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1.
The present study sought to extend a recent study by Savage, Carless and Stuart , by looking at the pre‐test phonological skills that predicted improvements in letter‐sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter‐sound knowledge even when pre‐test scores on the respective dependent variables were controlled. Pre‐test letter‐sound knowledge was an independent predictor of nonsense word reading. Overall, onset‐rime manipulation did not add to the prediction of outcome. Onset‐rime manipulation predicted decoding improvements in a subgroup where children were exposed to both rime and phoneme‐based teaching. 相似文献
2.
This study examines the effects of teaching common complex grapheme‐to‐phoneme correspondences (GPCs) on reading and reading motivation for at‐risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in children's texts (a ‘simplicity principle’). The other reading programme taught children word usage. Thirty‐eight students participated in the 9‐week programme of 30 supplemental small group sessions. Participants in the complex GPC group performed significantly better at post‐tests with generally large value‐added effect sizes (Cohen's d) at both by‐participant and by‐item for spelling, d = 1.85, d = 1.16; word recognition with words containing taught GPCs, d = 0.96, d = 0.95; word recognition, d = 0.79, d = 0.61, and reading motivation, d = 0.34, d = 0.56. These findings suggest that the simplicity principle aids in structuring maximally effective supplemental phonic interventions. 相似文献
3.
Goswami (1999) summarised the evidence supporting the teaching of onset and rime in early reading development. In the present study onset‐rime theory was applied in a randomised controlled trial to the authentic reading task of reading aloud to an adult. Helpers heard Year‐2 children read and responded to miscues and hesitations using one of two prompting procedures. Half of the subjects were prompted using a rime‐prompt approach whereas the other half were told the correct word after five seconds. Progress was measured using word and text‐level tests and the rime‐prompt group performed significantly better than the word‐prompt group at the 5% level. The rime‐prompt method has potential for helping children recognise one‐ and two‐syllable words. It is suitable for use by parents, teachers and other helpers. 相似文献
4.
《Scientific Studies of Reading》2013,17(1):79-115
Prereading kindergartners were assigned to groups that varied experience with (a) the rime analogy reading strategy; (b) the implicated prereading skills of rhyming, initial phoneme identity, and letter-sounds; or (c) a control group. Teaching in the rime analogy strategy and the prereading skills resulted in more reading than teaching in the rime analogy strategy or prereading skills alone. Many children developed the untaught abilities of medial and final phoneme identity and the letter recoding reading strategy. Children with high prereading skill levels read the most words, and the use of specific prereading skills varied across different reading word types. Working memory was unrelated to increases in prereading skills or reading. Children were able to generalize the rime analogy strategy to read words with unfamiliar rime spellings. 相似文献
5.
This paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., “torn” misread as “town” or “tarn”), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6‐year‐old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., “bark”, “mark”, “dark” → “park” or “harm”) before attempting to read the CVCs a second time. Children’s reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference‐use helps to specify precise representations of CVC words from preliminary scaffolding errors. 相似文献
6.
Sara J. Hines 《Learning disabilities research & practice》2009,24(1):21-32
This study was an investigation into the effectiveness of a color‐coded, onset‐rime–based decoding intervention with first‐graders at serious risk for reading disabilities using a single‐subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1‐week and 1‐month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first‐grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs. 相似文献
7.
Emily Coyne Lee Farrington‐Flint Jean Underwood James Stiller 《Journal of Research in Reading》2012,35(4):393-410
The current work examines children's sensitivity to rime unit spelling–sound correspondences within the context of early word reading as a way of assessing word‐specific influences on early word‐reading strategies. Sixty 6–7‐year‐olds participated in an experimental reading task that comprised word items that shared either frequent or infrequent rime unit correspondences. Retrospective self‐reports were taken as measures of strategy choice. The results showed that the children were more accurate in identifying word items that shared a common rime unit (consistent items) when compared with those containing infrequent rime units (unique and exception items). Moreover, while nonlexical (phonological) attempts were most frequently applied across all word types, these resulted in lower levels of accuracy, especially for the exception word items. The current data support the argument that children are increasingly sensitive to rime unit sound–spelling correspondences during the early stages of their word reading and the nature of these word‐specific orthographic representations shape their reliance on using particular lexical or non‐lexical‐based word‐reading strategies. 相似文献
8.
