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Linguistic Properties and Phonological Awareness Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês Sim-Sim + , Fátima Miguens Research and presentation supported by grant SFRH/BD/36669/2007 & by project PTDC/LIN/68024/2006. 10th International Conference of ALA – Kassel, July 2010 *University of Lisbon / Centre of Linguistics of University of Lisbon, + Polytechnic Institute of Lisbon, New University of Lisbon

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Page 1: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Linguistic Properties and Phonological Awareness Linguistic Properties and Phonological Awareness

in Middle and Secondary Schoolingin Middle and Secondary Schooling

Adelina Castelo*, Maria João Freitas*,

Inês Sim-Sim+, Fátima Miguens♦

Research and presentation supported by grant SFRH/BD/36669/2007 & by project PTDC/LIN/68024/2006.

10th International Conference of ALA – Kassel, July 2010

*University of Lisbon / Centre of Linguistics of University of Lisbon, +Polytechnic Institute of Lisbon, ♦New University of Lisbon

Page 2: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Introduction

Literature on Phonological Awareness (PA)

Goals of this study

Hypotheses

Method

Structure of this presentation

Participants

Tasks and procedure

Data analysis

Results & Discussion

Development of PA performance (goal 1)

Impact of linguistic properties on PA performance (goal 2)

Final remarks

Page 3: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Literature on Phonological Awareness

▪ Research in the last 3 decades has shown a close association between the PA

and the performance of reading tasks in native and foreign language.

(e.g. Liberman et al., 1974; Morais et al., 1979; Gombert, 1990; Adams et al., 1998/2006;

Castles & Coltheart, 2004; Swanson, Hodson & Schommer-Aikins, 2005;

Ryder, Tunmer & Greaney, 2008; Yopp & Stappleton, 2008)

Introduction MethodResults &

Discussion

Final

remarks

▪ Most studies focus precisely on the relationship between PA and learning to

read and write. Consequently,

(i) the subjects observed are beginning readers & writers and, by contrast,

preschoolers, struggling readers & writers, literate adults and illiterate adults;

(ii) the development of PA ability during middle and secondary schooling is

seldom analysed.

Page 4: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Literature on Phonological Awareness

▪ Most authors assume (explicitly or implicitly)

that literate subjects master the PA ability.

(e.g. Scarborough et al., 1998)

Introduction MethodResults &

Discussion

Final

remarks

▪ However, there is evidence that their performance in PA tasks is:

(i) not close to 100% of success;

(e.g. Moats, 1994; Scarborough et al., 1998; Castelo, 2008)

(ii) subject to interferences of orthographic knowledge.

(e.g. Ehri, 1993; Treiman & Cassar, 1997; Ventura et al., 2001; Tyler & Burnham, 2006)

Page 5: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

▪ The possible influence of linguistic properties

on the PA is seldom analysed.

▪ However, the studies that take linguistic properties into consideration

Literature on Phonological Awareness

Introduction MethodResults &

Discussion

Final

remarks

▪ However, the studies that take linguistic properties into consideration

show that they constrain the performance of participants

evaluated under PA tasks.

(e.g. Treiman & Cassar, 1997; Treiman et al., 1998; Alves et al., 2008; Afonso, 2009)

Page 6: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

1. To evaluate the development of PA in native language

in middle and secondary schooling.

Goals of this study

2. To observe the impact of linguistic properties on PA performance.

Introduction MethodResults &

Discussion

Final

remarks

2. To observe the impact of linguistic properties on PA performance.

>> part of a pilot-experiment with a small sample of subjects

aiming at identifying the linguistic properties

to be taken into consideration in the main experiment of a PhD project

Page 7: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Hyp.1:

Only a partial mastery of the PA ability will be exhibited by the participants.

(e.g. Moats, 1994; Scarborough et al., 1998; Castelo, 2008)

Hypotheses

Considering the information collected in the literature…

Introduction MethodResults &

Discussion

Final

remarks

(e.g. Moats, 1994; Scarborough et al., 1998; Castelo, 2008)

Hyp.2:

The linguistic properties will have an impact on the performance in PA tasks.

