Phonological awareness meaning

Phonological and Phonemic Awareness: Introduction

Learn the definitions of phonological awareness and phonemic awareness — and how these pre-reading listening skills relate to phonics.

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Phonological awareness and phonemic awareness: what’s the difference?

Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated — and last to develop — is called phonemic awareness.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words.

Phonological awareness (PA) involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words. Phonological awareness is especially important at the earliest stages of reading development — in pre-school, kindergarten, and first grade for typical readers.

Explicit teaching of phonological awareness in these early years can eliminate future reading problems for many students. However, struggling decoders of any age can work on phonological awareness, especially if they evidence problems in blending or segmenting phonemes.

How about phonological awareness and phonics?

Phonological awareness refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds.

Phonics refers to knowledge of letter sounds and the ability to apply that knowledge in decoding unfamiliar printed words.

So, phonological awareness refers to oral language and phonics refers to print. Both of these skills are very important and tend to interact in reading development, but they are distinct skills; children can have weaknesses in one of them but not the other.

For example, a child who knows letter sounds but cannot blend the sounds to form the whole word has a phonological awareness (specifically, a phonemic awareness) problem. Conversely, a child who can orally blend sounds with ease but mixes up vowel letter sounds, reading pit for pet and set for sit, has a phonics problem.

44 phonemes

There are 26 letters in the English alphabet that make up 44 speech sounds, or phonemes.

Letters vs. phonemes

Dr. Louisa Moats explains to a kindergarten teacher why it is critical to differentiate between the letters and sounds within a word when teaching children to read and write.

Next: Phonological and Phonemic Awareness Pre-Test >

Phonological and Phonemic Awareness: In Depth

Learn more about the development of phonological awareness skills in young children, why it's so important to teach this skill, and the value of multisensory instruction. You'll also find sample lessons for teaching phonological awareness.

In this section

The development of phonological awareness skills

Phonological awareness refers to a global awareness of, and ability to manipulate, the sound structures of speech.

The diagram below shows the development of phonological awareness in typical children, from the simplest, most rudimentary phonological awareness tasks, to full phonemic awareness.

*Words (counting words in a sentence) is a language comprehension skill and not a phonological awareness skill. This step is included in the continuum for a reason. Children with low-language skills and English language learners may struggle with language at this level. A weakness at this level will hamper success at phonological awareness skills.

**The onset is the initial consonant or consonant cluster of a one-syllable word, and the rime is the vowel and any consonants that follow it.

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Benefits of teaching phonological awareness

Our brains are wired to process the sounds of speech in oral language There is an area of the brain devoted to this task, which occurs unconsciously when we are listening. However, our brains aren’t pre-wired to translate the speech sounds we hear into letters. When children learn to read they must become consciously aware of phonemes, because learning to decode in English requires matching the sounds in spoken words to individual printed letters.

Children with dyslexia often struggle with phonological awareness. They have trouble processing the sounds in spoken language and need additional explicit instruction to strengthen their phonological awareness skills. Learn more about reading, the brain, and dyslexia in this article by Professor Guinevere Eden: How Reading Changes the Brain.

English language learners may also have difficulties with phonological and phonemic awareness. Learn more in this article: What Does Research Tell Us About Teaching Reading to English Language Learners?

Phonological awareness skills are best taught in kindergarten and early Grade 1 so they can be applied to sounding out words as phonics instruction begins. Research summarized in the National Reading Panel report suggested that even very modest amounts of instruction — as little as 5 to 18 hours in total — in phonological awareness at this stage can yield significant benefits to children’s reading and spelling achievement (Ehri, 2004).

Dr. David Kilpatrick identifies phonological awareness as the single most important factor in differentiating struggling from successful readers and in differentiating between effective and ineffective interventions. In Essentials of Assessing, Preventing, and Overcoming Reading Difficulties Kilpatrick (2015) tells us that research suggests that “phonological manipulation tasks are the best measures of the phonological awareness, skills needed for reading because they are the best predictors of word-level reading proficiency” because phoneme manipulation (adding, deleting, and substituting) is actually the layer of phonemic awareness that is the most closely related to reading connected text. Learn more in this article by Kilpatrick: Phonological Awareness & Intervention.

