共查询到20条相似文献，搜索用时 15 毫秒
1.
Effects of syllable structure and of alphabetic reading skills on the development of phoneme awareness were investigated in a longitudinal study. Awareness of phonemes in syllable onsets and codas was examined in first graders speaking Czech (n = 45) and German (n = 33). Czech children showed higher awareness of phonemes in onsets than in codas, whereas the reverse was true for German children. The patterns of behavioral data largely reflected distributional differences in corpus data between these languages. The effects were present among prereaders and persisted to the end of Grade 1. In sum, children's experience with the syllable structure of their native language plays an important role in shaping phoneme awareness from early in development and predates influences of alphabetic reading skills. 相似文献
2.
Speed, accuracy, and types of errors in decoding lists of words and pseudo words and performance in two phonemic awareness tasks were assessed for German and American children in the first and second grades. German children were significantly better than American children only in pseudo word decoding measures across grades. Between group analyses showed that American children committed more vowel and word substitution errors in both decoding accuracy tasks than German children. Word substitution errors were more likely in word decoding than in pseudo word decoding for children in both languages. Within group analyses indicate that variance in decoding errors and speed accounted for by word substitution versus nonword and vowel versus consonant errors differed dependent on grade and whether real or pseudo words were read. Results suggest successful reading in English depends upon more complex grapheme to phoneme correspondence rules than does reading in German. 相似文献
3.
This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities. 相似文献
4.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
5.
Danling Fu Lynn Hartle Linda Leonard Lamme Jeane Copenhaver Diane Adams Carlene Harmon Stephanie Reneke 《Early Childhood Education Journal》1999,27(2):73-80
This article describes the start of the school year in three multi-age classrooms where 8 new kindergarten children join 16 returning first and second graders. The authors (professor/observers and teachers) describe what happens during the first week of school in this setting where the students remain with their teachers for 3 years. They explain what the start of the year is like for the returning students (first and second graders), the new students (kindergartners), the parents, and the teachers. 相似文献
6.
Marisol Carrillo 《Reading and writing》1994,6(3):279-298
The work is aimed at studying the relations between different levels of phonological awareness and early reading ability. Ten different metaphonological tasks as well as a reading (syllables and word decoding) test were administered to kindergarteners and first graders. The correlations between metaphonological abilities and reading were highly significant for the kindergarteners. In the tasks involving sensitivity to phonological similarities, correlations were weak and nonsignificant for the first graders. A principal components analysis shows two components at first grade: sensitivity to phonological similarities and segmental awareness. Reading was related only to the latter. The differential performance between prereaders and readers within the group of kindergarten shows that sensitivity to phonological similarities and initial isolation of segments takes precedence over alphabetic reading. Segmental awareness, however, does not develop outside the learning of the alphabetical code as the evidence provided by results in deleting, counting and reversal tasks suggests. All children who had developed segmental awareness were able to read but, interestingly enough, some good readers performed poorly in some of the segmental awareness tasks (i.e. deleting of initial phoneme). 相似文献
7.
Functional Measurement Assessment of Young Children''s Ability to Predict Future Behavior 总被引：1，自引：0，他引：1
Mary Dozier 《Child development》1991,62(5):1091-1099
The reported experiments demonstrate that young children's ability to use previous behavioral information to predict future behavior emerges on quantitative, but not dichotomous, judgment tasks. In a first experiment, kindergartners, second graders, and fourth graders made quantitative liking judgments and predictions for peers after being presented 2 pieces of behavioral information. Children of all 3 age groups used both pieces of information in their liking judgments and predictions. In a second experiment, kindergartners were presented with 2 types of tasks; one was a quantitative prediction, comparable to the task in Experiment 1, and the second were dichotomous predictions, comparable to judgment tasks typically used in other experiments. Children's predictions were significantly more consistent with the behavioral information on the quantitative task than on either of the dichotomous tasks. These results suggest that young children believe in the ability of interpersonal behavior, but have difficulty dealing with the complexity of some prediction tasks. 相似文献
8.
The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme‐awareness tasks compared with monolingual Dutch‐speaking children. Language performance of a group of 47 immigrant first‐grade children with various different cultural backgrounds and a subsample of 29 Turkish–Dutch bilingual immigrant children was compared with those of 15 first‐grade monolingual native Dutch children from similar low‐socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The Turkish–Dutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of Turkish–Dutch children were better or worse on phoneme awareness than monolingual Dutch children. However, Turkish–Dutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided. 相似文献
9.
