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1.
Jean Elbert 《Annals of dyslexia》1993,43(1):26-43
The purpose of this study was to investigate the occurrence and severity of reading, spelling, and written language impairment
in children clinically referred for Attention Deficit Hyperactivity Disorder (ADHD). Specific questions involved 1) whether
ADD subgroups with and without hyperactivity differ in reading, spelling, and written language achievement, 2) whether age
and gender interact with ADD sub-group class to affect reading/written language achievement, and 3) whether prevalence of
impaired reading/written language in these subgroups is consistent with previous reports in heterogeneous samples. Subjects
were 115 ADD children aged 6-12 who were subclassified as ADD + H(72 percent) and ADD - H(28 percent) by objective teacher
ratings. Dependent measures included tests of single word recognition and vocabulary, word attack, contextual comprehension,
written spelling, written sentence construction, and writing fluency, in addition to a structured behavioral observation,
during which aspects of inattention and motor activity were coded. A large fraction of this sample met public school LD criteria
(54 percent), and achievement on most measures was globally poorer than the respective test normative groups. The ADD + H
subgroup showed significantly poorer word attack skills, while the subgroups did not significantly differ from each other
on other reading/written language measures. However, 17 percent of the total ADD sample were ≥ 1.5 SD below the mean in total
reading achievement, and 29 percent were ≥ 1.5 SD below the mean on measures of written spelling/language. Gender X age interactions,
indicating poorer performance in the middle age group of females, were likely related to lower IQ. 相似文献
2.
Kenn Apel 《Scientific Studies of Reading》2013,17(5):440-463
Kindergarteners (M age = 6;2) were exposed to novel spoken nonwords and their written forms within a storybook reading context. Following each of 12 stories, the children were required to spell and identify 12 novel written nonwords and then verbally produce and comprehend the spoken version of those words. Results indicated the children acquired initial specific phonological and orthographic representations. Spoken and written word learning skills were strongly associated and both were influenced by the words' linguistic regularities. Spoken word learning ability explained 62% of the variance on a spelling measure, whereas written word learning ability predicted 42% of the variance on a reading measure. The results provide evidence that beginning readers employ simultaneously a mutually shared learning mechanism that is sensitive to statistical regularities of words when engaged in the process of learning new spoken words and their written forms. 相似文献
3.
Two groups of adolescents with a childhood history of language impairment were compared with a group of developmentally dyslexic
young people of the same age and nonverbal ability. The study also included two comparison groups of typically developing
children, one of the same age as those in the clinical groups, and a younger comparison group of similar reading level to
the dyslexic students. Tests of spoken and written language skills revealed that the adolescents with dyslexia were indistinguishable
from those with resolved language impairments on spoken language tasks, and both groups performed at age-expected levels.
However, both dyslexic readers and those with resolved specific language impairments showed deficits in phonological awareness.
On written language tasks, a different pattern of performance was apparent. In reading and spelling, adolescents with dyslexia
performed only as well as those with persistent oral language impairments and younger controls. However, their reading comprehension
was better. The theoretical and educational implications of these findings are discussed. 相似文献
4.
This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills. 相似文献
5.
Silvana Weiss Roland H. Grabner Reinhard Kargl Christian Purgstaller Andreas Fink 《Reading and writing》2010,23(6):645-671
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking
children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children
with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group
showed increases in morphological awareness, but only students from secondary school improved significantly in reading and
spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained
children with higher language competencies underwent an electroencephalography testing involving three different language
tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz).
These findings reflect more effortful and attention-demanding processing after the training and suggest that children with
poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy. 相似文献
6.
7.
《Australian Journal of Learning Difficulties》2013,18(1):17-24
Abstract In the context of a national inquiry into the teaching of literacy in Australia, an investigation of beliefs about early reading and spelling instruction and knowledge of metalinguistics of primary pre‐service teachers in Western Australia was undertaken. We also sought to discover how confident this group felt about teaching reading and spelling and how their teacher training could better prepare them for these complex and challenging tasks. Results indicated that pre‐service teachers in this particular sample were strongly in favour of code‐based instruction and believed that it was important to know how to assess and teach phonological awareness and phonics. Despite these beliefs, it was found that knowledge of spoken and written language structure and linguistics terminology was not well developed and only 7 per cent of participants stated that they felt well prepared to teach reading and spelling. These findings highlight a disparity between what educators know and believe and what convergent research purports as effective early reading and spelling instruction. 相似文献
8.
The purpose of the present study was to examine associations among children’s emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children’s emergent literacy, EF, and invented spelling skills, this study investigated associations among children’s growth in these targeted skills and explored potential indirect effects from children’s EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children’s phonological awareness was the only early reading skill predictive of later invented spelling skills. Children’s EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children’s residual scores suggested that children’s EF skill at the beginning of the semester was predictive of their later invented spelling skills through children’s letter-sound knowledge. 相似文献
9.
