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1.
Autumn L. McIlraith Language Reading Research Consortium 《Journal of Research in Reading》2018,41(1):79-96
Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first‐grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well‐known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading‐related outcomes. What is already known about this topic
- Early predictors of word reading are well established, with letter knowledge, phonological awareness and rapid automatised naming identified as key predictors.
- These relationships are primarily investigated in average readers, or in groups of good and poor readers separated by an arbitrary cut‐off score.
- In this study, we used quantile regression to determine significant predictors of word reading across a range of word reading abilities.
- The quantile regression approach avoids the loss of power that can arise when creating subgroups and has none of the issues associated with the use of a single, arbitrary cut-off score to separate good and poor readers.
- Letter knowledge and phonological awareness were significantly predictive of word reading across the distribution of word reading abilities, whereas rapid automatised naming was significant only for good readers, and sentence recall was significant only for poor readers.
- Results reinforce the usefulness of measures such as letter knowledge, phonological awareness and sentence repetition in the early identification of children at risk for reading disabilities.
- Results also suggest that measures of rapid naming may add little unique information in differentiating between children who subsequently read in the below‐average range.
2.
Information processing theory suggests that sublexical fluency skills are important to word reading development, but there are few supportive data. This study investigated if sublexical fluency (letter name fluency, letter sound fluency, and phoneme segmentation fluency) contributed to the development of word reading and spelling in 92 kindergarten children. The pattern of findings suggests that, as early as kindergarten, sublexical fluency skills explain a small, but significant, amount of unique variance in literacy outcomes when also considering the influence of accuracy in these skills. Also, growth in sublexical fluency skills is related to both word reading and spelling proficiency at the end of kindergarten. We suggest that knowledge of early literacy skill development may be enhanced by attention to sublexical fluency and that these skills, specifically letter sound fluency, may provide the mechanism that supports early word reading and spelling. 相似文献
3.
Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability 
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下载免费PDF全文 Background
This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness.Methods
103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory.Results
Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes.Conclusions
Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed.Implications for Practice
What is already known about this topic- Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation).
- Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers.
- Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks.
- Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading.
- Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development.
- Theoretical models of phonology and reading can be extended to include suprasegmental processes.
- For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology.
- Tasks of phonology and reading with increasing complexity impose greater demands on the executive system. The relationship between cognitive flexibility and reading needs to be considered in theoretical models of reading.
4.
Background
A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective.Methods
We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 7 years) who their schools identified as needing reading support. School‐based individual tutorials usually took place 2–3 times/week. Only the experimental group received the intervention in the first 10 months; thereafter, both the experimental and control groups received the intervention for 6 months.Results
After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short‐term memory and executive loaded working memory.Conclusions
The computer‐assisted intervention was effective, and this suggests that this medium can be used for reading interventions with English‐speaking children. What is already known about this topic- There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions.
- Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children.
- The use of visual mnemonics to improve reading has rarely been investigated.
- The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective.
- The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one.
- Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100.
- Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities.
- The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success.
- The role of visual mnemonics as a help for struggling readers deserves further investigation.
5.
Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions 下载免费PDF全文
下载免费PDF全文 This study sought to compare how three different gloss types (text–picture, text–audio and text–picture–audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between‐groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper‐intermediate proficiency level) read English texts. Written recall and multiple‐choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text–picture–audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications. What is already known about this topic
- Electronic glosses foster reading comprehension and vocabulary acquisition.
- There are different positions about the effectiveness of form focused instruction in grammar, with the focus on forms approach having a higher acceptable rate in SLA. But, this issue has been rarely researched in vocabulary acquisition.
- This study supports the complementary nature of dual annotations in vocabulary learning and reading comprehension.
- This study extends the issue of form focused instruction to vocabulary learning by comparing the incidental, intentional and incidental–intentional learning orientations.
- This study evaluates the interaction between the multiple gloss types and the learning orientations.
- This study provides both pedagogical and theoretical implications.
6.
