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1.
This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills. Two‐hundred and eighty one children (mean age 6.55 years) participated. Print exposure was measured with a book‐cover recognition task in first grade, and outcomes were measured both in first and second grade. Print exposure had direct effects on all outcomes in first grade and indirect effects in second grade. Effects on first grade reading comprehension were partially mediated by listening comprehension and word reading, but not vocabulary. We discuss the importance of the findings for improving reading comprehension in countries with low access to books.  相似文献   

2.
The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word identification, vocabulary, silent reading efficiency, and inference-making on reading comprehension. Comparing struggling versus adequate comprehenders revealed statistically significant differences in path coefficients. In both groups, vocabulary had the largest total effect when considering its direct and indirect effects. Word identification was the strongest direct predictor for struggling comprehenders (β = .18 for struggling vs. β = ? .03 for adequate), while vocabulary was the strongest predictor for adequate comprehenders (β = .40 for adequate vs. β = .14 for struggling). Findings reinforce (a) vocabulary knowledge plays a primary role in explaining individual differences in adolescent reading comprehension, (b) the need to differentiate intervention to address underlying difficulties of struggling readers, and (c) the relations of reading component skills (e.g., word reading and silent reading efficiency) to reading comprehension may be different based on reader proficiency.  相似文献   

3.
The present study sought to clarify the relations amongst serial decoding, irregular word recognition, listening comprehension, facets of oral vocabulary and reading comprehension in two cohorts of children differing in reading level. In the process, the components of the simple view of reading were evaluated. Students in grades 1 (n = 67) and 6 (n = 56) were assessed on measures of phonological awareness, decoding, irregular word recognition, listening comprehension, oral vocabulary, and reading comprehension. Even when all other measures were controlled, vocabulary was found to explain reading comprehension in grade 6 but not grade 1. Vocabulary also predicted decoding in grade 6 and irregular word recognition in both grades. These results are interpreted as supporting a not-so-simple view of the constructs underlying reading comprehension that acknowledges complex connections between print skills and oral language.  相似文献   

4.
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at two-month follow-up.  相似文献   

5.
Assessing silent reading fluency in classroom environments is challenging. This article reports on a method of assessing silent reading using underlining, an approach that solves many problems other silent reading fluency assessment measures face. This method computationally monitors readers' silent reading fluency by the speed they underline words in a text. Traditional silent reading fluency measures were compared with the new underlining methodology. Fourth‐ and sixth‐grade students completed silent reading fluency measures (i.e., moving windows, underlining, and paper‐and‐pencil reading tasks), along with measures of their oral reading fluency, reading comprehension, and vocabulary knowledge. Strong alternate‐form reliability coefficients were found for underlining, which significantly correlated with other measures of silent reading fluency and reading comprehension. Underlining methodology also correlated with common language factors, such as word length and word frequency. Together, these results provide support for the psychometric properties of underlining and suggest that it is a promising alternative method of assessing silent reading fluency. © 2012 Wiley Periodicals, Inc.  相似文献   

6.
In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among kindergarten, third grade, and tenth grade measures. Results showed significant direct effects from kindergarten nonsense word fluency and letter naming fluency to tenth grade reading comprehension, along with significant indirect effects of kindergarten nonsense word fluency and vocabulary to tenth grade reading comprehension. Findings suggest that fundamental precursors maintain strong impact upon reading comprehension into the secondary school years. These findings are discussed along with implications for interventions and ideas for future research.  相似文献   

7.
Research on reading acquisition and on the processes underlying it usually examined reading orally, while silent reading, which is the more common mode of reading, has been rather neglected. As accumulated data suggests that these two modes of reading only partially overlap, our understanding of the natural mode of reading may still be limited. The present study was set out to explore the underlying skills of reading acquisition examined using silent measures of reading. To this end, children acquiring reading of the phonologically transparent vowelized Hebrew orthography were followed from kindergarten to the 2nd grade. The relations between a range of verbal and visual-spatial skills with measures of silent reading were tested. Phonological awareness, RAN and vocabulary explained a significant amount of variance in fluency in word recognition and in fluency in decoding of pseudo-homophones, while visual speed of processing of numeric symbols explained a notable amount of variance in fluency in word recognition only. Phonological awareness, morphological awareness and phonological working memory were the main skills explaining the variance in reading comprehension. The relations of these skills with the quality of oral reading have been widely established in the reading literature. Furthermore, a similar developmental picture was obtained in the relations between some of these skills and silent reading, as was found with oral reading. Therefore the role of these skills in reading may not be restricted to a certain mode of reading. Also consistent with findings on oral reading, the role of the visual non-orthographic skills in the measures of silent reading was insignificant to very small. Together these results imply that the processes underlying measures of silent reading are not substantially different from the ones underlying measures of oral reading, at least not at the early stages of reading acquisition of a transparent orthography.  相似文献   

