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1.
This study investigated the benefits of computer‐assisted instruction (CAI) for middle‐school students attending remedial reading classes. As a supplement to a strong language‐based reading curriculum, a CAI programme that works on strengthening phonics word identification skills was provided to students in the treatment group. These students were compared with control students taught by the same teacher but without CAI support. Students in the treatment group showed greater reading gains than control students. Group differences in gain scores were significant in the area of decoding skills. These results show that a skills‐based CAI programme can boost decoding for struggling readers in middle school.  相似文献   

2.
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   

3.
Emerging phonological awareness was compared in two groups of 3.5-year-old children belonging to the Jyv?skyl? Longitudinal Study of Dyslexia (JLD): children with familial risk of dyslexia (at-risk group n = 98) and children without such risk (control group n = 91). Four computer animated tasks were used: Word-level and Syllable-level Segment Identification, Synthesis, and Continuation of Phonological Units. The control group children manifested higher mastery than children in the at-risk group in phonological awareness, and the proportion of children with a low phonological awareness mean score was 2.5 times higher in the at-risk group than in the control group. In both groups, phonological awareness at 3.5 years was predicted by early language skills assessed between 14 and 26 months of age, and it was also associated with concurrent language. The difference between the at-risk and control group at 3.5-year in phonological awareness remained significant, even when the effect of other language skills such as productive and receptive vocabulary, and mastery of inflections, measured both at earlier ages and concurrently were controlled for. Our findings indicate that familial risk for dyslexia is reliably reflected in emerging phonological awareness already at this early age and it can be assessed independently of other language skills.  相似文献   

4.
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   

5.
Previous correlational and experimental research has found a positive association between phonological awareness and reading skills. This paper provides an overview of studies in this area and shows that many studies have neglected to control for extraneous variables such as ability, phonological memory, pre‐existing reading skills and letter knowledge. The paper reports on the results of a longitudinal study that took account of these variables when examining the relationship between phonological awareness and reading for a group of children during their first two years at school. Children showed rhyme awareness before they began to read but were unable to perform a phoneme deletion task until after they had developed word‐reading skills. Concurrent and predictive correlations between phonological awareness scores and later reading were often significant and remained so after adjusting for verbal ability or phonological memory. Controlling for letter knowledge, however, reduced most correlations to nonsignificant levels.  相似文献   

6.
A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed.  相似文献   

7.
This paper focuses on the extent to which the development of ESL (English as a Second Language) word recognition skills mimics similar trajectories in same-aged EL1 (English as a First Language) children, and the extent to which phonological processing skills and rapid naming can be used to predict word recognition performance in ESL children. Two cohorts of Grade 1 ESL and EL1 primary-level children were followed for two consecutive years. Results indicated that vocabulary knowledge, a measure of language proficiency, and nonverbal intelligence were not significant predictors of word recognition in either group. Yet, by considering individual differences in phonological awareness and rapid naming, it was possible to predict substantial amounts of variance on word recognition performance six months and one year later in both language groups. Commonality analyses indicated that phonological awareness and rapid naming contributed unique variance to word recognition performance. Moreover, the profiles of not at-risk children in the EL1 and ESL groups were similar on all but the oral language measure, where EL1 children had the advantage. In addition, EL1 and ESL profiles of children who had word-recognition difficulty were similar, with low performance on rapid naming and phonological awareness. Results indicate that these measures are reliable indicators of potential reading disability among ESL children.  相似文献   

8.
Who among first graders benefit from training in linguistic awareness, and what components of the linguistic awareness are most amenable to training effects? At the beginning of Grade 1 prospective at-risk readers (26 out of 117) were identified on the basis of very low phonological awareness. In the autumn term, they received practice in linguistic awareness. When compared to controls individually matched controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition, spelling, and listening comprehension, which were sustained until the end of Grade 1. Reading comprehension could not be compared because 8 of the 26 controls did not read fluently enough to be tested. The half of the control group with cognitive delays, receiving normal special education instruction, performed consistently worse than their matched pairs in the intervention group. The latter group showed development of phonological awareness, decoding, and spelling equal to that of the cognitively nearly average intervention group and their matched pairs in the control group, who received no additional support. These three groups, originally defined as at-risk readers, performed at the level of other preschool nonreaders at the end of Grade 1. In sum, the children with cognitive delays benefitted from training in linguistic awareness. The results underscore the importance of phoneme synthesis skills in beginning reading and spelling, at least with regular languages.  相似文献   

