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1.
The study monitored the eye movements of twenty 5‐year‐old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters than when presented with letters in isolation. After controlling for receptive vocabulary, regressions revealed that children knowing more letters were quicker to look at the featured letter on a page and spent more time looking at the featured letter, the word, and its first letter. Thus, alphabet books along with letter knowledge may facilitate entrance into the partial alphabetic stage of word recognition. 相似文献
2.
Research Findings: Environmental print provides children with their earliest print experiences. This observational study investigated the frequency of mother–child environmental print referencing and its relationship with emergent literacy. A total of 35 mothers and their children (ages 3–4 years) were videotaped interacting in an environmental print–rich play setting. The frequency of environmental print referencing of letters and words was measured. Children were assessed on emergent literacy skills (letter name and sound knowledge, print concepts, phonological awareness, name and letter writing, environmental print reading). In all, 69% of mothers referenced environmental print. After child age, home literacy teaching, and maternal education were controlled for, greater maternal referencing of environmental print was positively related to print concepts and name and letter writing. Child environmental print referencing was positively related to name and letter writing as well as to maternal environmental print referencing. Mothers used a range of mediation strategies to support children's interactions with environmental print. Practice or Policy: Maternal referencing of environmental print may be a useful way to scaffold emergent literacy in young children. 相似文献
3.
Jean C. Murphy 《The Educational forum》2013,77(1):27-33
The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and comprehension. The LVA Approach quickly immerses young African-American children into print text, bombarding them with a preponderance of new words, ideas, and general understandings about their surroundings and the world in general. This approach enables them to develop expansive word knowledge, resulting in reading, writing, and thinking competencies at or above their grade level and national norms. This approach focuses on the printed text—words, words, and more words—rather than visual images, picture clues, and illustrations. Research studies on literacy development supported the use of printed text in children's initial efforts in reading (Gough and Hillinger 1980). Words, word constructions, and vocabulary development are the beginning steps to the LVA Approach. Children are able to take the skills learned in the LVA Approach and apply them to children's literature and standard basal reading texts. The LVA Approach was developed by Angela L. Davis who successfully introduced it to her first-grade class during the 2000–2001 school year. This article describes a three-year pilot effort to improve the reading competencies of primary-age children at Bouchet Academy, a Chicago Public School (CPS) located on the southeast side of the city. 相似文献
4.
The nature of the earliest stage of reading was examined by comparing two views about the importance of environmental print in children’s learning experiences. One theory holds that environmental print leads to the acquisition of reading through developing rudimentary representations of specific words and logos, while the second theory concerns assembled phonology and asserts that reading begins with knowing letters and their sounds. Supporters of this theory hold that knowledge of environmental print and logos is reading the environment and may not directly facilitate the acquisition of word reading. Two studies were conducted with non-reading preschool children in which environmental print knowledge was assessed and related to word recognition training. In the first session of each study children were presented with accurate representations of environmental print and logos such as ‘McDonalds’ and ‘Stop’ to find the ones they were able to identify and the ones they failed to identify. In the second session learning trials were conducted with those words from the logos that the children identified and also those that they failed to identify and with matching control words. Both studies found that the words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo words learned more readily than the ones the children did not know. The results were discussed in terms of Gibson’s (1969) theory of perceptual learning, and supported the view that environment print and logo knowledge facilitated word reading. 相似文献
5.
Laura M. Justice Lori Skibbe Andrea Canning Chris Lankford 《Journal of Research in Reading》2005,28(3):229-243
This study used eye‐gaze analysis to determine the extent to which pre‐school children visually attended to print when looking at two storybooks, to contrast visual attention to print for a print‐salient versus a picture‐salient storybook, and to study individual differences in pre‐schoolers' visual preferences. Results indicated that pre‐school children infrequently attended to print: in a traditional picture‐salient storybook, 2.7% of their fixations focused on print and 2.5% of their time was spent looking in regions of print. The children fixated more frequently on print and spent more time looking in print regions when reading a print‐salient storybook, within which 7% of fixations focused on print and 6% of time was spent in print zones. Effect size estimates showed this difference to be consistent with a very large effect. Little variation in visual attention to print was observed across the ten children, and children's alphabet knowledge was not associated with the variance in children's visual attention to print. Educational implications are discussed. 相似文献
6.
Effects of illustrations on learning authentic textbook materials were studied among 10-year-old elementary school children of high and low intellectual ability. Experiment 1 showed that the presence of illustrations improved learning of illustrated text content, but not that of nonillustrated text content. Comprehension scores were improved by the presence of illustrations for high-ability children, but not for low-ability children. In Experiment 2, children's eye movements were measured during learning of illustrated textbook passages to study how children divide their attention between text and illustrations. The results suggest that learning is heavily driven by the text and that children inspect illustrations only minimally. High-ability students were more strategic in processing in the sense that they spent relatively more time on pertinent segments of text and illustrations. It is concluded that the learning of illustrated science textbook materials involves requirements that may be more readily met by more intellectually capable students. Copyright 1999 Academic Press. 相似文献
7.
