Phonological Awareness in Specific Language Impairment, Attention Deficit Hyperactive Disorder, and Cochlear Implants Users

Abstract

honological awareness (PA) refers to the explicit awareness of the abstract units that compose spoken words, including syllables, onset and rime units, and individual phonemes. Phonological awareness is a critical precursor to the acquisition of reading (Stanovich, 2000). Also, it is the ability to reflect on and manipulate the constituent segments of spoken words. It is a multi-dimensional construct which consists in the ability to identify, delete, isolate, blend or count syllables, onsets, rimes or phonemes (Stackhouse and Wells 1997). Reading is the process by which one constructs meaning from printed symbols. It is a language-based activity; and so deficits in oral language will be reflected by deficits in written language (Supple, 1998). There is well-established relationship between early phonological awareness abilities and later reading abilities of children with normal development. The reading abilities in children with language disorders are known to be affected. Among these disordered children are those diagnosed with specific language impairment (SLI), attention deficit hyperactive disorders (ADHD), and hearing impairment. The pathophysiology of affection of reading troubles may differ and the causes may be multifactorial.