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1.
An intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 African-American male elementary students (9, 10, and 12 years of age; 2 fourth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of time spent during intervention (4 to 9 weeks; 2 to 3 30-minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. The PRV condition yielded higher correct words per minute rates and lower error rates for 2 of the students, whereas the third student's performance was superior with the regular RTR intervention without PRV. The efficacy of PRV within RTR is discussed with regard to factors related to students' attentional problems. 相似文献
2.
Marja-Kristiina Lerkkanen Helena Rasku-Puttonen Kaisa Aunola Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2005,20(2):121-137
The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading
comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on
mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics
and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading
comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent
reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention
to the role of mathematical knowledge when children are entering to school. 相似文献
3.
Twenty first graders and twenty second graders were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by word, child by child basis. A multivariate analysis of variance was conducted on difference scores among segmentation, reading, and spelling. Generally, differences favored segmentation and were maximized when final sounds were deleted and minimized when medial sounds were deleted. In addition, graphical analyses showed a greater probability of correct reading and spelling given correct segmentation than incorrect segmentation. Results were interpreted to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relation between reading and segmentation of consonant blends and medial sounds. 相似文献
4.
Solan HA Larson S Shelley-Tremblay J Ficarra A Silverman M 《Journal of learning disabilities》2001,34(2):107-118
This study investigated eye movement and comprehension therapy in Grade 6 children with reading disabilities (RD). Both order of therapy and type of therapy were examined. Furthermore, the implications of visual attention in ameliorating reading disability are discussed. Thirty-one students with RD were identified using standardized reading comprehension tests. Eye movements were analyzed objectively using an infra-red recording device. Reading scores of participating children were 0.5 to 1 SD below the national mean. Testing took place before the start of therapy (T1) and was repeated after 12 weeks (T2) and 24 weeks (T3) of therapy. One group of students had eye movement therapy first, followed by comprehension therapy; in the other group, the order was reversed. Data were evaluated using a repeated measures MANOVA and post hoc tests. At T1, mean reading grade was 2 years below grade level, and eye movement scores were at about Grade 2 level. Mean growth in reading comprehension for the total sample was 2.6 years (p < .01) at T3; equally significant improvement was measured in eye movements (p < .01). Learning rate in reading comprehension improved from 60% (T1) to 400% (T3). Although within-group differences were statistically significant, between-group differences were not significant for comprehension or eye movements. Order of therapy (comprehension first or eye movements first) was not significant. Improvements in within-group scores for comprehension and eye movements were consistently significant at T2 and T3. Eye movement therapy improved eye movements and also resulted in significant gains in reading comprehension. Comprehension therapy likewise produced improvement both in eye movement efficiency and in reading comprehension. The results support the notion of a cognitive link among visual attention, oculomotor readiness, and reading comprehension. 相似文献
5.
Repeated exposure to a single target type (sequential priming) during visual search for multiple cryptic targets commonly improves performance on subsequent presentations of that target. It appears to be an attentional phenomenon, a component of the searching image effect. It has been argued, however, that if searching image is an attentional process, sequential priming should also interfere with performance on subsequent nonprimed targets, and such interference has never been unequivocally demonstrated. In blue jays (Cyanocitta cristata) searching in an operant apparatus for targets derived from images of cryptic moths, detection performance was strongly facilitated in the course of a sequential prime but was relatively unaffected by sequences of mixed target types. Detection accuracy in subsequent probe trials was enhanced by priming with targets of the same type, whereas accuracy on cryptic probes following priming with a more conspicuous target was significantly degraded. The results support an attentional interpretation of searching image. 相似文献
6.
Parafoveal word processing was examined during Korean reading. Twenty-four native speakers of Korean read sentences in two
conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In
the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for
an object noun) but with a phonologically incorrect form (e.g., using 를 instead of 을 when the preceding noun ends with a consonant).
In the second condition, incorrect case markers in terms of syntactic category were used, creating a semantic mismatch between
preview and target. Results include a small but significant parafovea-on-fovea effect on the preceding fixation, combined
with a large effect on late measures of target word reading when a syntactically incorrect preview was presented. These results
indicate that skilled Korean readers are quite sensitive to high-level linguistic information available in the parafovea. 相似文献
7.
Four groups of Dutch readers, (a) beginners, second grade elementary school students with 2 years of reading experience, (b) advanced readers, sixth grade elementary school students with 6 years of reading experience, (c) expert readers, university students with 14 years of reading experience, and (d) poor readers, aged 13 years with 2 years of delay in reading skill, were presented with short stories followed by multiple-choice text comprehension questions. Participants were asked to read the stories for meaning and to circle the letter t whenever it occurred in the text. Five types of detection locations were defined: (1) verb suffix, (2) noun final, (3) intra word, second letter, (4) intra word, prefinal letter, and (5) definite article, final t. Differential detection patterns as a function of reading development were obtained. Beginning readers did not differ in detecting the final t in verbs and nouns, whereas expert readers showed a strong attentional bias to verb suffixes as compared with noun endings. Expert readers missed more intra word letters. In all groups prefinal letters were detected better than second letters in words, thus suggesting a general attentional bias for orthographic information in the second part of Dutch words. The t in the definite article was missed most often in all groups, which suggests sensitivity to word frequency at early stages in reading development. Poor readers did not show differential performance patterns as compared to the other reading groups. The overall developmental pattern can be characterized as a shift from attention for single letter information to attention for more complex morphological information in text. Copyright 2000 Academic Press. 相似文献
8.