Some children, particularly those who have serious decoding difficulties, may continue to need instruction to help strengthen phonemic awareness beyond an early Grade 1 level.

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Intervention

The activities for teaching phonological awareness in intervention are the same as teaching it to pre-readers, although children who need intervention may require much greater intensity of instruction (e. g., smaller group size, more opportunities for practice) to develop phonological awareness. For children who are old enough for formal reading instruction (i.e., kindergarten and up), phonological awareness instruction should generally be integrated with phonics instruction.

For example, as children learn to segment spoken words into phonemes, they also learn to match the appropriate letters to those phonemes. The most important phonological awareness skills for children to learn at these grade levels are phoneme blending and phoneme segmentation, although for some children, instruction may need to start at more rudimentary levels of phonological awareness such as alliteration or rhyming. As skills are mastered, instruction moves to more difficult skills.

Video: Blending Sounds in Syllables with Autumn, Kindergartner

In this video, reading expert Linda Farrell works one-on-one with Autumn to master specific pre-reading skills, with a focus on strengthening her phonological awareness and giving Autumn extra practice with onset and rime. See more videos here: Looking at Reading Interventions.

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Multisensory instruction

Instruction is supported by using the body and manipulatives. Students benefit from watching our mouth positions. They can also watch their own mouths with hand mirrors. Instruction is described in detail in the In-Practice section of this module.

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Phonological awareness lessons

Phonological awareness lessons occur concurrently with teaching letter names and sounds. Teaching should include the following elements, taught concurrently:

* Teaching r-controlled and other vowel sounds in isolation can wait until after phonics instruction has started — this may depend on the amount of time available and whether students have mastered prior skills.

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Video: Mastering Short Vowels and Reading Whole Words with Calista, First Grader

In this video, reading expert Linda Farrell works one-on-one with early stage reader Calista on short vowel sounds, blending and manipulating sounds, reading whole words, and fluency. See more videos here: Looking at Reading Interventions

Next: Phonological and Phonemic Awareness In Practice >

Ministry of Education of the Moscow Region

State Educational Institution of higher education of the Moscow Region

Moscow State Regional University (MGOU)

Faculty of Special Pedagogy and Psychology

Department of Logopedics

Reforates

by discipline: Discipline: "Ontogeny of speech activity"

On the topic: "Development of the phonological system of language in children"

The student was performed:

14. S (d) FOU.20.DL 1 of the group 2 courses

full -time education

Faculty of Special Pedagogy and Psychology

Chugunova Olga Aleksandrovna

Content 3,

Prelinguistic development (birth - 1 year) 4

Development after the establishment of speech (1 year and older) 6

Quick display 8

Production 9

Conclusion 12

13

in linguistic reality, awareness of linguistic relations and dependencies. These two sides of one process - the process of mastering the native language - are closely interconnected. On the one hand, the improvement of speech skills, the practical assimilation of language means are a necessary condition for the subsequent awareness of linguistic reality; on the other hand, “the conscious operation of language, its elements and their relations is not a self-contained, purely theoretical relation to linguistic reality, isolated from the construction of a speech utterance. The significance of understanding linguistic phenomena also lies in the fact that, on its basis, speech skills and abilities are transferred from an automatic plan to an arbitrary plan . .. which ensures greater efficiency of communications and further speech development. nine0003

Phonological development refers to how children learn to translate sounds into meanings or language (phonology) during their growth stages.

Perception

Children do not speak their first words until they are about one year old, but already at birth they can distinguish some utterances in their native language from utterances in languages ​​with different prosodic features.

