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1.
This study was to investigate Chinese children's eye patterns while reading different text genres from a developmental perspective. Eye movements were recorded while children in the second through sixth grades read two expository texts and two narrative texts. Across passages, overall word frequency was not significantly different between the two genres. Results showed that all children had longer fixation durations for low‐frequency words. They also had longer fixation durations on content words. These results indicate that children adopted a word‐based processing strategy like skilled readers do. However, only older children's rereading times were affected by genre. Overall, eye‐movement patterns of older children reported in this study are in accordance with those of skilled Chinese readers, but younger children are more likely to be responsive to word characteristics than text level when reading a Chinese text. 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.
Rapid Word Reading, a novel word‐reading efficiency measure, was used to determine if articulations or processing times associated with reading the word ‘aye’ were enhanced through the phonological or orthographic qualities contained in the preceding word. In the experiment, ‘aye’ followed either an identical ‘aye’, the homophones ‘I’ or ‘eye’ or high‐frequency (HF) unrelated English words. The words that preceded ‘aye’ were chosen to provide a graduated degree of phonological and orthographic information available to enhance the efficiency of recognising the following word. Semantically, phonologically, and orthographically independent high‐frequency words preceded ‘aye’ and served as a baseline measure of the articulation and processing times of ‘aye’. ‘I’ preceded ‘aye’ to provide enhanced recognition through phonological association alone. Phonological and partial orthographic associations were provided by ‘eye’ before ‘aye’, and complete phonological and orthographic associations were provided by ‘aye’ before ‘aye’. Repeated measures analysis showed that ‘aye’ was processed fastest when it followed an identical ‘aye’. The processing time enhancement for this condition was significantly faster than all other conditions. Additionally, the mean articulation duration of ‘aye’ was significantly slower when ‘aye’ followed an identical ‘aye’ than when it followed HF words. The findings documented the importance of separating phonological and orthographic information in English homophones. 相似文献
4.
Lee Farrington‐Flint Clare Wood Katherine H. Canobi Dorothy Faulkner 《Journal of Research in Reading》2004,27(3):226-247
Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short‐term memory and domain‐specific reading skills explain 5‐ to 6‐year‐olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single‐word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read. 相似文献
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Dan Lin Catherine McBride‐Chang Dorit Aram Iris Levin 《Journal of Research in Reading》2011,34(4):426-442
The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition. 相似文献
7.
Elizabeth G. Conlon Melanie J. Zimmer‐Gembeck Peter A. Creed Melinda Tucker 《Journal of Research in Reading》2006,29(1):11-32
This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self‐perceptions of abilities were obtained. Significant relationships were found between family history and children's single‐word reading skills, spelling, reading comprehension, orthographic processing and children's perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children's perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents. 相似文献
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The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network's non‐word reading was poor relative to word reading when compared with the children. Second, the network made more non‐lexical than lexical errors, the opposite pattern to the children. Three adaptations were made to the training of the network to bring it closer to the learning environment of a child: an incremental training regime was adopted; the network was trained on grapheme–phoneme correspondences; and a training corpus based on words found in children's early reading materials was used. The modifications caused a sharp improvement in non‐word reading, relative to word reading, resulting in a near perfect match to the children's data on this measure. The modified network, however, continued to make predominantly non‐lexical errors, although evidence from a small‐scale implementation of the full triangle framework suggests that this limitation stems from the lack of a semantic pathway. Taken together, these results suggest that, when properly trained, connectionist models of word reading can offer insights into key aspects of reading development in children. 相似文献
10.
Roy Corden 《English in Education》2000,34(2):35-44
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts. 相似文献
11.