Predictors of word‐reading ability in 7‐year‐olds: analysis of data from a U.K. cohort study 下载免费PDF全文
下载免费PDF全文 Ginny Russell Obioha C. Ukoumunne Denise Ryder Jean Golding Brahm Norwich 《Journal of Research in Reading》2018,41(1):58-78
Previous U.K. population‐based studies have found associations amongst early speech and language difficulties, socioeconomic disadvantage and children's word‐reading ability later on. We examine the strength of these associations in a recent U.K. population‐based birth cohort. Analyses were based on 13,680 participants. Linear regression models were fitted to identify factors that were associated with word‐reading score at the age of 7 years. Path analysis models were fitted to examine phonological skills as a mediator of the relationships. We found that male gender, preterm birth, naming vocabulary at age five, concerns about speech and language, maternal education, type of housing tenure, lone parenting, parent attachment and frequency of reading to the child were all independently associated with word reading. For each of these predictors, there was evidence suggesting that a substantial proportion of the effect may be mediated by phonological skills (ranging from 52 to 89%). Despite policy intervention, many of the same risk factors identified in previous studies still predict children's word‐reading ability in the United Kingdom. Results support the phonological model, with phonological skills on the pathway to word reading.
What is already known about this topic?
- A range of studies has implicated poor socioeconomic background and disadvantaged family circumstances as risks for children's poor word reading.
- Good early development of language skills is firmly established as a pathway to promoting reading ability.
- Not all poor readers show deficits in phonological skills, although such deficits correlate highly with reading difficulties.
What this paper adds
- This is an original analysis of factors in a recent cohort of U.K. children, using stratified sampling to be representative of the U.K. population as a whole.
- A range of child‐specific, family socioeconomic and family relationship factors were independently associated with word‐reading ability when children were age seven.
- For each of the predictors, there was evidence suggesting that a substantial proportion of the effect, if causal, may be mediated by phonological skills (ranging from 52 to 89%).
Implications for theory, policy or practice
- Despite policy intervention, many of the same risk factors identified in older studies still predict children's word‐reading ability in the United Kingdom.
- Results lend weight to the phonological model, where deficits in phonological skills are on the pathway to word reading.
7.
Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills 下载免费PDF全文
下载免费PDF全文 Mariska Okkinga Roel van Steensel Amos J. S. van Gelderen Peter J. C. Sleegers 《Journal of Research in Reading》2018,41(1):20-41
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.
Highlights
What is already known about this topic- Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
- It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
- High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
- After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
- Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
- Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
- Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
- Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
- Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
8.
Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese 下载免费PDF全文
下载免费PDF全文 Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Journal of Research in Reading》2018,41(1):159-175
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
- Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
- Children's early reading skills can have an impact on later HLE.
- The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
- In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
- The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
- More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
- We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
- This can be particularly true of less educated parents with poorly performing children.
- We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
9.
Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 下载免费PDF全文
下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
10.
Lindsay J. Flynn Xinhua Zheng H. Lee Swanson 《Learning disabilities research & practice》2012,27(1):21-32
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm‐referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm‐referenced reading measures with an aggregated mean of 0.41 (SE= .04) in favor of the experimental condition. Moderate effect sizes emerged on norm‐referenced measures of word identification (M= 0.41), decoding (M= 0.43), and comprehension (M= 0.73) and low effect sizes for fluency (M=–.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed. 相似文献
11.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
12.
Background
Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho‐motor and writing skills may have hampered previous work.Method
In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal reading instruction and were administered a host of FMS, early reading skills and cognitive measures.Results
Analyses indicate that FMS related less strongly than grapho‐motor skills to emergent literacy skills. Controlling for grapho‐motor and cognitive skills, FMS did not generally explain unique variance in emergent literacy skills.Conclusions
The link between reading and motor skills is highly differential. Findings did not suggest that pure FMS played a significant role in early reading development, however, its close cousin grapho‐motor skills – even when devoid of the cognitive knowledge of letters – did.Implications for practice
What is already known about this topic
- Fine motor skills (FMS) are considered an important school readiness indicator
- FMS play a role in cognition and language development
- Some research suggests that FMS might be important for reading
What this paper adds
- First study to look differentially at FMS and emergent literacy
- FMS was considered separately from grapho‐motor and handwriting skill
- Links between these motor skills and a broad range of emergent literacy and cognitive skills were investigated
Implications for practice and/or policy
- FMS may be important in the development of grapho‐motor skills
- Grapho‐motor skills appear, in turn, linked to reading
- Fostering children's grapho‐motor skills may be important in kindergarten
13.
