We don't have language at our house
Disentangling the relationship between phonological awareness, schooling, and literacy
Bibliographic Data
| ID | 9614850 |
|---|---|
| Authors | K J Alcock, Katie Alcock (0000-0001-5219-5442, Lancaster University, corresponding author), Damaris Ngorosho, C Deus, Matthew C H Jukes (0000-0001-6001-041X, Harvard University) |
| Year | 2010 |
| Volume | 80 |
| Issue | 1 |
| Pages | 55-76 |
| Publication date | 2010-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709909x424411 |
| PMID | 19278573 |
| OpenAlex | W2164667134 |
| Language | EN |
| Citations received | 6 |
| References cited | 31 |
BACKGROUND: A strong link between phonological awareness (PA) and literacy exists, but the origins of this link are difficult to investigate, since PA skills are hard to test in young, pre-literate children, and many studies neither include such children nor report children's initial literacy levels. AIMS: To examine PA and literacy in children who are attending or not attending school in rural East Africa. SAMPLE: One hundred and eight children ages 7-10 years, with no education, or in grade 1 or 2, randomly selected from a community survey of all children in this age group. METHODS: PA skill, reading, cognitive abilities, and socio-economic status were examined. RESULTS: Implicit and explicit PA skill with small or large units is related to letter reading ability, and this effect is independent of age, schooling, and cognitive ability. Some PA tasks are performed above chance levels by children who cannot recognize single letters. CONCLUSIONS: Basic PA develops prior to the attainment of literacy, and learning to read improves PA both quantitatively and qualitatively
Cognition · Cognitive skill · Developmental psychology · Learning to read · Linguistics · Literacy · Pedagogy · Phonological awareness · Phonology · Reading (process) · Test (biology) · Cognitive and developmental aspects of mathematical skills · Language Development and Disorders · Psychology · Reading and Literacy Development
Home learning environments and children’s language and literacy skills
The role of the home environment in phonological awareness and reading and writing ability in Tanzanian primary schoolchildren
Reading and Writing Ability in Relation to Home Environment
Literacy within a language affects bilinguals’ spoken language processing
L1 English / L2 Spanish
From abugida to alphabet in Konso, Ethiopia
Categorizing sounds and learning to read—a causal connection
Literacy training and speech segmentation
Is there a causal link from phonological awareness to success in learning to read?
Phonological awareness and early reading
The ability to manipulate speech sounds depends on knowing alphabetic writing
Towards a Calculus of Meaning
Phonological Skills and Learning to Read
Rhyme and alliteration, phoneme detection, and learning to read
Foundation literacy acquisition in European orthographies
The effect of orthography on the acquisition of literacy skills
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
Phonologies of Asia and Africa (Including the Caucasus)
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2010 - 2024 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |