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1.
This longitudinal study explored the relation betweenpreschool phoneme awareness and initial reading development. Distinctions were made between formal and functional letter knowledge and between foundation and subsequent phases of reading development. 44 children with at least average language comprehension were followed from the beginning of grade 1(7 years) until the end of grade 2. They were divided intotwo groups: one group of 21 children with high phonemic awareness (HPA) and 23 children with low phonemic awareness (LPA) on entering grade 1. The results showed persistent group differences in favour of the HPA children regarding letter-knowledge and word reading. The results confirmed a significant impact of functional letter knowledge on the length of the foundation period and on later reading development. Length of foundation period was shown to have a significant impact on reading development at the end of grades 1 and 2. It is argued that phonemic awareness is an indispensable catalystin the development of initial word processing ability. 相似文献
2.
Richard L. Sparks Jon Patton Leonore Ganschow Nancy Humbach 《Reading and writing》2012,25(7):1599-1634
Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1?C5th grades, and then followed into 9?C10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students?? responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later. 相似文献
3.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
4.
Kroese Judith M. Hynd George W. Knight Deborah F. Hiemenz Jennifer R. Hall Josh 《Reading and writing》2000,13(1-2):105-131
Seventy-eight 8-to-12-year-old children (34 ReadingDisabled; 31 Attention-Deficit-Hyperactivity-Disordered; and 13diagnosed normal controls) were given a battery oftests including cognitive, linguistic, academic,phonemic awareness, and memory tests. As part of theacademic battery an 8-point spelling rating scale wasdeveloped (Rating Scale) that resulted in threedifferent scores which reliably discriminated amongthe three groups. Relationships between phonemicawareness, phonological memory, reading and spellingwere explored. Zero-order and second-ordercorrelations were completed with indications thatphonemic awareness tasks (elision, blending, reversal,and segmenting) and phonological memory (WISC-IIIDigit Span) are significantly correlated with readingdecoding and spelling measures with slightly highercorrelations with the Rating Scale. Regressionanalyses resulted in a large proportion of thevariance on reading and spelling tasks accounted forby phonemic awareness (particularly elision andreversal) and phonological memory. The ReadingDisabled group was found to produce more errors thatwere phonetically inaccurate than the other twogroups. The demand of spelling ten ``error' wordsbeyond the RD students' achievement level appeared toelicit greater weaknesses in their phonologicalrecoding abilities than in those of the ADHD ornormally achieving students. 相似文献
5.
Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time-points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling. 相似文献
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7.
《Scientific Studies of Reading》2013,17(4):401-429
The double-deficit hypothesis suggests that deficient skills on two dimensions, rapid naming and phonemic awareness, are associated with poor reading. We studied the reading, spelling, and orthographic skills of Grade 3 children who met our criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Analyses of variance revealed main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. All deficit groups performed below the DA children. Compared to children with NSD, children with PD (a) were less accurate decoders, (b) were faster readers, (c) had weaker spelling dictation, and (d) had comparably poor spelling recognition scores. Children with DD showed a mixed pattern of stronger, equal, or weaker skills compared to younger reading level controls. 相似文献
8.
del Rosario Ortiz González M Espinel AI Rosquete RG 《Journal of learning disabilities》2002,35(4):334-342
The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading. 相似文献
9.
Kimberly J. O&#x;Malley David J. Francis Barbara R. Foorman Jack M. Fletcher Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34
Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy. 相似文献
10.
Cristina P. Albuquerque 《Reading and writing》2012,25(4):775-797
This study analyzed the relation and the specific influence of rapid naming (RN) on different reading (decoding accuracy and
reading fluency) and writing components (spelling accuracy and fluency in composition) of European Portuguese. Moreover, it
also compares the influence of Rapid Automatized Naming (RAN) tests (colors, digits) and of a Rapid Alternating Stimulus (RAS)
test (shapes and colors). In a sample composed by normally achieving children, 70 in the first grade and 69 in the second
grade, the results show that, when phonemic awareness is controlled, RN is a significant concurrent predictor of reading and
writing performance. Its impact occurs mainly on reading fluency and is carried out predominantly by the RAN digit test. Nevertheless,
the RAN color test and the RAS shape and color test also significantly predicted reading and writing performance. The results
also indicate that RN has less impact on writing than on reading, and that, when compared with phonemic awareness, it is associated
with distinct written language components. When combined, the data obtained are consistent with the orthographic characteristics
of European Portuguese. 相似文献
11.
《Learning and Instruction》2000,10(2):153-177
In this study, we examined the developmental relationship of children's motivational orientations and reading skills from pre-school to the 2nd grade. Forty-eight children with differing word reading careers were identified from 115 pre-school non-readers. Pre-schoolers were assessed for cognitive–linguistic skills and motivational orientation (ratings on task-, ego-defensive, and social dependence orientation). The situational manifestations of orientations were observed during construction tasks comprising three pressure episodes. The motivational assessments were replicated (experimenter and teacher ratings) and decoding and reading comprehension tests were administered in the 1st and 2nd grades. On the basis of low, average and high pre-school phonemic awareness and word reading achievement in the 1st and 2nd grades, two regressive and two progressive word reading career groups were formed. The results showed that the regressive and the progressive reading career groups of matching initial phonemic awareness and verbal ability did not differ motivationally at pre-school age, but showed distinctive motivational orientation across contexts by the end of the second school year. A case analysis demonstrates the interactive formation of motivational orientation during reading instruction. These findings suggest that the developmental interaction of learning skills and motivational tendencies contribute to the differing reading careers. 相似文献
12.
