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1.
Abstract

Classroom interaction is a key element in the teaching-learning process. Our aim was to determine the impact of teaching practices, children’s initial knowledge of written language and children’s linguistic condition on the dynamics of classroom interactions in the course of reading and writing activities. We followed longitudinally 205 students from kindergarten to first grade and examined the interactions in which they took part according to the agents involved and the function interactions fulfilled. Results showed an increase in the frequency of interactions as school level increased. Teachers had a predominant role as interaction agents and teaching practices and students’ initial literacy knowledge had a significant impact on the distribution of the interactions. Monolingual students with non-instructional teachers and a high level of initial knowledge participated in a higher number of interactions than bilingual students with instructional teachers and a lower level of initial knowledge. We suggest encouraging peer interaction as a means of promoting knowledge construction processes.  相似文献   

2.

Background

In Germany, there is a substantial gap in reading literacy between monolingual children and their L2‐speaking peers. Nevertheless, it is still unclear where these performance differences are rooted.

Methods

We investigated children of grades 5, 6 and 7 with comparable socio‐economic status, who completed a battery of tests assessing their linguistic and executive functioning skills as well as their reading performance on the letter, word, sentence and text level.

Results

Whereas L1 speakers showed better linguistic skills, there was no difference between groups in executive functioning. After controlling for individual differences on each level of reading, groups only differed in text comprehension. This effect, however, disappeared when participants' linguistic skills were additionally controlled.

Conclusions

In sum, results show that reading problems in L2 speakers cannot be attributed to deficits on specific component processes of reading, but to a lack of linguistic skills, which negatively affects reading comprehension.  相似文献   

3.
Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N?=?56) and determined how these abilities predicted the children??s reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling.  相似文献   

4.
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.

Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.

Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.

Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.

Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children.  相似文献   

5.
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory.  相似文献   

6.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE) in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading). Information on child and family literacy practices was collected via a questionnaire administered to parents of participating children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond the primary grades.
Nonie K. LesauxEmail:
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7.
Abstract

Over the last three decades, research in this field has addressed different early literacy skills and studied the pedagogical practices that promote the initial learning of reading and writing skills. This study develops a programme that promotes early literacy skills, called Ouvir as Letras (Listen to the Letters). The efficacy of the programme was evaluated in comparison with two implementations of the Portuguese preschool education curriculum: one structured and the other semi-structured, in a quasi-experimental design with a pre-test, post-test and follow-up. The study was carried out with the participation of 124 five- and six-year-old children who attended preschool in four schools in the north of Portugal. The results suggest that the Ouvir as Letras programme was more effective in facilitating the acquisition of basic skills to initiate children in the learning of written language.  相似文献   

8.
Research Findings: This study examined the association between interactive book reading quality and prekindergarten children’s gains in language and literacy skills over the course of an academic year for 96 teachers and 417 children across multiple locations in the United States. Two moderators were examined, namely, children’s initial skill level and teachers’ classroom organization during an interactive read-aloud session. In keeping with prior research, interactive book reading quality, measured by examination of teachers’ extratextual talk, was positively and significantly related to children’s development of both language and literacy skills. Interactive book reading quality was not significantly moderated by children’s initial skills, with the exception that interactive book reading quality appeared most beneficial to children’s print knowledge for children entering prekindergarten with relatively low skill. The unique contribution of this study is that the association between interactive book reading quality and children’s expressive vocabulary was dependent on an organized classroom during the book reading session. Practice or Policy: The quality of teachers’ talk during interactive book reading may matter for children’s vocabulary development only when reading sessions are characterized by relatively high classroom organization. Classroom organization should be an important consideration while planning for interactive book reading sessions.  相似文献   

9.
《Africa Education Review》2013,10(2):242-257
Abstract

Reading proficiency is currently a great concern for South African educators. According to the literature on reading proficiency, reading difficulties stem from early literacy development and any improvement in these early literacy skills may help improve reading proficiency. It has, however also been found that South African learners who participated in this study do not meet the standards for their age group in terms of early literacy development.

Educators need to know what learners should have accomplished in terms of early literacy to support learners before they can commence with instruction in initial reading. Skills crucial for the development of literacy are underlying cognitive skills (i.e., the ability to learn deliberately), the development of symbolic representation, oral language, knowledge of literacy concepts, and behaviours and attitudes. This article looks at the skills required for early literacy development. An empirical investigation was undertaken to determine to what extent these skills were mastered by Grade R second-language (L2) learners. The empirical investigation related these skills to the sub-skills of the School Readiness Evaluation by Trained Testers (SETT) to determine the extent to which a group of Grade R learners have mastered the different skills of early literacy development. The findings paint a bleak picture, since most of the participants lack adequate proficiency regarding the skills of early literacy development.  相似文献   