Saskia de GraaffFred Hasselman Ludo VerhoevenAnna M.T. Bosman 《Learning and Instruction》2011,21(1):163-173
The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme class were taken into account in a fully balanced way. To this purpose, 141 kindergartners were presented with four phonemic-manipulation tasks consisting of the same 32 CVC items. Children performed better on phoneme blending and phoneme isolation compared to phoneme segmentation and phoneme deletion. However, performance between and within phoneme tasks appeared also to be dependent on phoneme position. Phoneme class exerted effects within the initial and final position of the four different tasks. The effect of plosives and fricatives compared to that of nasals and liquids on performance was particularly striking. Our findings were explained in terms of sonority and degree of co-articulation in pre-vocalic and post-vocalic plosives. 相似文献
10.
In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct from word reading fluency for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. 相似文献
11.
Torleiv Høien Ingvar Lundberg Keith E. Stanovich Inger-Kristin Bjaalid 《Reading and writing》1995,7(2):171-188
The factorial structure underlying different types of tasks within the domain of phonological awareness was examined in two studies. Large sample sizes allowed for sensitive differentiation of constructs. In the first study, 128 preschool children without any experience of formal reading instruction were tested with a battery of tasks intended to tap various aspects of phonological awareness: rhyme recognition, syllable counting, initial-phoneme matching, initial-phoneme deletion, phoneme blending, and phoneme counting. Three basic components were extracted in a principal component analysis: a phoneme factor, a syllable factor and a rhyme factor. Cross-tabulations indicated considerable dissociation between performance on phoneme, syllable, and rhyme tasks. The structural relationships were replicated on a much larger sample (n=1509) in the second study. Subjects in this study were one year older and were attending grade 1 thus providing an opportunity to test their reading achievement. Multiple regression analyses demonstrated that the phonemic factor was by far the most potent predictor. However, the rhyming factor made an independent (although small) contribution to explaining the reading variance. Among the phonemic tasks, phoneme identification proved to be the most powerful predictor. 相似文献
12.
Julia M. Carroll 《Journal of Research in Reading》2004,27(3):212-225
There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub‐skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight‐month longitudinal study with 56 pre‐literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small‐scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre‐literate children. Possible reasons for this finding are discussed. 相似文献
13.
Catherine Moritz Sasha Yampolsky Georgios Papadelis Jennifer Thomson Maryanne Wolf 《Reading and writing》2013,26(5):739-769
A small number of studies show that music training is associated with improvements in reading or in its component skills. A central question underlying this present research is whether musical activity can enhance the acquisition of reading skill, potentially before formal reading instruction begins. We explored two dimensions of this question: an investigation of links between kindergartners’ music rhythm skills and their phonological awareness in kindergarten and second grade; and an investigation of whether kindergartners who receive intensive musical training demonstrate more phonological skills than kindergartners who receive less. Results indicated that rhythm skill was related to phonological segmentation skill at the beginning of kindergarten, and that children who received more music training during kindergarten showed improvement in a wider range of phonological awareness skills at the end of kindergarten than children with less training. Further, kindergartners’ rhythm ability was strongly related to their phonological awareness and basic word identification skills in second grade. We argue that rhythm sensitivity is a pre-cursor skill to oral language acquisition, and that the ability to perceive and manipulate time intervals in sound streams may link performance of rhythm and phonological tasks. 相似文献
14.
This study investigated Chinese children’s development of sensitivity to positional (orthographic), phonological, and semantic cues of radicals in encoding novel Chinese characters. A newly designed picture-novel character mapping task, along with nonverbal reasoning ability, vocabulary, and Chinese character recognition were administered to 198 kindergartners, 172 second graders and 165 fifth graders. Children’s strategies in using positional, phonological, and semantic cues of radicals varied across grades. The higher the children’s grade level, the more commonly children used semantic and positional cues of radicals. Regression analyses showed that the contribution of semantic radical awareness for explaining Chinese character reading increased as children’s grade increased, whereas the contribution of positional regularity awareness decreased. These findings suggest that learning Chinese characters involves a transition from a sound- and position-based approach to a meaning-based approach. 相似文献
15.