(e.g. Treiman & Cassar, 1997; Treiman et al., 1998; Alves et al., 2008; Afonso, 2009)

Page 8: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Grade 5th-graders 7th-graders 10th-graders 1st year Univ. Total

Sex M F M F M F M F M F

5 5 5 5 5 5 5 5 20 20

Total 10 10 10 10 40

Participants

▪ 40 European Portuguese native speakers, half male and half female,

divided into 4 groups

Introduction MethodResults &

Discussion

Final

remarks

▪ No known cognitive, linguistic, auditory or articulatory disorders that might

constrain the performance in PA tasks

▪ Convenience sample: students of 2 schools in Lisbon (for 5th, 7th & 10th

grades) & students attending different courses in universities in Lisbon

Mean age(yrs)

(SD)

10.10

(0.32)

12.50

(0.71)

15.90

(1.45)

18.80

(0.92)

Page 9: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Tasks and procedure

Stimuli Example >> Answer

Task 1 Identification of the word

presenting a different vowel

53 groups of 3 words‘CV.CV / ‘CV.CV / ‘CV.CV

[‘m�l�] / [‘mal�] / [‘b�l�]‘spring’,‘handbag’,‘ball’>>[‘mal�]

Dichotomous analysis:

correct /incorrect (V1)

Task 2 Replacement of V1 by [i] 27 words ‘CV.CV [‘tem�] ‘theme’ >> [‘tim�]

Introduction MethodResults &

Discussion

Final

remarks

Task 2 Replacement of V1 by [i] 27 words ‘CV.CV [‘tem�] ‘theme’ >> [‘tim�]

Dichotomous analysis:

V1 correct /incorrect

Task 3 Segmentation of word

saying the isolated sounds

30 words ‘CV.CV

6 words ‘CGV.CV

6 words ‘CVG.CV

[‘tem�] >> [t-e-m-�]

Dichotomous analysis:

N1 correct /incorrect

•Observed unit: 1st syllabic Nucleus of the word

Page 10: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Tasks and procedure

•Controlled variables:

V / diphthong’s position in the word: initial

Word stress pattern: penultimate syllable

Introduction MethodResults &

Discussion

Final

remarks

Number of syllables: two

Shape of syllables: CV (w/ exceptions)

Page 11: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Tasks and procedure

•Manipulated variables & examples:

Vowel Height:High mina [‘min�] ‘mine’Mid tema [‘tem�] ‘theme’Low neta [‘n�t�] ‘granddaughter’

Vowel Place of Articulation:Coronal* tema [‘tem�] ‘theme’

words’ shape:

Introduction MethodResults &

Discussion

Final

remarks

Coronal* tema [‘tem�] ‘theme’Dorsal pano [‘p�nu] ‘cloth’Labial jogo [‘�o�u] ‘game’

Phonological Process/Rule:No process tema [‘tem�] ‘theme’Nasalization menta [‘me�t�] ‘mint’/a/ Raising pano [‘p�nu] ‘cloth’V1 gliding boato [‘bwatu] ‘rumour’V2 gliding cauda [‘kawd�] ‘tail’

words’ shape:

‘CV.CV

or ‘CGV.CV

or ‘CVG.CV

(description of Portuguese phonological system

in Mateus & Andrade, 2000; Vigário, 2003;

*term used for EP in Freitas, 2007)

Page 12: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Tasks and procedure

▪ Individual administration of the tasks using software E-Prime 2.0

□Instructions previously recorded

□3 practice items and feedback on the 1st

□Stimuli previously recorded and presented in an order balancing stimuli with different

linguistic properties (same order for all participants)

□Participants’ answers recorded by the software

□Same day; small pauses between tasks

Introduction MethodResults &

Discussion

Final

remarks

□Same day; small pauses between tasks

▪ Mean duration of tasks (minutes)

□Total duration 35.13 min (minimum 22.00; maximum 49.00)

□Task 1 (identification) 13.00 min

□Task 2 (replacement) 6.75 min

□Task 3 (segmentation) 15.38 min

Page 13: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Data analysis

▪ Construction of the database in SPSS 17.0

□Insertion of the data collected by E-Prime (task 1)

□Insertion of the oral responses phonetically transcribed (tasks 2 & 3)

□Classification of the oral responses as correct/incorrect (tasks 2 & 3)

□Computation of task scores achieved by each participant & conversion into %

□Computation of each participant’s scores per linguistic property and recodification of

these as 0/1 (e.g. scores for the vowel [e]: categorized as 1 if ≥0.66 and as 0 if <0.66)

Introduction MethodResults &

Discussion

Final

remarks

▪ Statistical analysis in SPSS 17.0

□Descriptive statistics

□Inferential statistics: only non-parametric tests for lack of normal distribution or for

use of categorical variable

□Between subjects: Kruskal-Wallis test or Mann-Whitney test (for task scores,

continuous variables; goal 1)

