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1.
This study examined the strategies parents use naturally to help early readers at difficult points of text or pronunciation. Forty‐two children were videotaped reading to a parent. Results suggest parents are not likely to provide specific instructional feedback when listening to their children read. When given, parental feedback tends to be well tuned to the child's reading ability, with parents of less skilled readers providing richer and more varied feedback than parents of more skilled readers. A tree clustering analysis placed parents in one of three groups: 1) ‘Learner centred’ parents use a variety of feedback strategies; 2) ‘Inactive’ parents allow their children to continue uncorrected; 3) ‘Direct’ parents supply the miscued word. The children of ‘learner centred’ parents did not perform as well as children of ‘inactive’ parents on measures of reading ability, possibly because parents of better readers no longer need to be ‘learner centred’. 相似文献
2.
Jane Carter 《British Educational Research Journal》2020,46(3):593-609
The Phonics Screening Check (PSC) was introduced in England in 2012 for Year 1 children (aged 5 and 6). There have been criticisms of the check in relation to its reliability and appropriateness as an assessment for early reading, although advocates of the check see it as a valuable tool in securing progress in early reading. This mixed methods study sought to evaluate the intended and possible unintended consequences of the PSC, foregrounding the voices of children and their teachers. This article reports on findings from the teachers’ data. The study focused initially on questionnaire data from 14 schools (59 teachers) selected for their diversity in relation to attainment data (PSC and reading) and socio-economic status. Focus groups in seven of the schools (25 teachers) enabled a more in-depth exploration of teachers’ views and practices in relation to the PSC. The study identified the ‘negative backwash’ of assessment. The PSC was seen as an end in itself, rather than a way of securing progress in one of the skills of reading. It found that, the assessment had become the curriculum, to the detriment of specific groups of learners (higher-attaining readers and children with English as an Additional Language). Teachers were found to use the assessment processes of the PSC as objectives for teaching rather than using them as the tools of assessment. 相似文献
3.
Sharon McMurray 《Journal of Research in Special Educational Needs》2013,13(1):15-25
This paper evaluates the impact of Lexia Reading software on the progress of children experiencing reading difficulties in four Northern Ireland Schools. The program is designed to raise reading standards through a phonics‐based approach to learning to read. A key feature of the software is the use of an ‘assessment without testing’ tool, to accurately place children on the program and to adapt the program to meet the individual needs of each child. 相似文献
4.
Beverley A. Brenna 《Literacy》2011,45(2):55-61
This is a follow‐up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in Reading, 29 (2), 30–33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six‐year‐old ‘Jan’ is now almost 26, and a semi‐structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow‐up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice. 相似文献
5.
Alex Kendall 《Literacy》2008,42(3):123-130
In this paper I will argue that while young adult readers may often be represented through ‘othering’ discourses that see them as ‘passive’, ‘uncritical’ consumers of ‘low‐brow’, ‘throw‐away’ texts, the realities of their reading lives are in fact more subtle, complex and dynamic. The paper explores the discourses about reading, identity and gender that emerged through discussions with groups of young adults, aged between 16 and 19, about their reading habits and practices. These discussions took place as part of a PhD research study of reading and reader identity in the context of further education in the Black Country in the West Midlands. Through these discussions the young adults offered insights into their reading cultures and the ‘functionality’ of their reading practices that contest the kinds of ‘distinction[s]’ that tend to situate them as the defining other to more ‘worthy’ or ‘valuable’ reading cultures and practices. While I will resist the urge to claim that this paper represents the cultures of young adult readers in any real or totalising sense I challenge the kinds of dominant, reductive representations that serve to fix and demonise this group and begin to draw a space within which playfulness and resistance are alternatively offered as ways of being for these readers. 相似文献
6.