Stuart S. Yeh 《Early childhood research quarterly》2003,18(4):513-529
Several research studies linking early phonemic awareness to the prevention of later reading difficulties strongly suggest that phoneme segmentation and blending, rather than rhyming and alliteration abilities, are the key aspects of phonemic awareness that are related to the prevention of difficulties. Yet there is a persistent belief among many educators that instruction in rhyming and alliteration are adequate to develop phonemic awareness and developmentally more appropriate than segmentation and blending activities. Using quasi-experimental methods, I evaluated two approaches for teaching phonemic awareness to 4- and 5-year-old children in four Head Start classrooms. The first approach focused on rhymes, alliteration, and story activities. The second approach focused on phoneme segmentation and blending in the context of sounding out actual words. Results showed that children taught using the second approach produced significantly greater gains in phonemic awareness and letter–sound knowledge, compared to children using the first approach. Both approaches were more effective when teachers had previously taught attention skills to their children. 相似文献
16.
The claim that preadolescent children fail to differentiate between hypothetical beliefs and evidence is investigated in 2 studies. First-and second-grade children were presented with 2 conflicting hypotheses and asked to choose an empirical test to decide between them. In Study 1, the majority of first graders and almost all second graders correctly chose a conclusive test. They elaborated the logic of such a test and distinguished it from an inconclusive test. There was no evidence that children of this age misinterpret the task of hypothesis testing as one of generating a desirable effect. Study 2 replicated and extended these findings; in a task that posed a genuine scientific problem, first and second graders spontaneously generated empirical procedures for gathering indirect evidence to decide between alternative hypotheses. Our results indicate that young elementary school children distinguish between the notions of "hypothetical belief" and "evidence." These findings are discussed in light of their failure on other scientific thinking tasks. 相似文献
17.
《Scientific Studies of Reading》2013,17(1):27-52
This study investigates the relationship between phoneme awareness and rapid naming skills and subsequent reading and spelling ability in two developmental periods: kindergarten to Grade 1 and Grade 1 to Grade 2. Two groups of children participated in the study: children at high and children at low familial risk of developmental dyslexia. The results are consistent with previous findings that both phoneme awareness and rapid naming play an important role in early literacy acquisition in an alphabetic writing system. However, relative to phoneme awareness, rapid naming plays a modest role. In this study, an unambiguous specific effect for rapid naming was found only among the children in the high-risk group. Furthermore, even among these children, the effect of rapid naming was limited to rapid naming of letters and digits and to the second developmental period investigated. The implications of these results for understanding the role played by rapid naming and phoneme awareness in alphabetic literacy acquisition are discussed. 相似文献
18.
Saskia de Graaff Fred Hasselman Anna M.T. Bosman Ludo Verhoeven 《Learning and Instruction》2008,18(4):391-403
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained 17 CVC words. Children's performance on the free-sound-isolation task was better than on the constrained tasks. On all four tasks, children made fewer errors in isolating the initial phoneme than the final phoneme. Isolating the middle phoneme proved to be the most demanding. The effect of phoneme class depended on the type of task and on phoneme position. Findings were placed against the background of sonority and word-final phoneme vocalization in Dutch. 相似文献
19.
This study examined factors associated with young children's feelings about school in kindergarten and first grade, using a new measure, the Feelings about School (FAS). The FAS measures children's perceptions of academic competence, their feelings about the teacher, and their general attitudes toward school. Findings provided support for the reliability and validity of the FAS for kindergartners (N = 225) and first graders (N = 127). Variables presumed to predict children's feelings about school were the classroom structure, academic performance, and relationships with teachers. Feelings about school were expected to predict academic engagement. Correlational analyses indicated that kindergartners' and first graders' feelings about school were associated with their academic skills, as measured by direct assessments and teacher ratings. The evidence for first graders was stronger than for kindergartners. Kindergartners' general attitudes toward school were more negative in highly structured, teacher-directed classroom environments. First graders' perceptions of competence were more negative in classrooms lacking structure and control. First graders', but not kindergartners', perceptions of competence were significantly associated with academic engagement. 相似文献
20.
A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners,
who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was
uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological
awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only
morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands
for reading of regular and irregular words, based on the dual-route model, in Korean Hangul. 相似文献