Louisa Cook Moats 《Annals of dyslexia》1994,44(1):81-102
Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and
to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special
education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and
of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly
poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language
structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional
planning, for assessment of student progress, and for remediation of literacy problems is discussed.
The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written
language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers
judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations
for requirements and content of teacher education programs are presented. 相似文献
10.
Usha Goswami 《Educational Psychology in Practice》2005,21(4):273-282
Arguments about how to teach initial reading are once more in the news. Proponents of “synthetic phonics” argue that there is only one effective way to teach a child to read. In this anniversary issue, it is worth taking a step back from the polarisation of the “synthetic” versus “analytic” phonics debate, to consider the evidence base for reading acquisition across languages. Most children will eventually become competent, indeed skilled, readers of their languages, but in some languages this happens much faster than in others. There appear to be two key factors. One is the phonological complexity of the spoken language, and the other is the spelling consistency of the written language. A thorough understanding of cross‐language similarities and differences in the key developmental processes for literacy acquisition is required if teaching strategies are to be optimised in different languages. 相似文献
11.
Several studies have observed that school-aged, reading-disabled children have object-naming problems. In addition, significant
positive relationships between object-naming ability and reading and spelling skills have been observed for this population.
The co-occurrence of these problems has been explained by common underlying phonological deficiencies. Because written language
problems can persist beyond the school-aged years, the purpose of this study was to examine object-naming ability and the
relationship between object naming and written language of adults. Twenty-two adults, half with written language difficulties
and half without, performed four tasks: object naming, object recognition, reading, and spelling. Significant positive relationships
were obtained between object-naming ability and reading ability, object-naming ability and spelling performance, and reading
and spelling performance. In addition to phonological deficiencies, the results indicated that adult poor readers and spellers
lack knowledge of the orthographic structure of words. These findings suggest that problems underlying object naming and written
language do not resolve with cognitive maturation or additional years of experience with language and should be addressed
in the early school-aged years.
This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada to the second
author. 相似文献
12.
Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. 相似文献
13.
Regina Cicci Ph.D. 《Annals of dyslexia》1980,30(1):240-251
Summary Significant numbers of children referred for evaluation of learning disabilities demonstrate written language disorders. They
may have problems with handwriting, spelling, written formulation, or a combination of all three. Some questions that may
be asked for assessment and some general suggestions for remediation have been provided. Integrating components of spoken,
read, and written language is necessary in teaching children who have written language disorders.
This paper is based upon a presentation at the 30th Annual Conference of The Orton Society, Indianapolis, November 1979. 相似文献
14.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
15.
16.
Children aged 11–12 years with a diagnosis of dyslexia (DR) were compared to chronological and reading-age matched poor readers (PR), and two normal reader groups, age-matched (CA) and spelling and reading-age matched (SA–RA), on their processing of inflectional morphology. In comparison to SA–RAs and PRs, the DRs made more spelling errors on regular past tense verb endings relative to irregular past tense verbs and non-verbs. In reading, the DRs took longer than the other groups to make decisions in the written but not oral condition of a tense judgement task. In addition, they were less affected than the PR and SA–RA groups by case altered disruption to the morpheme boundary of inflected verbs. The findings suggest dyslexic children do not show deficits in morphological processing in spoken language, but they are slower at reading and less accurate at spelling regularly inflected verbs compared with normally developing younger children. This difference could plausibly be accommodated within the Phonological Deficit Hypothesis of dyslexia. 相似文献
17.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
18.
Philip B. Gough 《Annals of dyslexia》1996,46(1):1-20
The present article considers the contrast between conceptions of reading as a natural and as an unnatural act, relying on
the simple view of reading as a theoretical framework (Gough and Tunmer 1986). According to the simple view, reading comprehension
is a product of both listening comprehension and decoding. Here it is argued that the comprehension aspect of reading depends
on those same—natural—forces that govern acquisition of spoken language, whereas decoding depends on explicit tutelage, with
little evidence that children will induce the cipher from simple exposure to written words and their pronunciations (sight-word
instruction). Rejecting both sight-word and phonics instruction as inadequate in and of themselves, evidence is reviewed suggesting
that successful readers require explicit awareness of the phonological structure of spoken words, which can and should be
taught in kindergarten, prior to formal reading instruction. Beyond this point, reading success depends on a modicum of phonics
instruction together with extensive practice with reading itself. 相似文献
19.
Lucy Cragg 《教育心理学》2006,26(1):55-72
This study investigated written language production in 10‐year‐old children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed age‐appropriate spelling skills, and their narratives did not differ from those produced by control children in terms of length or syntactic complexity. However, their narratives captured less of the story content, and contained a less sophisticated story structure. These findings are discussed within a framework that sees weaknesses in aspects of oral language placing constraints on aspects of written language production. 相似文献
20.
Berninger VW Abbott RD Zook D Ogier S Lemos-Britton Z Brooksher R 《Journal of learning disabilities》1999,32(6):491-503
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. 相似文献