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1.
This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers’ word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly from pre-test to post-test on all assessments. Teachers’ post-test knowledge on the graphophonemic segmentation and irregular words tasks correlated significantly with tutored children’s progress in decoding phonetically regular words; error analyses indicated links between teachers’ patterns of word-structure knowledge and children’s patterns of decoding progress. The study suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include this information in teacher preparation.  相似文献   

2.
This study examined, in 180 children aged from 6 to 9 years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi‐regular nature of irregular words, it was found that nonword reading was a large and significant predictor of irregular word reading even when entered into a regression analysis after all of the other variables. However, irregular word spelling was equally well predicted by orthographic and nonword reading skills. The results are discussed in relation to models of word reading and reading development.  相似文献   

3.
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition.  相似文献   

4.
We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.  相似文献   

5.
ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.  相似文献   

6.
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) were investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230 Scandinavian children were followed longitudinally between kindergarten and 2nd grade. PA and RAN were measured in kindergarten and Grade 1, while word recognition, phonological decoding, and spelling were measured in kindergarten, Grade 1, and Grade 2. In general, high stability was observed for the various reading and spelling measures, such that little additional variance was left open for PA and RAN. However, results demonstrated that RAN was more related to reading than spelling across orthographies, with the opposite pattern shown for PA. In addition, tests of measurement invariance show that the factor loadings of each observed indicator on the latent PA factor was the same across U.S./Australia and Scandinavia. Similar findings were obtained for RAN. In general, tests of structural invariance show that models of early literacy development are highly transferable across languages.  相似文献   

7.
Research has shown that not all children internalize the structure of English orthography as they learn to decode and spell. In fact, many children have difficulty mastering these two skills. In this paper, the relevance of word structure knowledge to decoding and spelling instruction and performance is discussed. It was anticipated that explicit, discussion oriented, and direct decoding instruction based on word origin and structure would result in improved reading and spelling performance. During the instruction, students compared and contrasted letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin. Upper elementary grade students receiving the decoding instruction made significant gains in word structure knowledge and in decoding and spelling achievement.  相似文献   

8.
In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics’ phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 ± 8 months; RL: 80 ± 3 months). For the group study, the 15 dyslexics were matched pairwise on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 ± 4 months). For the multiple-case study, the RL control group included 86 average readers (CA: 83 ± 4 months; RL: 85 ± 5 months). To assess the relative efficiency of the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or long. The dyslexics’ skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness, phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this deficit was high (the accuracy scores of all but two of the 15 dyslexics being more than 1 SD below the RL control mean), and that deficits in phonemic awareness were more prevalent (seven cases) than deficits in phonological memory (one case) and in rapid naming (two cases). Three unexpected results were observed in the group study: the difference between regular words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics’ reading deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for instance).
Catherine BillardEmail:
  相似文献   

9.
We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual–verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness and letter knowledge together with nonalphanumeric RAN and verbal short-term memory were independent longitudinal predictors of both word and nonword spelling. In addition growth mixture modeling suggested that individual variations in the growth of word spelling were best characterized as variations around a single trajectory, whereas growth in nonword spelling was better characterized as variations around two distinct trajectories. The results are related to current theories about the cognitive and linguistic foundations of spelling.  相似文献   

10.
We examined the role of different cognitive skills in word reading (accuracy and fluency) and spelling accuracy in syllabic Hiragana and morphographic Kanji. Japanese Hiragana and Kanji are strikingly contrastive orthographies: Hiragana has consistent character-sound correspondences with a limited symbol set, whereas Kanji has inconsistent character-sound correspondences with a large symbol set. One hundred sixty-nine Japanese children were assessed at the beginning of grade 1 on reading accuracy and fluency, spelling, phonological awareness, phonological memory, rapid automatized naming (RAN), orthographic knowledge, and morphological awareness, and on reading and spelling at the middle of grade 1. The results showed remarkable differences in the cognitive predictors of early reading accuracy and spelling development in Hiragana and Kanji, and somewhat lesser differences in the predictors of fluency development. Phonological awareness was a unique predictor of Hiragana reading accuracy and spelling, but its impact was relatively weak and transient. This finding is in line with those reported in consistent orthographies with contained symbol sets such as Finnish and Greek. In contrast, RAN and morphological awareness were more important predictors of Kanji than of Hiragana, and the patterns of relationships for Kanji were similar to those found in inconsistent orthographies with extensive symbol sets such as Chinese. The findings suggested that Japanese children learning two contrastive orthographic systems develop partially separate cognitive bases rather than a single basis for literacy acquisition.  相似文献   