Catherine A. Darnell Jonathan E. Solity Helen Wall 《British Educational Research Journal》2017,43(3):505-527
The statutory ‘phonics screening check’ was introduced in 2012 and reflects the current emphasis in England on teaching early reading through systematic synthetic phonics. The check is intended to assess children's phonic abilities and their knowledge of 85 grapheme–phoneme correspondences (GPCs) through decoding 20 real words and 20 pseudo words. Since the national rollout, little attention has been devoted to the content of the checks. The current paper, therefore, reviews the first three years of the check between 2012 and 2014 to examine how the 85 specified GPCs have been assessed and whether children are only using decoding skills to read the words. The analysis found that out of the 85 GPCs considered testable by the check, just 15 GPCs accounted for 67% of all GPC occurrences, with 27 of the 85 specified GPCs (31.8%) not appearing at all. Where a grapheme represented more than one phoneme, the most frequently occurring pronunciation was assessed in 72.2% of cases, with vocabulary knowledge being required to determine the correct pronunciation within real words where multiple pronunciations were possible. The GPCs assessed, therefore, do not reflect the full range of GPCs that it is expected will be taught within a systematic synthetic phonics approach. Furthermore, children's ability to decode real words is dependent on their vocabulary knowledge, not just their phonic skills. These results question the purpose and validity of the phonics screening check and the role of synthetic phonics for teaching early reading. 相似文献
12.
Kirsty Young 《Education 3-13》2013,41(2):127-138
This paper reports on a study that used verbal protocols to uncover the cognitive strategies of children from Sydney, Australia, aged 8- to 9-years-old, when they were engaged in a range of word sorting and editing activities. The children's cognitive strategies have been analysed in terms of a developmental stage theory of spelling. The findings are contrasted with the skills and characteristics of competent spellers at each recognised stage of spelling development. The paper considers the orthographic knowledge and spelling strategies of children that are evident when they are asked to ‘think aloud’ about English words and contrasts this with what is (or is not) captured through the developmental stage theory of spelling. The article concludes with a discussion of implications for the findings on classroom practice. 相似文献
13.
Representing written vowels in university students with dyslexia compared with normal hebrew readers
The study investigates dyslexic and normal Hebrew readers’ perception of words containing a vowel letter in different orthographic
and morphological contexts. In the first experiment, 72 undergraduate education students (half diagnosed with reading disabilities
and half normal readers) were asked to judge pointed words with different morphological structures with and without the grapheme
W. Half of the words had consistent (obligatory) W and half had inconsistent (optional) W. In the second experiment, the same
procedure was repeated using the same words without pointing marks. Response latencies and accuracy were measured. In both
experiments, dyslexic readers did less well than normal readers. They had lower scores on accurate lexical decisions and they
took more time over these decisions. They also exhibited some deviant patterns, indicating that they cannot make use of orthographic
and morphological cues that are available to normal readers, especially in the pointed experiment. Processing pointed words
placed a heavier cognitive burden on the dyslexic readers. These findings are in line with other studies of adult dyslexic
reader/writers, and support a reading / spelling processing model, which claims that internal orthographic representations
of words are increasingly strengthened with each exposure during reading, but not all graphemes are strengthened equally.
The general implication is that the ambiguities that exist in the relationships between orthography, phonology, and morphology
underlie spelling knowledge, and are particularly difficult for dyslexic readers. 相似文献
14.
This study examined whether the graphemic structure of words modulates the timing of handwriting production during the acquisition
of writing skills. This is particularly important during the acquisition period because phonological recoding skills are determinant
in the elaboration of orthographic representations. First graders wrote seven-letter bi-syllabic words on a digitiser. We
measured movement duration and fluency and evaluated reading performance. In Experiment 1, the words varied in number of graphemes
and grapheme structure. In Experiment 2, the words varied in graphemic structure but the number of graphemes was held constant.
The results revealed that the children wrote the first syllable of the words grapheme-by-grapheme, irrespective of the number
of letters that composed them. They prepared the movement to produce the first grapheme before starting to write. The following
graphemes were processed on-line. They then prepared the movement to write the second syllable. The progressive decrease of
duration and dysfluency values towards the end of the word indicates that the children prepared the entire syllable in advance.
