Author
Yani Lubis(1
), Herika Dalimunthe(2), Tuti Alawiyah Ramadani Nasution(3), Nurul Hidayah Lubis(4), Elfi Mawaddah Lubis(5),
(1) Management of Islamic Education, Faculty of Tarbiyah and Teacher Training North Sumatra State Islamic University, Medan,
(2) Management of Islamic Education, Faculty of Tarbiyah and Teacher Training North Sumatra State Islamic University, Medan,
(3) Management of Islamic Education, Faculty of Tarbiyah and Teacher Training North Sumatra State Islamic University, Medan,
(4) Management of Islamic Education, Faculty of Tarbiyah and Teacher Training North Sumatra State Islamic University, Medan,
(5) Management of Islamic Education, Faculty of Tarbiyah and Teacher Training North Sumatra State Islamic University, Medan,
Corresponding Author
| Article Analytic |
Available online: 2024-05-29 | Published : 2024-05-29
Copyright (c) 2024 Yani Lubis, Herika Dalimunthe, Tuti Alawiyah Ramadani Nasution, Nurul Hidayah Lubis, Elfi Mawaddah Lubis
Article can trace at:
Article Metrics
Abstract Views: 111 times
PDF Downloaded: 127 times
Abstract
Youngsters who have difficulties pronouncing words also have difficulties comprehending and manipulating word sounds. Even if kids grow better at speaking as they age, this may still have an impact on how effectively they learn to read. The present study employs library research or literature review, a method that entails the collection of data and information from a variety of library resources, including reference books, prior research findings, articles, notes, and pertinent journals pertaining to the subject under investigation. To find out more about this, researchers consult earlier research and library books. Phonological awareness is the ability to recognize, manipulate, and break down sounds in words. Even before they can read, children need to have this talent. There are several methods to test it, including examining word constituents, like by looking at parts of words, such as the beginning sound and the rest of the word.
Keywords
References
Burgoyne, K., Lervag, A., Malone, S. & Hulme, C. (2019) Speech difficulties at school entry are a significant risk factor for later reading difficulties. Early Childhood Research Quarterly, 49, 4048.
Castles, A. & Coltheart, M. (2004) Is there a causal link from phonological awareness to success in learning to read? Cognition, 91,77111.
Carroll, J.M., Solity, J. & Shapiro, L.R. (2016) Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities. Journal of Child Psychology and Psychiatry, 57, 750758.
Dodd, B. (2014) Differential diagnosis of pediatric speech sound disorder. Current Developmental Disorders Reports, 3, 189196
Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M.J. (2004)The development of early literacy skills among children with speech difficulties. Journal of Speech, Language, and HearingResearch, 47, 377391.
Sices, L., Taylor, H.G., Freebairn, L., Hansen, A. & Lewis, B. (2007) Relationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. Journal of Developmental and Behavioral Pediatrics:JDBP, 28, 438.
Tambyraja, S.R., Farquharson, K. & Justice, L.M. (2020) Reading riskin children with speech sound disorder: prevalence, persistence,and predictors.Journal of Speech, Language and Hearing Research,63, 37143726
Tambyraja, S.R., Farquharson, K., Logan, J.A. & Justice, L.M. (2015) Decoding skills in children with language impairment: Contributions of phonological processing and classroom experiences. American Journal of SpeechLanguage Pathology, 24, 177188
Tkach, J.A., Chen, X., Freebairn, L.A., Schmithorst, V.J., Holland, S.K. & Lewis, B.A. (2011) Neural correlates of phonological processing in speech sound disorder: a functional magnetic resonance imaging study. Brain and Language, 119, 4249.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
