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1.

Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over 5 weeks. In Study 1, children grades K-1 were assigned to instruction in a set of either 10 (Slow rate, n?=?33) or 15 (Fast rate, n?=?32) single- and two-letter GPCs. Study 1 findings indicated that children who learned five added GPCs did not reduce learning of the common set of 10 learned GPCs for any measure (including letter names, sounds, letter sound writing, word reading, and spelling), and learning favored Fast items over Slow for letter sounds, letter sound writing, and word reading (median d?=?0.30). In Study 2, kindergarteners were assigned to instruction in either single letters only (Single, n?=?30) or mixed-size GPCs (Mixed, n?=?31). Instruction included application of GPCs to decoding and spelling. Results showed that kindergarteners in the Mixed condition made significantly greater gains learning the four two-letter GPCs across measures (median d?=?0.86), and no significant differences between groups on measures of the 11 one-letter GPCs common to both conditions. Findings add precision to understanding how rate and order of introducing GPCs influence children’s initial alphabet learning. Further study of empirically validated methods of alphabet instruction may benefit in particular those children most at risk for acquiring this foundational knowledge.

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2.
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a high global quality of teacher–child interactions was positively associated with improved children’s reading skills at the end of Grade 1. In addition, a teacher emphasis on comprehension and production skills was related to better reading skills via teacher–child interactions. Domain-specific analyses revealed that emotional support and classroom organization in particular were related to better reading skills. Practice or Policy: The present study adds to previous research by showing that children had better reading skills at the end of their 1st school year in classrooms in which the teachers were warm, responsive, and sensitive to children’s needs and provided well-planned activities, clear rules, and expectations for behavior.  相似文献   

3.
This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement parameter(s) (fixation count, first fixation duration, regression, and/or skipping) to address, and informed about changes achieved in preceding sessions. Control group participants (n = 13) were told that self-instruction to read faster would produce training gains. Total fixation times decreased significantly more for training than for control group participants. Important to note, faster reading did not impair comprehension. Results are interpreted as first indications for a possible applicability of the feedback approach to silent reading. In addition to implications for future studies, alternative result interpretations (e.g., motivational effects, reduction of mindless reading) are discussed.  相似文献   

4.
This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's Mage = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understanding of cardinality. Replicating previous findings, dyads produced relatively low levels of comparison talk. However, book features influenced the talk. Books containing a greater number of numerical representations (e.g., number word, numeral, and non-symbolic set) and a greater word count elicited more comparison talk.  相似文献   

5.
Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT’s effectiveness was thus supported.  相似文献   

6.
We varied the spatial features of adjunct displays that depicted a complex scientific system (i.e. human circulatory system). University students (n = 47), who were assigned randomly to a display condition before reading, selected relevant information from the text and wrote it (a) next to a list of definitions (list condition), (b) inside boxes organized to coincide with the sequence of blood flow (chart condition), or (c) on a picture of the heart (pictorial condition). Students in the chart and pictorial conditions had higher scores on 2 learning tests. Results supported the nonequivalence hypothesis, which states that a spatial display can promote learning more effectively than a list because a display’s nonverbal (e.g. spatial) features explicitly depict relationships among a system’s components. The results have implications for science educators.  相似文献   

7.
Research Findings: A 9-month study served to evaluate the effectiveness of a pre-kindergarten number sense curriculum. Phase 1 of the intervention involved manipulative-, game-based number sense instruction; Phase 2, computer-aided mental-arithmetic training with the simplest sums. Eighty 4- and 5-year-olds at risk for school failure were randomly assigned to (a) structured discovery of the n+0/0+n=n pattern and the n+1/1+n = the number after n relation; (b) structured discovery with explicit instruction; (c) blocked practice of (zero, one, and number-after) items; and (d) haphazard practice. Analyses with a Wilcoxon signed-rank test of follow-up Test of Early Mathematics Ability–Third Edition and mental-arithmetic testing indicated that general achievement and fluency with n+0/0+n combinations improved significantly. Significant improvement for n+1/1+n combinations was evident only if success included slow or counted answers. Practice or Policy: Theoretical, methodological, and educational implications are discussed, including the need to “score in context” (e.g., consider responses to other items).  相似文献   

8.
We tested whether changes in attribution processes could account for the developmental differences observed in how children’s use fluency to guide their memory decisions. Children ranging in age from 4 to 9 years studied a list of familiar or unfamiliar cartoon characters. In Experiment 1 (n = 84), participants completed a recognition test during which the perceptual fluency of some items was enhanced using a prime. In Experiment 2 (n = 96), participants completed a source recollection judgment on their recognition decisions. Primed items were recognized at a higher rate than unprimed items. However, while young children rely on fluency for all items, older children use fluency only for unfamiliar items. This pattern came together with a reduction in familiarity-based—but not recollection-based—memory responses.  相似文献   