1 month

Categorical perception

Infants at the age of 1 month perceive some speech sounds as categories of speech (they display categorical perception of speech). Infants up to 10–12 months old can distinguish not only native sounds, but also non-native contrasts. Older children and adults lose the ability to distinguish between non-native contrasts. Thus, familiarity with one's native language seems to cause a restructuring of the perceptual system. The restructuring reflects the system of contrasts in the native language. nine0003

4 months

At four months, babies still prefer infant speech to adult speech. While 1-month-olds only show this preference if they are presented with a full speech signal, 4-month-olds prefer infant-controlled speech. This shows that between 1 and 4 months of age, infants improve tracking of suprasegmental information in speech addressed to them. By 4 months, infants finally learned what features they should look for at the suprasegmental level. nine0003

5 months

Babies prefer to hear their own name over similar-sounding words. They may have associated the meaning of "I" with their name, although it is also possible that they simply recognize the form due to its high frequency.

6 months

As exposure to the surrounding language increases, infants learn to ignore sound differences that do not make sense in their native language, such as two acoustically different versions of the vowel /i/ that simply differ due to variability between speaking. By 6 months, babies learn to perceive different acoustic sounds that represent the same sound. a category, such as /i/, which is spoken by a man and not by a woman, as members of the same phonological category /i/. nine0003

8 months

While children do not usually understand the meaning of most individual words, they do understand the meaning of certain phrases they hear frequently, such as "Stop" or "Come here."

9 months

Infants can distinguish native from non-native language input using only phonetic and phonotactic patterns, i.e. without the help of prosodic cues. They seem to have learned the phonotactics of their native language, i.e., what combinations of sounds are possible in the language. nine0003

10-12 months

Babies are now unable to distinguish most sound contrasts that do not belong to the same sound category in their native language. Their perceptual system is tuned to the contrasts characteristic of their native language. In terms of word comprehension, we checked the size of the vocabulary of children aged 10-11 months and found a range from 11 to 154 words. At this age, children usually do not yet begin to speak and, therefore, do not have a productive vocabulary. So, it is clear that the vocabulary of understanding develops earlier than the production vocabulary. nine0003

O. G. Prikhodko distinguishes a number of stages or periods in the pre-speech development of children: In it, the main role is played by unconditioned food and protective or defensive reflexes. The main manifestation is vocal reactions, closely related to vital physiological functions. In addition, during this period, the vocal reactions of the newborn include coughing, sneezing, yawning, grunting, sucking sounds;

5th period (9-12 months) - active babble, accompanied by the appearance of new sounds, intonations, facial expressions and gestures, babbling words and onomatopoeia (Prikhodko O. G., 2003). nine0089

At the age of 1, children are just beginning to speak, and their utterances are not at all like adults. The perceptual abilities of children are also still developing. In fact, both productive and perceptual abilities continue to develop during the school years, with the perception of some prosodic facial features not fully developed until about age 12.

Perception

14 months

Children can distinguish newly learned "words" associated with objects if they do not sound the same. While children at this age are able to distinguish monosyllabic minimal pairs on a purely phonological level, if the task of recognition is combined with the meaning of a word, the additional cognitive load required to learn the meanings of words does not allow them to spend extra effort on distinguishing similar phonology. nine0003

16 months

Children's vocabulary ranges from 92 to 321 words. [13] The volume of industrial vocabulary at this age is usually about 50 words. This shows that the vocabulary of intelligible speech is growing faster than the vocabulary of industrial speech.

18-20 months

At 18-20 months, infants can distinguish newly learned 'words', even if they are phonologically similar. While infants can distinguish syllables like them shortly after birth, they can only now distinguish them if they are presented to them as meaningful words and not just a sequence of sounds. Children can also detect such mispronunciations." It has been found that mispronounced words are less recognizable than correctly pronounced words. This suggests that infants' representations of familiar words are phonetically very accurate. This result has also been used to suggest that infants transition from verbal to verbal segment based on the phonological system around 18 months of age. nine0003

Of course, children need to learn the sound features of their language, because then they also need to learn the meaning associated with these different sounds. Young children have a remarkable ability to memorize the meanings of words that they extract from the speech they hear, that is, to map meaning onto sounds. Often children already associate meaning with a new word after one use. This is called "fast display". Children as young as 15 months can successfully complete this task if the experiment is done with fewer items. This task shows that children between the ages of 15 and 20 months can attach meaning to a new word only after a single exposure. Rapid display is a necessary ability for children to acquire the number of words they need to learn during the first few years of life: children acquire an average of nine words per day between 18 months and 6 years of age. nine0003

2-6 years old

At 2 years old, babies show their first signs of phonological awareness, ie they are interested in wordplay, rhyming and alliteration. Phonological awareness continues to develop until the early grades of school.

