Although most children learn to read with relative ease, others have great difficulty. Early reading problems often have a negative impact on later academic and economic advancement, and potentially may reduce quality of life. Research indicates that deficits in phoneme awareness underlie most early reading difficulties. However, little is known of the critical language skills contributing to typical and atypical development of phoneme awareness. Three studies are proposed to investigate sublexical and lexical influences on a phoneme awareness task administered to typically developing children and those with dyslexia. The long-term goal of this line of inquiry is to elucidate language skills underpinning typical and atypical phoneme awareness development and, in turn, improve early identification and intervention for children at risk for reading disabilities. The long-term goal of this research is to determine critical language skills needed to acquire phoneme awareness and in turn use this knowledge to improve early identification and intervention for children at risk for reading impairment. ? Relevance: The long-term goal of this research is to determine critical language skills needed to acquire phoneme awareness and in turn use this knowledge to improve early identification and intervention for children at risk for reading impairment. ? ? ? ?

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Small Research Grants (R03)
Project #
7R03DC009667-02
Application #
7644197
Study Section
Special Emphasis Panel (ZDC1-SRB-R (31))
Program Officer
Cooper, Judith
Project Start
2008-07-01
Project End
2011-06-30
Budget Start
2008-07-03
Budget End
2009-06-30
Support Year
2
Fiscal Year
2008
Total Cost
$143,647
Indirect Cost
Name
University of Nebraska Lincoln
Department
Miscellaneous
Type
Schools of Education
DUNS #
555456995
City
Lincoln
State
NE
Country
United States
Zip Code
68588
Zuk, Jennifer; Iuzzini-Seigel, Jenya; Cabbage, Kathryn et al. (2018) Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings. J Speech Lang Hear Res 61:583-592
Farquharson, Kelly; Hogan, Tiffany P; Bernthal, John E (2018) Working memory in school-age children with and without a persistent speech sound disorder. Int J Speech Lang Pathol 20:422-433
Cabbage, Kathryn L; Farquharson, Kelly; Hogan, Tiffany P (2015) Speech Perception and Working Memory in Children with Residual Speech Errors: A Case Study Analysis. Semin Speech Lang 36:234-46
Farquharson, Kelly; Centanni, Tracy M; Franzluebbers, Chelsea E et al. (2014) Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia. Front Psychol 5:838
McCarthy, Jillian H; Hogan, Tiffany P; Catts, Hugh W (2012) Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Clin Linguist Phon 26:791-805
Hogan, Tiffany P; Bowles, Ryan P; Catts, Hugh W et al. (2011) The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades. J Commun Disord 44:49-58
McCarthy, Jillian H; Beukelman, David R; Hogan, Tiffany P (2011) Impact of Computerized ""Sounding out"" on Spelling Performance of a Child Who Uses AAC: A Preliminary Report. Perspect Augment altern commun 20:119-124
Hogan, Tiffany P; Thomson, Jennifer M (2010) Epilogue to Journal of Learning Disabilities special edition ""Advances in the early detection of reading risk"": Future advances in the early detection of reading risk: Subgroups, dynamic relations, and advanced methods. J Learn Disabil 43:383-6
Hoover, Jill R; Storkel, Holly L; Hogan, Tiffany P (2010) A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children. J Mem Lang 63:100-116
Thomson, Jennifer M; Hogan, Tiffany P (2010) Introduction: Advances in early detection of reading risk. J Learn Disabil 43:291-3

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