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1.
Very Early Language Deficits in Dyslexic Children 总被引：23，自引：0，他引：23
Hollis S. Scarborough 《Child development》1990,61(6):1728-1743
At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3-year-olds, these children began to show deficits in receptive vocabulary and object-naming abilities, and as 5-year-olds they exhibited weaknesses in object-naming, phonemic awareness, and letter-sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed. 相似文献
2.
Helen Mulholland 《Journal of Research in Reading》1985,8(2):139-140
The research reported in this thesis was designed to investigate the nature of reading comprehension failure with a view to improving remedial reading programmes for those children who, although resembling normal readers in other respects, enter secondary education with an inadequate level of reading ability. By the use of cloze tests, in which the reader is required to restore words deleted from a text, comparisons were made between failing readers at age twelve, normal readers of age twelve and normal readers of age nine who had reached the same level of reading comprehension as the failing twelve-year-olds. The three groups’ responses were classified by a system based on a view of the reading process as an interaction between the reader and the text. The effects of specific aspects of text on the three groups of readers were investigated. It was found that there were significant differences between the responses offered by the failing readers at age twelve and normal readers at age nine. Since the level of reading ability of the two groups was the same, this suggests that reading failure involves qualitative differences from normal reading development. The types of difficulty experienced by failing readers, as reflected in their cloze responses, include difficulties in visual scanning, in reconstruction of syntactic structures and in vocabulary. These components did not affect all failing readers equally. Failing readers appear to have greater difficulty than normal in relating their responses to the general theme of the text and tend to treat it as a series of isolated fragments. They make less use of the context following a deleted word than normal readers. Failing readers at age twelve appear to have greater difficulty than normal readers at age nine in recognizing which segments of a text contain important information. The whole population of a secondary school, 643 subjects, was tested and it was found that failing readers at age fifteen produced the same pattern of responses as those failing at age twelve. The only improvement appearing in their reading was in the processing of complete sentences. There were indications that remedial programmes designed on the diagnostic basis provided by the research results produced an increase in reading age in six months of a similar order to that produced by previous remedial programmes in a year. The increase was approximately twenty-four months on average for a group of failing readers whose mean reading age on entry was eight years six months. The programme caused them to alter their response patterns to resemble those of normal readers at age twelve. 相似文献
3.
Hollis S. Scarborough 《Reading and writing》1991,3(3-4):219-233
In a longitudinal study of the relation between preschool development and later reading abilities, children with dyslexic parents and/or older siblings were compared to children with no family incidence of dyslexia. Many children from dyslexic families developed reading problems by the end of the second grade, and these poor readers were characterized chiefly by weaker early syntactic and phonological skills and by less frequent exposure to books during their preschool years than the preschoolers who became normal readers. Some implications of the results for etiological theories of dyslexia are discussed. 相似文献
4.
Exploring the syntactic skills of struggling adult readers 总被引：1，自引：0，他引：1
Nicole A. Taylor Daphne Greenberg Jacqueline Laures-Gore Justin C. Wise 《Reading and writing》2012,25(6):1385-1402
This study investigated the syntactic ability of 82 struggling adult readers who recognize words between the third and fifth grade levels. Analysis of the adults?? performance on the TOLD-I:3 indicated that they were deficient on the syntactic task. Correlations found the struggling adult readers?? oral language skills, written language skills, and reading comprehension skills to be related. A regression analyses indicated that the adults?? syntactic knowledge did not individually predict reading comprehension, however their other oral language skills did. The findings of this study suggest that the adults performed similar to children who are either learning to read or considered poor readers. This study also contributes to the adult literacy field by providing exploratory information on an area (syntax and struggling adult readers) that is lacking. 相似文献
5.
