Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance

IF 3.5 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Aera Open Pub Date : 2024-08-24 DOI:10.1177/23328584241267929
Kathleen A. Paciga, Christina M. Cassano
{"title":"Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance","authors":"Kathleen A. Paciga, Christina M. Cassano","doi":"10.1177/23328584241267929","DOIUrl":null,"url":null,"abstract":"Early literacy assessment has become commonplace in the preschool years, with phonological awareness constituting one component of emergent literacy targeted by such practices. This within-subjects experimental study examines the role of word familiarity on 93 dual language preschoolers’ performance on phoneme-level awareness tasks in three-phoneme words. A researcher-designed digital tool created individualized test items (foils and target responses) for each child. Half of the items presented target responses that contained familiar words, and half contained unfamiliar words. Results suggest unknown/unfamiliar target words yield lower phonological awareness performance scores.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"64 1","pages":""},"PeriodicalIF":3.5000,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Aera Open","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/23328584241267929","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Early literacy assessment has become commonplace in the preschool years, with phonological awareness constituting one component of emergent literacy targeted by such practices. This within-subjects experimental study examines the role of word familiarity on 93 dual language preschoolers’ performance on phoneme-level awareness tasks in three-phoneme words. A researcher-designed digital tool created individualized test items (foils and target responses) for each child. Half of the items presented target responses that contained familiar words, and half contained unfamiliar words. Results suggest unknown/unfamiliar target words yield lower phonological awareness performance scores.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
认识单词对学前 DLLS 重要吗?个性化词汇对语音意识表现的影响
早期读写能力评估在学龄前阶段已变得司空见惯,而语音意识则是此类评估所针对的萌芽读写能力的一个组成部分。本主题内实验研究探讨了单词熟悉程度对 93 名双语学龄前儿童在三音素单词的音素级认知任务中的表现所起的作用。研究人员设计的数字工具为每个儿童创建了个性化的测试项目(衬垫和目标回答)。其中一半的测试项目包含熟悉单词,另一半包含不熟悉单词。结果表明,未知/不熟悉的目标单词会降低语音意识的得分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Aera Open
Aera Open EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
7.10%
发文量
60
审稿时长
15 weeks
期刊最新文献
Cross-National Comparison of the Relative Size of Lower-Tail and Upper-Tail SES Achievement Gaps Measuring the Efficacy of Zearn Math in Louisiana Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1