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Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? for UPSC 2025 is part of UPSC preparation. The Question and answers have been prepared according to the UPSC exam syllabus. Information about Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? covers all topics & solutions for UPSC 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer?.

Solutions for Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? in English & in Hindi are available as part of our courses for UPSC. Download more important topics, notes, lectures and mock test series for UPSC Exam by signing up for free.

Here you can find the meaning of Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer?, a detailed solution for Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? has been provided alongside types of Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?a)Phonemic judgement b)Onset judgementc)Rime judgementd)Any one or more of the aboveCorrect answer is option 'D'. Can you explain this answer? tests, examples and also practice UPSC tests.