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1.
Tests of a model of the expected relationships between language abilities and reading achievement measures from the beginning of kindergarten through third grade are discussed. At kindergarten, more global language abilities influenced early, wholistic measures of reading achievement, including letter and number naming. At Grade 1, these earlier accomplishments had a direct effect on word recognition, but a second direct effect was also apparent for word and pheneme segmentation measured in kindergarten. Comprehension at Grade 1 was influenced primarily by word recognition abilities at the same time. At Grade 2, comprehension influenced word recognition; at Grade 3, word recognition and comprehension were essentially independent. These findings are considered in the context of Frith's three-phase hypothesis of reading acquisition. A rationale for testing the potential of training in auditory segmentation to modulate the effects of developmental dyslexia is presented.  相似文献   

2.
We have investigated the reciprocal influence of reading acquisition and phonemic awareness. Using a between-grades quasi-experimental design, we have found that learning to read is the most important factor that accounts for the drastic improvement of phonemic segmentation skills during the first year of schooling. On the other hand, we found that improving phonemic skills in kindergarten facilitated reading acquisition in children at risk for developing reading disorders. We suggest that, for most children, exposure to the alphabet automatically triggers phonemic awareness, which is a necessary condition for efficient acquisition of reading. However, the emergence of phonemic awareness requires a previously developed sensitivity to phonology, which in some children may be absent. The present data suggest that, if phonological skills are absent, they may be developed in preschoolers by explicit training, thereby preventing failure in reading acquisition.  相似文献   

3.
A small number of studies show that music training is associated with improvements in reading or in its component skills. A central question underlying this present research is whether musical activity can enhance the acquisition of reading skill, potentially before formal reading instruction begins. We explored two dimensions of this question: an investigation of links between kindergartners’ music rhythm skills and their phonological awareness in kindergarten and second grade; and an investigation of whether kindergartners who receive intensive musical training demonstrate more phonological skills than kindergartners who receive less. Results indicated that rhythm skill was related to phonological segmentation skill at the beginning of kindergarten, and that children who received more music training during kindergarten showed improvement in a wider range of phonological awareness skills at the end of kindergarten than children with less training. Further, kindergartners’ rhythm ability was strongly related to their phonological awareness and basic word identification skills in second grade. We argue that rhythm sensitivity is a pre-cursor skill to oral language acquisition, and that the ability to perceive and manipulate time intervals in sound streams may link performance of rhythm and phonological tasks.  相似文献   

4.
Several research studies linking early phonemic awareness to the prevention of later reading difficulties strongly suggest that phoneme segmentation and blending, rather than rhyming and alliteration abilities, are the key aspects of phonemic awareness that are related to the prevention of difficulties. Yet there is a persistent belief among many educators that instruction in rhyming and alliteration are adequate to develop phonemic awareness and developmentally more appropriate than segmentation and blending activities. Using quasi-experimental methods, I evaluated two approaches for teaching phonemic awareness to 4- and 5-year-old children in four Head Start classrooms. The first approach focused on rhymes, alliteration, and story activities. The second approach focused on phoneme segmentation and blending in the context of sounding out actual words. Results showed that children taught using the second approach produced significantly greater gains in phonemic awareness and letter–sound knowledge, compared to children using the first approach. Both approaches were more effective when teachers had previously taught attention skills to their children.  相似文献   

5.
This study investigated the effect of an auditory training programme with backward readers who were also deficient in one or more auditory perceptual subskills. Thirty subjects were randomly assigned to one of three groups. The experimental group received a nine hour taped programme devised by the experimenter and designed to teach the skills of auditory discrimination, memory, analysis and synthesis and auditory-visual integration. The comparison group listened to stories on tape for the same duration as the experimental group, while the third group served as a control merely being tested at the beginning and at the end of the experiment. It was found that although the training programme significantly improved the performance of the experimental group over the other two groups on a total auditory perceptual test, there was no corresponding improvement in reading, on word recognition or comprehension tests. The particular auditory subskills which appeared amenable to training were auditory discrimination (rhyme) and auditory synthesis (blending and closure).  相似文献   

6.
Preschool children in Latvia were tested in order to examine the relationships among various enabling skills and early reading performance. A principal component analysis indicated three factors: a phonemic awareness factor, a naming factor, and a short-term memory factor. Multiple regression analyses with word identification and sentence comprehension as dependent variables yielded further support to the powerful role played by phonemic awareness in explaining variance in both these aspects of reading. Unexpectedly, neither naming nor short-term memory contributed to explain unique variance in word and sentence reading. The Latvian orthography is very consistent, and our results provide further evidence to the importance of phonemic awareness in early reading acquisition especially in a transparent language. Therefore, the tasks used when assessing phonemic awareness can be very useful when screening children at risk for developing reading problems. Enhancing children's letter knowledge and phonemic awareness skills should be a priority goal in the kindergarten classroom.  相似文献   

