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Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography

Author

Listed:
  • Vesela Milankov

    (Department of Special Education and Rehabilitation, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Slavica Golubović

    (Faculty of Special Education and Rehabilitation, University of Belgrade, 11000 Belgrade, Serbia)

  • Tatjana Krstić

    (Department of Psychology, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Špela Golubović

    (Department of Special Education and Rehabilitation, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia)

Abstract

Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties ( p < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children’s phonological awareness while they are still in preschool.

Suggested Citation

  • Vesela Milankov & Slavica Golubović & Tatjana Krstić & Špela Golubović, 2021. "Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:10:p:5440-:d:557940
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