Patricia M. Blough 《Learning & behavior》1996,24(4):394-400
During search for multiple targets, reaction time decreases when a given target assumes a relatively high probability of appearance. Three experiments addressed the basis of this frequent-target effect. In a trialwise visual search method, pigeons pecked at the single target symbol embedded in a multisymbol display. In Experiment 1, the course of reaction times to frequent and infrequent targets was followed over extended sessions; reaction time to the frequent target dropped gradually over the first 200–400 trials. In Experiment 2, extinction sessions were introduced; the frequent-target effect persisted in the absence of reinforcement. In Experiment 3, the role of local trial patterns was examined; the frequent-target effect resisted temporary variations in relative target probability. Facilitation of search for high-probability targets appears to be an attentional rather than a conditioning effect; in the present design, information summarized over large sequences of trials appeared to provide pretrial information that primed attention. 相似文献
9.
Type of Feedback and Young Children's Performance on Computer Presented Reading Readiness Activities
Summary Forty children, between the ages of three years ten months and four years six months and with a mean age of four years three months, did computer‐presented reading‐readiness activities under different pre‐activity and feedback conditions. The children were randomly allocated within sexes to four groups. Group 1 listened to a story which involved a teddy bear character called BJ Bear and then did reading‐readiness activities such that the smiling face of the bear appeared on the screen and a tune played when they responded correctly, and the sad face of the bear when they were incorrect. Group 2 listened to the story and then did the activities with the smiling face of the bear and a tune when correct, but with nothing when they were wrong. Group 3 did not receive the story, but did the activities with both the smiling face of the bear and a tune when correct, and the sad face of the bear when incorrect. Group 4 also did not receive the story and did the activities with the smiling face of the bear and a tune when correct, but with nothing when they were wrong. Overall it was found that children did significantly better if given the story about BJ before the activities. There was also a significant interaction between the story condition, feedback for incorrect responses and sex such that performance was better for all with‐story groups except in the case of boys with no feedback. 相似文献
10.
An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program’s second year. Prior research on the first year of this specific program (Kirnan et al. in Early Child Educ J 44(6):637–651) demonstrated improvement in reading scores only for kindergarten students, while interview data revealed increases in positive attitudes and enthusiasm for reading across all grades. In the current study, a series of independent t-tests were conducted for each grade, comparing the second year of the program to a control group. There was a significant difference for kindergarten in the second year, as reading scores were higher for program students compared to those in the control group. Unlike the first year of the program, in the second year there was also a significant mean difference in first grade. For both grades, an analysis of covariance controlling for reading scores prior to program implementation still resulted in a significant main effect for the reading program. Combining the first 2 years of the program yielded a large enough sample for a comparison of ELL students with non-ELL students in kindergarten. These data showed significantly higher reading scores for students enrolled in the dog program relative to the control for both ELL and non-ELL students, again accounting for earlier reading scores. These findings demonstrate the need to analyze at-risk subgroups as well as the need to apply a longitudinal lens in researching both dog-assisted literacy programs and participant progress. 相似文献
11.
Frances A. Conners 《Reading and writing》2009,22(5):591-613
Attentional control was investigated as a possible third component of reading comprehension, along with decoding and language
comprehension, within the Simple View of reading (Gough & Tunmer RASE: Remedial and Special Education 7:6–10, 1986; Hoover
& Gough Reading and Writing 2:127–160, 1990). Attentional control is the ability to suppress irrelevant prepotent responses
and activate relevant responses. This ability may help coordinate decoding and language comprehension during reading. In an
unselected sample of 67 eight-year-olds, attentional control contributed significant variance to reading comprehension after
controlling for decoding and language comprehension. Further, attentional control was similar to language comprehension in
the amount of unique variance accounted for. Five contrast measures were examined (performance IQ, print exposure, articulation
speed, phonemic awareness, and verbal short-term memory), but none was as good a candidate for a third component of reading
comprehension as attentional control. 相似文献
12.
Joseph R. Jenkins Lynn S. Fuchs Paul Van Den Broek Christine Espin Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD. 相似文献
13.
Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers. 相似文献
14.