8.
This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.  相似文献   

9.
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency.  相似文献   

10.
The simple view of reading hypothesises that reading comprehension is predicted by decoding and language abilities. In this study, 257 fifth‐grade English‐language learners (Ells) in south‐central India were assessed on reading and language measures. Using a model of the simple view, we fit the data using path analysis to determine the extent to which it predicts reading comprehension. Results show that the effect of listening vocabulary on reading comprehension is mediated by listening comprehension, while the effect of word reading fluency on reading comprehension is mediated by passage reading fluency. The final path model explains 33.8% of the variance in reading comprehension. Results are discussed in relation to previous studies.  相似文献   

11.
The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers.  相似文献   

12.
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills.  相似文献   

13.
The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children in Grades 4–6 were randomly assigned to READ 180 or a district after-school program. Both programs were implemented 4 days per week over 23 weeks. Children in the READ 180 intervention participated in three 20-min literacy activities, including (1) individualized computer-assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher-directed reading lessons tailored to the reading level of children in small groups. Children in the district after-school program participated in a 60-min program in which teachers were able to select from 16 different enrichment activities that were designed to improve student attendance. There was no significant difference between children in READ 180 and the district after-school program on norm-referenced measures of word reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency and attendance, these effects were restricted to children in Grade 4. Print exposure, as measured by the number of words children read on the READ 180 computer lessons, explained 4% of the variance in vocabulary and 2% of the variance in word reading efficiency after all pretest reading scores were partialed out.  相似文献   

14.
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.  相似文献   

15.
The current study examines the impact of a three-week precision teaching (PT) intervention programme through the Irish language on a group of primary school pupils’ Irish reading fluency. The study employed a mixed factorial experimental design. Thirty-six Irish primary school pupils who were learning Irish as a second language were recruited for this study. Participants were divided evenly into two groups: experimental and control (N?=?18). Participants completed tests of isolated sight word reading fluency and contextualised reading fluency before and after the PT intervention programme. The experimental group was exposed to the PT programme, which focused on isolated Irish vocabulary, while the control group experienced typical teaching of Irish. The results of a one-way multivariate analysis of variance and a series of dependent-samples t-tests revealed that in contrast to the control group, the experimental group exhibited a significant increase in both isolated sight word reading fluency and contextualised reading fluency following the intervention. This study emphasises the potential value of utilising PT to aid second language learning, not only for increasing isolated sight word reading fluency, but also for enhancing contextualised reading fluency.  相似文献   

16.
The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word recognition automaticity was found to be a significant predictor of comprehension at all grade levels tested. Prosody predicted comprehension at all grades levels except grade 4. Regression analyses at each grade level indicate that, except for grade 4, word recognition automaticity and prosody, together contribute to the prediction of reading comprehension. The magnitude of fluency’s prediction of comprehension ranged from approximately a quarter to a third of comprehension. The results are discussed in terms of policy and instructional changes that may be considered for reading instruction for Turkish students.  相似文献   

17.
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition.  相似文献   

18.
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n?=?12) or B (n?=?12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme–phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading–writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with “working memory in mind” to phonics helps students with dyslexia spell and read English words.  相似文献   

19.
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   

20.
The Simple View of Reading (SVR) suggests that the components of reading comprehension are decoding and linguistic comprehension. Given research that suggests that fluency is a separate construct from decoding and linguistic comprehension in fourth grade, the aim of this study was to examine the role of fluency in the SVR model. Analyses of data from 248 fourth-grade children explored whether the influence of fluency on reading comprehension is direct or whether fluency plays an indirect role on reading comprehension as a mediator or moderator of decoding. Structural equation modeling and latent regression analyses revealed that reading fluency plays a mediating role in explaining the relation between decoding and reading comprehension. This novel finding is placed in the context of studies that reported either a direct effect or no effect of reading fluency in SVR.  相似文献   

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