The purpose of this study was to assess the contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. One hundred and three children from grades 1, 2, and 3 were administered a measure of phonological awareness, four measures of working memory, four measures of academic achievement, and a measure of verbal intelligence. Separate multiple regression analyses controlling for the effects of age, sex and verbal intelligence showed that tests of verbal memory and of direct recall significantly predicted reading and spelling achievement whereas tests of backward recall significantly predicted only pseudoword identification. Phonological awareness was also found to relate significantly to reading and spelling achievement even when working memory was partialled out. Thus, phonological awareness and measures of working memory predicted specific and significant amounts of variance in reading and spelling achievement. Further, none of these measures were specifically related to arithmetic achievement. The specific roles of phonological awareness and working memory in reading development are examined in the discussion. 相似文献
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14.
Hollis S. Scarborough 《Annals of dyslexia》1998,48(1):115-136
Concurrent and prospective correlations among reading, spelling, phonemic awareness, verbal memory, rapid serial naming, and
IQ were examined in a longitudinal sample that was studied at Grade 2 and Grade 8. Substantial temporal stability of individual
differences in all of these skills was seen over the six-year period between assessments. The strongest predictors of future
reading and spelling outcomes were different for normally achieving second graders than for those who had been designated
as having reading disabilities. For the former, Grade 2 literacy scores were the best predictors of later achievement. For
the children with reading disabilities, however, prediction of most future reading and spelling skills was substantially improved
by the inclusion of the cognitive-linguistic measures, particularly rapid naming. 相似文献
15.
Development of decoding,reading comprehension,vocabulary and spelling during the elementary school years 总被引：1，自引：0，他引：1
The goal of this study was (1) to investigate the development of decoding(efficiency), reading comprehension, vocabulary and spelling during theelementary school years and (2) to determine the differences between poor,average and good performers with regard to the development of theseskills. Twice each year two standardized tests for each skill wereadministered. For two successive periods, one of the tests for each skill wasthe same. To describe the development in terms of a latent variable evolvingacross grades, the structured-means version of the structural equationmodel was used. The growth was expressed in terms of effect size. Withrespect to the first question, clear seasonal effects were found for readingcomprehension, vocabulary and spelling, while the seasonal effect fordecoding efficiency was restricted to the early grades. Progress tended tobe greater from fall to spring than from spring to fall. For decodingefficiency, and to a lesser degree for vocabulary and spelling, growthshowed a declining trend across grades. For reading comprehension, theprogress in grade 2 was lower than the progress in grade 3, but progresswas declining across higher grades. With respect to the second question,it appeared that initially low performers on reading comprehension,vocabulary and spelling tended to show a greater progress, especially inperiods where the largest amount of instruction was given. Although it wasfound that the low, medium and high ability groups remain in the sameorder, as far as their means are concerned, these findings do not confirmthe existence of a Matthew effect for reading comprehension, vocabularyand spelling. For decoding efficiency no clear differential effect could befound: the gap between the poor and good performers did not widen overtime for this skill. 相似文献
16.
This study investigates the effects of learning progress assessment (LPA) combined with student-set goals on students’ reading achievement, reading motivation, and reading self-concept in fourth grade. Classes (n = 41) were assigned to either an LPA group with goal setting (LPA-G), an LPA group only (LPA), or a control group (CG). Students of both LPA groups completed eight LPA tests over a period of six months, and teachers received information about their learning progress. Students in the LPA-G group specified goals before the tests and reflected their goal achievement afterwards. Results indicate that growth in reading was higher for students in the LPA group compared to students in the two other groups. Unexpected negative effects of the goal-setting procedure were found on the development of intrinsic reading motivation and individual reading self-concept. The results are discussed with regard to teacher behavior and the use of diagnostic information for instruction. 相似文献
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18.
Allyn Fives Dan Russell Norean Kearns Rena Lyons Patricia Eaton John Canavan Carmel Devaney Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232
This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample. 相似文献
19.
This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated. 相似文献
20.
This longitudinal study examined gender differences in motivation and the role of reading prerequisites, that is phonemic and comprehension skills, in the formation of motivational tendencies from kindergarten up to grade 1. The longitudinal sample consisted of 157 Finnish-speaking children. Teachers rated children's adaptive goals, (i.e. task orientation and social dependence orientation) at four points of time, kindergarten-spring, preschool-fall, preschool-spring and in the fall of grade 1. Children's phonemic awareness and language comprehension skills were assessed in kindergarten at the initiation of the study (i.e. initial phoneme identification, rhyming, writing of the alphabet, listening and instruction comprehension). Word reading and reading comprehension skills were assessed at the end of grade 1 in the three groups of children at risk for reading failure and in children with high reading prerequisites. The results showed that gender and early phonemic and language comprehension differences were associated with divergent motivational-developmental trajectories. Children with low phonemic or low language comprehension skill showed higher social dependence and lower task orientation over time than children with high initial reading prerequisites. In particular, boys with low reading prerequisites underwent a negative motivational change. The group of children who had poor phonemic and poor language comprehension skills showed most unfavorable development of motivation and reading. Findings concerning motivational trajectories are discussed with regard to the lack of fit between child's competence and curriculum demands. 相似文献