Speechreading, Phonological Skills, and Word Reading Ability in Children.
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| Title: | Speechreading, Phonological Skills, and Word Reading Ability in Children. |
|---|---|
| Authors: | Kyle, Fiona E.1,2 f.kyle@ucl.ac.uk, Trickey, Natasha3 |
| Source: | Language, Speech & Hearing Services in Schools. Jul2024, Vol. 55 Issue 3, p756-766. 11p. |
| Subject Terms: | *Reading, *Phonological awareness, *Intelligibility of speech, *Language acquisition, Multiple regression analysis, Descriptive statistics, Phonetics, Data analysis software |
| Abstract: | Purpose: The purpose of the present study was to investigate the relationship between speechreading ability, phonological skills, and word reading ability in typically developing children. Method: Sixty-six typically developing children (6–7 years old) completed tasks measuring word reading, speechreading (words, sentences, and short stories), alliteration awareness, rhyme awareness, nonword reading, and rapid automatized naming (RAN). Results: Speechreading ability was significantly correlated with rhyme and alliteration awareness, phonological error rate, nonword reading, and reading ability (medium effect sizes) and RAN (small effect size). Multiple regression analyses showed that speechreading was not a unique predictor of word reading ability beyond the contribution of phonological skills. A speechreading error analysis revealed that children tended to use a phonological strategy when speechreading, and in particular, this strategy was used by skilled speechreaders. Conclusions: The current study provides converging evidence that speechreading and phonological skills are positively related in typically developing children. These skills are likely to have a reciprocal relationship, and children may benefit from having their attention drawn to visual information available on the lips while learning letter sounds or learning to read, as this could augment and strengthen underlying phonological representations. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association 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: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178220187 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Speechreading, Phonological Skills, and Word Reading Ability in Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kyle%2C+Fiona+E%2E%22">Kyle, Fiona E.</searchLink><relatesTo>1,2</relatesTo><i> f.kyle@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Trickey%2C+Natasha%22">Trickey, Natasha</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2024, Vol. 55 Issue 3, p756-766. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligibility+of+speech%22">Intelligibility of speech</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The purpose of the present study was to investigate the relationship between speechreading ability, phonological skills, and word reading ability in typically developing children. Method: Sixty-six typically developing children (6–7 years old) completed tasks measuring word reading, speechreading (words, sentences, and short stories), alliteration awareness, rhyme awareness, nonword reading, and rapid automatized naming (RAN). Results: Speechreading ability was significantly correlated with rhyme and alliteration awareness, phonological error rate, nonword reading, and reading ability (medium effect sizes) and RAN (small effect size). Multiple regression analyses showed that speechreading was not a unique predictor of word reading ability beyond the contribution of phonological skills. A speechreading error analysis revealed that children tended to use a phonological strategy when speechreading, and in particular, this strategy was used by skilled speechreaders. Conclusions: The current study provides converging evidence that speechreading and phonological skills are positively related in typically developing children. These skills are likely to have a reciprocal relationship, and children may benefit from having their attention drawn to visual information available on the lips while learning letter sounds or learning to read, as this could augment and strengthen underlying phonological representations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178220187 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2024_LSHSS-23-00129 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 756 Subjects: – SubjectFull: Reading Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Intelligibility of speech Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Multiple regression analysis Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Phonetics Type: general – SubjectFull: Data analysis software Type: general Titles: – TitleFull: Speechreading, Phonological Skills, and Word Reading Ability in Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kyle, Fiona E. – PersonEntity: Name: NameFull: Trickey, Natasha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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