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1.
Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not resemble beginning readers. Thomson's study and his use of miscue analysis is re‐evaluated, both in relation to the educational and political climate of the time – which was hostile to the concept of dyslexia – and in the light of research and social developments since then. The study of oral reading still has value today, both for the teacher and the researcher, provided its limitations as a technique are fully appreciated.  相似文献   

2.
Abstract This study examined the efficacy of a behavioral remediation program for oral reading on oral reading errors and comprehension of four moderately mentally retarded children. The remediation program included previewing of the target text, delayed attention to oral reading errors, and positive practice overcorrection of errors plus positive reinforcement for self‐correction of errors. A multiple‐baseline across subjects design was used, with comprehension probes scheduled once every two or three days across both baseline and remediation phases. Comprehension probes consisted of 10 questions based on the target text and aimed to assess the child's literal comprehension, interpretation and critical reading. While the results demonstrated a clear relationship between remediation and oral reading errors, the relationship between remediation and comprehension was less clear. The remediation program was effective in reducing oral reading errors and, in the course of the study, increasing comprehension scores. These results were replicated across all four subjects.  相似文献   

3.
Abstract Previous studies have shown that prior discussion, or the provision of context, both decrease oral reading errors and increase self‐correction amongst low‐progress and mentally retarded readers. This study investigated the effects of prior provision of context upon the reading behaviour of an above average reader. The results indicate that discussion of context (through examination of the relevant illustrations, asking and answering questions, and the verbal introduction of some new words in the text) both significantly decreased errors, and slightly increased the amount of self‐correction for this subject.  相似文献   

4.
Reading and spelling errors of vowels are reported in many studies (Bryson and Werker 1989; Fowler, Liberman, and Shankweiler 1977; Fowler, Shankweiler, and Liberman 1979; Goswami 1993; Landerl, Wimmer, and Frith 1997; Shankweiler and Liberman 1972). The present study tested the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception. Second to fourth graders (total n=155) were divided into five groups according to reading skill and were tested on a variety of measures involving vowel identification, vowel discrimination, and vowel spelling. Despite little difficulty on the vowel discrimination tasks, participants made many errors on the vowel identification measures. Vowel identification errors were linearly associated with reading skill with least skilled readers having significantly more difficulty with stressed “short” vowels as in dip than with stressed “long” vowels as in deep, presented in identical contexts. Vowel identification errors were also associated with vowel spelling errors. It is hypothesized that errors in vowel spelling may relate to weak access to the phoneme at the oral language level and may indicate a lack of constancy in the representation of vowels by less skilled readers. Weaknesses in vowel perception can be detected with a simple vowel identification test in which phonological similarity of test items is used as linguistic manipulation, and where phonemes must be identified based on presentation of a single test item in a forced choice format.  相似文献   

5.
Abstract

Oral reading errors of poor readers are frequently substitutions in which a word with the same initial consonant is substituted for the word in the text. A drill was constructed which required each of three fourth and fifth grade students to read pairs of words which differed only in the final consonant sound (e. g, "mash" and "man"). The experiment demonstrated that the drill produced reductions in graphically similar substitution errors in all subjects. Generalized effects to all categories of errors were also found. The drill procedure is a simple method for producing large reductions in oral reading errors.  相似文献   

6.
汉语阅读障碍儿童与普通儿童朗读错误研究   总被引：1，自引：0，他引：1  
为反映汉语阅读障碍儿童朗读的特点,采用错误分析技术,对10名汉语阅读障碍儿童和10名普通儿童的朗读错误进行了系统的分析.结果发现:汉语阅读障碍儿童朗读流畅性与准确性都低于普通儿童,朗读中的替代错误、添加错误、省略错误都显著多于普通儿童.而二者在颠倒错误上的差异不显著.在替代错误中,音似、形似、语义及无关替代显著地多于普通儿童.与普通儿童相比,汉语阅读障碍儿童的朗读问题主要表现为错误数量更多,而不是表现为错误类型上的特点.最后结合研究发现对阅读障碍的诊断与干预提出了建议.  相似文献   

