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1.
Sung Hee Lee 《Reading and writing》2017,30(7):1595-1616
Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed. 相似文献
2.
Research Findings: We present 3 studies that focused on preschoolers’ electronic book (e-book) reading in different contexts aimed at supporting children’s early literacy. In Study 1 we researched the impact of children’s age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from e-book reading, and 5 readings benefited most skills better than 3. In Study 2 we investigated (a) parents’ behavior during joint e-book reading with their children compared to joint printed book reading and (b) parental mediation in joint reading of a considerate e-book compared to joint reading of an inconsiderate e-book. The joint printed book reading yielded more expanding talk than the joint e-book reading, and reading the considerate e-book yielded higher expanding talk than reading the inconsiderate e-book. In Study 3 we compared adult support in joint e-book reading to joint printed book reading and compared both readings to children’s independent e-book reading. Reading the e-book with adult support assisted children in progressing in phonological awareness and word reading compared to other group reading. Practice or Policy: Well-designed e-books may serve as good tools to support children’s early literacy, and when parents or educators read them with children, children’s progress is enhanced. We recommend that these findings be taken into account by e-book designers, policymakers, teachers, and parents. 相似文献
3.
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
4.
《Scientific Studies of Reading》2013,17(3):219-259
The purpose of this study was to demonstrate the usefulness of combining curriculum-based measurement and hierarchical linear modeling procedures to identify the characteristics of first-grade children that predict growth rates in the acquisition of decoding skills (as assessed through measures of isolated word and nonword reading). This study examined the relative importance of both static (initial levels of performance) and dynamic (rate of growth) measures of cognitive-processing abilities (i.e., phonemic awareness and rapid naming speed) and emergent print knowledge (i.e., letter name, letter sound, more advanced graphophoneme knowledge, and orthographic awareness) as predictors of decoding growth in a sample of 75 first-grade children. Over the course of an academic year, a set of parallel word and nonword reading tasks, constructed using curriculum-base measurement techniques and administered on a monthly basis, were capable of demonstrating individual change in decoding skill. Furthermore, results indicate that growth in cognitive-processing abilities and general knowledge about print could likewise be measured and adequately modeled. In this sample of children, rate of growth in word and nonword reading was predicted by a different combination of static and dynamic variables representing both cognitive-processing abilities and print knowledge. Results suggest that in the very earliest stages of word reading development there may be a strong association between the rate of growth in cognitive processing, print knowledge, and decoding skills. 相似文献
5.
Reading electronic and printed books with and without adult instruction: effects on emergent reading
The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction
were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned
to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction
(EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control).
The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures
included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved
greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological
awareness than the EB and the control groups. Implications for future research and for educators are discussed. 相似文献
6.
This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5–6 age group. The review focuses on the e-book's contribution to vocabulary acquisition, phonological awareness, concept about print, as well as story comprehension among two groups of kindergartners exhibiting difficulties in language development and emergent literacy: (a) children at-risk for learning disabilities and (b) children from low socioeconomic backgrounds. Overall, both groups of children were found to improve vocabulary and phonological awareness following e-book activity in different contexts. These results indicate the e-book's efficacy as an educational tool in heterogeneous classrooms. 相似文献
7.
The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5?C7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book??s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed. 相似文献
8.
These two studies examined the processes underlying English and Chinese word reading in Chinese–English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English and Chinese to adolescents and young adults living in Canada. The results show that similar word reading processes were used to read English and Chinese for the bilinguals who were recent immigrants and had less exposure to English. Specifically, vocabulary knowledge was directly related to English and Chinese word reading in the more recent immigrants. However, phonological awareness was not related to English word reading in this group. Conversely, reading processes in the two languages were less similar for participants who were long-term immigrants. In the long-term immigrant group, English reading was related to phonological awareness. The writing system of the first language (L1) exerted an influence on L2 reading and the degree of influence was related to language experience. 相似文献
9.
This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability. 相似文献
10.
This study investigated an emergent interaction between word reading fluency and vocabulary knowledge in the prediction of reading comprehension among French immersion students in Grades 2 and 3. A group of 66 students were tested on measures of phonological awareness, rapid automatized naming, word reading accuracy, vocabulary, word reading fluency and reading comprehension in English and French at both time points. Hierarchical regression analyses were conducted to examine whether vocabulary and word reading fluency interact in predicting English and French reading comprehension. Regressions were constructed for each language and grade separately. Results showed that in Grade 2, word reading fluency and vocabulary contributed independently to reading comprehension, though an interaction between these variables was not observed in either language. By Grade 3, an interaction between these constructs emerged and was shown to predict reading comprehension in both English and French. Specifically, vocabulary was positively related to reading comprehension among students with moderate to high levels of fluency, while vocabulary did not uniquely contribute to reading comprehension among those who were less fluent. The emergence of an interaction in Grade 3 suggests that as students’ reading skills become more proficient, reading comprehension outcomes are better explained by taking into account the interaction between reading fluency and vocabulary knowledge.
相似文献11.