Children are early aware of syllables as units of speech, while they do not show awareness of individual characteristics. phonemes before school age. Another explanation is that individual sounds are not easily translated into beats, so clapping for individual phonemes is much more difficult than clapping for syllables. One of the reasons phoneme understanding gets so much better when children go to school is that learning to read provides visual aids on how to break words down into smaller pieces. nine0003

12-14 months

Babies usually say their first word at 12-14 months of age. The first words have a simple structure and contain the same sounds used in later babble. The lexical items they create are likely stored as whole words, rather than as individual segments that are collected in a network as they are spoken. This is indicated by the fact that babies at this age can reproduce the same sounds differently in different words.

16 months

The vocabulary of children at this age is typically around 50 words, although the vocabulary size of children in the same age group varies greatly, with most children ranging from 0 to 160 words.

18 months

Children's performances become more stable at about 18 months. When their words differ from the adult forms, these differences are more systematic than before. These systematic transformations are called "phonological processes", and often resemble processes that are usually characteristic of the adult phonology of the world's languages ​​(cf. adult Jamaican Creole duplication: "yellow yellow" = "very yellow"). Listed below are some common phonological processes. nine0003

2 years

The volume of the production vocabulary ranges from 50 to 550 words at the age of 2 years. Effects on the rate of word acquisition, and therefore on the wide range of vocabulary sizes of children of the same age, include the amount of speech children are exposed to by caregivers, as well as differences in how rich the child's vocabulary is. hears. It also seems that children build vocabulary faster if the speech they hear is more often related to their focus of attention. This will happen if the guardian talks about the ball that the child is currently looking at. nine0003

4 years

tested the phonological memory of 4-5 year old children, that is, how well these children can memorize a sequence of unfamiliar sounds. They found that children with better phonological memory also had larger vocabulary at both ages. Moreover, phonological memory at age 4 predicted children's vocabulary at age 5, even after adjusting for earlier vocabulary and non-verbal intelligence.

7 years

Children produce mainly adult segments. Their ability to create complex sound sequences and polysyllabic words continues to improve into middle childhood. nine0003

All children in the process of mastering speech make mistakes in pronunciation - these are not real mistakes. They are caused by the development of the child's individual phonological code and deviations in phonological development.

The most typical mistakes of children mastering the "adult" system of sounds:

• voiceless consonants are pronounced at the beginning of a word as voiced (aunt-child) - up to three years;
• voiced consonants are replaced by voiceless consonants at the end of a word (ded-det) - usually disappears by the age of three; nine0089
• loss of the final consonant (Kolya-Koya) - disappears by three years and three months;
• the sound correctly pronounced by pressing the middle of the tongue against the hard palate is produced by the tip of the tongue (lip-oak) - up to three years and six months;
• inability to pronounce hissing sounds (splinter-sepka) — manifests itself up to three years and six months;
• the presence of a specific sound affects the pronunciation of the whole word (horn-gog) - up to three years nine months;
• the child "swallows" unstressed, "weak" syllables (telephone-teffon) - up to four years; nine0089
• the child "loses" sounds (bant-bat) - up to four years;
• in some cases, children replace smooth consonants with other sounds (hand-bow) or replace plosive consonants (flag-slug).

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The central factors that determine the algorithm of phonological development are the maturation and extension of the repertoire of articulatory skills, cognitive development and development of language abilities with the gradual abolition of paradigmatic and syntagmatic restrictions. Moving from the syncretic to the segmental level of operating with phonological constructions, the child forms a system of phonemic oppositions and their differential signs, which are generalizations of articulatory or acoustic images. He includes the newest sound in his phonological system later than the articulatory probabilities of its realization ripen (Gvozdev A.N., 1948, Beltyukov V.I., 1979). The absence of such a probability forces him to choose a compromise path: phonemic oppositions (of the language of adults) merge in the face of that member of them, the one that experiences the least articulatory restrictions, that is, the original individual sound.

