共查询到20条相似文献，搜索用时 15 毫秒
1.
Marie‐line Bosse Nathalie Chaves Pierre Largy Sylviane Valdois 《Journal of Research in Reading》2015,38(2):141-158
The self‐teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudowords. The whole pseudoword letter string was available at once for half of the targets while the pseudoword's sub‐lexical units were discovered in turn for the other half. Then memorisation of the targets’ orthographic form was assessed. Although most pseudowords were accurately decoded, target orthographic forms were recognised more often when the pseudowords entire orthographic sequence was available at once during the learning phase. The whole‐word presentation effect was significant and stable from third to fifth grades. This effect was affected neither by target reading accuracy nor by target reading speed during the learning phase. Results suggest that beyond recoding skills, the ability to process the entire orthographic letter string at once during reading contributes to efficient orthographic learning. 相似文献
2.
A follow‐up study was conducted on AS, previously reported as an English‐Japanese bilingual with monolingual phonological dyslexia in English ( Wydell and Butterworth, 1999 ). It was hypothesised that AS's fundamental deficit which lead to his dyslexia in English would still persist despite him successfully taking a BSc course in an English‐speaking country. AS and his Japanese and English control participants were asked to read aloud a target stimulus first, and then to decide whether the target was a word or nonword. Unlike the control participants, AS showed a marked dissociation between his performance in the lexical (orthographic and phonological) decision and the word naming tasks. Often those words and pseudo‐homophones (e.g. neym), which AS read erroneously, were correct in the decision tasks – the target pseudo‐homophone or word was substituted by another orthographically similar word. The results thus demonstrated that his reading of unfamiliar words or nonwords is essentially based on orthographic approximation using the visual similarities between words. The results confirmed the earlier finding that AS has a core phonological deficit which led to his dyslexia but never affected his reading in Japanese. The results also confirmed that this deficit persists when reading in English. This implies that whatever the neurological abnormality that AS may have, this only affects certain languages, and this abnormality persists with time. 相似文献
3.
This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks requiring orthographic choice, spelling, and naming. It was predicted that orthographic learning would be evident in both oral and silent conditions but stronger in the oral condition. As expected, orthographic learning was evident in both oral and silent conditions. This finding suggests that support for the self-teaching hypothesis of orthographic learning obtained in studies of unassisted oral reading can be generalized to the more common form of independent reading: silent reading. In addition, the results on the naming task provided some evidence for stronger orthographic learning during oral reading, but the two spelling tasks did not. 相似文献
4.
Rapid Word Reading, a novel word‐reading efficiency measure, was used to determine if articulations or processing times associated with reading the word ‘aye’ were enhanced through the phonological or orthographic qualities contained in the preceding word. In the experiment, ‘aye’ followed either an identical ‘aye’, the homophones ‘I’ or ‘eye’ or high‐frequency (HF) unrelated English words. The words that preceded ‘aye’ were chosen to provide a graduated degree of phonological and orthographic information available to enhance the efficiency of recognising the following word. Semantically, phonologically, and orthographically independent high‐frequency words preceded ‘aye’ and served as a baseline measure of the articulation and processing times of ‘aye’. ‘I’ preceded ‘aye’ to provide enhanced recognition through phonological association alone. Phonological and partial orthographic associations were provided by ‘eye’ before ‘aye’, and complete phonological and orthographic associations were provided by ‘aye’ before ‘aye’. Repeated measures analysis showed that ‘aye’ was processed fastest when it followed an identical ‘aye’. The processing time enhancement for this condition was significantly faster than all other conditions. Additionally, the mean articulation duration of ‘aye’ was significantly slower when ‘aye’ followed an identical ‘aye’ than when it followed HF words. The findings documented the importance of separating phonological and orthographic information in English homophones. 相似文献
5.
Judith A. Bowey Michaela McGuigan Annette Ruschena 《Journal of Research in Reading》2005,28(4):400-422
The current study examined several alternative explanations of the association between serial naming speed within fourth‐grade children by determining the extent to which the association between word reading and naming speed for letters and numbers is mediated by global processing speed, alphanumeric symbol processing efficiency and phonological processing ability. Children were given multiple measures of key constructs, i.e. word‐level reading, serial naming of both alphanumeric and non‐alphanumeric items, phonological processing ability, articulation rate and global processing speed. The robust association between alphanumeric naming speed and reading within fourth‐grade children was largely mediated by phonological processing ability. Markedly different patterns of results were observed for naming speed for letters and digits and naming speed for colours and pictures in children of this age. Relative to the latter, alphanumeric naming speed better assesses an underlying phonological processing ability that is common to word‐reading ability. We argue that item identification processes contribute little to individual differences in alphanumeric naming speed within relatively proficient readers and that the extent to which alphanumeric naming speed primarily reflects phonological processing is likely to vary with the level of overlearning of letters and numbers and their names. 相似文献
6.
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children 总被引：1，自引：0，他引：1
This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. 相似文献
7.
Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
8.
