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1.
Valerie Marciarille LeVasseur Paul Macaruso Donald Shankweiler 《Reading and writing》2008,21(3):205-230
On the ground that reading fluency entails appropriate phrasing or prosody as well as facile word recognition, we investigated
the effectiveness of text-based and word-based repeated readings procedures for promoting fluency of reading aloud and comprehension
in second-grade children. Repeated readings of text printed with spaces between phrases and ends of lines at clause boundaries
(phrase-cued text), repeated readings of text printed with conventional layout (standard text), and repeated readings of lists
of difficult words from text were compared. Computer-based, guided repeated reading training intervened between a pretest
and post-test reading of text. Each training condition led to significant benefits on one or more of the experimental measures
obtained from reading aloud. Repeated readings with text resulted in greater gains in fluency than repeated readings with
word lists. Reading with natural prosody was most strongly facilitated by repeated readings of phrase-cued text, which provided
visible support for sentence structure.
相似文献
| Valerie Marciarille LeVasseurEmail: |
2.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
相似文献
| Nonie K. LesauxEmail: |
3.
This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking
English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while
reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of
performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth
of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen
between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading
comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental
task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading
comprehension of Spanish-speaking ELLs.
相似文献
| Michael J. KiefferEmail: |
4.
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were
evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding
phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items
were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated
with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization
effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency
than the computer group. Neither of the groups improved their pseudoword reading.
相似文献
| Sini Huemer (née Hintikka)Email: |
5.
Suzanne E. Welcome Christine Chiarello Laura K. Halderman Christiana M. Leonard 《Reading and writing》2009,22(3):353-371
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults
show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient
readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven
divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic
word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers
on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that
skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level
semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word
recognition processes.
相似文献
| Suzanne E. WelcomeEmail: |
6.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
| Joanne F. CarlisleEmail: |
7.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
| Megan Louise GilliverEmail: Email: |
8.
The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with
These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge. 相似文献
| 1. | inadequate phonics skills, |
| 2. | inadequate word recognition skills, |
| 3. | adequate word recognition skills but low reading comprehension scores, and |
| 4. | adequate word recognition scores but a slow reading speed. |
9.
The lexical quality hypothesis assumes that skilled readers rely on high quality lexical representations that afford autonomous
lexical retrieval and reduce the need to rely on top-down context. This experiment investigated this hypothesis by comparing
the performance of adults classified on reading comprehension and spelling performance. ‘Lexical experts’, defined by above
average performance on both measures, were compared with individuals who are good readers/poor spellers, poor readers/good
spellers, or poor on both measures. Sentences finishing with a homograph (e.g., She danced all night at the ball) were followed by a probe word and participants had to decide whether it had occurred in the sentence. Critical probe words
were related to either the sentence-congruous or the sentence-incongruous meaning of the homograph (e.g., waltz vs. throw). Lexical experts showed less interference from related probes than the other groups. When the sentences were presented at
fast rates, poorer spellers showed interference for sentence-congruous but not sentence-incongruous probes. However, at slower
presentation rates, all groups showed equivalent interference for both types of probes. The results support the lexical quality
hypothesis by showing that high quality lexical representations, indexed by better spelling, are associated with reduced reliance
on sentence context.
相似文献
| Sally AndrewsEmail: |
10.
Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey.
The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main
dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while
Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for
the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both
word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated
that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group.
No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
相似文献
| Paola BonifacciEmail: |
11.
Yavuz Akbulut 《Instructional Science》2007,35(6):499-517
The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and
reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university
were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures,
and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention
of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test
as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they
were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types
of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group.
However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia
reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.
相似文献
| Yavuz AkbulutEmail: |
12.
13.
Geoffrey Phelps 《Educational Assessment, Evaluation and Accountability》2009,21(2):137-154
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability
is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers.
Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading
and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching
reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both
teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special
knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications
for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are
discussed.
相似文献
| Geoffrey PhelpsEmail: |
14.
The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia
use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants
had to identify serially presented written (target) words from within larger word pools according to their presentation order,
with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused
on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention
of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers
used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly
relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished
ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation
to theories predicting the acquisition and mastery of reading.
相似文献
| Paul MillerEmail: |
15.
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading
speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained
sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups.
In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to
pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter
string. The gains induced by training were specific to the materials used in training and did not induce gains in general
reading speed.
相似文献
| Sini HintikkaEmail: |
16.
Julie A. Gegner Donald H. J. Mackay Richard E. Mayer 《Educational technology research and development : ETR & D》2009,57(1):79-97
High school students can access original scientific research articles on the Internet, but may have trouble understanding
them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension
of scientific articles. High school students were asked to read an original scientific research article about the effects
of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without
aids. The aids provided background text and animations including answers given by the article authors. Across two experiments
involving different schools and different research articles, the comprehension aids group performed better than the control
group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the
control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol
and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original
scientific research article, which in turn can improve their appreciation of what scientists do.
相似文献
| Richard E. MayerEmail: |
17.
Susan Brady Margie Gillis Tara Smith MaryEllen Lavalette Linda Liss-Bronstein Evelyn Lowe Wendy North Evelyn Russo T. Diane Wilder 《Reading and writing》2009,22(4):425-455
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade
teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable
mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment
of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts
prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated
with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured
teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning
and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction
(e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years
of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after
training.
相似文献
| Susan BradyEmail: |
18.
We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February
and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects,
indicating that these children relied on grapheme–phoneme conversion. The lexicality effect found in spelling, in June, suggest
that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing
is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the
previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences
that are related to specific characteristics of the corresponding orthographic codes.
相似文献
| Sandra FernandesEmail: |
19.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
20.
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related
subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and
controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent
contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding
explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were
divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading
and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there
were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There
were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words
or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading.
This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups
in reading experience. Our data, therefore, support the PCVOD model.
相似文献
| Judith BekebredeEmail: |