The authors review current knowledge about the cognitive processes underlying the early stages of word reading development. Recent findings in a variety of alphabetic languages converge on the conclusion that there are 3 "cognitive foundations" for learning to read: letter-sound knowledge, phonemic awareness, and rapid automatized naming skills. Deficits in each of these skills appear causally ...

This study aimed to demonstrate the impact of using phonemic awareness skills in improving difficulties learning reading from point view teachers Jerash Directorate. Arabic for basic stage, and necessary data were collected a questionnaire, it was applied sample. The results evaluation sample revealed that effect stage directorate their average, researcher recommended holding training courses s...

Two groups of children with developmental dyslexia were treated over a period of four months. Fourteen children received visual hemisphere-specific stimulation (VHSS) and 11 children were treated with a customary, reading-focused training programme (RT). Reading performance was investigated before and after treatment, as were spelling abilities, phonemic awareness and verbal memory. Improvement...

Despite the importance of phonemic awareness in beginning literacy, several studies have demonstrated that adults, including teacher trainees, have surprisingly poor phonemic skills. Three experiments investigated whether adults’ responses in phonemic awareness and spelling segmentation tasks are based on units larger than single letters and phonemes. Responses often involved large units, and t...

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early liter...

Phonological awareness and phoneme identification tasks were administered to dyslexic children and both chronological age (CA) and reading-level (RL) comparison groups. Dyslexic children showed less sharply defined categorical perception of a bath-path continuum varying voice onset time when compared to the CA but not the RL group. The dyslexic children were divided into two subgroups based on ...

Bilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available ab...

The acquisition of a non-native phonetic distinction by second-language learners relies on basic sensory and perceptual processes. In the present study we examined whether central capacity limitations in attention and immediate memory affected both metalinguistic awareness of phonemic properties of stimuli and the ease with which listeners could perceptually reorganize native phonemic categorie...