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1.
We examined the contribution of working memory capacity to the development of children’s reading comprehension. We present
data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade
3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working
memory in predicting reading comprehension compared to vocabulary and decoding skills. The second question explored to what
extent reading comprehension could be predicted by working memory capacity measured at a prior time. At the end of each grade,
reading comprehension, nonword reading, vocabulary knowledge and working memory capacity were assessed. To test the first
question, the predictive power of working memory capacity was compared to vocabulary and decoding skills by performing concurrent
multiple-regression analyses in each grade. The results showed that working memory capacity emerged as a direct predictor
of reading comprehension in Grade 3. To address the second question, we performed multiple-regression analyses predicting
reading comprehension from working memory, nonword reading, and vocabulary measured at a prior time. In these analyses, the
autoregressive effect was taken into account to separately assess the unique contribution of each predictor to the development
of later reading comprehension. The results showed that Grade 1 vocabulary and Grade 2 working memory had additional effects
on Grade 3 reading comprehension after the autoregressive effect of reading comprehension had been accounted for. These findings
support the idea that, as word recognition becomes automated throughout the early grade levels, working memory becomes an
important determinant of reading comprehension. There is also evidence that working memory capacity directly influences the
development of reading comprehension skills. The direction of the causal flow is discussed. 相似文献
2.
Louise Spear-Swerling 《Reading and writing》2006,19(2):199-220
This study explored third-graders’ oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading
comprehension. It also examined the children’s performance on two different measures of text exposure, a self-report questionnaire
and a title-recognition test. Although third-graders’ ORF related significantly to their reading comprehension, oral language
comprehension accounted for most of the variance in reading comprehension, whereas single word reading speed accounted for
most of the variance in ORF. Third-grade reading comprehension and ORF each predicted unique variance in children’s scores
on a fourth-grade state-mandated reading comprehension assessment. Scores on the self-report questionnaire correlated significantly
with third-grade ORF and fourth-grade reading; the self-report accounted for reliable variance in ORF even with all of the
other reading ability variables entered first. Results are consistent with the viewpoint that text exposure affects reading
fluency. They also demonstrate that ORF is a valuable predictor of middle-elementary children’s reading comprehension, even
when the ORF measure employs very easy text in which children achieve near-perfect word accuracy. 相似文献
3.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
4.
We examined text memory in children with word reading deficits to determine how these difficulties impact representations
of text meaning. We show that even though children with poor word decoding recall more central than peripheral information,
they show a significantly bigger deficit relative to controls on central than on peripheral information. We call this the
centrality deficit and argue that it is the consequence of insufficient cognitive resources for connecting ideas together due to these children’s
resources being diverted from comprehension to word decoding. We investigated a possible compensatory mechanism for making
these connections. Because a text representation is a synthesis of text information and a reader’s prior knowledge, we hypothesized
that having knowledge of the passage topic might reduce or eliminate the centrality deficit. Our results support this knowledge
compensation hypothesis: The centrality deficit was evident when poor readers did not have prior knowledge, but was eliminated
when they did. This presents an exciting avenue to pursue for possible remediation of reading comprehension in children with
word identification difficulties. 相似文献
5.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引：1，自引：0，他引：1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
6.
Tami Katzir YoungSuk Kim Maryanne Wolf Becky Kennedy Maureen Lovett Robin Morris 《Reading and writing》2006,19(8):845-872
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework. 相似文献
7.
In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their
word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between
6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the
scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade.
The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although
reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension
difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading
comprehension. 相似文献
8.
