. All participants where pre and post tested with The Phonological Awareness Test part c) isolation and a PhonicStick test which tested the ability to produce isolated phonemes and combinations of three phonemes with the device. The results of the study showed that training with the PhonicStick did not appear to improve results on The Phonological Awareness Test part c) isolation. However, it was found that the participants of the training group had improved their ability to manoeuvre the PhonicStick and to produce isolated phonemes and combinations of three phonemes. / Fonologisk medvetenhet är förmågan att känna igen, reflektera över och manipulera ett språks ljudstrukturer. Denna förmåga har visat sig vara betydelsefull vid tillägnandet av läs- och skrivförmåga. The PhonicStick är ett talgenererande kommunikationshjälpmedel som ursprungligen utformades för individer med komplexa kommunikationsbehov. Senare forskning har även fokuserat på hjälpmedlets effekter på faktorer som är viktiga vid tillägnandet av läs- och skrivförmåga. I föreliggande studie utvärderades effekterna på fonologisk medvetenhet hos 20 normalutvecklade sydafrikanska barn i åldrarna 5-6 år efter sju gruppträningstillfällen med the PhonicStick. Alla deltagare i studien pre- och posttestades med två test. Deltest c) från The Phonological Awareness Test rörande förmågan att isolera ljud, samt ett PhonicStick test. Detta testade förmågan att producera isolerade fonem och kombinationer bestående av tre fonem med the PhonicStick. Studiens resultat visade att träning med the PhonicStick inte resulterade i förbättrat resultat på The Phonological Awareness Test del c) isolerade fonem. Däremot tydde resultatet på att deltagarna i testgruppen förbättrade sin förmåga att styra the PhonicStick samt producera isolerade fonem och fonemkombinationer bestående av tre fonem.

This report focuses on language transference between alphabetic (English) and logographic, non-alphabetic (Chinese) languages, with respect to the importance of phonemic awareness in literacy acquisition. Within large ESL/EFL classrooms, language learners from all cultures are taught in the same way. Instruction rarely caters for specific problems directly associated with L1 transfer or the learner’s culture. The purpose of this report is not only to gain a better understanding of the differences in literacy acquisition between the two languages (English and Chinese), but also to assess the impact of this difference on Chinese children learning how to read in English. Research is examined that focuses on the role that phonemic awareness plays in the acquisition of English literacy and in the acquisition of Chinese literacy. The relationship between Chinese orthographic features and word recognition processing in English as a second language is explored as well as cross-language transfer of phonological awareness and its effect on English literacy acquisition. Pedagogical implications are also discussed on how to apply these findings to the classroom for instructors of English as a second language. / text

Denna litteraturstudie avser att sammanställa och redovisa vetenskapligt granskade artiklar som behandlar skillnader hos elever i matematiksvårigheter och elever i matematik- och lässvårigheter. Studiens resultat visar att matematiksvårigheter och lässvårigheter är beroende av varandra. Resultatet påvisade skillnader hos elever i matematiksvårigheter jämfört med elever i läs- och matematiksvårigheter i deras arbetsminne, fonologiska medvetenhet och problemlösningsförmåga. Det finns även stöd från forskningen att elever i matematik- och lässvårigheter har signifikant sämre resultat i arbetsminne, fonologisk medvetenhet och problemlösningsförmåga. / This literature study intends to compile and narrate peer-reviewed articles about mathematics teaching. These articles that is compiled to cultivate the differences there is between students with mathematics disabilities and students with mathematic disabilities and reading disabilities. The result of this study demonstrates differences in working memory, phonological awareness, and problem solving in students with mathematic disabilities compared to students with both mathematics disabilities and reading disabilities. The most significant factor in the literature is that students who have both mathematical disabilities and reading disabilities have significantly lower results in working memory, phonological awareness, and problem solving.