---

1. Beltyukov V. I. On the assimilation of speech sounds by children. - Moscow: Education, 1964. - 91 p.
2. Gvozdev AI Problems of studying children's speech. - Moscow: Education, 1961. - 130 p.
3. Danilova II Psychophysiology: Textbook for High Schools. - Moscow: AspectPress, 1998. - 266 p.
4. Maslyko EA, Babinskaya PK et al Handbook for a foreign language teacher: Ref. allowance. - Minsk: Higher School, 2004. - 522 p.
5. Panov M. V. Russian phonetics. - M., 1967. 12. Saussure F.
6. Course of general linguistics. - M., 1933. 13.
7. Sokhin F. A. On the problem of speech and linguistic development of the child / Proceedings of the IV All-Union Congress of the Society of Psychologists. - Tbilisi, 1971.

Early development of literacy skills in preschoolers using virtual and computer technologies

Authors : Simonova Alisa Dmitrievna, Bogdanova Yulia Evgenievna

Heading : Pedagogy

Posted by in young scientist #34 (376) August 2021 nine0003

Publication date of : 22. 08.2021 2021-08-22

Article viewed: 20 times

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References:

Simonova, A.D. Early development of literacy skills in preschoolers using virtual and computer technologies / A.D. Simonova, Yu.E. Bogdanova. - Text: direct // Young scientist. - 2021. - No. 34 (376). — S. 168-170. — URL: https://moluch.ru/archive/376/83697/ (date of access: 01/17/2023).



The paper considers the features of the development of literate writing skills in preschoolers through the use of computer technology. The authors conclude that early-life literacy interventions have, on average, modest positive outcomes across program types and outcome measures and across languages ​​with varying spelling depth. If the intervention is part of an integrated learning system in the classroom in a preschool educational institution, then their effect is even higher. Accordingly, the organization of interaction with preschoolers using ICT and virtual technologies in the framework of developing their early literacy skills will be most effective if these classes are integrated into the educational process. nine0229

Keywords : literate writing, preschoolers, phonological knowledge, native language, metalinguistic skills.

From a very early age, children learn literacy in a communicative environment, using a wide range of language games and reading stories. Various models have been proposed in the literature to define the knowledge and skills that are involved in early literacy. Researchers have suggested that early literacy combines extrinsic and intrinsic processes, with the former associated with language understanding and background knowledge and the latter with procedural knowledge associated with phonological knowledge and letter awareness. A distinction has also been made between language skills, metalinguistic skills, and basic literacy skills, and early literacy itself has been defined as a construct of partially overlapping components related to language, phonological knowledge, and printed knowledge, and argues that each of these has its own developmental trajectory [ 3]. nine0003

Communication and language can be seen as the common foundation on which the emergence of literacy is built. Phonological awareness - or the ability to perceive the sounds of a language regardless of meaning - is usually considered a conditional condition for learning to read. To learn the alphabetic principle, children must recognize the segmental nature of speech and learn that words are made up of phonemes, to which letters can be assigned. Although implicit language sensitivity begins at an early age, there has been a sharp jump in the development of phonological awareness during preschool and kindergarten. This is often facilitated by games that help children focus on the phonological components of the language. nine0003

Given the intrinsic link between phonological awareness and literacy, it is hypothesized that combined teaching of letters and sounds may be even more effective. In addition, it has been argued that early literacy education should be offered to children in a meaningful context. Research has indeed shown that interactive activities while reading fairy tales can help children gain insight into the function and structure of written language.

The last two decades have seen a huge influx of computer programs that promote early literacy in children. Review studies have shown that such programs are promising in that an individualized approach can be offered in response to the needs of the individual child. While technology-based learning has become mainstream in many schools, it is far from clear under what conditions programs are most effective. It is also unclear whether the effects of early literacy treatment are sensitive to the language with which they are associated [3]. nine0003

Older research has focused on literacy in English, which can be considered opaque spelling, while more recent research has also focused on early literacy in more transparent languages ​​through technology.