9.
This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.  相似文献   

10.
Two studies investigated whether parent–child discussion of peer provocations reduces young children's hostile attributional bias. Study 1 (N = 109, age 4–7)—an observational study—showed that parent–child discussion of nonhostile attributions (when reading a picture book) predicted reductions in children's hostile attributional bias from pre‐ to postdiscussion. Study 2 (N = 160, age 4–6)—an experimental study—showed that stimulating parents to discuss either nonhostile attributions or normative beliefs (vs. a control condition) reduced children's hostile attributional bias in response to hypothetical vignettes, but not in response to a staged peer provocation. These findings suggest that by framing social situations, parents may help their children perceive less hostility in their social worlds.  相似文献   

11.

The aim of this study was to examine the role of mothers’ (language minority mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles and maternal help with their children’s homework in the children’s (mean age 11.43 years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a child’s gender on this relationship was investigated. The results showed that the LM mothers used psychological control more than MP mothers. Furthermore, the more LM mothers used warmth and psychological styles of parenting, the more they helped their daughters, not sons, with homework. MP mothers’ parenting styles did not relate to their children’s reading and spelling skills. LM maternal behavioral control parenting styles were positively related, and psychological control was negatively related to children’s reading skills through help with homework. Maternal help negatively related to children’s reading skills in both groups. This research provides also new information to teachers and educators who work in multicultural teams. Because our findings could be applied in the educational settings of multilingual students, they are likely to be of great interest to the visionary scientists, researchers, teachers, and trainees.

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12.
Forty-six male and forty-six female third grade children were assigned to one of two experimental conditions. In one condition Ss were told that they were going to take several tests and were than administered three subtests from the nonverbal battery of the WISC. In the second condition Ss were told that they were going to play several games and were than administered the same three subtests. An analysis of variance applied to the resulting summed scores revealed one significant main effect, task definition (p < .01).  相似文献   

13.
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency, spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure, suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction.  相似文献   

14.
This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth‐grade students were randomly assigned to treatment (n = 25) and comparison (n = 19). Reading teachers provided instruction for 90‐min, five times every two weeks for approximately 80 sessions. Treatment effects for each outcome measure were estimated using repeated measure of analysis of covariance for measures of reading comprehension and fluency. Results indicate no statistically significant differences between treatment and comparison conditions. Repeated‐measures analyses of variance between students with lower and higher decoding skills indicated a statistically significant interaction between treatment condition and decoding ability on the WJ‐III PC and Bridge‐IT, with large effect sizes (ηp2 .16 and .12, respectively), indicating that treatment was differentially beneficial for students with higher decoding skills.  相似文献   

15.
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores.  相似文献   

16.
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献   

17.
This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest–posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or Millie's Math House (control group) for 30 min each school day for 8 weeks. Children using Headsprout Early Reading made greater gains in early reading skills as measured by the Test of Early Reading Ability (TERA-3), F(1, 59) = 39.35, p < 0.01, and in oral language skills as measured by the Test of Language Development-Primary (TOLD-P:3), F(1, 59) = 37.03, p < 0.01. Effect sizes were large for the gains in both measures (TERA-3, η2 = 0.24; TOLD-P:3, η2 = 0.17). Teachers' responses to an open-ended interview indicated that the program was perceived as a desirable instructional aid. Educational considerations for preventing future reading difficulties and issues about implementation integrity are discussed.  相似文献   

18.
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity.  相似文献   

19.
Abstract

This study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n?=?1,495) or comparison (n?=?4,397) conditions, based on their state reading performance and reading fluency scores in sixth grade. On the state reading test, intervention impact favoring the treatment group approached, but did not reach, statistical significance (p?=?.056, g?=?.15). On a measure of reading fluency, there was a significant interaction between the cut points schools chose for condition assignment and intervention impact (p?=?.015). In schools that chose a lower cut point, intervention students outperformed comparison students, while in schools that chose a higher cut point, comparison students outperformed intervention students. On a student self-report measure of school engagement, no significant differences between the intervention and comparison groups were observed (p?=?.83, g?=?.02). Implications for rigorous evaluation of interventions implemented by districts and schools under naturalistic conditions are discussed.  相似文献   

20.
This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n = 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching letters, and the teaching of reading) and on their level of education, their child’s birth order, and the gender of the child. The results show that of the three reading-related activities, mothers’ teaching of reading is the best predictor of the development of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls, firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten year.  相似文献   

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