The development of linguistic awareness in language-disordered children

Kerstin Nauclér

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Language Development and Disorders Reading and Literacy Development Hearing Impairment and Communication

Abstract

This paper concerns the development of linguistic awareness in language-disordered children, and the role of linguistic and cognitive factors in this development. A longitudinal study was conducted with 39 language-disordered and a matched group of 39 normally-speaking children. Phonological awareness and other abilities were tested from preschool to Grade 4. Various comparisons were made of the abilities of the two groups. The findings indicate the importance of language comprehension and of syntactic production, but not of phonology, for the development of phonological awareness.

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References

1991Phonological skills and learning to read 1979Does awareness of speech as a sequence of phones arise spontaneously?1985Rhyme and Reason in Reading and Spelling 1986The ability to manipulate speech sounds depends on knowing alphabetic writing 1980Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten 1964THE ANALYSIS OF WORD SOUNDS BY YOUNG CHILDREN 1986Phonological awareness: The role of reading experience 1987The relationships between segmental analysis and alphabetic literacy: An interactive view.

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2005The effect of book genre in the repeated readings of mothers and their children with language impairment: a pilot investigation 1998Reading and Writing Development: Report from an Ongoing Longitudinal Study of Language-Disordered and Normal Groups from Pre-School to Adolescence 2016Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity 2010The development of phonological awareness with specific language‐impaired and typical children

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