9.
We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three groups: (1) treatment, (2) comparison, and (3) control. The treatment group received 30 sessions of small-group instruction using manipulative letters to practice decoding skills. The comparison group received the same small-group reading instruction without the additional decoding practice. The control group did not receive supplemental small-group instruction. Analyses indicated that students who received the additional decoding practice with manipulative letters scored significantly better on phonological awareness, decoding, and word recognition skills than students who received incidental decoding practice.  相似文献   

10.
In this cross‐sectional study, we explore the relationship between prosodic sensitivity (suprasegmental phonology) and phonological awareness (segmental phonology) and investigate whether a group of poor readers display significant suprasegmental phonological deficits in comparison to chronological age‐matched controls and younger, reading age‐matched controls. Phonological awareness assessments were administered along with a battery of prosodic sensitivity assessments drawn from recent literature. The results showed that poor readers were outperformed by their chronological age‐matched counterparts on all measures of prosodic sensitivity. A significant main effect of group was found on the revised stress mispronunciations task and the stress assignment task from the prosodic assessment battery, the former of which remained even after controlling for individual differences in receptive vocabulary and measures of phonological awareness. Significant relationships were also found between measures of prosodic sensitivity and phonological awareness (especially phoneme awareness). These findings emphasise the importance of both segmental and suprasegmental phonological skills in children's reading development.  相似文献   

11.
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   

12.
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.  相似文献   

13.
In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.  相似文献   

14.
Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.  相似文献   

15.
This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education.  相似文献   

16.
The aim of this follow‐up study was to examine the progress made by 13 Greek‐speaking precocious readers in phonological awareness, reading and spelling from the fourth to sixth grades of primary education, and to compare their progress with that of 11 nonprecocious reader classmates. It was hypothesised that because of the linguistic characteristics of Greek orthography, precocious readers would not have an advantage in phonological awareness, spelling and reading comprehension tasks, but would have an advantage in reading speed. The data analyses showed that by the end of primary education, precocious readers had significantly better performance than their nonprecocious reader classmates in phonological awareness and reading speed tasks, but there was no significant difference between the groups in spelling and reading comprehension tasks. However, phonological awareness differences between the groups did not maintain when spelling achievement was taken into account.  相似文献   

17.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses. The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS. Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with difficult words, after one semester’s training.  相似文献   

18.
Reading-related skills were tested in adults with and without reading disabilities (RD) and adults with profound hearing impairment (PHI) who did not differ on average Performance IQ. The RD group and the PHI group both demonstrated levels of phonological awareness lower than the control group's, but only the RD group also exhibited deficits in other skills, including verbal short-term memory, morphological awareness, speeded written naming, and reading comprehension. The average reading level of the PHI group was significantly higher than that of the RD group. Three control group members also demonstrated limited phonological awareness without other deficits in a pilot study, performing similarly to the PHI group. The results support other studies suggesting that processes dependent on memory, not solely phonological awareness, may contribute to determining reading achievement.  相似文献   

19.
The importance of early identification of children at risk for reading failure is clearly established in the literature. The purpose of this longitudinal retrospective study was to further define the relationship between the development of prereading skills and later reading outcome in two groups of children; a group of reading‐disabled children and a group of their normally reading peers. Children's alphabetic knowledge, phonological awareness, and rapid naming skills were explored at the beginning of kindergarten and again prior to first grade as a function of later reading outcomes. Results indicate that differences found between the groups in all measures at prekindergarten age diminish by prefirst grade with the exception of phonological awareness abilities. Findings have direct implications for screening children at risk for reading difficulties and the time‐sensitive nature of these tasks during the preliteracy period.  相似文献   

20.
There is a growing recognition of the importance of pre‐literacy skills among pre‐school children. Evidence that children from relatively deprived backgrounds face poorer outcomes in speech and language development and educational achievement has led to an assertive attempt to lessen social inequalities at the earliest opportunity. The UK government‐funded Sure Start initiative aims to provide services to promote play and learning opportunities for such children under the age of four. This paper describes the background and method of setting up an Early Listening programme in a deprived, multicultural and multilingual area of North London. We also present findings on the effect of the programme on children's phonological awareness. The results indicated improvement in rhyme awareness following direct input, with more tentative signs of positive trends in phonemic awareness and visual memory. We suggest that this programme may have considerable value in a wider local educational context. The information gathered from this pilot work will assist the development of more definitive research.  相似文献   

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