C. A. Atherley 《Educational studies》1989,15(2):145-153
A 12‐week peer tutoring reading programme named ‘Shared Reading’ was conducted with a class of SPA primary school children. Significant reading gains were shown by the class at the end of the experimental period when compared to a matched control group. The gains were not maintained when the children reverted back to individual silent reading. Before the programme the children had exhibited poor reading behaviours—whilst the class had a splintered social structure. During the programme the level of on‐task reading behaviours rose considerably and more positive social behaviours were noted in the class with more friendliness, cohesion and co‐operation between the children. The belief that the gains of the children informally acting as ‘tutors’ would be adversely affected by them helping their less able peers was not supported since the ‘tutors’ made more reading gain than the Hutees’. It is concluded that peer tutoring is an under‐used teaching strategy which, if used appropriately, can be a valuable and enjoyable one for teachers and pupils. 相似文献
7.
This paper presents evidence from The W H Smith Children’s Reading Choices Project research in order to examine the relationship between achievement in English and the reading habits of 10‐ to 14‐year‐old children. Following a national questionnaire survey supplemented by a semi‐structured interview for a small sample of respondents, it was found that children read more books and periodicals in 1994 than in 1971. However, boys tended to read less than girls. Periodical reading is a strong feature in the reading diet of both sexes. The paper argues for the importance of recognising and respecting the range of reading children engage in, and the popular reading cultures in which they live. It suggests that officially sanctioned school definitions of literacy disempower many young readers, and inhibit their development as readers. In particular, schools should recognise and value the type of information‐rich reading that boys undertake away from school and should provide links between it and the ‘socially orientated’ reading, preferred by girls, that makes up much of the English school curriculum. Likewise, girls should be encouraged to undertake more technical and factual reading to better prepare them for the world of work. If this advice were adopted, both sexes would benefit and boys might be less inclined to perceive themselves as poor readers. 相似文献
8.
Beverley Brenna 《Literacy》2013,47(2):88-94
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form‐specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non‐fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama. 相似文献
9.
A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric‐driven, rather than research‐driven. This article provides a theoretical perspective derived from instructional psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children’s real books, and reading schemes, and examines the demands that they make on children’s sight vocabulary and phonic skills. The critical high‐frequency words and grapheme–phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more often in real books than structured reading schemes. Learning additional sight words or GPCs is of limited value due to their relatively low occurrence in written English and, thus, potentially minimal impact on children’s reading. Finally, the implications of this research for teaching reading are considered, particularly the complementary roles of real books and teaching methods derived from instructional psychology. In the past they have been viewed as diametrically opposed and mutually exclusive. 相似文献
10.
Jacqueline Lynch 《Journal of Research in Reading》2002,25(1):54-67
This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement. 相似文献
11.
Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read‐through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging novels at a faster pace than usual in 12 weeks with their average and poorer readers ages 12–13. Ten teachers received additional training in teaching comprehension. Students in both groups made 8.5 months' mean progress on standardised tests of reading comprehension, but the poorer readers made a surprising 16 months progress but with no difference made by the training programme. Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned ‘poorer readers’ as ‘good’ readers, giving them a more engaged uninterrupted reading experience over a sustained period. However, the qualitative data showed that teachers with the additional training provided a more coherent faster read and better supported poorer readers by explicitly teaching inference, diagnosed students' ‘sticking places’ mid‐text and created socially cohesive guided reading groups that further supported weaker readers and also stretched the average/good readers. 相似文献
12.
Jane Carter 《Literacy》2020,54(1):49-57
The phonics screening check (PSC) was introduced in England in 2012 for children in Year 1. There have been criticisms in relation to its reliability and appropriateness as an assessment tool for early reading although supporters of the PSC see it as a valuable tool in securing progress in reading. The DfE‐funded evaluation concluded, however, that it “did not find any evidence of improvements in pupils' literacy performance, or in progress, that could be clearly attributed to the introduction of the PSC”. This article reports some of the findings from a doctoral study that sought to illuminate the voices of those most affected by the PSC: children in Year 1 and their teachers. The study used an illuminative evaluation methodology (Kushner, 2017) and focused on a range of schools in a large city, selected for their diversity in relation to attainment data (PSC and reading) and socio‐economic status. The findings demonstrate the negative backwash from the assessment process which has influenced the way that phonics is taught and so raises some questions for teachers and policy‐makers about the approach to the teaching of early reading in the light of the PSC. 相似文献
13.