7.
ABSTRACT

Many disadvantaged students with refractive errors, such as myopia (nearsightedness) and hyperopia (farsightedness), do not have eyeglasses, and their reduced vision may impact reading proficiency. Providing eyeglasses may increase their reading success. This article reports the findings of a study in Baltimore City in which disadvantaged second and third graders were assessed for vision problems. Of 317 students, 182 were given glasses. Those who needed glasses were given two pairs, one for home and one for school, as well as replacements if glasses were lost or broken. School staff assisted in ensuring that students wore their glasses, storing them safely, and replacing glasses when necessary. Students who received glasses improved more on Woodcock reading measures than those who never needed glasses (ES = +0.16, p < .03). The study demonstrates the potential of providing eyeglasses to disadvantaged students who need them to improve their reading performance.  相似文献   

8.
Data are presented which show striking differences between the characteristics of oral reading errors made to content and function words. Content word errors tend to be graphically similar but contextually unacceptable, whereas the reverse is true for errors made to function words — which are contextually acceptable but graphically dissimilar. This was true for two samples: for one child reading a total of 2,588 words, and for 12 children reading about 450 words each. There were however differences between the samples, and reasons for these are discussed. It is argued that some errors are better viewed not as errors in word recognition, but as post-recognition errors — that is, errors which occur even when the word has been correctly identified. The errors in this study are also compared with those made by an adult with acquired deep dyslexia reading words in isolation, and similarities between the two sets of errors were observed. Finally it is concluded that teachers and researchers should (1) categorize errors into visual, semantic, derivational and function word errors, (2) should calculate the proportion of function word errors, and (3) bear in mind that oral reading errors may occur even when words are correctly recognised.  相似文献   

9.
The debates that have arisen regarding Darwin’s theories of evolution and Christian views of creation and their place in education in the United States have frequently been extremely heated, resulting in trials, hearings, and laws. This article provides an overview of some of the disagreements and illustrates how David Almond’s British novel, Skellig (1998), can be read as a response to the disputes. The author suggests a close reading of Skellig demonstrates how a decrepit, broken, dispirited creature, who might be characterized as an angel, and the crumbling building in which he lives serve as a series of metaphors for attitudes regarding the role of Christian views of creation and evolution in contemporary culture.  相似文献   

10.
Remediation of a serious lack in reading fluency often takes the form of repeated reading exercises. The present study examines whether transfer of training effects to untrained (neighbour) words can be enhanced by training with an orthographic focus as compared with emphasising semantics. The effect of oral versus silent reading during training is studied as well. Two groups of reading‐disabled children (mean age=7 years, 11 months) were given repeated reading training with limited exposure duration (350 ms) in which 15 target words were repeated 20 times in exercises focused on either orthography (N=26) or semantics (N=25). The children were required to either read the target words aloud or perform the exercises silently, but this requirement appeared to have no effect on the training results. The results show that untrained neighbour words benefited more from training targets with an orthographic focus than from exercises with a semantic emphasis.  相似文献   

11.
Oral reading fluency is a critical feature and outcome of early literacy instruction and it has amassed great attention as a powerful predictor of success at all levels of schooling. We examined relationships between second grade oral reading fluency scores and third grade end-of-grade reading achievement scores for students (N = 9562) in a large school district in the United States. Stakeholder interviews were also conducted. In our model, oral reading fluency and reading comprehension scores were moderately correlated; oral reading fluency was the strongest predictor of subsequent achievement, followed by ethnicity; growth on oral reading fluency was not strongly associated with end-of-grade performance; and greater than 90% of students classified as ‘at risk’ on benchmark assessments performed poorly on third grade assessments. Stakeholders believed that oral reading fluency testing was not necessary above selected levels of proficiency. We discuss implications of our findings for future research and practice.  相似文献   

