LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:2 February 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Relationship between Phonological Awareness and Reading Abilities in Malayalam Speaking Typically Developing Children

Somashekara H. S, MASLP, Amith Das, PG Student, and
Jayashree S. Bhat, Ph.D.

Introduction

Human communication demands listening and speaking and the use of acoustic and articulatory speech signals which entails phonological processing. Phonological processing refers to cognitive operations that rely on the phonological structure of language for their execution, especially those associated with the recognition, comprehension, storage, retrieval and production of linguistic codes. Phonological processing operations typically function automatically, such as during real time speech perception, but skilled language users gradually develop the ability to consciously consider and manipulate phonological information (Catts, Fey, Zhang, & Tomblin, 1999).

Phonological processing is in its own right worthy of extensive investigation, but it is the relationship of phonological processing with the development and performance of literate acts, most notably reading and spelling, that confers its prominence for those who study how children and adults use phonological information. It is critical for the development of proficient literacy skills, principally because alphabetic orthographies encode lexical entries more or less at the level of the phoneme, the smallest segment of a spoken language’s phonological structure that cues meaningful differences between words.

Researchers have determined three kinds of phonological processing skills that are positively correlated to early reading skills: phonological (phoneme) awareness, phonological memory and phonological naming. Phonological awareness is one's awareness of and access to the sound structure of oral language and refers to the awareness of constituent sounds of words and the ability to detect and eventually manipulate auditory units that do not necessarily hold syntactic meaning (Goswami, 2000; Sodoro, Allinder, & Rankin-Erickson, 2002). According to Torgesen (1996), phonological memory (sometimes called memory span) is a process by which individuals store phonological codes in their working or short-term memory. Phonological naming refers to the rapid retrieval of phonological codes or information from long-term memory, typically assessed by tasks that involve rapidly named items such as pictures of common objects, colors, digits, or letters (Wolf, Bowers & Biddle, 2000).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Somashekara H S
Corresponding author
Masters in Audiology and Speech Language Pathology (MASLP)
Assistant Professor (senior scale)
Department of Audiology and Speech Language Pathology
Kasturba Medical College (Manipal University)
Mangalore-575001
Karnataka, India
som.shekar@manipal.edu

Jayashree S. Bhat
Ph.D. Speech & Hearing, M.A. Psychology
Professor & Head
Department of Audiology & Speech Language Pathology
Kasturba Medical College (Manipal University)
Mangalore-575001
Karnataka, India
bhat.js@manipal.edu

Amith Das
Postgraduate student
Department of Audiology & Speech Language Pathology
Kasturba Medical College (Manipal University)
Mangalore-575001
Karnataka, India
amithdasclt@gmail.com
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