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Simple Search
Hits 1 – 16 of 16
1
Bilingual children show advantages in nonverbal auditory executive function task
Foy, Judith G.
;
Mann, Virginia A.
In:
International journal of bilingualism. - London [u.a.] : Sage Publ.
18 (2014) 6, 717-729
OLC Linguistik
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2
Executive function and early reading skills
Foy, Judith G.
;
Mann, Virginia A.
In:
Reading and writing. - New York, NY : Springer Science+Business Media
26 (2013) 3, 453-472
OLC Linguistik
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3
Executive function and early reading skills [<Journal>]
Foy, Judith G.
[Verfasser];
Mann, Virginia A.
[Verfasser]
DNB Subject Category Language
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4
Speech production deficits in early readers: predictors of risk
Foy, Judith G.
;
Mann, Virginia A.
In:
Reading and writing. - New York, NY : Springer Science+Business Media
25 (2012) 4, 799-830
BLLDB
OLC Linguistik
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5
Speech production deficits in early readers: predictors of risk.
Foy, Judith G
;
Mann, Virginia A
In: Reading and writing, vol 25, iss 4 (2012)
BASE
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6
Speech production deficits in early readers: predictors of risk
Foy, Judith G.
;
Mann, Virginia A.
In: Psychology Faculty Works (2011)
Abstract:
Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around 5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory were also explored, and appear to account for some of these findings.
Keyword:
Early reading
;
Letter knowledge
;
Phonemic awareness
;
Psychology
;
Speech production
URL:
https://digitalcommons.lmu.edu/psyc_fac/33
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1028&context=psyc_fac
BASE
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7
Speech production deficits in early readers: predictors of risk
Foy, Judith G.
;
Mann, Virginia A.
. - : Springer Netherlands, 2011
BASE
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8
Effects of onset density in preschool children: implications for development of phonological awareness and phonological representation
Foy, Judith G.
;
Mann, Virginia A.
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
30 (2009) 2, 339-361
BLLDB
OLC Linguistik
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9
Effects of Onset Density in Preschool Children: Implications for Development of Phonological Awareness and Phonological Representation
Mann, Virginia A.
;
Foy, Judith G.
In: Psychology Faculty Works (2009)
BASE
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10
Speech development patterns and phonological awareness in preschool children
Mann, Virginia A.
;
Foy, Judith G.
In:
Annals of dyslexia. - Boston, Mass. : Springer
57 (2007) 1, 51-74
BLLDB
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11
Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children
Foy, Judith G.
;
Mann, Virginia A.
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
29 (2006) 2, 143-161
BLLDB
OLC Linguistik
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12
Home literacy environment and phonological awareness in preschool children : differential effects for rhyme and phoneme awareness
Foy, Judith G.
;
Mann, Virginia
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
24 (2003) 1, 59-88
BLLDB
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13
Phonological awareness, speech development, and letter knowledge in preschool children
Mann, Virginia A.
;
Foy, Judith G.
In:
Annals of dyslexia. - Boston, Mass. : Springer
53 (2003), 149-173
BLLDB
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14
Home Literacy Environment and Phonological Awareness in Preschool Children: Differential Effects for Rhyme and Phoneme Awareness
Foy, Judith G.
;
Mann, Virginia A.
In: Psychology Faculty Works (2003)
BASE
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15
Does strength of phonological representations predict phonological awareness in preschool children?
Foy, Judith G.
;
Mann, Virginia
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
22 (2001) 3, 301-325
BLLDB
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16
Does Strength of Phonological Representations Predict Phonological Awareness in Preschool Children?
Mann, Virginia A.
;
Foy, Judith G.
In: Psychology Faculty Works (2001)
BASE
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