11.
We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits.  相似文献   

12.
ABSTRACT

We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems.  相似文献   

13.
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children’s early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A short longitudinal study was conducted with French-speaking children. Beyond phonological and morphological knowledge, identified here as in many other studies, the results provided evidence of a level of orthographic knowledge in the Kg children who exhibited an ability to process graphotactic constraints (i.e., legal combinations of letters). Moreover, whatever the type of items (affixed, pseudo-affixed, regular, or irregular words) being processed, either in reading or in spelling, letter naming was seen to be the strongest predictor of reading and spelling performance. The second important predictor related to phonological knowledge and more particularly phoneme extraction as a proximal predictor. Morphological knowledge appeared to be less important, and finally, the smallest contribution was made by orthographic knowledge.  相似文献   

14.
In this paper, the relevance of word structure knowledge to decoding and spelling instruction is discussed. An explicit, discussion oriented, direct approach to teaching decoding and spelling based on word origin and structure results in improved reading and spelling. This instruction leads students to a comparison and contrast of letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin.  相似文献   

15.
The dual‐route model of reading proposes distinct lexical and sub‐lexical procedures for word reading and spelling. Lexically reliant and sub‐lexically reliant reader subgroups were selected from 78 university students on the basis of their performance on lexical (orthographic) and sub‐lexical (phonological) choice tests, and on irregular and nonword naming. In spelling of irregular words and nonwords to dictation, the group comparisons failed to support the dissociative predictions for lexical and sub‐lexical reliance that were derived from the dual‐route model: lexical readers were not superior to sub‐lexical readers on spelling irregular words as well as inferior to sub‐lexical readers on spelling regular letter strings (nonwords). In line with a single‐route view, print exposure and phonological coding (nonword naming accuracy) appear to be key factors in the effective learning of both regular and irregular words.  相似文献   

16.
Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within‐subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first‐grade participants into sequential decoders, who decode letter by letter, and hierarchical decoders, who recognise vowel patterns. In the control phase, children read irregular words in sentence contexts with minimal scaffolding. In the experimental phase, participants read additional irregular words in sentence contexts by ‘operating on the word’ to mark irregular letters. Results indicated that the experimental condition induced better untimed word reading, but it did not improve spelling or reading in a flash presentation. Hierarchical decoders were significantly more successful than sequential decoders in untimed word reading, spelling and reading in the flash presentation. These results suggest that learning hierarchical decoding predisposes readers to learn irregular words.  相似文献   

17.
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.
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling.  相似文献   

19.
The present study was designed to assess the development of the understanding of certain aspects of grapheme-phoneme correspondences in normally achieving and disabled readers. The correspondences rules were studied using both English words and pseudowords, the latter designed to contain the same features as the real words. The subjects were 76 normally achieving and 32 reading disabled children aged 6 to 14 years. The stimuli included words and pseudowords that tested the following: consonant blends, final e, r-influenced vowels, regular and irregular words, function words, and consistent and inconsistent vowels. When matched for chronological age, the reading disabled children performed significantly more poorly than normally achieving children on all of the tasks involving pseudowords. A similar pattern was found for the words with the exception of the highest frequency words (cvc, final e, consonant blends) at the oldest age level, 11–14 years. In this case, the performance of the oldest reading disabled children was similar to that of the normals on the words, but was still significantly poorer when the stimuli were pseudowords. Complexity and irregularity were significant determinants of difficulty. Comparisons were also made for groups of children matched on reading grade level. Even when the reading disabled and normally achieving children were matched on reading grade, the reading disabled children had significantly more difficulty, particularly with pseudowords. Reading disabled children had significant difficulty in abstracting the basic rules for grapheme-phoneme correspondences in English, and even when they have mastered these rules in connection with real words, they still had difficulty applying these rules to pseudowords. In normal development, the learning of these correspondences appears to be consolidated by approximately 9 years of age. However, reading disabled children appear to have a significant and persistent problem with the learning of basic grapheme-phoneme correspondence rules.  相似文献   

20.
Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore, word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s) 1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children. Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger lexico-syllabic grain size to read Thai.  相似文献   

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