12.
ABSTRACT

Spelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning.  相似文献   

13.
ABSTRACT

Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the Reading in Motion reading program on standardized measures of students’ reading skills. The program provided students from kindergarten through Grade 3 arts-based instruction in reading that teaches phonemic awareness, systematic phonics, and oral reading fluency using small groups and peer-assisted instruction with frequent, corrective feedback. Although the two groups were nearly identical upon entering kindergarten, the at-risk treatment students (N = 57) significantly outperformed control students (N = 48) at the end of kindergarten and Grades 1 and 2.  相似文献   

14.
Although children with speech impairment are at increased risk for impaired literacy, many learn to read and spell without difficulty. Around half the children with speech impairment have delayed acquisition, making errors typical of a normally developing younger child (e.g. reducing consonant clusters so that spoon is pronounced as ‘poon’). A smaller group make disordered speech errors that are atypical of normal development (e.g. marking all consonant clusters with /f/ so bread is pronounced as ‘fed’). Profiles of surface speech errors may provide a way of identifying underlying deficits that account for differences in literacy development. This paper investigates the relationship between type of speech impairment, phonological awareness and literacy acquisition. Thirteen children, aged 5;2–7;9, with either delayed or disordered speech and six typically developing controls were compared on tasks measuring onset-rime awareness, letter knowledge, phonological rule knowledge, real and non-word reading. Children with delayed speech development performed like typically developing controls on all phonological awareness and reading measures. Children with speech disorder, who consistently made errors atypical of normal development, had difficulties on all phonological awareness tasks with the exception of syllable awareness. They showed no measurable emergent reading ability. The results suggest the need to differentiate between speech delay and disorder when planning intervention, particularly for literacy skills.  相似文献   

15.
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may explain these results.
Young-Suk KimEmail:
  相似文献   

16.
Spelling researchers in the past have disagreed about the meaning of spelling errors for the diagnosis of dyslexia. Many studies have reported that spelling errors of individuals with dyslexia are similar to those of younger children but that they are not deviant or unusual. In this study, spelling errors from the spontaneous writing of 19 adolescents with a history of reading problems and persistent spelling difficulties were analyzed. The poorer spellers in this group made more errors than the better spellers on certain phonological and morphophonological constructions. Specifically, the poorer spellers made a disproportionately large number of errors in their representation of liquid and nasal consonants, especially after vowels, and their spellings of inflections -ed and -s. Even though poor spellers might eventually learn to spell with reasonable phonetic accuracy, their spelling appears to be marked by persistent, intractable difficulties representing specific phonological and morphophonological features of words.  相似文献   

17.
This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment in the early years of reading instruction.  相似文献   

18.
Abstract

We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.  相似文献   

19.
Letter position dyslexia (LPD) is a peripheral dyslexia that causes errors of letter position within words, such as reading cloud as could. In this study, we assessed the effect of various display manipulations and reading methods on the reading of 10 Hebrew readers with developmental LPD. These manipulations included tracking the letters with the index finger, spacing of two or six spaces between letters, presenting each letter in a different colour and inserting a sign between letters. We also tested the effect of diacritic markers, which provide disambiguating phonological information. Several display manipulations reduced the rate of letter migrations, and finger tracking was the most efficient technique. Diacritic markers were either ignored or made reading even more difficult. These findings indicate that LPD is treatable, and that the technique that is the easiest to apply, finger tracking, is also the most promising one in reducing letter migrations in LPD.  相似文献   

20.
Abstract

A stratified sample of 62 elementary school pupils was monitored by a polygraph as they were administered an informal reading inventory. Evidence was obtained that for these children the mean of ten percent oral reading errors was consistent with the polygraph indication of frustration. Tentative evidence suggests that somewhat more than 50 percent error in comprehension is needed to correspond more closely with polygraph indication of frustration. These results appear in general to support the conventional criteria for determining reading frustration levels for elementary school children.  相似文献   

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