7.
The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.  相似文献   

8.
Children with hyperlexia who learn to read spontaneously before the age of five are impaired in reading and listening comprehension but have been found to have word recognition skills well above their measured cognitive and linguistic abilities. Even though many reports have been published about these children, to date, only one study has investigated whether children with hyperlexia also have strong phonemic awareness skill. In the present study, several phonemic awareness measures were administered to two children with hyperlexia and one child with above average word identification skills who started to read words at a very early age. The results show that all three childrens' levels of phonemic awareness were low and not commensurate with their word reading skill. Wide inter- and intra-individual variations were found on all of the phonemic awareness measures. These findings pose a number of questions for researchers investigating the condition of hyperlexia.  相似文献   

9.
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing, on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are discussed in terms of the impact of cross-language differences in bilingual reading acquisition.  相似文献   

10.
The present study examined the possibility that phonemic discrimination training could improve the phonemic segmentation ability of children with reading disabilities. Half of the 32 children with reading disabilities (14 male and 4 female second graders and 10 male and 4 female third graders, with mean ages of 99.2 and 109.7 months, respectively) deficient in phonemic segmentation skills were assigned to the training group, while the other half acted as a nontrained control group. The trained children were successful at significantly improving their performance on the phonemic segmentation task. The control group made no improvement. Requiring children with reading disabilities to make discriminations concerning phonemic information may have helped them discover properties of the phoneme that they previously did not know.  相似文献   

11.
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

12.
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   

13.
The authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R (lexical process), the Canals reading speed test, and the ACL-1 (reading comprehension). The sample was composed of 52 first-year primary school pupils. After the correlational analysis, results indicate that all of these factors correlate in reading (lexical process, speed, and word comprehension). Moreover, the nonparametric Mann-Whitney U test reveals that children with saccade eye movements and auditory perception problems obtain lower reading levels. In addition, children with lexical problems obtain a lower level of phonemic awareness. Given the importance of these variables, the authors conclude with a proposal of neuropsychological activities to improve reading skills.  相似文献   

14.
One hundred and three children attending Learning Assistance Centres due to reading difficulties and one hundred and three matched, average readers were administered a battery of auditory perceptual processing tasks. The battery was composed of auditory analysis and synthesis, auditory sequential memory, auditory discrimination, and phonemic segmentation tasks. A principal components analysis yielded four factors. These were determined to be advanced phonological awareness, sequential memory, discrimination, and simple phonological awareness. Discriminant analyses, using the factor scores, indicated that three of the four factors were able to discriminate between the able and disabled readers. Most notable among these was advanced phonological awareness. Auditory discrimination could not discriminate between the groups. The results suggest that there may not be one underlying phonological ability implicated in successful reading acquisition. Furthermore, it is clear that two levels of phonological awareness exist and that screening and diagnostic instruments should address both in order to have predictive validity.  相似文献   

15.
Recent research has suggested the importance of oral language ability in learning to read. It was proposed that the young child's awareness of the phonology of his language would greatly influence early reading success. The results revealed a strong relationship between the first grader's reading performance and two measures of his phonological awareness, invented spelling and phoneme segmentation abilities. Development of phonological awareness was not related to the child's sex, intelligence, socioeconomic status, or chronological age within a 12-month span. A third measure of phonological awareness, auditory analysis skills, was found to have less predictive value. The results suggest that an understanding of phonological relationships above and beyond that required for ordinary speaking and listening enables the beginning reader of English to make contact with his alphabetic writing system at the phonemic level. Instruction at the appropriate age level should facilitate this understanding.  相似文献   

16.
The goal of this longitudinal study was to examine which skills in early literacy determine the development of word recognition, reading comprehension, and spelling in the 2nd grade of the elementary school. A cohort of pupils was followed and tested during the 2nd year of kindergarten and the beginning of the 1st and 2nd grade. It appeared that mainly 2 skills determined the development of word recognition: rapid naming of letters and knowledge of letters. Reading comprehension was predicted to a large extent by vocabulary, rapid naming of letters, letter knowledge, and phonemic awareness. The skills that determined the development of spelling were rapid naming of numbers and letter knowledge.  相似文献   

17.
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   

18.
Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around 5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory were also explored, and appear to account for some of these findings.  相似文献   

19.
Abstract

The authors compared the effect of 2 phonological training procedures—segmenting and blending, or first sound identification and rhyming—on the acquisition of reading and spelling skills among kindergarten children. Sixty-one low-skilled kindergartners were assigned randomly to 1 of 2 strategy groups. Children received 20–30 min of instruction in small groups that met twice a week for 10 weeks. Both groups improved significantly in the target skills and in reading and spelling. No significant differences were found between groups on skill acquisition, transfer to untaught skills, or generalization to reading and spelling. Children demonstrated weaker evidence for transfer and generalization than that reported earlier. The results are discussed in terms of treatment differences and support for stimulating generalization.  相似文献   

20.
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing, sound spelling, and spelling of real and nonsense words. Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau and Joan Foley for assistance in scoring students’ responses.  相似文献   

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