How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade 下载免费PDF全文
下载免费PDF全文 - The ‘simple view of reading’ model explains reading comprehension as the product of decoding and listening comprehension.
- This model explains between 70% and 83% of the variance in reading comprehension in English, in which the contribution of decoding and listening comprehension varies as a function of the level of the readers.
- Orthographic transparency and other unique characteristics of the languages studied might influence reading comprehension in these languages
- Arabic is a diglossic language that is characterised by relatively unique orthographic and morphological features for which the validity of the simple view of reading (SVR) has not been tested.
- The basic components of the SVR (decoding and listening comprehension) have explained between 56% and 38% of the variance in reading comprehension in children from the first to the sixth grade.
- Decoding, as one of the basic components of the SVR, failed to contribute to reading comprehension when orthography and morphology were considered.
- This large‐scale cross‐sectional study is the first of its type to assess reading comprehension in Arabic.
- The study justifies the necessity to assess the suitability of the SVR in languages with very specific linguistic characteristics such as Arabic.
- The results emphasise the necessity of considering the complex orthography and the rich morphology of Arabic for improving teaching, assessment and intervention.
14.
Emily Coyne Lee Farrington‐Flint Jean Underwood James Stiller 《Journal of Research in Reading》2012,35(4):393-410
The current work examines children's sensitivity to rime unit spelling–sound correspondences within the context of early word reading as a way of assessing word‐specific influences on early word‐reading strategies. Sixty 6–7‐year‐olds participated in an experimental reading task that comprised word items that shared either frequent or infrequent rime unit correspondences. Retrospective self‐reports were taken as measures of strategy choice. The results showed that the children were more accurate in identifying word items that shared a common rime unit (consistent items) when compared with those containing infrequent rime units (unique and exception items). Moreover, while nonlexical (phonological) attempts were most frequently applied across all word types, these resulted in lower levels of accuracy, especially for the exception word items. The current data support the argument that children are increasingly sensitive to rime unit sound–spelling correspondences during the early stages of their word reading and the nature of these word‐specific orthographic representations shape their reliance on using particular lexical or non‐lexical‐based word‐reading strategies. 相似文献
15.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
16.
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17.
Wanzek J Vaughn S Wexler J Swanson EA Edmonds M Kim AH 《Journal of learning disabilities》2006,39(6):528-543
Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes. 相似文献
18.
The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. 相似文献
19.
In recent literature on persons with learning disabilities (LD), speech recognition has been discussed primarily as an assistive
technology to help compensate for writing difficulties. However, prior research by the authors has suggested that in addition
to helping persons to compensate for poor writing skills, speech recognition also may enhance reading and spelling; that is,
what was designed as assistive technology appears to serve remedial functions as well. The present study was conducted to
determine whether elementary and secondary students with LD who used the technology to write self-selected compositions and
class assignments would demonstrate improvements in reading and spelling. Thirty-nine students with LD (ages 9 to 18) participated.
Nineteen participants used speech recognition 50 minutes a week for sixteen weeks, and twenty students in a control group
received general computer instruction. Results indicated that the speech recognition group showed significantly more improvement
than the control group in word recognition (p<.0001), spelling (p<.002) and reading comprehension (p<.01). Pre- and posttests on five reading-related cognitive processing measures (phonological, orthographic, semantic processing,
metacognitive reading strategies, and working memory) indicated that for the experimental group, only phonological processing
improved significantly over the treatment period when compared to controls (p<.04). Further ANCOVA suggested that growth in phonological processing was associated with significant differences among conditions
for all three academic measures: word recognition, spelling, and reading comprehension.
Address correspondence to 971 N. Altadena Drive, Pasadena, CA 91107. E-mail center@frostig.org. 相似文献
20.
Roxanne F. Hudson Carole Isakson Taylor Richman Holly B. Lane Stephanie Arriaza‐Allen 《Learning disabilities research & practice》2011,26(1):15-27
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity. 相似文献