The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm 
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下载免费PDF全文 Alice Bradbury 《British Educational Research Journal》2018,44(4):539-556
This article examines the impact of a statutory assessment in England, the Phonics Screening Check (PSC), on classroom practices of grouping children by ‘ability’. Bearing in mind the argument that assessment is the rudder that steers the otherwise slow‐moving battleship of educational practice, it is argued that the PSC has altered how teachers organise their classes and curriculum in both the affected year group (Year 1, children aged 5–6) and in earlier and later years. Using data from a nationwide survey of teachers (n = 1,373), focus groups and in‐depth interviews with teachers, the article examines how this relatively new phonics assessment forms part of a ‘policy storm’ of pressures relating to accountability, which encourage teachers to place children in groups on the basis of ability, even when they have doubts about this practice and there is little evidence to suggest grouping improves attainment. Practices include grouping children within classes, across year groups or even across several year groups, by phase of phonics learning, guided by advice from bought‐in private phonics schemes. There is also evidence of ‘educational triage’, where borderline children become the focus, and increased use of interventions which involve withdrawing children. Overall, the article uses the PSC to demonstrate how, in times of multiple policy pressures, assessment can rapidly alter practice, in this case making grouping a ‘necessary evil’, as one teacher respondent argued. 相似文献
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15.
Sarah Eilers Simon P. Tiffin-Richards Sascha Schroeder 《Scientific Studies of Reading》2013,17(6):509-522
ABSTRACTChildren struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children’s processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children’s resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers. 相似文献
16.
This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions. 相似文献
17.
Andrey Rosowsky 《Literacy》2013,47(2):67-78
Thousands of UK school children spend considerable time during a lengthy period of their youth learning to read, or decode, a ‘religious classical’, the liturgical language connected to their faith. Drawing on recent theories of reading, identity and literacy practices, this paper briefly describes and seeks to share tentative thoughts about some common issues around the teaching and learning of religious classicals within minority ethnic faith settings. It presents a comparative textual analysis of a central teaching resource used in three Jewish, Muslim and Sikh complementary schools in the United Kingdom. It is concluded that, regardless of any relative effectiveness of method or resource, what may be more interesting for researchers is the symbolic value of learning to read the religious classical. This may be more important than the eventual outcome in terms of reading competence. Here, ‘successful reading’ is understood primarily as ‘successful decoding’. The tenacity of this literacy practice in the face of spoken community language attrition is testimony to the importance placed upon it both individually and collectively. 相似文献
18.
ABSTRACT The present study was conducted to investigate the incidence of motor coordination problems (clumsiness) among 10‐year‐old learning disabled children and to examine the characteristics of children with motor coordination problems. It was found that the strongest relationship between motor and learning problems seemed to exist in handwriting and arithmetic and the weakest in reading. With regard to the assignment to different subgroups based on deficient reading and spelling strategies, more clumsy children with dyslexic problems were classified in the ‘phonological’ and ‘mixed’ groups than in the ‘morphemic’ group. Our study also supports the heterogeneity of children labelled ‘clumsy’. The clumsy children varied widely in their characteristics and concomitant disabilities. No significant difference between the children with motor problems and a control group of ‘normal’ children was found when intelligence was accounted for. 相似文献
19.
Margaret J. Snowling Fiona Duff Alex Petrou Josie Schiffeldrin Alison M. Bailey 《Journal of Research in Reading》2011,34(2):157-170
We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills. 相似文献
20.
In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15‐20 minutes delivery of the Toe‐by‐Toe programme (a well established systematic synthetic phonics programme) and the second component consisted of 15‐20 minutes guided oral reading using levelled texts. Using standardised measures of word reading, reading fluency, reading comprehension, word attack skills and spelling, we found that after five months of the intervention, the majority of the pupils made significant improvements in reading and reading fluency. The reading comprehension improvements were more varied with almost a quarter of participants showing remarkable progress, while the remainder recorded considerably less impressive gains. These results are very encouraging for classroom practitioners and demonstrate that research validated approaches can help at‐risk readers close the gap with their typically developing peers. 相似文献