Movement time and dysfluency measures presented very similar patterns in the two experiments. Furthermore, there was a significant
correlation between reading performance and handwriting measures. The grapheme and syllable structure of the words therefore
modulates the timing of motor production during handwriting acquisition. Once the children have learned the phonological recoding
rules, they apply them systematically, irrespectively of the size of the graphemes they have to write. 相似文献
15.
This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to spell as a vehicle which may be used effectively to develop this sensitivity. It is suggested that orthographic knowledge is advanced via a process of ‘frequency sensitivity’ to ‘patterns and sequences’ and ‘rules and regularities’ particular to English orthography and that the process of sensitivity to these coarse grain orthographic patterns is influenced by consistency in sound and by morphological knowledge (knowledge of morphemes; words or word parts that form the smallest unit of meaning in language). A model highlighting the increasing importance of orthography and morphology as reading and spelling development progresses is presented. Discussion of the importance of considering phonology, orthography and morphology throughout literacy development and the relative importance of each is discussed. Distinctions are drawn between the processes involved in children who are good readers and good spellers, children who are good readers and poor spellers, and children who are poor readers and poor spellers. This paper outlines how considering these interrelated and developmentally sensitive contributors to literacy development can contribute to the practice of educational professionals in promoting the development of literacy skills throughout childhood. 相似文献
16.
The relationship of morphological analysis and morphological decoding to reading comprehension 
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下载免费PDF全文 The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula. 相似文献
17.
It is somewhat of a truism to say that reading is not what it used to be. ‘Texts’for reading now include many other media than simply print on pages and this fact has occasioned some concern among those who fear that reading television or computer-based texts may reduce or impoverish children's overall reading experience. Chris Robertson and her students have been investigating these issues through interviews with children and have found that reading and technology are not actually in conflict but can be mutually supportive. This article suggests that teachers need to think more creatively about how to use alternative texts in developing children's reading. 相似文献
18.
ABSTRACTSpelling errors are typically thought of as an effect of a word’s weak orthographic representation in an individual mind. What if existence of spelling errors is a partial cause of effortful orthographic learning and word recognition? We selected words that had homophonic substandard spelling variants of varying frequency (e.g., innocent and inocent occur in 69% and 31% of occurrences of the word, respectively). Conventional spellings were presented for recognition either in context (Experiment 1, eye-tracking sentence reading) or in isolation (Experiment 2, lexical decision). Words elicited longer fixation durations and lexical decision latencies if there was more uncertainty (higher entropy) regarding which spelling is a preferred one. The inhibitory effect of frequency was not modulated by spelling or other reading skill. This finding is in line with theories of learning that predict spelling errors to weaken associations between conventional spellings and the word’s meaning. 相似文献
19.
Lap‐yan Lo Pui‐sze Yeung Connie Suk‐Han Ho David Wai‐ock Chan Kevin Chung 《Journal of Research in Reading》2016,39(4):367-388
The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2‐year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters. 相似文献
20.
Two experiments demonstrate that individual differences among normal adult readers, including lexical quality, are expressed in silent reading at the word level. In the first of two studies we identified major dimensions of variability among college readers and among words using factor analysis. We then examined the effects of these dimensions of variability on eye movements during paragraph reading. More experienced readers (who also were higher in reading speed) read words more quickly, especially less frequent words, while readers with higher lexical knowledge showed shorter early fixations, especially for more frequent words. These results suggest that individual differences in reading may reflect differences in the quality of lexical representations and in reading experience, which is a source of lexical quality. In a second study, we controlled the lexical knowledge readers obtained from new words through a training paradigm that varied exposure to a word’s orthographic, phonological, and meaning constituents. Training exposure to orthographic and phonological constituents affected first pass reading measures, and phonological and meaning training affected second pass measures. Incomplete knowledge of word components slowed first pass reading times, compared to both more complete knowledge and no knowledge. Training effects were mediated by individual differences, pointing to lexical quality and reading experience—which, combined reflect reading expertise—as important in word reading as part of text reading. 相似文献