Beth L. Green Anna M. Malsch Brianne Hood Kothari Jessica Busse Eileen Brennan 《Early Childhood Education Journal》2012,40(2):123-132
This article describes the development, implementation, and outcomes of a pilot intervention designed to enhance preschool
programs’ ability to support children’s social-emotional development. Working with two Head Start programs, the intervention
included (1) restructuring existing early childhood mental health consultation services; (2) engaging programs in a mental
health-specific strategic planning; (3) providing training to program staff in early childhood mental health best practices;
and (4) implementing staff wellness activities to promote a healthy organizational culture. Research Findings: Results from
quantitative staff surveys found significant improvement over time in terms of reduced staff stress, increased levels of understanding
of best practices in early childhood mental health, and more evidence of a shared understanding of how best to meet children’s
mental health needs. Results were strongest for management and teaching staff, compared to other staff types. Practice Implications:
Head Start and preschool programs may benefit from institutionalizing strategies to ensure that continued attention is paid
to their program’s mental health services through ongoing strategic planning, supporting staff wellness, and by effective
use of mental health consultants. Mental health consultants may be most valuable when they focus on capacity-building activities
such as staff coaching and training, and working with management teams to ensure a collective “mental health perspective”. 相似文献
9.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children
read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting
the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous
studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less
than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before
and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses.
The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching
techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both
groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they
spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words
and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS.
Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly
more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children
performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only
while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with
difficult words, after one semester’s training. 相似文献
10.
Working memory is considered a well-established predictor of individual variation in reading comprehension in children and adults. However, how storage and processing capacities of working memory in both the phonological and semantic domain relate to reading comprehension is still unclear. In the current study, we investigated the contribution of phonological and semantic storage, and phonological and semantic processing to reading comprehension in 123 Dutch children in fifth grade. We conducted regression and mediation analyses to find out to what extent variation in reading comprehension could be explained by storage and processing capacities in both the phonological and the semantic domain, while controlling for children’s decoding and vocabulary. The analyses included tasks that reflect storage only, and working memory tasks that assess processing in addition to storage. Regression analysis including only storage tasks as predictor measures, revealed semantic storage to be a better predictor of reading comprehension than phonological storage. Adding phonological and semantic working memory tasks as additional predictors to the model showed that semantic working memory explained individual variation in reading comprehension over and above all other memory measures. Additional mediation analysis made it clear that semantic storage contributed indirectly to reading comprehension via semantic working memory, indicating that semantic storage tapped by working memory, in addition to processing capacities, explains individual variation in reading comprehension. It can thus be concluded that semantic storage plays a more important role in children’s reading comprehension than previously thought. 相似文献
11.
Relationships between sixth-graders’ reading comprehension and two different measures of print exposure 总被引：1，自引：0，他引：1
This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print
exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s
voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits,
not with other habits such as nonfiction book or magazine reading, and had a stronger relationship to all tested reading abilities
than did the RHQ. Strong comprehenders in reading outperformed weak comprehenders on all component reading measures, ART score,
and fiction habits; however, weak comprehenders scored higher than did strong comprehenders on the indicator of nonfiction
reading habits. The two groups of comprehenders did not differ significantly on other reported reading habits. The results
are discussed in relation to children’s specific book choices and demonstrate the relevance of genre to evaluations of children’s
print exposure. 相似文献
12.
13.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
14.
Zheng Lin 《Early Childhood Education Journal》2010,37(4):279-287
This paper reports on a study of interactive dynamic assessment undertaken by children learning English listening and speaking
as a Foreign Language in a kindergarten. It investigates how an interactive dynamic assessment could be designed to assess
young English-as-a-foreign-language (EFL) learners, what information such an interactive dynamic assessment may generate about
the language program and the participating children, and how such information may promote children’s EFL learning. Instead
of being context-independent and solely form-focused, this interactive dynamic assessment is contextualised within an English
intervention program and incorporated with a pre-formulated set of supportive mediations for the participating children. The
study shows this interactive dynamic assessment differs from traditional non-dynamic assessments in that it includes the assessor’s
mediation and thereby generates the information about the participating children’s needs for and potential responses to mediation.
It also demonstrates the potential of an interactive dynamic assessment in promoting children’s EFL learning and supporting
teaching EFL. 相似文献
15.
Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters 总被引：2，自引：0，他引：2
Jerome L. Packard Xi Chen Wenling Li Xinchun Wu Janet S. Gaffney Hong Li Richard C. Anderson 《Reading and writing》2006,19(5):457-487
Previous research in alphabetic languages had shown that children learning to write are sensitive to morphological information, and that it serves as a resource that they draw upon as they acquire writing skills. In Chinese as well, sensitivity to morphological and orthographic information had been found to predict children’s ability to read characters. The present study investigated whether raising children’s awareness of the morphemic and orthographic structure of Chinese words would lead to beneficial results in their learning to write Chinese. An experimental group of 144 first graders from two primary schools in Beijing, China were given instruction designed to increase their knowledge of the orthographic and morphological structure of Chinese words. After two semesters, the experimental group’s ability to copy Chinese characters and to write them from memory were both found to be significantly better than a control group. Theoretical implications are discussed, including how writing benefits from the types of linguistic knowledge that underlie lexical storage and retrieval in reading and speech. Educational implications are also discussed, such as how drawing children’s attention to the morphemic components of Chinese words and the systematic features of Chinese orthography provides them with multiple sources of information they may utilize in learning to write. 相似文献
16.
Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext 总被引：2，自引：0，他引：2
Johannes Naumann Tobias Richter Ursula Christmann Norbert Groeben 《Learning and individual differences》2008,18(2):197-213
Cognitive and metacognitive strategies are particularly important for learning with hypertext. The effectiveness of strategy training, however, depends on available working memory resources. Thus, especially learners high on working memory capacity can profit from strategy training, while learners low on working memory capacity might easily be overtaxed. In addition, efficient basic reading comprehension processes are important for strategy training to be successful: When both the newly acquired strategies and poorly routinized basic reading comprehension processes compete for working memory resources, navigation within the hypertext and learning might deteriorate rather than improve. In an experiment, 64 undergraduates learned with a comprehensive expository hypertext after receiving either a cognitive or a metacognitive or no strategy training. In line with the predictions, learners high on working memory capacity or reading skill could profit from learning strategy training in terms of learning outcomes and the quality of their navigational behavior. Learners low on working memory capacity or reading skill, in contrast, performed worse in both training conditions compared to the control condition. The improvement in learning outcomes for skilled learners as well as the impairment in learning outcomes for unskilled learners could be shown to be indirect effects mediated by the quality of navigational behavior. 相似文献
17.
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
18.
Atom Surprise: Using Theatre in Primary Science Education 总被引：1，自引：1，他引：0
Early exposure to science may have a lifelong effect on children’s attitudes towards science and their motivation to learn
science in later life. Out-of-class environments can play a significant role in creating favourable attitudes, while contributing
to conceptual learning. Educational science theatre is one form of an out-of-class environment, which has received little
research attention. This study aims to describe affective and cognitive learning outcomes of watching such a play and to point
to connections between theatrical elements and specific outcomes. “Atom Surprise” is a play portraying several concepts on
the topic of matter. A mixed methods approach was adopted to investigate the knowledge and attitudes of children (grades 1–6)
from two different school settings who watched the play. Data were gathered using questionnaires and in-depth interviews.
Analysis suggested that in both schools children’s knowledge on the topic of matter increased after the play with younger
children gaining more conceptual knowledge than their older peers. In the public school girls showed greater gains in conceptual
knowledge than boys. No significant changes in students’ general attitudes towards science were found, however, students demonstrated
positive changes towards science learning. Theatrical elements that seemed to be important in children’s recollection of the
play were the narrative, props and stage effects, and characters. In the children’s memory, science was intertwined with the
theatrical elements. Nonetheless, children could distinguish well between scientific facts and the fictive narrative. 相似文献
19.
Tiina Annevirta Eero Laakkonen Riitta Kinnunen Marja Vauras 《Metacognition and Learning》2007,2(1):21-39
The aim of this study was, firstly, to explore the development of primary school children’s metacognitive knowledge from preschool
to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the
developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school
years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to
the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and
Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative
development between the children’s MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more
the children’s MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first
three school years.
相似文献
| Tiina AnnevirtaEmail: |
20.
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent
writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing
with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly
assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult
support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions.
The children’s emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological
awareness and emergent word writing. Reading the e-book with adult assistance supported the children’s phonological awareness
and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading
the e-book without adult support did not differ from the control group. Furthermore, the children’s initial emergent literacy
level and reading the ebook with adult assistance contributed the most to the children’s emergent word writing. Educational
implications are discussed. 相似文献