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1.
The purpose of this study was to investigate the effect of impaired reading skills and visual discomfort on the reading rate and comprehension of university students when reading texts presented at a high school (Grade 9) or university (Grade 12) level of difficulty. Groups included impaired readers (n=18) and normal readers with (n=13) or without visual discomfort (n=19). Regardless of text difficulty the impaired reader group had a significantly slower reading rate and poorer comprehension than the normal reader control group. However, when reading rate and comprehension were compared at the assessed reading level of each group, no group differences were found. The normal reading visual discomfort group had poorer reading comprehension than other normal readers with presentation of university‐level text only. It was concluded that poor word decoding skills may exacerbate comprehension difficulties in impaired readers. In contrast, the comprehension difficulties found for normal readers with visual discomfort occurred because of the somatic and perceptual difficulties induced with exposure to the repetitive striped patterns found on text pages. The types of strategy needed to increase the reading efficiency and produce greater academic success in university students with impaired reader skills or visual discomfort are discussed. 相似文献
2.
Terence J. Bailey 《Journal of Research in Reading》1979,2(1):24-43
This study investigated the effect of an auditory training programme with backward readers who were also deficient in one or more auditory perceptual subskills. Thirty subjects were randomly assigned to one of three groups. The experimental group received a nine hour taped programme devised by the experimenter and designed to teach the skills of auditory discrimination, memory, analysis and synthesis and auditory-visual integration. The comparison group listened to stories on tape for the same duration as the experimental group, while the third group served as a control merely being tested at the beginning and at the end of the experiment. It was found that although the training programme significantly improved the performance of the experimental group over the other two groups on a total auditory perceptual test, there was no corresponding improvement in reading, on word recognition or comprehension tests. The particular auditory subskills which appeared amenable to training were auditory discrimination (rhyme) and auditory synthesis (blending and closure). 相似文献
3.
4.
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
5.
Peter Bryant Terezinha Nunes Miriam Bindman 《European Journal of Psychology of Education - EJPE》1997,12(4):357-372
An important, though somewhat neglected, aspect of learning to spell in English and in many other orthographies is that children have to learn about the conventional spellings for morphemes which often depart from strict letter-sound principles. There is some evidence that backward readers might have great difficulties with these spellings. We looked at a group of backward readers’ (BR) spelling of “ed” in regular past verbs and “wh” in interrogatives, and also at their grammatical awareness and we compared them to one control group matched on chronological age (CA) and to another matched on reading level (RL). The backward readers were considerably behind the CA controls in producing grammatically based spelling patterns correctly and also in the grammatical awareness tasks, but no worse than the RL controls in either of these domains: in fact they were better with the “wh” spellings. We conclude that learning the written language makes a significant contribution to the development of grammatical awareness and this interferes with BR progress in grammatical awareness when they are compared to their cohort. However, there is no evidence of an intrinsic difficulty with grammatical awareness among BR and perhaps this strength could be used to support their spelling. 相似文献
6.
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
7.
A burgeoning interest in learning disabilities during the past five years has aroused educational interest in the hypothesized sequence of motor, perceptual, and symbolic development. The present research was undertaken to test the effectiveness of beginning training at the motor level for children having difficulty with the symbolic system of reading. First- and second grade children were screened on the Gates Primary Reading Test and all motor subtests of the Purdue Perceptual-Motor Survey. The final sample comprised 35 children randomly assigned to one of three treatment groups: Motor Training, Physical Education, and Reading Control. Variables of teacher differences, adult-child ratio, amount of physical activity, and Hawthorne effect were controlled for in the design. Kruskal-Wallis analysis of variance and an analysis of covariance on a parallel form of standardized reading test showed a consistent pattern of greater gains following motor training and reading activities, and minimal progress after the physical education treatment. It was hypothesized that this may reflect effects of structured experiences and more equal distribution of teacher-child interaction. Reading gains of the first-grade children were significantly greater than those of the second-graders beyond the 0.01 level, a result not explainable by ceiling effects. Implications of the slower progress of the older children were explored in terms of a need for focus on particular reading subskills across perceptual-motor-symbolic systems. 相似文献
8.
Yu-Cin Jian 《Reading and writing》2017,30(7):1447-1472
This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated scientific text and scored their answers to content-related questions. Finally, the participants evaluated the difficulty of the article, the attractiveness of the content and diagram, and their learning performance. The participants were then classified into groups based on how many correct responses they gave to questions related to reading. The results showed that readers with good performance had better character recognition ability and reading self-efficacy, were more attracted to the diagrams, and had higher self-evaluated learning levels than the readers with poor performance did. Eye-movement data indicated that readers with good performance spent significantly more reading time on the whole article, the text section, and the diagram section than the readers with poor performance did. Interestingly, readers with good performance had significantly longer mean fixation duration on the diagrams than readers with poor performance did; further, readers with good performance made more saccades between the text and the diagrams. Additionally, sequential analysis of eye movements showed that readers with good performance preferred to observe the diagram rather than the text after reading the title, but this tendency was not present in readers with poor performance. In sum, using eye-tracking technology and several reading tests and questionnaires, we found that various cognitive aspects (reading strategy, diagram utilization) and affective aspects (reading self-efficacy, article likeness, diagram attraction, and self-evaluation of learning) affected sixth graders’ reading performance in this study. 相似文献
9.