□Within subjects: Cochran test or McNemar test (for linguistic property scores,

dichtomous variables; goal 2)

Page 14: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Scores in Task 1

Sex Mean SD N

M 89% 10.45 20

F 90% 8.50 20

Total 40

Grade Median Mean SD N

5th 83% 82% 7.27 10

Introduction MethodResults &

Discussion

Final

remarks

5th 83% 82% 7.27 10

7th 95% 92% 8.31 10

10th 96% 94% 6.40 10

1st Univ. 93% 90% 11.16 10

Total 92% 89% 9.43 40

Sign. H(3)=10.57, p=.011

5th/10th >> U=10.50,

z= -3.01, p=.002

>> sex: no significant difference

>> grade:

.significant difference only between 5th & 10th grades

.improvement in performance from the 7th grade onwards

(82% in 5th grade vs 92%, 94% & 90% in higher grades)

Page 15: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Scores in Task 2

Sex Mean SD N

M 66% 8.03 20

F 68% 6.76 20

Total 40

Grade Median Mean SD N

5th 66% 65% 2.47 10

Introduction MethodResults &

Discussion

Final

remarks

5th 66% 65% 2.47 10

7th 67% 70% 6.79 10

10th 67% 65% 10.62 10

1st Univ. 67% 68% 7.49 10

Total 67% 67% 7.36 40

Sign. H(3)=3.00, p=.401 >> sex: no significant difference

>> grade: no significant difference

>> small variability in general, especially in higher

grades; many outliers

Page 16: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Scores in Task 3

Sex Mean SD N

M 70% 21.23 20

F 70% 20.90 20

Total 40

Grade Median Mean SD N

5th 74% 66% 20.82 10

Introduction MethodResults &

Discussion

Final

remarks

5th 74% 66% 20.82 10

7th 74% 71% 21.96 10

10th 77% 71% 18.83 10

1st Univ. 79% 74% 23.82 10

Total 76% 70% 20.80 40

Sign. H(3)=2.21, p=.541>> sex: no significant difference

>> grade: no significant difference

>> greater dispersion than in tasks 1 & 2

Page 17: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

▪ Different levels of performance in tasks.

E.g. Task 1: higher success rates; difference between 5th-

graders (82%) and others (≥90%).

▪ No total mastery of PA ability (confirmation of hyp.1).

Mean scores above 90% only by 3 older groups in task 1.

▪ No linear development in PA during middle and secondary

schooling.

Score task 1

Development of PA performance (goal 1)

Introduction MethodResults &

Discussion

Final

remarks

•Only a significant difference (5th vs 10th in task 1).

•Correspondence between increase in rate success and

school grade only in task 3.

•5th-graders: the lowest mean scores in all tasks;

Other grades: ranking varying according to the task.

>> After the 5th grade, the participants’ PA is not fully

mastered and it does not continue to increase.

Score task 3

Score task 2

Page 18: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Linguistic Properties in Task 1

V Height % Correct

High/Mid 90%

High/Low 96%

Mid/Low 83%

Sign. Q(2)=15.27, p=.000

McNemar: High/Low - Mid/Low, p=.002

V Place % Correct

Cor/Dorsal 96%

Cor/Labial 93%

Dorsal/Labial 96%

Sign. Q(2)=4.00, p=.338

>> V Place: no impact

≠ graphemes: <u>/<o>

≠ graphemes: <u>/<o>

= graphemes: <o>/<o>

Introduction MethodResults &

Discussion

Final

remarks

Process % Correct

No Process 92%

Nasalization 69%

/a/ Raising 96%

Sign. Q(2)=32.00, p=.000

McNemar: Nas/No process &

Nas/Raising, p=.000

>> V Place: no impact

>> V Height:

1st easier – High/Low (≠ grapheme)

2nd easier – High/Mid (≠ grapheme; smaller

‘articulatory distance’)

3rd easier – Mid/Low (same grapheme)

Impact of phonological & orthographic

knowledge

>> Process: Nasalization as the most difficult

Impact of phonological or orthographic

knowledge?

≈ graphemes: <o>/<on>

≠ graphemes

≠ graphemes

Page 19: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Linguistic Properties in Task 2

V Height(no process)

% Correct

High 99%

Mid 95%

Low 99%

Sign. Q(2)=2.00, p=1.000

Process % Correct

No Process 97%

Nasalization 6%

/a/ Raising 100%

Sign. Q(2)=76.05, p=.000

McNemar: Nas/No process &

Nas/Raising, p=.000

Introduction MethodResults &

Discussion

Final

remarks

V Place(no process)

% Correct

Coronal 98%

Dorsal 99%

Labial 96%

Sign. Q(2)=2.00, p=1.000

>> V Place & V Height: no impact

>> Process: Nasalization as the most difficult

Clear impact of orthographic knowledge!

