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1.
The role of preschool phonological awareness in early reading and spelling skills was investigated in the transparent orthography of Turkish. Fifty‐six preschool children (mean age=5.6 years) were followed into Grade 2 (mean age=7.6 years). While preschool phonological awareness failed to make any reliable contribution to future reading skills, it was the strongest longitudinal correlate of spelling skills measured at the end of Grades 1 and 2. Overall findings suggested that phonological awareness may be differentially related to reading and spelling, and that spelling is a more sensitive index of phonological processing skills. In this study, verbal short‐term memory emerged as the most powerful and consistent longitudinal correlate of reading speed. This finding raised important questions about the component processes of reading speed, and the role of memory and morphosyntactic skills in an agglutinative and transparent orthography such as Turkish.  相似文献   

2.
We examined (a) how rapid automatized naming (RAN) components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN–reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed.  相似文献   

3.
The present study examined phoneme awareness, phonological short term memory, letter knowledge, rapid automatized naming (RAN), and visual–verbal paired associate learning (PAL) as longitudinal predictors of spelling skills in an early phase (Grade 2) and a later phase (Grade 5) of development in a sample of 140 children learning to spell in the opaque Danish orthography. Important features of the study were the inclusion of PAL measures and the fact that the children were followed up to Grade 5. Findings from other orthographies were replicated, in that phonological processing (awareness and memory) and RAN accounted for unique variance in early spelling skills. For later spelling skills, Grade 2 spelling was by far the most powerful predictor. PAL-nonwords was the only measure to explain additional unique variance. It is suggested that PAL-nonwords taps the ability to establish representations of new phonological forms and that this ability is important for the acquisition of orthographic spelling knowledge.  相似文献   

4.
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.  相似文献   

5.
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) were investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230 Scandinavian children were followed longitudinally between kindergarten and 2nd grade. PA and RAN were measured in kindergarten and Grade 1, while word recognition, phonological decoding, and spelling were measured in kindergarten, Grade 1, and Grade 2. In general, high stability was observed for the various reading and spelling measures, such that little additional variance was left open for PA and RAN. However, results demonstrated that RAN was more related to reading than spelling across orthographies, with the opposite pattern shown for PA. In addition, tests of measurement invariance show that the factor loadings of each observed indicator on the latent PA factor was the same across U.S./Australia and Scandinavia. Similar findings were obtained for RAN. In general, tests of structural invariance show that models of early literacy development are highly transferable across languages.  相似文献   

6.
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling.  相似文献   

7.
We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits.  相似文献   

8.
Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-word spelling ability before assessing RAN--spelling associations. In this study, 65 children with poor spelling skills but average reasoning ability completed RAN tasks and spelling, reading, and reasoning tasks. Hierarchical regression analyses revealed that, after controls for chronological age, reasoning ability, and spelling of nonsense words, alphanumeric RAN, but not nonalphanumeric RAN, was still a strong predictor of spelling acquisition. Findings are discussed in terms of single- and double-deficit models of spelling and implications for effective teaching.  相似文献   

9.
One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and in Grade 3. The results indicated that in kindergarten, the ESL group had significantly lower scores on phonological processing, syntactic awareness, spelling, and memory for sentences tasks. However, in Grade 3, the ESL group performed in a similar way to the L1 group except on the syntactic awareness task. The combination of the two kindergarten measures, memory for sentences and Oral Cloze, and the combination of phonological processing and letter identification all contributed equally to predicting the L1 students' word-reading skills. However, for ESL students, letter identification and phonological processing made much larger contributions to predicting Grade 3 reading ability. Another goal of this study was to assess the procedures used to identify reading disability in the ESL and L1 student sample. Performance on two measures—letter identification and phonological awareness in kindergarten—predicted whether students would be classified in Grade 3 as at risk or having typical reading development for the ESL and L1 groups. The ESL children developed strong reading skills, and their status as ESL speakers did not put them at risk for reading difficulties in Grade 3. ESL students were not at any particular risk for reading difficulties after 4 years in Canadian schooling with an adequate balanced literacy program.  相似文献   

10.
In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and task orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and task orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, task orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1.  相似文献   

11.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and practice are discussed.  相似文献   

12.
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N?=?112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.  相似文献   

13.
The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies.  相似文献   

14.
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing, sound spelling, and spelling of real and nonsense words. Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau and Joan Foley for assistance in scoring students’ responses.  相似文献   

15.
The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean age = 117.29 months) were administered measures of general cognitive ability, RAN, phonological processing, orthographic processing, speed of processing, and reading fluency. Phonological processing and orthographic processing were assessed with both accuracy and speeded measures. Structural equation modeling showed that the most parsimonious model was one in which RAN predicted reading fluency directly and through orthographic processing. Phonological processing did not predict reading fluency and speed of processing was more important for the RAN-orthographic/phonological processing relationships than for the RAN-reading relationship. Taken together, these findings suggest that what is unique to RAN is more important for the prediction of reading fluency than what it shares with either speed of processing, phonological processing, or orthographic processing.  相似文献   

16.
This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated.  相似文献   

17.
We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers’ responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers’ responsiveness for writing development.  相似文献   

18.
This study examined the extent to which reading and arithmetic skills show covariation at Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and to what extent different antecedents will predict these time-invariant and time-specific portions of the covariation. The reading and arithmetic skills of a total of 1335 Finnish children were assessed at the end of Grade 1 and then again at the end of Grade 7. Phonological awareness, letter knowledge, rapid automatized naming (RAN), counting, and parental education levels were measured in kindergarten; working memory at Grade 1 and nonverbal reasoning at Grade 3. The results showed that reading and arithmetic had a substantial amount of covariation at grades 1 and 7, and that most of the covariation between these grades was time-invariant and could be predicted by RAN, counting, letter knowledge, working memory, and nonverbal reasoning. The time-specific portion of the covariation between reading and arithmetic in Grade 1 was predicted by phonological awareness, letter knowledge, and counting; while time-specific covariation in Grade 7 was predicted by parental education level and nonverbal reasoning.  相似文献   

19.

We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.

  相似文献   

20.
This study examined the student-level and instruction-level predictors of narrative writing fluency and quality. Participants included 120 third-grade students from 13 classrooms. Student predictors included measures of reading, handwriting, spelling, IQ, grammatical understanding, and gender. Instructional predictors focused on the amount of time allocated to teaching basic writing skills and planning skills. Significant predictors of compositional fluency included gender, advanced planning ability, and handwriting fluency, while significant predictors of compositional quality included gender, compositional fluency, Full-scale IQ, word reading ability, and grammatical understanding. There were no main effects of instructional variables; however there were two student by instruction interactions. Implications of the study highlight the importance of student characteristics in writing achievement, as well as considering the need for differential instruction based on student needs.  相似文献   

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