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The relationship between static and ...

O'Connell, Catherine Rufina.

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The relationship between static and dynamic measures of phonological awareness and measures of reading in children with speech-language disorders in early grades.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship between static and dynamic measures of phonological awareness and measures of reading in children with speech-language disorders in early grades./
作者:	O'Connell, Catherine Rufina.
面頁冊數:	67 p.
附註:	Source: Masters Abstracts International, Volume: 36-01, page: 0183.
Contained By:	Masters Abstracts International36-01.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ21197
ISBN:	0612211975

The relationship between static and dynamic measures of phonological awareness and measures of reading in children with speech-language disorders in early grades.
O'Connell, Catherine Rufina.

The relationship between static and dynamic measures of phonological awareness and measures of reading in children with speech-language disorders in early grades. - 67 p.

Source: Masters Abstracts International, Volume: 36-01, page: 0183.

Thesis (M.Sc.)--University of Alberta (Canada), 1997.

Relationships between static and dynamic measures of phonological awareness and measures of reading were investigated in 30 Grade 1 and Grade 2 children with speech-language disorders. Static (conventional, nonprompted) and dynamic (prompted) forms of rhyme production, phoneme segmentation and phoneme deletion, as well as 2 measures of word recognition were administered. Correlations between phonological awareness measures and measures of reading and differences between dependent correlations (static & reading; dynamic & reading) were examined. Results indicated that one dynamic measure, dynamic segmentation, demonstrated a stronger relationship with a reading measure than its static counterpart. It is concluded that a dynamic assessment task can strengthen the relationship between phonological awareness and early reading. The suggested predictive utility of dynamic assessment requires further study.

ISBN: 0612211975Subjects--Topical Terms:

1017790
Education, Reading.

The relationship between static and dynamic measures of phonological awareness and measures of reading in children with speech-language disorders in early grades.
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245 1 0 $a The relationship between static and dynamic measures of phonological awareness and measures of reading in children with speech-language disorders in early grades.
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520 $a Relationships between static and dynamic measures of phonological awareness and measures of reading were investigated in 30 Grade 1 and Grade 2 children with speech-language disorders. Static (conventional, nonprompted) and dynamic (prompted) forms of rhyme production, phoneme segmentation and phoneme deletion, as well as 2 measures of word recognition were administered. Correlations between phonological awareness measures and measures of reading and differences between dependent correlations (static & reading; dynamic & reading) were examined. Results indicated that one dynamic measure, dynamic segmentation, demonstrated a stronger relationship with a reading measure than its static counterpart. It is concluded that a dynamic assessment task can strengthen the relationship between phonological awareness and early reading. The suggested predictive utility of dynamic assessment requires further study.
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