《The Journal of educational research》2012,105(6):400-404
AbstractThe purpose of this observational research was to investigate the task-attending behaviors of good and poor readers during reading instruction. Three aspects of reading instruction were identified for investigation 1) working with the teacher versus working independently ; 2) the nature of the reading task; and 3) the difficulty level of the reading material used for instruction. No difference was found in the task-attending behavior of good and poor readers when engaged in teacher-directed reading instruction and when reading independently. Good readers spent significantly more on-task time involved in contextual reading then poor readers. It is also suggested that good readers are placed in "easy" materials while many poor readers are placed in "difficult" materials for reading instruction, the result being that students in "easy" materials are on-task more often than those in "difficult" materials. Limitations and implications of the study are discussed and recommendations for instructional practice are presented. 相似文献
10.
Lisa Trottier Brown Kathleen A. J. Mohr Bradley R. Wilcox Tyson S. Barrett 《The Journal of educational research》2018,111(5):541-553
This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures. 相似文献
11.
Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring. 相似文献
12.
This study examined whether high- and low-IQ poor readers differed in patterns of reading performance. Ten-year-old poor readers with IQ scores of 110 and higher showed difficulty in taking a phonological approach to reading, failing to show an advantage in reading high-frequency regular versus irregular words and showing impaired nonword reading accuracy for their reading age. However, poor readers with IQ scores of 90 and below showed a more phonological approach to reading, with better reading of regular than irregular words of both high and low frequency, and with nonword reading skills slower than, but as accurate as, those of reading-age controls. We concluded that the high-IQ poor readers experienced difficulty in taking a phonological approach to reading, whereas the low-IQ poor readers had much less marked phonological problems, supporting Stanovich's phonological-core variable-difference model. 相似文献
13.
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
14.
Lee McGraw Hoffman 《Community College Journal of Research & Practice》2013,37(2):151-162
Abstract Understanding adult reading behavior would contribute much to the development of materials and instructional methods. This research used the cloze procedure to compare the types of errors made by skilled and unskilled adult readers with materials at varying levels of difficulty. Both groups of readers made more grammatically unacceptable responses as materials became more difficult, and the effect was stronger for unskilled readers. These findings suggest that the structure of language may have an impact on reading difficulty, and it is suggested that beginning reading materials be drawn from the learner's own language in order to simplify the process of learning to read. 相似文献
15.
David L. Share 《教育心理学》1990,10(2):181-186
Significant differences in self‐correction rates between good and poor readers are a well‐established finding. However, previous research has failed to control text difficulty. Self‐correction rates among good and poor readers were compared in a reading level design which controlled text difficulty. No significant differences were found between the groups when reading identical passages at equivalent error rates. Furthermore, self‐correction rates correlated with reading accuracy but not with reading comprehension. It is argued that prior reports of significant differences in self‐correction rates between good and poor readers do not substantiate the claim that self‐correction behaviours tap factors that play a causal role in promoting reading acquisition. 相似文献
16.
Steven J. Amendum Kristin Conradi Elfrieda Hiebert 《Educational Psychology Review》2018,30(1):121-151
Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students’ reading fluency and reading comprehension. After application of content and methodological criteria, a total of 26 research studies were reviewed. Characteristics of the reviewed studies are reported including the different conceptualizations of text, reader, and task interactions. Regarding the relationships between text difficulty and reading fluency and comprehension, for students’ reading fluency, on average, increased text difficulty level was related to decreased reading fluency, with a small number of exceptions. For comprehension, on average, text difficulty level was negatively related to reading comprehension, although a few studies found no relationship. Text difficulty was widely conceptualized across studies and included characteristics particular to texts as well as relationships between readers and texts. Implications for theory, policy, curriculum, and instruction are discussed. 相似文献
17.
The present study was designed to examine the question of whether developmental dyslexia in 12-year-old students at the beginning
of secondary education in the Netherlands is confined to problems in the domain of reading and spelling or also is related
to difficulties in other areas. In particular, hypotheses derived from theories on phonological processing, rapid automatized
naming, working memory, and automatization of skills were tested. To overcome the definition and selection problems of many
previous studies, we included in our study all students in the first year of secondary special education in a Dutch school
district. Participants were classified as either dyslexic, garden-variety, or hyperlexic poor readers, according to the degree
of discrepancy between their word recognition and listening comprehension scores. In addition, groups of normal readers were
formed, matching the poor readers in either reading age or chronological age. A large test battery was administered to each
student, including phonological, naming, working memory, speed of processing, and motor tests. The findings indicate that
dyslexia is associated with deficits in (1) phonological recoding, word recognition (both in their native Dutch and in English
as a second language), and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with
deficits in other areas. The results suggest that developmental dyslexia, at the age of 12, might be (or might have become)
a difficulty rather isolated from deficiencies in other cognitive and motor skills. 相似文献
18.
Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty. 相似文献
19.
The present study examined the concurrent contributions of parent–child and teacher–child relationship quality to Turkish children’s antisocial behaviour, with a specific focus on the moderating role of teacher–child relationships (closeness and conflict) on parent–child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children’s antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher–child conflict moderated the association between parent–child conflict and children’s antisocial behaviour. Such that, higher parent–child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher–child conflict. In addition, teacher–child closeness also moderated the association between parent–child conflict and children’s antisocial behaviour. Such that when teacher–child closeness was at average or high levels, lower levels of parent–child conflict was related to lower levels of antisocial behaviour. Teacher–child conflict was positively associated with children’s antisocial behaviour. Limitations and future directions of the current study are discussed. 相似文献
20.
A follow-up of a representative sample of poor readers through secondary schooling confirmed persisting reading problems for most children. As a group, poor readers fell further behind a normal-reading comparison group during their early teens. Later reading progress was unrelated to gender, SES background, behavior problems or non-school attendance, though these factors did influence wider school attainments. Poor readers were more likely to leave school early, and had much depressed educational qualifications. There were no differences in the reading progress or academic attainments of specifically retarded (IQ-discrepant) and generally backward poor readers. 相似文献