Degree of illiteracy and phonological and metaphonological skills in unschooled adults

Phonological and metaphonological skills are explored in 97 Brazilian illiterate and semiliterate adults. A simple letter- and word-reading task was used to define the degree of illiteracy. Phonemic awareness was strongly dependent on the level of letter and word reading ability. Phonological memory...

Full description

Saved in:
Bibliographic Details
Published inBrain and language Vol. 89; no. 3; pp. 499 - 502
Main Authors Loureiro, Clara de Santos, Willadino Braga, Lucia, Souza, Ligia do Nascimento, Filho, Gilberto Nunes, Queiroz, Elizabeth, Dellatolas, Georges
Format Journal Article
LanguageEnglish
Published San Diego, CA Elsevier Inc 01.06.2004
Elsevier
Subjects
Adult
Adult Literacy
Adults
Alphabets
Biological and medical sciences
Brazil
Case-Control Studies
Cognition
Cognitive Processes
Educational Status
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Humans
Illiteracy
Language
Literacy
Male
Memory
Miscellaneous
Neuropsychological Tests
Phonemes
Phonemic awareness
Phonetics
Phonological skills
Phonology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Skills
Rhyme
Speech Perception
Word Recognition
Brazil
Phonemic awareness
Literacy
Phonological skills
Human
Verbal ability
Illiteracy
Metalinguistics
Language
Morphology
Phonological awareness
Phonology
Cognition
Online AccessGet full text

Cover

More Information
Summary:Phonological and metaphonological skills are explored in 97 Brazilian illiterate and semiliterate adults. A simple letter- and word-reading task was used to define the degree of illiteracy. Phonemic awareness was strongly dependent on the level of letter and word reading ability. Phonological memory was very low in illiterates and unrelated to letter knowledge. Rhyme identification was relatively preserved in illiterates and semiliterates, and unrelated to letter and word reading level. Phonetic discrimination (minimal pairs) was fairly good and marginally related to reading ability. These results suggest that phonological sensitivity, phonological memory, rhyme identification, and phonemic awareness are distinctive cognitive processes, and that only phonemic awareness is clearly and strongly dependent on the alphabetical acquisition.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0093-934X
1090-2155
DOI:10.1016/j.bandl.2003.12.008