The dual‐route model of reading proposes distinct lexical and sub‐lexical procedures for word reading and spelling. Lexically reliant and sub‐lexically reliant reader subgroups were selected from 78 university students on the basis of their performance on lexical (orthographic) and sub‐lexical (phonological) choice tests, and on irregular and nonword naming. In spelling of irregular words and nonwords to dictation, the group comparisons failed to support the dissociative predictions for lexical and sub‐lexical reliance that were derived from the dual‐route model: lexical readers were not superior to sub‐lexical readers on spelling irregular words as well as inferior to sub‐lexical readers on spelling regular letter strings (nonwords). In line with a single‐route view, print exposure and phonological coding (nonword naming accuracy) appear to be key factors in the effective learning of both regular and irregular words. 相似文献
9.
We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor of orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of orthographic processing skills and support the idea that RSN taps into automaticity/efficiency of processing print-sound mappings. 相似文献
10.
Nicole J. Conrad Kathleen Kennedy Wafa Saoud Laura Scallion Laura Hanusiak 《Journal of Research in Reading》2019,42(1):162-177
Skilled reading involves rapid and automatic word recognition. Through a self‐teaching process, phonological decoding during reading is thought to establish the word‐specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty‐eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency. 相似文献
11.
Two experiments demonstrate that individual differences among normal adult readers, including lexical quality, are expressed in silent reading at the word level. In the first of two studies we identified major dimensions of variability among college readers and among words using factor analysis. We then examined the effects of these dimensions of variability on eye movements during paragraph reading. More experienced readers (who also were higher in reading speed) read words more quickly, especially less frequent words, while readers with higher lexical knowledge showed shorter early fixations, especially for more frequent words. These results suggest that individual differences in reading may reflect differences in the quality of lexical representations and in reading experience, which is a source of lexical quality. In a second study, we controlled the lexical knowledge readers obtained from new words through a training paradigm that varied exposure to a word’s orthographic, phonological, and meaning constituents. Training exposure to orthographic and phonological constituents affected first pass reading measures, and phonological and meaning training affected second pass measures. Incomplete knowledge of word components slowed first pass reading times, compared to both more complete knowledge and no knowledge. Training effects were mediated by individual differences, pointing to lexical quality and reading experience—which, combined reflect reading expertise—as important in word reading as part of text reading. 相似文献
12.
The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. 相似文献
13.
Lee Farrington‐Flint Clare Wood Katherine H. Canobi Dorothy Faulkner 《Journal of Research in Reading》2004,27(3):226-247
Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short‐term memory and domain‐specific reading skills explain 5‐ to 6‐year‐olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single‐word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read. 相似文献
14.
Nathlie A. Badian 《Annals of dyslexia》1994,44(1):1-25
Because of the research demonstrating the roles of phonological awareness, serial naming speed, and orthographic processing
in reading, a test of each of these skills was added to a preschool screening battery. The main aim of the study was to determine
whether these measures would contribute to the prediction of reading. The 118 subjects were first tested six months before
kindergarten entry and were followed up 19 and 24 months later. Each additional screening test made a significant, independent
contribution to the prediction of early first grade word reading/spelling, after the contributions of a parent rating of preschool
reading ability (PRA), verbal IQ, socio-economic status (SES), and chronological age were accounted for. With letter naming
and PRA, the additional tests were responsible for 62 percent of the variance. The orthographic test made the largest single
contribution (32%) to the variance in word reading/spelling.
Variables contributing significantly to the prediction of later first grade reading comprehension were (in order of proportion
of the variance accounted for) letter naming, sentence memory, object naming speed, the orthographic test, and SES. The revised
preschool screening battery correctly identified 91 percent of individual first grade good and poor readers. It was concluded
that preschool measures of phonological awareness, serial naming speed, and orthographic processing make a strong contribution
to prediction of first grade reading. 相似文献
15.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
16.
This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension. 相似文献
17.
Two experiments investigated the effect of kanji morphemic homophony on lexical decision and naming. Effects were examined from both the left-hand and right-hand positions of Japanese two-kanji compound words. The number of homophones affected the processing of compound words in the same way for both tasks. For left-hand kanji, fewer morphemic homophones led to faster lexical decision and whole-word naming. For right-hand kanji, the number of morphemic homophones did not affect either lexical decision or naming. This effect of homophonic density suggested that, when a kanji-compound word is to be processed, phonological information of its kanji constituents is automatically activated and reverberates back to generate a series of orthographic representations of kanji morphemic homophones, but not in a completely parallel fashion. 相似文献
18.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
19.
Lap‐yan Lo Pui‐sze Yeung Connie Suk‐Han Ho David Wai‐ock Chan Kevin Chung 《Journal of Research in Reading》2016,39(4):367-388
The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2‐year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters. 相似文献
20.
We investigated influences of non‐alphanumeric rapid naming on decoding skill growth for regularly and irregularly spelled English words. In a longitudinal study, 52 at‐risk and 69 not‐at‐risk readers were tracked from Grade 1 to Grade 3. Non‐alphanumeric rapid naming ability measured in Grade 1 accounted for unique variance in irregular word decoding in early Grade 2 – strong rapid naming was associated with strong irregular word decoding. An interaction between reading risk status and Grade 1 rapid naming indicated that the influence of Grade 1 rapid naming ability on growth in irregular word decoding was different for at‐risk than not‐at‐risk readers. Non‐alphanumeric rapid naming can have predictive validity as a marker for identifying specific difficulties in learning to read irregular words in at‐risk readers. Results indicate that rapid naming plays a general role in irregular word reading and a specific role in at‐risk readers' growth in irregular word decoding. 相似文献