This study explores whether two computer‐based literacy interventions – a ‘synthetic phonics’ and an ‘analytic phonics’ approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban Kindergarten (Reception) children. Participants (n=53) were assigned by random allocation to one of the two interventions. Each intervention was generally delivered three times per week for 13 weeks as part of a reading centre approach in Kindergarten classrooms with small groups of children. In the synthetic programme children showed, as predicted, significant (p<.05) improvement in CV and VC word blending and the articulation of final consonants. The children in the analytic phonics programme showed, as predicted, significant (p<.05) improvements in articulating shared rimes in words. These results suggest that synthetic and analytic programmes have qualitatively different effects on children's phonological development. These phonological differences are not however immediately reflected in any qualitative differences in the way children undertook word reading or nonword decoding. 相似文献
9.
This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non‐word decoding skills in the immediate post‐tests, 74 children were clustered together at the high end as ‘treatment responders’ (n = 49) and at the low end as ‘treatment non‐responders’ (n = 25) and were followed up at the end of Key Stage 1, 16 months after the intervention finished. The treatment‐responder group was superior in all areas of rated attainment and, unlike the non‐responders, achieved national averages in most teacher ratings of attainment. These results suggest that experienced TAs can help two out of three children at risk of reading difficulties. 相似文献
10.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL. 相似文献
11.
Walton Partrick D. Bowden Michael E. Kurtz Shelly L. Angus Mary 《Reading and writing》2001,14(3-4):229-264
The utility of teaching reading using rime-based readingstrategies with prereaders was examined. Two experiments are presentedthat studied the effects of a rime-based reading program with FirstNations prereaders; one experiment with Shuswap kindergartners andthe other with Heiltsuk Grade 1 children. Rhyming, phoneme identity,letter-sound knowledge, phonological working memory, First Nationslanguage speaking ability, and reading were measured. In the Shuswapgroup, the reading program increased the abilities that werespecifically taught, rhyming, initial phoneme identity, letter-sounds,and word reading by rime-analogy, compared to the control group.Children also developed abilities that were not specifically taught,final phoneme identity and reading by letter recoding, and could use therime-analogy strategy to read words with unfamiliar rime endings.Phonological working memory remained unchanged. The Heiltsuk childrengained in reading compared to a Grade 1 comparison group. Pretestletter-sound knowledge and rhyming were related to later reading butphoneme identity and First Nations language ability were not. Progressin phonological awareness and word reading can be enhanced in prereadersby adding experience with rime-based strategies to the readingprogram. 相似文献
12.
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme‐grapheme learning. The research question was whether the musical intervention would produce gains of comparable effect sizes to the phoneme‐grapheme intervention for children who were falling behind in reading development. Broadly, the two interventions had similar benefits for literacy, with large effect sizes. 相似文献
13.
This paper investigates the relationship between ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 7–8 years. Their tasks consisted of reading words, reading non‐words, stressing non‐words and reproducing sequences of two, three or four non‐words by pressing the corresponding keys on the computer keyboard. Non‐word sequences were constructed with minimal non‐word pairs differing in a single phoneme (/kúpi/ ‐ /kúti/) or in the stress pattern (/mípa/ ‐ /mipá/). Results showed that performance on phoneme contrast sequences (e.g. /kúpi/ ‐ /kúti/) predicted word reading. In contrast, performance on stress contrast sequences (e.g. /mípa/ ‐ /mipá/) predicted non‐word reading, but only when two‐non‐word sequences were analysed. This suggests that stress sensitivity may be one of the factors related to reading fluency as most errors at reading non‐words consisted of false starts and pauses between syllables. Results also showed that stress sensitivity (scored in two non‐word sequences) predicted stress assignment, and that knowledge of stress rules predicted both word and non‐word reading. This suggests that stress sensitivity may help in learning stress rules, and that knowledge of stress rules is relevant for reading. 相似文献
14.
