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A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing. 相似文献
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Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
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In order to investigate the relation between reading accuracy and speech processing, 20 children from grades 2 and 3 who were
skilled in reading were compared with 20 less skilled readers on a speech perception and production task. The two groups of
readers were indistinguishable in their production of the two-syllable words dippy, deepy, tippy, and teepy and in their perception
of the stop consonants /d/ versus /t/. Less skilled readers were significantly less accurate than the skilled readers in a
vowel identification task involving the lax and tense high vowels /i/ and /i/. The error pattern for vowel identification was similar across groups, with both groups making fewer errors when
short and longer segments were alternated. The results imply that vowel phonemes are less securely represented in the perceptual
system of less skilled readers than are consonant phonemes. In addition, the results raise the possibility that a selective
perceptual impairment underlies at least some of the phonemic awareness problems that have been associated with poor reading. 相似文献
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This study investigated the effect of vowels and context on readingaccuracy of skilled adult native Arabic speakers in Arabic and inHebrew, their second language. Their reading comprehension was alsotested in Arabic and Hebrew texts as a function of vowels. Theparticipants (n = 65) read fully vowelized and unvowelized lists ofArabic words, and vowelized and unvowelized paragraphs of Arabic.Further, they, read pointed and unpointed lists of Hebrew words, andpointed and unpointed paragraphs of Hebrew. They were also administeredtwo stories, one in Arabic and one in Hebrew, in two reading conditions,a fully vowelized and unvowelized Arabic story and a pointed andunpointed Hebrew story. The results revealed a significant effect forvowels and for context across all reading conditions in Arabic andHebrew. The surprising result was that the vowelized texts in Arabic andthe pointed and unpointed texts in Hebrew were comprehendedsignificantly better. Further, Pearson correlation procedures andmultiple regression analysis indicated no positive significantrelationship between oral reading accuracy results and silent readingcomprehension results. These findings are explained throughcharacteristics of the Semitic languages Arabic and Hebrew, and thetriliteral/quadriliteral-root model is suggested toexplain reading in unvowelized/unpointed texts in Semitic languages. 相似文献
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Marie Simon Lauren A. Fromont Marie-Thérèse Le Normand 《Scientific Studies of Reading》2013,17(6):494-508
ABSTRACTThis study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A generalized linear mixed model on the percentage of correct spelling revealed an effect of participant’s reading abilities, but no effect of hearing status. Word frequency and word length, but not phoneme-to-grapheme predictability, contributed to explaining the spelling variance. Deaf children with a CI made significantly less phonologically plausible errors and more phonologically unacceptable errors when compared to their hearing peers. Age at implantation and speech perception scores were related to deaf children’s errors. A good word spelling level can be achieved by deaf children with a CI, who nonetheless use less efficiently the phoneme-to-grapheme strategy than do hearing children. 相似文献
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Bruce A. Murray Mary Jane McIlwain Chih‐hsuan Wang Geralyn Murray Stacie Finley 《Journal of Research in Reading》2019,42(1):123-136
Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within‐subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first‐grade participants into sequential decoders, who decode letter by letter, and hierarchical decoders, who recognise vowel patterns. In the control phase, children read irregular words in sentence contexts with minimal scaffolding. In the experimental phase, participants read additional irregular words in sentence contexts by ‘operating on the word’ to mark irregular letters. Results indicated that the experimental condition induced better untimed word reading, but it did not improve spelling or reading in a flash presentation. Hierarchical decoders were significantly more successful than sequential decoders in untimed word reading, spelling and reading in the flash presentation. These results suggest that learning hierarchical decoding predisposes readers to learn irregular words. 相似文献
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Laura M. Steacy Donald L. Compton Yaacov Petscher James D. Elliott Kathryn Smith Jay G. Rueckl 《Scientific Studies of Reading》2019,23(1):49-63
ABSTRACTAs children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience. 相似文献
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Perception and production of the vowels /I/, /?/, /æ/ in the words pit, pet and pat were investigated in two groups of adolescents who differed significantly on measures of reading and phonological awareness. Perception performance was assessed using slope measurements between vowel categories. Duration measurements and a rating system based on first and second formant (F1 and F2) values were used to analyze production performance. As a group, the students with reading disabilities not only perceived but also produced less well-defined vowel categories than the control group of age-matched good readers. Perception and production performance, however, were not correlated. Results suggest that the speech processing difficulties of the students with reading disabilities include weak phonological coding for vowel sounds with similar phonetic characteristics. The implications of these findings for intervention are addressed. 相似文献
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We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development. 相似文献
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Bouton S Bertoncini J Serniclaes W Colé P 《Journal of deaf studies and deaf education》2011,16(4):458-473
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children. 相似文献
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Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children. 相似文献
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A comparison was made between prelingually deaf and hearing children matched on reading age (between 7:0 and 7:11 years) in order to examine possible differences in reading performance. The deaf children all had a severe or profound hearing loss and were receiving special education in either a school or a unit for the deaf. The experimental tasks used a lexical decision task involving the reading of single words. The employment of phonology in reading was investigated by comparing reading performance on regular and irregular words and by comparing reading of homophonic versus non–homophonic nonwords. Both tasks revealed that hearing participants were much more affected by regularity and homophony, suggesting a much greater reliance on assembled phonological recoding. These results are discussed in terms of deaf readers relying on lexical access for reading print. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(2):181-185
This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well. 相似文献
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This paper investigates the relationship between ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 7–8 years. Their tasks consisted of reading words, reading non‐words, stressing non‐words and reproducing sequences of two, three or four non‐words by pressing the corresponding keys on the computer keyboard. Non‐word sequences were constructed with minimal non‐word pairs differing in a single phoneme (/kúpi/ ‐ /kúti/) or in the stress pattern (/mípa/ ‐ /mipá/). Results showed that performance on phoneme contrast sequences (e.g. /kúpi/ ‐ /kúti/) predicted word reading. In contrast, performance on stress contrast sequences (e.g. /mípa/ ‐ /mipá/) predicted non‐word reading, but only when two‐non‐word sequences were analysed. This suggests that stress sensitivity may be one of the factors related to reading fluency as most errors at reading non‐words consisted of false starts and pauses between syllables. Results also showed that stress sensitivity (scored in two non‐word sequences) predicted stress assignment, and that knowledge of stress rules predicted both word and non‐word reading. This suggests that stress sensitivity may help in learning stress rules, and that knowledge of stress rules is relevant for reading. 相似文献
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