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1.
Yolanda V. Post 《Journal of Research in Reading》2004,27(1):99-109
The introduction of text conventions, such as word separation, the separation of letter and background and the lower‐case letter are appraised with respect to their contribution to literacy instruction. The change in the visual appearance of the graphic word over time led to the assignment of secondary status to spelling and low appreciation of the role of phonology, due to the disappearance of audible speech in skilled reading. Since the two major literacy programmes, whole language and phonics, are based on two different stages of reading, both programmes complement each other. Whole language represents the skilled stage of reading, given its reliance on the graphic word, whereas phonics represents the unskilled stage, owing to its emphasis on the intermediatory role of phonological processing in word recognition. Neither literacy programme offers instruction in the integration of letters in a verbally recoded form with the explicit goal of the creation of word gestalts in the course of literacy acquisition. 相似文献
2.
Pui-sze Yeung Pakey Pui-man Chik Lap-yan Lo Hui Luan David Wai-ock Chan 《Scientific Studies of Reading》2013,17(4):285-313
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. 相似文献
3.
Xiuli Tong Catherine McBride-Chang Hua Shu Anita M-Y. Wong 《Scientific Studies of Reading》2013,17(5):426-452
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. 相似文献
4.
The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e.,
phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of
conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of
215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name
knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s
initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light
of characteristics of the Korean language and writing system. 相似文献
5.
It is not known whether children who are struggling with reading in a non‐dominant language will respond better to a phonological intervention or to one that addresses oral proficiency. Multilingual seven‐to nine‐year‐olds showing reading difficulty in a non‐dominant language, English, were given a three‐week intervention in phonological skills or in language proficiency and were compared with two control groups (one with reading difficulties and one with no reading difficulties) who received a non‐language based intervention. The group receiving the explicit phonological instructions showed significantly better gain in reading and spelling measures than the language proficiency and reading difficulties control group, but did not reach the levels of the noreading‐difficulty group. The phonological intervention was particularly effective for children with the lowest single‐word reading scores. We suggest that the intervention helped to catalyse the fine‐tuning of the phonological domain, making phonological representations optimally available for decoding, phonological manipulations and literacy development. 相似文献
6.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
7.
There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation. 相似文献
8.
According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension. 相似文献
9.
A study of 97 students from two schools in Göteborg, Sweden, examined reading proficiency and phonological skill using a comprehensive battery of group measures in the classroom. The sample comprised 38 monolingual native‐Swedish speakers, and 59 multilingual students for whom Swedish is an additional language. Students were administered tests of non‐verbal intelligence, vocabulary, reading comprehension, word recognition and non‐vocal phonological tasks. Two sub‐groups of 26 monolingual and 26 multilingual students, matched on non‐verbal intelligence, also participated in oral word and nonword reading tasks. No significant differences were found between language groups on the separate phonological subtests or the composite phonological score after controlling for non‐verbal intelligence in hierarchical regression analyses. The language groups were equally represented at the 20th percentile on both composite phonology and word reading measures. The composite phonological score was equally powerful for both language groups in predicting word recognition. The results of the present study suggest that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers. 相似文献
10.
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
11.
The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties. 相似文献
12.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》1998,45(2):143-172
A within‐school evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in six disadvantaged schools in NSW in 1995 and 1996 using a sample of Kindergarten students in each school before (control group) and after (experimental group) the implementation of SWELL. As many control and experimental students as could be accessed were tested on four different early literacy measures when they were mid‐way through Year 1. Assessment at the end of the Kindergarten year and mid‐way through Year 1 indicated that experimental students significantly outperformed their control counterparts on tests measuring pseudoword decoding and reading connected text at the end of Kindergarten, and on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure mid‐way through Year 1. 相似文献
13.
The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed significantly lower than their peers with TL on all fourth grade literacy measures. For both groups, kindergarten initial MGR acquisition ability significantly related to fourth grade real-word reading and spelling. For the children with LI, kindergarten initial MGR acquisition ability also related to fourth grade pseudoword decoding and reading comprehension. Collectively, the findings suggest that initial MGR learning in kindergarten is an essential skill that may uniquely relate to later literacy abilities. 相似文献
14.
