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1.
Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and additional measures of literacy and language skills. Fifty-four 1st graders were administered reading, spelling, vocabulary, IQ, and listening comprehension measures and then followed to the end of 10th grade. At the end of 10th grade, they were administered an IQ test and measures of reading comprehension, language ability, general knowledge, and exposure to print. Results showed that 1st grade reading skills were a strong predictor of 10th grade outcomes. Second and third-grade reading skills were predictive of individual differences in print exposure even after 10th grade reading comprehension and language ability had been partialed. Individual differences in print exposure also predicted differences in the growth of reading ability, word decoding, spelling, vocabulary, and listening comprehension throughout the elementary grades. Findings confirm the powerful, long-term benefits of providing children with a fast start in reading and support the reciprocal nature of strong reading skills and engagement in reading and reading-related activities. 相似文献
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《The Journal of educational research》2012,105(6):482-492
ABSTRACT Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships. 相似文献
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Athanassios Protopapas Georgios D. Sideridis Angeliki Mouzaki Panagiotis G. Simos 《Scientific Studies of Reading》2013,17(3):165-197
This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or increasing with grade. However, the unique contribution of word reading to comprehension became negligible after vocabulary measures were entered in hierarchical regression analyses, particularly for higher grades, suggesting that any effects of decoding on comprehension may be mediated by the lexicon, consistent with lexical quality hypothesis. Structural modeling with latent variables revealed an invariant path across grades in which vocabulary was defined by its covariation with reading accuracy and fluency and affected comprehension directly. It is argued that skilled word reading influences comprehension by strengthening lexical representations, at least when phonological decoding can be relatively effortless. 相似文献
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英语阅读与英语阅读教学 总被引：1，自引：0，他引：1
吴静 《北京工业职业技术学院学报》2003,(3)
本文主要谈及英语阅读在语言习得中所起的重要作用 ,指出目前阻碍学生有效阅读的主要障碍 ,提出解决这些障碍的可行办法 ,以及如何进行成功的阅读 ,如何培养和提高学生的阅读技能。结论是学生的英语阅读能力与词汇量、文化背景和阅读技能等密切相关 ,且大量的阅读是学好英语的有效途径之一 相似文献
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谢桂花 《河北能源职业技术学院学报》2010,10(3):83-84,89
根据近几年的调查,高职学生的英语基础普遍偏差,这与我国中小学英语长期忽视朗读教学、高职学生学习习惯较差有关。我们必须充分认识英语朗读的重要性,采取切实可行的对策,培养高职学生良好的朗读习惯,切实提高高职学生英语应用技能。 相似文献
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《Journal of research on educational effectiveness》2013,6(3):448-483
AbstractWith a sample of 7,752 fourth- to seventh-grade students in 25 schools which were randomized at the school level to condition, this article reports experimental impacts of an enhanced version of Word Generation on student outcomes at the end of Year 1 and of Year 2. Word Generation employs analysis, synthesis, critique, and problem-solving activities to build students’ academic language, perspective taking, and ultimately their reading comprehension. Results indicate that the program improves the proximate outcome of academic vocabulary included in the curriculum after the first and second year of implementation for all students (Y1 effect size (ES)?=?.22, Y2?=?.28 for fourth and fifth graders; Y1 ES?=?.13, Y2?=?.16 for sixth and seventh graders). For those in the fourth and fifth grades, their perspective positioning skills also improved at the end of the first year (ES?=?.14), and their academic language skills (ES?=?.06), perspective articulation and positioning skills (ES?=?.12, .19), and reading comprehension (ES?=?.15) improved at the end of the second year. Among sixth and seventh graders, there were improvements in perspective positioning skills (ES?=?.19) and reading comprehension (ES?=?.10) at the end of Year 2. Effects after both Years 1 and 2 were stronger in high-exposure classrooms. 相似文献
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Stefan Johansson Eva Myrberg Monica Rosén 《Scandinavian Journal of Educational Research》2013,57(5):564-582
The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement. 相似文献
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Jonathan Nakamoto Kim A. Lindsey Franklin R. Manis 《Scientific Studies of Reading》2013,17(4):351-371
This study investigated the associations of oral language and reading skills with a sample of 282 Spanish-speaking English language learners across 3 years of elementary school. In the 3rd grade, the English and Spanish decoding measures formed two distinct but highly related factors, and the English and Spanish oral language measures formed two factors that showed a small positive correlation between them. The decoding and oral language factors were used to predict the sample's English and Spanish reading comprehension in the 6th grade. The decoding and oral language factors were both significant predictors of reading comprehension in both languages. The within-language effects were larger than the cross-language effects and the cross-language effects were not significant after accounting for the within-language effects. 相似文献
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This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter
naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants
were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses
were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming,
and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition,
and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension)
whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support
the multidimensional nature of fluency in which the whole is more than its parts. 相似文献
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《Scientific Studies of Reading》2013,17(3):301-322
This study compares 2 measures of reading comprehension: (a) the Woodcock-Johnson Passage Comprehension test, a standard in reading research, and (b) the Diagnostic Assessment of Reading Comprehension (DARC), an innovative measure. Data from 192 Grade 3 Spanish-speaking English language learners (ELLs) were used to fit a series of latent variable analyses designed to explicitly test the discriminant validity and differential determinants of the 2 measures. Findings indicated that the 2 measures are related (r =. 61) but distinct, and influenced by different factors. The DARC is less strongly related to word-level skills and more strongly related to measures of narrative language production and memory. Both tests are equally influenced by measures of nonverbal reasoning. These differential patterns of relations, which cannot be explained on the basis of differential reliabilities, reflect true differences in the processing demands of the tests for 3rd-grade ELLs. 相似文献
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Daniel L. Dinsmore Emily Fox Meghan M. Parkinson Devrim Bilgili 《Journal of Experimental Education》2019,87(3):470-495
Explanatory patterns regarding situational differences in reading comprehension performance may be best captured by multidimensional reader profiles. Data from 56 third- and fifth-grade students were collected to investigate the applicability, scope, and convergent validity of a reader profiling scheme based on Alexander's (2005) reader profile framework and then compared with results from a hierarchical cluster analysis and a Bayesian cluster analysis. The reader profiling methodology used identified examples of all six of Alexander's reader profiles at each grade level, along with an additional hypothesized profile, the interest-reliant reader. The reader profiles related as expected to reading outcomes on a researcher-designed comprehension measure and a standardized comprehension assessment, with a few exceptions, and explained variance in those outcome measures better than the use of cluster analysis, except for the third-grade standardized scores. Finally, interesting differences emerged in the proportions of elementary students assigned to each profile across the grade levels. 相似文献
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The current study addressed the development of reading attitudes and their relationship to reading skills. Forty-one prekindergarten and kindergarten learners in 1 of 3 cohorts were assessed 2 or 4 times during the course of a year. Findings indicated a slight decrease in reading attitudes during the kindergarten year. Expected increases in skills were generally indicated with pronounced increases in sight word recognition during the kindergarten year, after other skills had been mastered. Decreases in some skills were evident after summer recess. Other findings from the study and recommendations for future research and practice are provided. 相似文献
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This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum‐Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795–806, 2007. 相似文献
16.
尼格尔·买买提依明 《新疆教育学院学报》2007,23(2):89-91
许多教师和学生已经意识到英语阅读作为语言技巧的重要性。然而,通常在中国英语教学中阅读教学经常被疏忽。虽然已经被列入教学大纲,许多老师仍然对此感到茫然。尽管学生在口语、写作、甚至听力方面都有所提高,但阅读理解能力仍然没有明显的进步。本文通过作者在英语教学中所遇到的种种问题,如中国学生的表现特点和教师的作用来提出自己的几点看法。 相似文献
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The authors examined the extent to which classroom-specific relationships between students’ gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls’ advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. 相似文献
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《Scientific Studies of Reading》2013,17(1):59-106
A theory-driven battery of 23 psychometric measures of reading, writing, and related language processes was administered to 102 probands (affected children in Grades 1 to 6 with documented reading problems, writing problems, or both) and both of their biological parents. Affected children and parents were compared on the structural relationships between related language processes (Verbal IQ [VIQ], orthographic, phonological, and rapid naming skills), component reading, (accuracy, rate, comprehension) and writing (handwriting, spelling, composition) skills. The orthographic factor had significant paths to all reading and writing skills, except reading comprehension, in both probands and adults. The phonological factor had significant paths to all reading and writing skills except reading rate and handwriting in probands, but in affected adults only if VIQ was removed. Rapid naming had significant paths only to reading rate in probands and adults. VIQ had significant paths to reading comprehension in probands and adults, and to reading accuracy, reading rate, spelling, and composition in affected adults, but not probands. These results are consistent with the claim of functional systems theory that the same language processes are orchestrated flexibly depending on task at hand. Results for across-age differences in the covariances among related language processes confirmed developmental predictions of connectionist theory. The number of language deficits (based on discrepancy from VIQ) uniquely predicted severity of reading and writing problems in children and spelling problems in adults. 相似文献
19.
分析性阅读是指对材料进行全面分析,从而推理性的间接理解文字材料,在各种性质的外语教学中都被视为主要的阅读教学形式。文章探讨了阅读过程的本质,提出在分析性阅读阶段阅读技巧培养的重要性和方法。最后举例并评价了在分析性阅读阶段,以培养阅读技巧为目的两个课堂教学活动。 相似文献
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Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献