Resp. expected: Sound [e��] should be replaced by [i];Resp. given: Digraph <en> is replaced by <in>, [ i� ].

Page 20: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Linguistic Properties in Task 3

V Height(no process)

% Correct

High 85%

Mid 75%

Low 82%

Sign. Q(2)=4.67, p=.172

Process % Correct

No Process 81%

Nasalization 53%

/a/ Raising 88%

V1 Gliding 63%

V2 Gliding 63%

Sign. Q(4)=31.01, p=.000

McNemar: Nas/No process, p=.004

& Nas/Raising, p=.000

& V1 Gliding/Raising, p=.000

Introduction MethodResults &

Discussion

Final

remarks

V Place(no process)

% Correct

Coronal 79%

Dorsal 84%

Labial 83%

Sign. Q(2)=5.33, p=.093

& V1 Gliding/Raising, p=.000

& V2 Gliding/Raising, p=.000

>> V Place & V Height: no impact

>> Process:

Nasalization, V1 Gliding & V2 Gliding as more difficult

Types of incorrect responsesNasalization – [m-e-n-t-�] / [m-e-n-t-�] / [m-e-N-t-�] instead of [m-e�-t-�], menta ‘mint’

Impact of phonological & orthographic knowledge?

V1 Gliding – more CV-V segmentations (e.g. [bu-a-t-u]) vs V2 Gliding – more diphthongs (e.g. [k-aw-d-�])

Impact of phonological knowledge

Page 21: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

▪ V Place - no impact

▪ V Height - impact only on task 1

Influence of phonological & orthographic knowledge

Phonology: higher ‘articulatory distance’ promotes success.

Impact of linguistic properties on PA performance (goal 2)

Introduction MethodResults &

Discussion

Final

remarks

Phonology: higher ‘articulatory distance’ promotes success.

Orthography: more difficulties to distinguish between vowels represented by the same

graphemes.

Page 22: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

▪ Phonological Process - impact on all tasks

Influence of phonological & orthographic knowledge

Phonology: more difficulties to segment diphthongs; different types of responses for

diphthongs resulting from different processes (task 3).

Orthography: orthographic information for vowel replacement (task 2).

Phonology and/or orthography:

Impact of linguistic properties on PA performance (goal 2)

Introduction MethodResults &

Discussion

Final

remarks

.(task 1) more difficulties to distinguish nasal from oral vowels suggest ‘problems’ with:

-phonological vowel quality or

-vowel-grapheme similarity (e.g. oral: <o> // nasal: <on>).

.(task 3) segmentations for nasal vowels as two segments are:

- signs of phonological representations of nasal vowels as vowel+nasal

autosegment (see Mateus & Andrade, 2000) or

- evidence that the participant is using the orthographic representation of words.

Page 23: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

▪ Hypothesis 2 is only partially confirmed.

(Hyp.2: The linguistic properties will have an impact on the performance in PA tasks.)

• Some linguistic properties have impact on the performance but not all.

• There is evidence of the interference of orthographic knowledge in the

Impact of linguistic properties on PA performance (goal 2)

Introduction MethodResults &

Discussion

Final

remarks

• There is evidence of the interference of orthographic knowledge in the

performance in PA tasks.

The use of this representation seems to block the use of phonological

knowledge in some structures tested.

Page 24: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Final remarks

▪ No total mastery of PA ability even after the 5th grade

▪ No progress in PA ability in a non training educational context

Introduction MethodResults &

Discussion

Final

remarks

□ Preliminary result due to the small size of each group’s sample.

▪ Influence of some linguistic properties on performance in PA tasks

Page 25: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Final remarks

▪ Implications

□PA training is necessary even during middle and secondary schooling,

since this ability is a component of ‘language awareness’ and several reasons

support the investment in promoting language awareness in mother tongue

education (e.g. Hudson, 2008).

Introduction MethodResults &

Discussion

Final

remarks

education (e.g. Hudson, 2008).

□The impact of linguistic properties should be taken into consideration

during the design of PA tasks.

Page 26: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

Thank you very much!Thank you very much!

Page 27: Linguistic Properties and Phonological Awareness …...Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês

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