Individual honeybees foraging at a laboratory window were trained with a correction method to choose between blue and yellow targets, one of which contained sucrose solution. There were two trials on each visit, with the locus of the sucrose predictable only on the second. Animals differentially rewarded on Trial 2 for choosing the rewarded color of Trial 1, for choosing the alternative color, or for choosing the target in the rewarded position of Trial 1 independently of its color, all showed a small but persistent preference for the rewarded color, with no significant preference for the rewarded position. When the positions of the colored targets were the same on Trial 2 as on Trial 1 (color and position confounded), there was a more substantial but equally persistent preference on Trial 2 for the rewarded color-position of Trial 1, whether the animals were differentially rewarded for perseveration or for alternation. The results provide further evidence of unlearned control of performance by short-term memory in honeybees but no indication of learned control. 相似文献
15.
Luciane R. Piccolo Claudia Hofheinz Giacomoni Annelise Julio-Costa Susani Oliveira John Zbornik Vitor G. Haase Jerusa F. Salles 《Early Childhood Education Journal》2017,45(4):537-543
Elevated levels of anxiety have been associated with students’ poor academic performance. Research on domain-specific anxiety patterns in reading has demonstrated that reading anxiety is associated with, yet distinctive from, general anxiety. Reading anxiety is an unpleasant emotional reaction experienced by students when reading; it is a specific phobia, situational type. Although reading anxiety has been largely studied in the context of second language acquisition (L2), there is a lack of new research on reading anxiety related to first language learning (L1). In this article we investigate the concept of reading anxiety, as well as the instruments that have been used to evaluate it. Finally, we present the repercussions of reading anxiety upon students’ reading performance and discuss the importance of evaluating reading anxiety as a route to better understandings of reading disabilities. 相似文献
16.
F. Sayako Earle Stephanie N. Del Tufo Tanya M. Evans Jarrad A. G. Lum Laurie E. Cutting Michael T. Ullman 《Mind, Brain, and Education》2020,14(2):176-186
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning. 相似文献
17.
Dan Lin Yingyi Liu Huilin Sun Richard Kwok Shing Wong Susanna Siu-sze Yeung 《Reading and writing》2017,30(1):87-103
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2) was English, were administered tests of phonological awareness, letter knowledge, English vocabulary, spelling and English word reading at three time points (T1, T2 and T3) at 3-month intervals over a 6-month period. Nonverbal IQ was included as a control variable. The results showed that phonological awareness, letter knowledge and English vocabulary at T1 all predicted English word reading (T3) through spelling (T2). Further mediation analyses showed that, for phonological awareness and English vocabulary, full mediation effects were found. For letter knowledge, a partial mediation effect was observed. These results suggest that, in Chinese ESL kindergarteners, reading-related predictors foster word reading via spelling, a process that intersects phonology, orthography and semantics. Practical implications of these findings were also discussed. 相似文献
18.
This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on all measures. Factor analyses produced different configurations of variables for each group. For L1 learners, measures of decoding and vocabulary were separate factors but were one factor for English L2 learners. For the L1 learners, it was only the measure of vocabulary that was a significant predictor of reading comprehension. For L2 learners, decoding, vocabulary, and the interaction of decoding and vocabulary were all significant predictors of reading comprehension. Relations among these variables in adolescents who are beginning to learn English as an L2 are explored. 相似文献
19.
Investigations into the relations between phonological processing and math performance have yielded contradictory results. These contradictions might be related to small sample sizes and/or cross-sectional designs of previous studies that limited the possibility of generalizing the findings obtained. The first goal of this study was to estimate the effect of phonological processing on number recognition and math performance during the first year of schooling, controlling for reading achievement. The second goal was to examine whether this effect varied for boys and girls. To achieve these goals, we used a large sample of first-graders (N = 3296, 49% were girls) in Russia and applied fixed effects longitudinal analysis. Participants were assessed twice, at the beginning and at the end of the first grade (mean age was 7.3 years at Time 1). The item response theory scaling procedure was used to estimate individual scores for math performance, number recognition, phonological processing and reading performance. The results revealed that phonological processing had effects on number recognition and math performance. This effect was more salient for number recognition than for math performance, probably due to the greater involvement of the retrieval strategy in number recognition tasks. The results also demonstrated that the effect of phonological processing on number recognition was stronger for girls than for boys. 相似文献
20.
This paper presents a longitudinal study, from kindergarten to secondgrade, which aims to examine the relationship between morphologicalanalysis, phonological analysis and learning to read. Three phonologicalawareness tasks, five derivational and four inflectional subtests wereadministered to fifty children at each of the three levels. Evolution ofperformance was analyzed through the three years. Data showed that withthe exception of two subtests, performance increased from kindergarten tofirst grade and from first grade to second grade, without reaching ceilingperformance in second grade, at least for morphological subtests. Linksbetween morphological and phonological analyses were very strong: inparticular, syllable segmentation was highly correlated with themorphological subtests in kindergarten while phonemic segmentation wascorrelated with morphological subtests in first and second grade. Therewere also strong links between morphological analysis and reading.Regression analyses showed that while phonological awarenessexplained a major part of variance in first grade, both phonologicaland morphological scores explained significant part of variance of bothdecoding and comprehension reading scores in second grade. Thus, thislongitudinal study contributes to the evidence of a link between bothphonological and morphological analysis and learning to read French. 相似文献