When children are engaged in a literate environment, they have the opportunity to learn that print carries meaning, that written texts can have different forms and functions, and that ideas can be expressed in ordinary writing. In the case of alphabetic languages, children learn that words are made up of phonemes, which can be represented by letters. There is general agreement that, in the case of alphabetic writing systems, the acquisition of literacy involves the rediscovery of the principles of phonological recoding, with phonological awareness as a key component. Phonological awareness refers to accessing and understanding the sound structure of spoken language. Phonological awareness requires children to consciously comprehend the phonological segments of spoken words and systematically manipulate them. Thus, phonological awareness depends on the ability to focus attention on perceptual representations of speech. It can be estimated using segmentation, mixing, and speech sound manipulation measurement tasks. nine0003

Research has shown that across languages, children follow more or less the same sequence in the development of phonological awareness from access to larger phonological units to smaller sound units. Indeed, it has been proven that the development of phonological consciousness progresses from the level of the syllable and the initial frost to the level of the phoneme [3]. Phoneme-level awareness, i.e. phonemic awareness, refers to the awareness of phonemes, the sounds of speech that are used to construct spoken words and distinguish between meanings. This is quite difficult for children due to the fact that phonemes are acoustically fleeting and therefore difficult to detect. Letters can facilitate the perception of phonemes and are considered essential for the transition to reading words and writing words. Therefore, it is important to consider the effects of teaching phonological awareness with and without the inclusion of letters. nine0003

Previous research has shown that awareness of the sounds (syllables, sets, rhythms) in a word is associated with children's literacy development. Numerous studies have indeed shown an association between measures of phonological awareness applied in preschool or kindergarten and word recognition tests among the same children in first or second grade.

However, the connection can also be reversed in that the experience of literacy facilitates phonological awareness. Support was also given that the lack of phonological skills could cause difficulties in acquiring reading and writing skills. nine0003

Researchers have also paid considerable attention to the impact of computer-assisted early literacy activities in preschools. Based on the results of experimental studies, it was concluded that computers can have a beneficial effect on the development of literacy skills in preschool children. Significant advances in phonological awareness, literal knowledge, and early reading and spelling can be judged from early literacy computer activities. However, it should be noted that the results of the intervention remain behind the results of early literacy teaching in the classroom [1]. nine0003

Accordingly, the use of educational technology can be more effective when materials are better integrated and aligned with the curriculum and provide a consistent foundation for each child. The training and retraining of preschool teachers can be seen as very relevant in order to help them integrate computer-based learning devices into preschool education.

Early literacy interventions on average show small positive results across program types and outcome indicators and across languages ​​with varying depth of spelling. If the intervention is part of an integrated learning system in the classroom in a preschool educational institution, then their effect is even higher [4]. Accordingly, the organization of interaction with preschoolers using ICT and virtual technologies in the framework of developing their early literacy skills will be most effective if these classes are integrated into the educational process. nine0003

Literature:

1. Abramova I.V. The need to introduce the basics of computer literacy in elementary school and preschool educational institutions // International scientific journal "Symbol of Science". — No. 1–2. -2018. pp. 127–131.
2. Kuznetsova O. V., Merkulova N. I. Information and communication technologies as a means of self-education and self-development of teachers // Standards and monitoring in education, No. 3, 2014, p. 17–27.
3. Pershina E. D. Formation of functional literacy of a preschooler-Astana, 2011. nine0089
4. Syabrenko A.P., Yulenkov S.E., Tynchenko V.S. Problems and prospects of informatization of modern preschool education in Russia // Reshetnev readings. — 2017, p. 711–712.
5. Yagodina, L. A. Methodological approaches to teaching a teacher-psychologist to use information and communication technologies in preschool education: author. dis.... cand. ped. Sciences: 13.00.02 / L. A. Yagodina. - M., 2010. -22 p.

Basic terms (automatically generated) : early literacy, phonological awareness, child, phonological awareness, early age, language, literate writing, kindergarten, primary focus, early learning.

Keywords

preschoolers, native language, smart letter, phonological knowledge, metalanguage skills

literate writing, preschoolers, phonological knowledge, mother tongue, metalinguistic skills

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