This study compared the effectiveness of two reading interventions in a public school setting. Forty-five second-grade children with reading disabilities were randomly assigned to a 6-week phonological awareness, word analogy, or math-training program. The two reading interventions differed from each other in (a) the unit of word analysis (phoneme versus onset-rime), (b) the approach to intervention (contextualized versus decontextualized), and (c) the primary domain of reading instruction (oral versus written language). Results indicate that children in both reading programs achieved significant gains in beginning reading skills, learning the specific skills taught in their respective programs, and applying what they had learned to uninstructed material on several transfer-of-learning measures, in comparison to children in the control group. For children in both reading intervention groups, the most significant mediator of growth in oral reading fluency was a child's initial level of word identification skill. Implications of these findings are that systematic, high quality reading intervention can occur in a small group, public school setting and that there are several different paths to the remediation of children with reading disabilities. 相似文献
15.
We describe the rationale for- and content of- a freely available, novel, theoretically driven and evidence-based approach to improving the teaching of word reading in reception classrooms called ‘Flexible Phonics’. Flexible Phonics (FP) adds measurable value to-, rather than wholly replacing, existing synthetic phonics programmes. The rationale underpinning the FP approach concerns the need for multi-componential, maximally efficient, and truly generative approaches to allow early independence in reading for all children that apply to all words in the opaque spelling system of English. Building from these three principles, contemporary reading theory and evidence from cognitive science, linguistics and scaled educational implementation research, FP embodies a 5-element intervention differentiated to children's current attainment levels. FP augments mandated synthetic phonics through use of quality real books allowing ‘Direct Mapping’ of taught grapheme-phoneme correspondences, targeted oral vocabulary teaching, strategy-instruction on ‘Set-for-Variability’ and targeted preventative intervention for the most at-risk readers to then access wider FP content. Implications for policy and enhanced professional practice in English schools are considered. 相似文献
16.
This paper reports the results of a study examining the role of early reading instruction on the nonword reading strategies employed by beginning readers. Three groups of children given different styles of reading instruction were asked to read a list of nonwords presented (a) in isolation and (b) using the clue word technique (Goswami, 1986, 1988). The three groups of children were following either (i) the Early Reading Research project (small units instruction), (ii) the National Literacy Project (instruction emphasising onset‐rime and rhyme awareness), or (iii) usual classroom practice (combined large and small units instruction). Children given small units instruction (Early Reading Research) were found to make significant use of grapheme‐phoneme correspondences (GPCs) and were more accurate than the other two groups of children at reading the nonword items. The National Literacy Project children demonstrated a preference for a rime‐based strategy, once familiarity with the analogous words was controlled, and made significantly more use of this strategy than the Early Reading Research children. The results suggest that early reading instruction does have a significant impact on early reading strategies and should be taken into account in future studies of this type. 相似文献
17.
Mary Beth Calhoon Stephanie Al Otaiba Daphne Greenberg Amber King Annalise Avalos 《Learning disabilities research & practice》2006,21(4):261-272
The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. 相似文献
18.
The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers 
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下载免费PDF全文 Emily Harrison Clare Wood Andrew J. Holliman Janet I. Vousden 《Journal of Research in Reading》2018,41(1):220-241
Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later. 相似文献
19.
Maria Rosaria Di Stasio Robert Savage Philip C. Abrami 《Journal of Research in Reading》2012,35(1):69-86
This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds. 相似文献
20.
《Scientific Studies of Reading》2013,17(4):359-387
In 2 studies, we compared the effectiveness of 4 different methods for acquiring initial reading vocabulary. Training emphasized similarity of word beginnings (onset plus vowel), similarity of word endings (rimes), phoneme segmentation and blending, or simple repetition of whole words. These 4 training regimes were compared with a control group given only regular classroom instruction. Beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Retention was excellent after 1 week and after 4 to 6 months, with no differences due to method of acquisition when only children who met the learning criterion were considered. Generalization to reading new words and nonwords was 40% to 50% on the first encounter for all children who acquired the entire word set during learning. In Experiment 2, the same pattern of results was obtained for delayed readers in Grade 2. 相似文献