Whereas many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in a morphemic orthography such as Chinese. The aim of this study was to examine the relationships among reading ability, phonological, semantic and syntactic skills in Chinese. The participants were 196 grade 1 to grade 4 Chinese children in Hong Kong. A word recognition task in Chinese was developed and children who scored in the lowest quartile were classified as poor readers. The children were administered phonological tasks (tone and rhyming discrimination), semantic tasks (choosing similar words and sentences meanings), a syntactic task (oral cloze), and a working memory task. The results showed that word recognition was highly correlated with phonological skills and semantic processing, and was only moderately related to syntactic knowledge and working memory. Poor readers showed a significant lag in the development of these skills with the most significant problems at the phonological and semantic levels. Phonological skills are important to the acquisition of reading skills in both Chinese and English. 相似文献
6.
Kevin K. H. Chung Jason C. M. Lo Connie S.-H. Ho Xiaoyun Xiao David W. Chan 《Annals of dyslexia》2014,64(3):222-247
This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers. 相似文献
7.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
8.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
9.
Reading,syntactic, and working memory skills of bilingual Portuguese-English Canadian children 总被引：1，自引：0，他引：1
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing. 相似文献
10.
L S Siegel 《Journal of learning disabilities》1992,25(10):618-629
The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness. 相似文献
11.
Gillian Beardsley 《Journal of Research in Reading》1982,5(2):101-112
An investigation was carried out to examine any significant differences in the use of four types of context cues by good and poor readers in the early stages of their reading development. Sentences incorporating proactive and retroactive syntactic, and proactive and retroactive semantic cues were presented in the form of deletions at three levels of difficulty. Sixty-four subjects, 32 of each sex, were drawn equally from the six to seven and seven to eight year age levels and subdivided into groups of good and poor readers. Results indicated that all groups other than the youngest poor readers found the proactive semantic cues the most useful and made miscues displaying semantic associations across cue types. Implications for an understanding of strategies employed in early reading and approaches for instruction are discussed. 相似文献
12.
Reading is seen as a communication process, a meaningful interaction between the reader and his reading text. A number of factors are known to affect this interaction. One prominent factor is the type of text being read. That is, reader strategies may vary in relation to text characteristics. This study used miscue analysis to find out patterns of reader strategies on two types of texts: a syntactically complex and high vocabulary loaded text and a syntactically simple and low vocabulary loaded text. To this end, cloze tests of passages derived from two versions of a newspaper editorial completed by twenty undergraduate education students from the University of Jos were analysed. The results indicated that the readers of the difficult text had less access to semantic and syntactic cues than the readers of the simplified text. Readers for whom the difficult text was on frustration level made less use of context than did readers for whom the same text was on instructional level. There was very little difference in quality of miscues by readers of the simplified text reading on independent level as compared with those reading the same text on instructional level. Readers who performed on instructional level on the difficult passage used similar reading strategies to those who performed on instructional level on the simplified passage. The implications of the findings for reading instruction were discussed. 相似文献
13.
通过使用音素定位、句法更正、句子尾词记忆.单词阅读、句子理解和短文理解任务探查了初一学生英语语音意识,句法意识和工作记忆与单词阅读、句子阅读和短文阅读等不同层次阅读的关系,以及阅读水平高低不同学生在元语言意识的差异.结果发现,英语阅读水平高低两组学生在英语语音意识、句法意识和工作记忆方面有显著差异.回归分析发现,英语句法意识对不同层次阅读都具有最显著的预测作用,但英语语音意识只对短文阅读理解有显著预测作用,工作记忆对不同层次阅读的预测都不显著,表明英语句法意识是初一学生英语阅读的重要预测变量. 相似文献
14.
Although it is well established that a relationship exists between specific reading disability and spoken language difficulties, the nature of that relationship remains controversial. In the study reported here, the performance of poor readers was firstly compared with that of matched good readers on a series of spoken and written language tasks on three assessment trials 12 months apart, and secondly to that of younger average readers. Five experimental tasks were used to measure the readers' phonological processing skills, and three subtests from the CELF-R were selected to measure the students' syntactic and semantic skills. Reading accuracy and comprehension ability were assessed by the Neale Analysis of Reading Ability-Revised. The results showed that 8–10-year-old poor readers performed poorly in all three linguistic areas concurrently, and that these difficulties persisted. However, the important finding from this study was that while the good readers demonstrated no significant difference between their phonological processing skills and their semantic/syntactic skills, the poor readers' ability did differ according to skill area. The poor readers' phonological processing skills appeared to be particularly impaired, a finding which was further enhanced by results from the reading-match comparison. The results are discussed in terms of current theories of reading disability. 相似文献
15.
