Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children
Open accessAbstract
Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Reading and writing skills are interdependent in nature (Bandini et al., 2013).
“Bandini et al., (2013) argued that reading and writing skills are interdependent in nature, as supported by similar findings in the present study of statistically significant higher mean scores in both of these academic areas for Classical Christian schools.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Bandini et al., (2013)
The Results and Discussion section says phonological awareness develops in an interdependent relationship with reading and writing. It does not say that reading and writing skills are interdependent with each other. No page number is available in our copy. (LLM, conf=0.83)
Experimental — accuracy not yet measuredBandini et al. (2013) stated that phonological awareness means that the individual can abstract sound units with different extensions and recognize them in new words and even produce new words, and that these skills are a prerequisite for learning to read and write.
“Bandini, Santos, and das Graças de Souza (2013) stated that phonological awareness “means that the individual can abstract sound units with different extensions and recognize them in new words and even produce new words” and that these skills are “a prerequisite for learning to read and write” (pp.329-330).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Bandini et al., 2013
Bandini et al. (2013) found a greater development of the syllabic abilities than the phonemic abilities in young children.
“Results from the non-normal distribution of scores (Kolmogorov-Smirnov, p < .01so a “nonparametric bivariate correlation test was used”) included “a greater development of the syllabic abilities than the phonemic abilities” in these young children (Bandini et al., 2013, pp. 331-332).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Bandini et al., 2013
Bandini et al. (2013) noted that their results show there are distinct levels of development of specific phonological awareness abilities and that phonological awareness, phonological working memory and language abilities seem to be mutually related.
“Bandini et al. (2013) also noted that their results show “there are distinct levels of development of specific phonological awareness abilities” and that “phonological awareness, phonological working memory and language abilities seem to be mutually related” (pp.333, 335).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Bandini et al., 2013
Bandini et al. (2013) posited that phonological awareness is acquired in an interdependent relationship with reading and writing and thus possibly more difficult for beginning readers.
“In light of the lowest scores occurring in transposing and otherwise manipulating phonemes, researchers posited that “phonological awareness is acquired in an interdependent relationship with reading and writing” (Bandini et al., 2013, p. 332) and thus possibly more difficult for beginning readers.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Bandini et al., 2013
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
A structural analysis of working memory and related cognitive skills in young children
Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A.-M. (2004) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2003.10.002 · Cited by 606 · see citing works
Working memory deficits in children with specific learning disorders
Schuchardt, K., Maehler, C., & Hasselhorn, M. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408317856 · Cited by 254 · see citing works
Flagged first, then by citations
Research works printed but not linked: 21
- Andrade, C. R. F., Béfi-Lopes, D. M., Fernandes, F. D. M., & Wertzner, H. F. (2004). ABFW: Teste de linguagem infantil nas áreas de fonologia, vocabulário, fluência e pragmática (2nd ed.).Barueri, SP: Pró-Fono.
- Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4 · DOI
- Bernardino Junior, J. A., Freitas, F. R., Souza, D. G., Maranhe, E. A., & Bandini, H. H. M. (2006). Aquisição de leitura e escrita como resultado do ensino de habilidades de consciência fonológica. Revista Brasileira de Educação Especial, 12(3) 423-450. doi:10.1590/S1413-65382006000300009 · DOI
- Capovilla, A. G. S., & Capovilla, F. C. (1998). Prova de consciência fonológica: Desenvolvimento de dez habilidades da pré-escola à segunda série. Temas sobre Desenvolvimento, 7(37), 14-20.
- Chiappe, P., Glaeser, B., & Ferko, D. (2007). Speech perception, vocabulary, and development of reading abilities in English among Korean-and English- speaking children. Journal of Educational Psychology, 99(1), 154-166. doi:10.1037/0022-0663.99.1.154 · DOI · Paper page
- Engel, P. M. J., Santos, F. H., & Gathercole, S. E. (2008). Are working memory measures free of socio-economic influence? Journal of Speech, Language, and Hearing Research, 51(6), 1580-1587.
- Freitas, F. R. (2008). Desenvolvimento de habilidades de consciência fonológica: Independência e interdependência funcional no repertório de leitores iniciantes (Unpublished master's thesis). Universidade Federal de São Carlos, São Carlos, SP.