Che Kan Leong Man Koon Ho 《International Journal of Disability, Development & Education》2012,59(4):359-378
We trained 36 12-year-old Chinese students with reading disorders in the analysis, synthesis and integration of orthographic constituents of semantic and phonetic bujians (radicals); and also their writing (spelling and composing) skills. These target students were compared with 37 age-controls in a pre-test and post-test design on a number of reading literacy indicators predicated on the “Blueprint of the Reader”. The tasks were: essay writing; morphological compounding; correction of errors; segmentation; text comprehension; fluency; copying of words, and of texts; writing to dictation; and reading aloud words and text. A promax oblique structure analysis of the performance of the 73 students found the tasks clustered into four components. A two (group) × 11 (tasks) multivariate analysis of covariance with the pre-training tasks as covariates followed by analyses of variance showed that the experimental students outperformed their age-peers in essay writing, morphological compounding, correction of errors, text comprehension and reading text aloud. They were also highly satisfied with their training as shown in a questionnaire survey. 相似文献
15.
Abbie Grace Nenagh Kemp Frances Heritage Martin Rauno Parrila 《Reading and writing》2014,27(5):855-873
Research investigating whether people’s literacy skill is being affected by the use of text messaging language has produced largely positive results for children, but mixed results for adults. We asked 150 undergraduate university students in Western Canada and 86 in South Eastern Australia to supply naturalistic text messages and to complete nonword reading and spelling tasks. The Australian students also completed two further real word and nonword reading tasks, a spoonerisms task, a questionnaire regarding their reading history, and a nonverbal reasoning task. We found few significant correlations between literacy scores and both use of textisms (such as u for you) and measures of texting experience. Specifically, textism use was negatively correlated with spelling for the Canadian students, and with scores for timed nonword reading, spoonerisms, and Adult Reading History for the Australian students. Length of phone ownership was negatively correlated with spelling (Canadians), but positively correlated with Word Attack scores (Australians), whereas daily message sending volumes were negatively correlated with Word Attack scores (Australians). Australian students who thought that using textisms was more appropriate had poorer nonword reading and reported having had more difficulty learning to read, than those who found it less appropriate. We conclude that there is inconsistent evidence for negative relationships between adults’ use of textisms and their literacy skills, and that these associations may be influenced by attitudes towards the appropriateness of textism use. A model of the potential relationship between adults’ textism use and literacy skills is presented. 相似文献
16.
This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological
awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties
participated in Reading Intervention and their progress and attainments were compared with those of a representative control
group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties
showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning.
During the intervention, the intervention group made significantly greater progress than the control group in early word reading,
phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but
during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the
control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational
settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’
additional oral language weaknesses is needed. 相似文献
17.
18.
This study investigated the contributions of initial literacy, oral language, and social adjustment to literacy achievement at the end of the kindergarten year. Data were collected across the kindergarten year from 48 children attending a school serving primarily children from low-income households with researchbased curriculum and intervention programs. Data were used to create latent variables to represent initial literacy, oral language, and social adjustment as predictor variables and a variable representing word reading and spelling as an outcome variable. Multiple regression indicated that only initial literacy contributed significantly to the outcome. Path analysis also indicated the significance of initial literacy while supporting the shared contribution of oral language to the literacy outcome. Discriminant function analysis indicated that individuals with higher scores on the literacy outcome had high factor loadings on both initial literacy and oral language. Social adjustment did not contribute significant variance to the literacy outcome in any of the analyses. This study has implications for both policy and practice, documenting the importance of initial literacy skills, even from the beginning of kindergarten, to kindergarten literacy outcome and highlighting the correlation between the effects of initial literacy and oral language on reading and spelling. 相似文献
19.
This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was fixed at a single reading level was word reading efficiency. When text difficulty varied based on readers?? comprehension levels, word reading efficiency was also the best predictor with vocabulary and auditory working memory emerging as important predictors as well. Our findings suggest the merit of investigations into whether adults with low literacy may need vocabulary and auditory working memory strategy interventions to improve their reading fluency. 相似文献
20.
The connection between language and reading is well established across many languages studied to date. Little is known, however, about the role of language in reading in Arabic??a Semitic language characterized by diglossia??in which the oral and written varieties differ across language components. This study examined the relationship among multiple components of language, namely, phonology, morphology, and vocabulary and reading outcomes in 83 bilingual English-Arabic children. Results revealed associations between phonological awareness skills across English and Arabic. These associations did not hold for morphological awareness skills. Results also revealed that for Arabic and English, phonological awareness predicted word and pseudoword reading accuracy and vocabulary predicted reading comprehension. These findings are consistent with the tenets of the extended version of the Triangle Model of reading, which underscores the importance of multiple language components in predicting reading outcomes. Implications for future research, early intervention, and instruction with bilingual children are highlighted. 相似文献