10.
Objective. The current study examines how aspects of the home literacy environment were related to Asian immigrant children’s early literacy skills. Design. One hundred and thirty-nine Asian immigrant families and their children (69 girls; mean age = 62.93 months; standard deviation = 3.82) were recruited from kindergarten classrooms at seven public elementary schools in Honolulu, Hawai?i. Trained research assistants assessed children’s early literacy skills in English at the beginning (T1) and end of kindergarten (T2). Parents (16% fathers; 84% mothers) rated their involvement in literacy-related activities in English and in their native language at T1, and classroom teachers rated children’s interest in literacy at T2. Results. Our results showed that parents’ literacy activities in English at T1 were positively related to children’s English literacy skills at T1. Parents’ literacy activities in English and in their native language at T1 were both related to children’s interest in literacy at T2, which in turn was associated with children’s English oral language skills at T2. Conclusion. These findings highlight the importance of examining the languages immigrant parents use during literacy-related activities.  相似文献   

11.
Abstract

Based on first hand field notes, I undertook to research the reasons why children interacted or did not interact appropriately with a common emergent literacy experience, the readaloud. I explored the reasons why par‐ents/caregivers may not effectively participate in storybook reading, including reactions of parents/caregivers during four literacy events. I determined that the key to successful literacy experiences were first hand, personal involvement of the children in an active learning experience associated with interactive texts. Here, children were invited to create appropriate actions to accompany the story readings. Interactive texts appear to hold the key to successful early literacy experiences for preschoolers. © 2005 Published by Elsevier Inc.  相似文献   

12.
Abstract

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1.  相似文献   

13.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.

Highlights

What is already known about this topic
  • The home literacy environment (HLE) impacts the reading development of typically developing children.
  • Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
What this paper adds
  • We examined the relationship between the HLE and reading for children with ASD.
  • Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
  • Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
Implications for practice
  • Home literacy practices appear to reflect child characteristics.
  • Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
  相似文献   

14.
Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin early reading and spelling acquisition. The combined program incorporated student teachers and student speech and language pathologists (SLPs) working together on case-based instructional planning supplemented with structured opportunities for the groups to share their respective expertise in curriculum and linguistic knowledge. Student teachers (n = 18) and student SLPs (n = 27) were randomly assigned to this combined intervention or a comparison intervention that replaced the structured opportunities to share curriculum and linguistic knowledge with spending time together focused on non-language/literacy based activities. Before-and-after comparisons indicated that only the students in the combined condition increased their linguistic/curricular knowledge (p < 0.05). However, neither of the interventions improved students’ case-based instructional planning for children’s literacy learning over and above what they could achieve working individually. Implications for the pre-service preparation of teachers and SLPs are discussed.  相似文献   

15.
ABSTRACT

Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development.  相似文献   

16.
Abstract

This paper reports on a low cost intervention program implemented into the homes of 34 preschool children at risk of reading failure. The intervention was targeted at families where there was a history of reading disability. Families were instructed in dialogic reading via videotaped examples of good practice. The intervention took place over eight weeks. Pre‐ and post‐ measures of language and literacy were taken for experimental and control groups. The intervention was successful in raising levels of concepts about print for the experimental group; receptive vocabulary and alphabet knowledge improved for the control group. There were no significant changes in measures of expressive vocabulary, rhyme and initial sounds. For students in both groups, gender was associated with rhyme, and concepts of print; parent educational level was associated with alphabet knowledge, and expressive vocabulary.  相似文献   

17.
Abstract

This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding.  相似文献   

18.
ABSTRACT

The book-gifting programme, the Letterbox Club, was developed as a response to the increased interest in ways of improving the educational outcomes of children in out-of-home care. By reporting quantitative and qualitative findings from a Swedish trial, and compiling findings from previous British evaluations, the purpose of this paper is to further our understanding of the programme’s potential impact. Pre/post measurements of the reading age of 72 foster children showed an average improvement of 2.5 months in comparison to the national average. With some exceptions, interviews with children and carers showed that the programme was well received and indicated that it could increase reading engagement and carer involvement. The current empirical base knowledge suggests that the Letterbox Club has a small impact on foster children’s literacy. The results do not allow for causal interpretations. Long-term outcomes are unknown. The programme lacks a theoretical foundation, and the implementation is dependent on individual and contextual factors. However, the programme is simple to administer, low-cost, and can reach a large number of children. The article therefore suggests that the Letterbox Club could be seen as a general supportive measure, and promotion of carer involvement is proposed as a way of improving its potential impact.  相似文献   

19.
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   

20.
In light of the rarity and unavailability of academic publications on literacy/illiteracy in the Arab world, this study attempts to determine the linguistic needs of illiterate adult women in Egypt in the context of informal adult basic education. The purpose of this study is to understand illiterate adult women’s daily linguistic needs in relation to diglossic de‐contextualization in Arabic, the comprehension gap between colloquial and standard Arabic that contributes negatively to the process of reading and writing acquisition in standard Arabic. The present study, based on participatory action research methodology, was conducted in Egypt where 11 adult female literacy classes, five (139 subjects) in Cairo (urban) and six (151 subjects) in Menia (Upper Egypt/Northern Egypt) were group‐interviewed. The results of the group interviews clearly define the functional context of adult female illiteracy (i.e. age and immediate linguistic/literacy needs) and enforce a diglossic dichotomy, entailing ‘reading’ and ‘writing’ categories. If considered by literacy authorities, diglossic integration in adult literacy programmes/curricula will certainly help Egyptian illiterate adult women to integrate easily in their environment, the ultimate goal of all involved in the fight against adult illiteracy in the Arab world.  相似文献   

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