Debbie B. Golos Annie M. Moses Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249
Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world. 相似文献
8.
传统的钥匙和锁已经不能满足目前智能建筑对门禁系统安全性和可靠性的要求,生物识别技术作为身份认证的一种技术在各种场合应用越来越广泛,而声纹识别又特别适用于门禁系统。采用语音压缩与技术对声纹进行采样,结合单片微型计算机,利用合理的算法对声纹进行识别,可以有效提高门禁系统的安全性和可靠性。 相似文献
9.
We investigated whether the layout of type in two popular children’s reading schemes was suitable for the intended reading age. 120 children read four passages of text that adopted the typography of four reading stages in each of the two schemes. The size and spacing of the texts decreased with successive stages as the intended reading age increased. The reading speed of children aged 5 to 7 years decreased as the text size decreased: in particular, these children read fastest the text designed for 5 and 6 year olds. Older children aged 8 to 11 years were neither assisted nor disadvantaged by text size. Children of all ages, particularly those susceptible to visual stress, were found to make more errors on the smaller than on the larger text. We conclude that the reading development of some children might benefit from a larger text size and spacing than is currently the norm, and that no children would be disadvantaged by such a change. 相似文献
10.
This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text.
Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other
from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to
recall as much as they could from what they had read and then answered questions that measured text recall and comprehension.
Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor.
The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children
were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more
time to read text on computer screens and that they are more efficient when reading text on paper. 相似文献
11.
The spatial locative words used in multiword locative action expressions were tracked longitudinally for 4 children. Children ranged in age from 1–5 to 3–0. Although certain words emerged before others, as previous research has shown, the children were selective about which lexical categories were used to talk about movement events, and their selections changed systematically with age. Source and path words were used most frequently at the earliest ages, and goal words predominated at the oldest ages. The children also increased the specificity with which they talked about locative movement events by combining goal words with source and path words as they got older. The observed developmental shifts in lexical use suggest that lexical acquisition is influenced not only by the meaning of the individual locative words but also by the verb relational roles that such words play when embedded in semantic/syntactic contexts. 相似文献
12.
The purpose of this work was to study the variationsin children's early writing forms in Spanish and therelationship among different writing forms,phonological awareness and the demands of the writingtasks. A group of kindergarten children was assessedin: a) the ability to match initial sounds in words,b) the ability to segment words in phonemes, c) theknowledge of sound-letter correspondences, and d) theperformance on tasks presenting different cognitivedemands: word writing and text writing. Results showthat children produced a wide range of forms in bothtasks, being the forms used for word writing moreelaborated than the forms used for text writing. Theseresults suggest that in the process of writingacquisition, children move back and forth across formsof writing. The analysis of the relationship betweenthe writing forms and phonological awareness resultedin the identification of the different mechanismschildren might be using to write, from an unanalyticapproach to print to an analytic phonologicalmechanism. The pattern of variation observed in thechildren's performance when writing words and textsseems to reflect the interplay among different typesand levels of knowledge- knowledge about print, thephonological structure of words, sound-lettercorrespondences- and the cognitive demands of thetasks. 相似文献
13.
Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. 相似文献
14.
《Early childhood research quarterly》1994,9(2):153-170
This study examined effects of exposure to print and interaction with a more knowledgeable other on 56 kindergarten children's environmental print knowledge. Three classes were randomly assigned to one of three conditions: exposure to print during play in print-enriched settings, exposure to print and functional experiences with a more knowledgeable other (an adult) during play in print-enriched settings, and play in nonenriched settings. Prior to and following three weeks of play in each of five settings (15 week intervention period), each child's ability to read the environmental print appropriate to each setting was assessed in two ways: in-context with the words embedded in their supporting context and out-of-context with the words written on a list. The results indicated that while exposure to print significantly influenced the children's ability to read environmental print when the print was embedded in its supporting context, exposure to the print and functional experiences with a more knowledgeable other around this print significantly influenced the children's ability to read environmental print on both reading tasks. These findings suggest that exposure and functional experiences with adults in print-enriched play settings may offer an important opportunity for young children to associate meaning with print. 相似文献
15.
During a school year, samples of words written by three groups of children of successive ages were collected. Two groups of children were in first and second year of Kindergarten (4 and 5 years of age), when alphabetic rules were not taught in a systematic way. The third group was in first year of Primary School (6 years of age), and was being taught to read and spell in a systematic way. After classifying the words written by the children, seven categories of spelling were obtained, which may represent different stages in their learning process. Their analysis showed that they are related to different types of knowledge and processes, mainly phonological ones. The results show that the development of spelling in Spanish does not qualitatively differ from that of children who learn to spell in opaque writing systems. The differences mainly involve the time it takes to learn, and the rate of acquisition. 相似文献
16.
