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The structure of phonological awareness in European Portuguese: A study of preschool children.

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Title: The structure of phonological awareness in European Portuguese: A study of preschool children.
Authors: Meira, Ângela, Cadime, Irene, Leopoldina Viana, Fernanda
Source: Journal of Educational Research. 2019, Vol. 112 Issue 3, p367-376. 10p. 1 Diagram, 4 Charts.
Subjects: Phonological awareness, Oral communication, Preschool administration, Phonology, Syllabication
Abstract: The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The structure of phonological awareness in European Portuguese: A study of preschool children.
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  Data: <searchLink fieldCode="AR" term="%22Meira%2C+Ângela%22">Meira, Ângela</searchLink><br /><searchLink fieldCode="AR" term="%22Cadime%2C+Irene%22">Cadime, Irene</searchLink><br /><searchLink fieldCode="AR" term="%22Leopoldina+Viana%2C+Fernanda%22">Leopoldina Viana, Fernanda</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2019, Vol. 112 Issue 3, p367-376. 10p. 1 Diagram, 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+administration%22">Preschool administration</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Syllabication%22">Syllabication</searchLink>
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  Label: Abstract
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  Data: The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00220671.2018.1530966
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 367
    Subjects:
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Oral communication
        Type: general
      – SubjectFull: Preschool administration
        Type: general
      – SubjectFull: Phonology
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      – SubjectFull: Syllabication
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              Text: 2019
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