This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific words (glosses, vocabulary focus, and footnotes), and three macro-level supports that provided global or background information (illustrations, infographics, and photos). The participants read the ebook under two presentation modes: (1) simultaneous mode: where digital input and supports were presented at the same time; and (2) sequential mode: where the digital content and supports were incrementally presented. Analyses showed that when reading for vocabulary acquisition, vocabulary focus and glosses were significantly fixated on, and when reading for comprehension, illustrations were more intensely fixated on. Additionally, when the digital content was incrementally presented, vocabulary focus received significantly higher total fixation duration. This suggests that reading under the sequential mode has the potency to guide L2 learners’ focal attention toward micro-level supports. In contrast, under the simultaneous presentation mode, L2 learners seemed to divide their focal attention among both micro-level and macro-level supports. Pedagogical implications are discussed based on the findings of this study. 相似文献
12.
The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks 总被引：1，自引：0，他引：1
The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the "language, IQ, and DA" factor. It was relatively distinct from two additional factors: (a) "speeded alphabetic knowledge and RAN" and (b) "task-oriented behavior." A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development. 相似文献
13.
What are the underlying skills of silent reading acquisition? A developmental study from kindergarten to the 2nd grade 总被引：1，自引：0，他引：1
Irit Bar-Kochva 《Reading and writing》2013,26(9):1417-1436
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
14.
Adina Shamir Ora Segal-Drori Ilana Goren 《Education and Information Technologies》2018,23(3):1231-1252
The main purpose of the present study was to examine the effect of an activity with an educational electronic book (e-book) on language retention among children at risk for learning disabilities (LD) (seven weeks after the intervention). Two modes of the educational e-book were investigated: with and without metacognitive guidance. Seventy seven kindergarteners aged 4.5–7 were randomly divided into three groups: (1) reading an e-book which included metacognitive guidance (EBM); (2) reading an e-book which did not include metacognitive guidance (EB); (3) receiving the regular kindergarten program (control). The children’s vocabulary was assessed before the intervention, immediately after the intervention (post 1) and seven weeks later (post 2). Story comprehension was assessed only following the intervention (post 1 and 2). The findings showed a long-term effect of the activity with the e-book on vocabulary. However, for story comprehension, a decrease in recall of words and quotes and an increase in the recall of main ideas from the story were found seven weeks after the activity with the e-book. No significant difference in retention was found between the two intervention groups (with and without metacognitive guidance). The implications of these results for kindergarteners at risk for LD are discussed. 相似文献
15.
Sanne W. van der Kleij Adrian P. Burgess Jessie Ricketts Laura R. Shapiro 《Child development》2023,94(1):e57-e66
We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds. 相似文献
16.
Christina K. Limbird Jessica T. Maluch Camilla Rjosk Petra Stanat Hans Merkens 《Reading and writing》2014,27(5):945-968
Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children. 相似文献
17.
Xiuli Tong Catherine McBride‐Chang Anita M.‐Y. Wong Hua Shu Pieter Reitsma Judith Rispens 《Journal of Research in Reading》2011,34(3):315-332
This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese. 相似文献
18.
The purpose of this study was to examine the effects of Urdu, a phonologically transparent orthography with regular letter-sound correspondences on the development of reading in English. The results showed that children who had high levels of vocabulary knowledge and phonological awareness in Urdu, were more likely to perform well on English reading and reading related tasks, but poorly on visual memory tasks. In contrast, children who had some Urdu word recognition skills, but low levels of Urdu vocabulary knowledge and Urdu phonological awareness tended to perform poorly on English reading and reading related tasks, but better on visual memory tasks. The findings provide further support to the direct impact of Urdu on single word reading in English. 相似文献
19.
Deborah K. Reed 《Learning disabilities research & practice》2008,23(1):36-49
This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading‐related outcomes (e.g., word identification, spelling, vocabulary, reading comprehension). Of those studies meeting the criteria, three studies were focused on word identification, three were focused on vocabulary acquisition, and one was focused on spelling. Although there was a wide range in effect sizes computed for the various outcome measures (?.93 to 9.13), findings indicated that stronger effects were associated with root word instruction (as opposed to affixes alone) and with morphology instruction that targeted students' reading developmental level in an age of acquisition pattern. In addition, results suggested that morphology could successfully be combined with training in other skills without adding instructional time. 相似文献
20.
The nature of the relations among morphological awareness, vocabulary and word reading in Chinese children remains relatively unclear. The present study aimed to distinguish between sublexical morphological awareness, referring to the ability to use the meaning cues of semantic radicals embedded in a compound character, and lexical level morphological awareness, defined as the ability to understand and manipulate single characters (i.e., morphemes) comprising Chinese compound words, on word reading. We also examined the role of vocabulary knowledge on the relation between morphological awareness and word reading at both the sublexical and lexical levels. A group of 172 Chinese second graders were administered measures of sublexical and lexical level morphological awareness, vocabulary knowledge, phonological awareness, orthographic knowledge, nonverbal ability, and word reading. Both sublexical and lexical levels of morphological awareness were moderately correlated with word reading. Vocabulary knowledge appeared to partially mediate the effect of sublexical morphological awareness on word reading, but it fully mediated the effect of lexical level morphological awareness on word reading. These results suggest that sublexical and lexical level morphological awareness play distinct roles in Chinese word reading; vocabulary knowledge is an important factor influencing the relation between morphological awareness and word reading in Chinese. 相似文献