- Fukuda, M. T. H., Kutscher, K., Frizzo, A. C. F., Isaac, M. L., Fernandes, R. M. F., & Funayama, C. A. R. (2010). Characterization of language and phonological working memory in patients with myoclonic astatic epileptic syndrome. Arquivos de Neuro-Psiquiatria, 68(1), 30- 34. doi:10.1590/S0004-282X2010000100007 · DOI
- Gathercole, S. E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39(1), 3-27. doi:10.1017/S0021963097001753 · DOI · Paper page
- Holliman, A. J., Wood, C., & Sheehy, K. (2010). Does speech rhythm sensitivity predict children's reading ability 1 year later? Journal of Educational Psychology, 102(2), 356-366. doi:10.1037/a0018049 · DOI
- Kibby, M. Y. (2009). There are multiple contributors to the verbal short-term memory deficit in children with developmental reading disabilities. Child Neuropsychology, 15(5), 485-506. doi:10.1080/09297040902748218 · DOI
- Koo, D., Crain, K., LaSasso, C., & Eden, G. F. (2008). Phonological awareness and short-term memory in hearing and deaf children individuals of different communication backgrounds. Annals of the New York Academy of Sciences, 1145, 83-99. doi:10.1196/ annals.1416.025 · DOI
- Lundberg, I., Frost, J., & Petersen, O.-P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23(3), 262-284.
- McDowell, K. D., Lonigan, C. J., & Goldstein, H. (2007). Relations among socioeconomic status, age, and predictors phonological awareness. Journal of Speech, Hearing and Language Research, 50(4), 1079-1092. doi:10.1044/1092-4388 (2007/075) · DOI
- Mota, M. M. P. E., & Guimarães, S. B. (2011). Leitura contextual e o processamento metalinguístico: Considerações teóricas. Paidéia (Ribeirão Preto), 21(49), 279-283. doi:10.1590/S0103-863X2011000200016 · DOI
- Oakhill, J., & Kyle, F. (2000). The relation between phonological awareness and working memory. Journal of Experimental Child Psychology, 75(2), 152-164. doi:10.1006/jecp.1999.2529 · DOI
- Peeters, M., Verhoeven, L., de Moor, J., & van Balkom, H. (2009). Importance of speech production for phonological awareness and word decoding: The case of children with cerebral palsy. Research in Developmental Disabilities, 30(4), 712-726. doi:10.1016/j.ridd.2008.10.002 · DOI
- Rispens, J., & Parigger, E. (2010). Non-word repetition in Dutch-speaking children with specific language impairment with and without reading problems. British Journal Developmental Psychology, 28(1), 177-188. doi:10.1348/026151009X482633 · DOI
- Santos, F. H., & Bueno, O. F. (2003). Validation of the Brazilian Children's Test of Pseudoword Repetition in Portuguese speakers aged 4 to 10 years. Brazilian Journal of Medical and Biological Research, 36(11), 1533-1547. doi:10.1590/S0100-879X2003001100012 · DOI
- Santos, F. H., Bueno O. F., & Gathercole, S. E. (2006). Errors in nonword repetition: Bridging short-and long-term memory. Brazilian Journal of Medical and Biological Research, 39(3), 371-385. doi:10.1590/ S0100-879X2006000300008 · DOI
- Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities, 42(3), 260-287. doi:10.1177/0022219409331958 · DOI · Paper page
Cited by
Sorted by citations
Vaughan, C. A. (2019) · Journal of Research on Christian Education · doi:10.1080/10656219.2019.1704326 · Cited by 1 · see citing works
- Authors
- Bandini, H. H. M., Santos, F. H., & Souza, D. D. G. D.
- Affiliations
- Universidade Estadual de Ciencias da Saude de Alagoas, Brazil
- Universidade Estadual Paulista (Unesp) (BR)
- Universidade Federal de São Carlos (BR)
- Venue
- Paidéia (Ribeirão Preto)
- Publisher
- FapUNIFESP (SciELO)
- Published
- 2013-09
- Volume
- 23
- Issue
- 56
- Pages
- 329-338
- ISSN
- 0103-863X (ISSN-L)
- OpenAlex
- W2164759046
- Cited by
- 15
- References
- 2
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 3 · 2022: 1 · 2021: 1 · 2020: 1 · 2019: 2 · 2017: 2 · 2016: 1 · 2015: 2
- FWCI
- 2.07
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc
- Locations
- Paidéia (Ribeirão Preto) (publishedVersion, cc-by-nc)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- Acervo Digital da Universidade Estadual Paulista (Universidade Estadual Paulista) (submittedVersion, other-oa)
- Americanae (AECID Library) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Funders
- Fundação de Amparo à Pesquisa do Estado de São Paulo (08/57705-8)
- Conselho Nacional de Desenvolvimento Científico e Tecnológico (#573972/2008-7, 2008/57705-8)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- phonological awareness, phonological working memory, vocabulary knowledge, vocabulary, expressive language, spoken language, first grade students, elementary school students, language development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