Sigal Eden Yoram Eshet‐Alkalai 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):846-856
In light of the present‐day proliferation of digital texts and the increase in situations that require active digital text reading in learning, it is becoming increasingly important to shed light on the comparison between print and digital reading under active reading conditions. In this study, the active reading abilities of 93 university students (83% females) were examined. Participants were asked to read, edit, recognize errors and improve the quality of short papers (600 words each) on the topic of environmental awareness, in both print and in digital formats. Surprisingly, and in contrast to many recent reports about print versus digital reading, no significant differences were found between the performances of participants in the two formats. Similarly, no significant differences were found for all categories of text errors as well as for gender. It was found that the digital readers completed their tasks faster than the print readers but their performance was not lower. Results of this study have important implications for the current debate in higher education concerning the use of digital text for learning and for designing, reviewing and editing academic works. 相似文献
17.
This study investigated the effects of variations in graphic elements that account for differences in speed and accuracy between reading text aloud from paper versus laptop computer. Variations in accurate reading-aloud performance are attributable to individual differences in the visual accessibility of information due to (1) the experimental manipulations of the independent variables, (2) the subjects' prior exposure to print within the culture, and (3) the educational attainment of the subject. A non-representative sample of 48 female survey interviewers (ages 38–72) were employed in the conduct of this study. Survey interviewers were selected because they gather information using laptop computers; the quality of the survey information collected may be directly associated with the legibility of computerized text on reader performance. Subjects completed a prior exposure to print questionnaire (Stanovich & West 1989) and a demographic data form (IDIQ). Repeated-measures analyses of variance were employed to examine individual differences in the speed and accuracy of reading-aloud performance for twenty-four conditions varying the levels of independent variables including: (1) Font (Times Roman, Helvetica, and Courier), (2) Justification (fully- justified versus left-justified), (3) Leading (single-spaced versus double-spaced), and (4) Mode of Presentation (paper versus laptop computer). Linear regression analyses found subjects' prior exposure to print significantly and positively related to predicting speed and miscue performance. The subjects' educational attainment significantly predicted miscue performance. Subjects' ages were not significantly related to performance. Results of this study inform computer programmers and designers who are responsible for developing standards and guidelines for legible computerized text for the effective access of accurate information. 相似文献
18.
Anne K. van Bysterveldt Gail T. Gillon Catherine Moran 《International Journal of Disability, Development & Education》2006,53(3):301-329
This study investigated the effectiveness of a phonological awareness intervention for 4‐year‐old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound knowledge, and print concepts pre‐intervention and post‐intervention, was compared with that of a randomly selected group of age‐matched peers with typical development. The intervention involved print referencing techniques whereby the children’s parents were instructed to bring the children’s attention to targeted letters and sounds within words and to draw their attention to the initial phonemes in words during daily shared book reading activities. The intervention was presented for a 6‐week period. The results indicated a significant treatment effect on phonological awareness and letter knowledge for the children with Down syndrome. Additionally, above‐chance performance on the initial phoneme identity task was contingent on letter knowledge of the particular phoneme. Individual profiles of the children with Down syndrome pre‐intervention and post‐intervention are presented, and implications for the management of preschool children approaching the age of integration into mainstream primary schools are discussed. 相似文献
19.
Dilek Altun 《Early Childhood Education Journal》2018,46(6):629-642
Oral language provides a foundation for reading comprehension. Story comprehension is a fundamental oral language skill; it covers making inferences, identifying main ideas, monitoring, perspective-taking, and applying working memory capacity. Complex reasoning and perspective-taking are key factors in deep reading comprehension. Preliterate children’s deeper story comprehension skills can be initial indicators of their later reading comprehension. Thus, the purpose of this research is to investigate preliterate preschool children’s story comprehension skills in detail. This study focuses on the additional multimedia features of digital storybooks and whether they hinder or promote young children’s explicit and implicit comprehension in a small group reading activity. The findings revealed that (a) children in the multimedia-enhanced storybook group outperformed the print storybook group in terms of both explicit and implicit story comprehension, (b) explicit story comprehension was higher than implicit story comprehension for both groups, and (c) the children recalled significantly more story elements and the length of the story retellings was greater with the aid of animated illustrations. The findings indicate that a digital storybook provides close temporal contiguity of text and visuals and may enhance story understanding by concretizing the narration. The study provides evidence that multimedia stories can foster children’s implicit story comprehension and inferential thinking about the content of the story. 相似文献
20.
Developing reading behaviours in early childhood is essential for later reading comprehension. This study explored how peer buddy reading could potentially support emergent readers’ engagement with reading behaviours. Across 40 buddy‐reading events, 14 preschoolers (ages 4.0–5.5 years) produced 1,359 conversation turns, which were coded for a variety of reading behaviours including comprehension, thematic vocabulary use and concepts about print. Using statistical discourse analysis, we examined how children's engagement with reading behaviours was related to their buddies’ engagement with reading behaviours in subsequent conversation turns during buddy‐reading events. Findings suggest that some of preschoolers’ reading behaviours, such as literal text representation, inferential text interpretation, character development and comprehension monitoring were related to their buddies’ engagement with reading behaviours; others, such as vocabulary and concepts about print, were not. Implications include that buddy reading can be used to support preschoolers’ engagement with some reading behaviours, such as certain aspects of comprehension. 相似文献