16.
The present study was designed to investigate the influence of syntactic complexity on sentence comprehension in Hebrew. Participants were 40 native Hebrew-speaking 5th grade dyslexic and normally reading children aged 10–11 years. Childrens syntactic abilities were tested by three experimental measures: syntactic judgment, a sentence-picture matching task, and a sentence correction task. Each task consisted of sentences composed of five syntactic constructions varying in the level of syntactic complexity (active, passive, conjoined, object-subject relative, and subject-object relative). The length of sentences and the number of propositions in the sentences were controlled. In addition, a wide range of the childrens reading and general abilities (e.g., reading comprehension, phonological awareness, and working memory) was examined. The results indicated that dyslexic readers were less accurate and slower than good readers in all reading tasks and in the tasks on sentence comprehension. The findings suggest that the factor of syntactic complexity seems to be a relatively independent aspect of sentence comprehension. This aspect of sentence comprehension is probably not affected in dyslexic readers. Rather, processing deficit related to phonological and memory impairments of dyslexic children and their ability to process syntactic information is responsible for the difficulties in sentence comprehension. 相似文献
17.
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
18.
Preschool literacy experience and later reading achievement 总被引：2，自引：0，他引：2
During their children's preschool years, parents were asked about the frequencies of adult reading, parent-child reading, and children's solitary book activities in the home. Parental responses were compared for three groups of children defined according to the parents' reading skills and the children's reading achievement in Grade 2. The results indicated that the 22 preschoolers who became poorer readers had less frequent early literacy-related experiences than the 34 children who became better readers. 相似文献
19.
Abstract Eight 16‐year‐old, low achieving pupils were trained to tutor reading using the ‘Pause, Prompt and Praise’ method. The effectiveness of training such tutors was investigated through a tutorial programme in which these eight older pupils tutored eight 12‐year‐old remedial children who were retarded in reading. The programme consisted of 24 tutorial sessions conducted over eight weeks. Two matched control groups of remedial readers were also included in the experiment. One consisted of eight pupils tutored by a group of eight untrained tutors who tutored during the same sessions using the same materials. The second control group consisted of a third group of remedial readers who read silently, without a tutor. The experimental group of tutees, who had a mean pre‐test reading age of 8 years 4 months, made a mean gain of 6 months in reading accuracy by the end of the programme. The tutees of control group I who had received tutoring from untrained tutors made a mean gain of 2.4 months. The pupils of control group II who read silently without a tutor made a mean gain of 1.8 months. Analysis of covariance showed the gains of the experimental group to be statistically significantly different from the gains of the two control groups. 相似文献
20.
Luis Bravo‐Valdivieso 《International Journal of Disability, Development & Education》1995,42(3):189-202
This paper presents the results of a follow‐up study of reading difficulties among Spanish‐speaking Latin American children of low socioeconomic background (SES) over four school years. The research started with a group of 93 children with reading difficulties (RD) by 2nd and 3rd grade teachers in four schools and a control group of 63 children without reading difficulties (ND), belonging to the same schools. Both groups were equivalent in age, grade, gender and SES. All children were tested on reading decoding and comprehension, reading and writing pseudo‐words, verbal abilities, visual perception, phonological processing, and the WISC‐R. Neither SES nor IQ accounted significantly for the reading difficulties in the RD group. The most predictive variables of the final reading level in the RD group were phonological processing, verbal abilities, and the initial level of decoding. After four years, 17% of the initial RD children had reached an average level of reading, but 11% of this group remained with severe reading difficulties and may be considered as dyslexic children. The RD children who became average readers were not significantly different from the control group in verbal abilities, nor in phonological processing. Nevertheless, they were significantly different in terms of IQ scores. The neuropsychological characteristics of the children with severe reading difficulties appear similar to those found in children with dyslexia in more developed countries. 相似文献