Burgess, Adrian

Cunningham, Anna

Rochelle, Kim

Shapiro, Laura

Talcott, Joel

Witton, Caroline

English

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Speech and non-speech skills in the prediction of letter-knowledge:The influence of taskAnna J. Cunningham, Laura R. Shapiro, Caroline Witton, Joel Talcott, Kim Rochelle, Adrian Burgess, Kate SwobodaContact: A.Cunningham@aston.ac.ukResultsWell-established link between speech (phonological) skills and early reading• But … is this link due to the nature of the stimuli or the nature of the task?• Current study systematically varies processing demands and response type across speech and non-speech tasks  The tasksStimuli: Non-speech = tones, Speech = phonemes and nonwordsNon-speech, non-verbal response        Speech (phonemes), non-verbal response       Speech (phonemes), verbal response    Speech (nonwords), verbal response500Hz 1000Hz         2000Hz g k p g k                  pWhich  of these skills….… are important for letter-knowledge?Example: Child sees aliens play 1000Hz, 500Hz, 2000Hz.Isolation: Press the alien that makes the first sound you heard = 1000HzRepetition: Press the aliens in the order that you heard them = 1000Hz, 500Hz, 2000HzDeletion: Play the aliens back without the first sound = 500Hz, 2000Hz Example: Child sees aliens play k, g, pIsolation: Press the alien that makes the first sound you heard = kRepetition: Press the aliens in the order that you heard them = k, g, pDeletion: Play the aliens back without the first sound = g, p “S   A   N”Example: Child hears ‘san’Isolation: Tell me the first sound you hear in san = ‘s’Repetition: Say san back to me = ‘san’Deletion: Say san without the first sound = ‘an’Example: Child hears aliens play k, g, pIsolation: Say the first sound you heard = ‘k’Repetition: Say the sounds in the order that you heard them = ‘k, g, p’Deletion: Say the sounds back without the first sound = ‘g, p’ Method: 788 children were tested during the first term of Reception (first year of reading instruction in UK), mean age 4 years, 7 months on these tasks plus a test of letter knowledge (LeST; Larsen, Kohnen, McArthur & Nickels, 2011). Repetition DeletionIsolationNon-speechSpeechNon-verbalVerbalTone isolationNon-verbalTone repetitionNon-verbalTone deletionNon-verbalPhoneme isolationNon-verbalPhoneme isolationVerbalNonword isolationVerbalPhoneme repetitionNon-verbalPhoneme repetitionVerbalNonword repetitionVerbalPhoneme deletionNon-verbalPhoneme deletionVerbalNonword deletionVerbalProcessing demandsStimulus typeResponse typeComposite Variable (average total correct for isolation and repetition. Deletion omitted due to floor effects)Letter-sound knowledge (total correct)β ΔR²1. Speech stimuli .61** .37**2. Non-speech stimuli <.01 <.011. Non-speech stimuli .27** .07**2. Speech stimuli .61** .30**1. Verbal response .52** .27**2. Non-verbal response .34** .08**1. Non-verbal response .53** .28**2. Verbal response .32** .07**Composite Variable (average total correct for nonwords, verbal phoneme, non-verbal phoneme and auditory)Letter-sound knowledge (total correct)β ΔR²1. Repetition .31** .25**1. Deletion .28**2. Isolation .53** .15**1. Isolation .58** .38**1. Deletion .062. Repetition .11 .011. Isolation .56** .39**1. Repetition .112. Deletion .05 <.01Conclusions• Tasks with speech stimuli are more predictive than tasks with non-speechstimuli. Supports phonological hypothesis (Melby-Lervag, Lyster & Hulme 2012).• Both verbal and non-verbal response tasks are predictive. Supports auditory-articulation Boets, Wouters, van Wieringen, & Ghesquiere (2007), and auditory-visuospatial hypotheses (McBride-Chang, Zhou, Cho, Aram, Levin & Tolchinsky2011).• The tasks with the lowest processing demands (isolation) are most predictive.Does not support task complexity hypothesis (Banai & Ahisar, 2006), althoughproblems with low performance on deletion task.

Speech and non-speech skills in the prediction of letter-knowledge:the influence of task

https://publications.aston.ac.uk/id/eprint/22404/1/SIGPoster_Anna_FINAL.pdf

Speech and non-speech skills in the prediction of letter-knowledge:the influence of task

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