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1.
Richard L. Sparks 《Reading and writing》1995,7(2):217-235
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
2.
Children with hyperlexia who learn to readspontaneously before the age of five are impaired inreading and listening comprehension but have wordrecognition skills well above their measured cognitiveand linguistic abilities. In a previous study, theauthor administered a battery of cognitive, academicachievement, and phonemic awareness tests to threechildren classified as hyperlexic. The findingsshowed that the levels of phonemic awareness of thesechildren were low and not commensurate with their wordreading skill. In the present study, the authorreevaluated the three children approximately 7–8 yearslater with the same battery of cognitive, academicachievement, and phonemic awareness tests as well asseveral additional measures of phonemic awareness. The results showed that all three childrens' levels ofphonemic awareness were still low and not commensuratewith their word reading skill. Other findings showedthat two of the children, both of whom had remained inspecial education classes since the previous study,continued to be voracious readers. The other child,who had always been in regular education classes, hadnot read very much for several years. Findings alsoshowed that the word recognition skills of two of thechildren, including the child who had always attendedregular education, had decreased by one to twostandard deviations. 相似文献
3.
Nathlie A. Badian 《Reading and writing》1993,5(1):87-100
This study examined differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. It also investigated which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Subjects were 170 school referrals of average intelligence, aged 6 to 10 years. The strongest differentiators of adequate and poor readers, with IQ and reading experience controlled, were phonemic awareness, naming speed for letters and pictured objects, and visual symbol processing. Letter naming speed made the largest independent contribution to word recognition, phonemic awareness to pseudoword reading, and object naming speed to reading comprehension. Confrontation picture naming accounted for minimal variance in reading skills, when IQ was controlled. It was concluded that tasks of naming speed, phonemic awareness, and visual symbol processing are valuable components of a diagnostic battery when testing children with possible reading disability. 相似文献
4.
Children with hyperlexia read words spontaneously before the age of five, have impaired comprehension on both listening and
reading tasks, and have word recognition skill above expectations based on cognitive and linguistic abilities. One student
with hyperlexia and another student with higher word recognition than comprehension skills who started to read words at a
very early age were followed over several years from the primary grades through high school when both were completing a second-year
Spanish course. The purpose of the present study was to examine the foreign language (FL) word recognition, spelling, reading
comprehension, writing, speaking, and listening skills of the two students and another high school student without hyperlexia.
Results showed that the student without hyperlexia achieved higher scores than the hyperlexic student and the student with
above average word recognition skills on most FL proficiency measures. The student with hyperlexia and the student with above
average word recognition skills achieved higher scores on the Spanish proficiency tasks that required the exclusive use of
phonological (pronunciation) and phonological/orthographic (word recognition, spelling) skills than on Spanish proficiency
tasks that required the use of listening comprehension and speaking and writing skills. The findings provide support for the
notion that word recognition and spelling in a FL may be modular processes and exist independently of general cognitive and
linguistic skills. Results also suggest that students may have stronger FL learning skills in one language component than
in other components of language, and that there may be a weak relationship between FL word recognition and oral proficiency
in the FL. 相似文献
5.
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children 总被引：1，自引：0，他引：1
This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. 相似文献
6.
Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolf's (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability. 相似文献
7.
Reading,syntactic, and working memory skills of bilingual Portuguese-English Canadian children 总被引：1，自引：0，他引：1
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing. 相似文献
8.
9.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
10.
Donald L. Compton 《Annals of dyslexia》2000,50(1):53-84
The purpose of this study was to identify important subject characteristics that predicted individual differences in responsiveness
to word reading instruction in normally achieving and at-risk first grade children. This was accomplished by modeling individual
word and nonword reading growth, and the correlates of change in these skills, in first grade students during two different
phases of the school year. In the first phase of the study (October–January), word and nonword reading skill was modeled in
normally achieving and at-risk children. Results of growth modeling indicated significant group differences in word and nonword
reading growth parameters. A combination of phonemic awareness skill, advanced graphophoneme knowledge, and initial word/nonword
reading skill predicted word and nonword reading growth in the control group, whereas, a combination of rapid naming speed,
letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. In the
second phase of the study (January–April), a subgroup of the at-risk subjects who exhibited limited growth in word reading
skills during the first phase of the study was enrolled in 12 weeks of small group reading intervention designed to improve
reading skills. Results of growth modeling indicated significant increases in word and nonword reading growth rates in this
group during the intervention phase. Only rapid naming speed uniquely predicted word and nonword reading growth in the group
of subjects receiving intervention. 相似文献
11.
Kroese Judith M. Hynd George W. Knight Deborah F. Hiemenz Jennifer R. Hall Josh 《Reading and writing》2000,13(1-2):105-131
Seventy-eight 8-to-12-year-old children (34 ReadingDisabled; 31 Attention-Deficit-Hyperactivity-Disordered; and 13diagnosed normal controls) were given a battery oftests including cognitive, linguistic, academic,phonemic awareness, and memory tests. As part of theacademic battery an 8-point spelling rating scale wasdeveloped (Rating Scale) that resulted in threedifferent scores which reliably discriminated amongthe three groups. Relationships between phonemicawareness, phonological memory, reading and spellingwere explored. Zero-order and second-ordercorrelations were completed with indications thatphonemic awareness tasks (elision, blending, reversal,and segmenting) and phonological memory (WISC-IIIDigit Span) are significantly correlated with readingdecoding and spelling measures with slightly highercorrelations with the Rating Scale. Regressionanalyses resulted in a large proportion of thevariance on reading and spelling tasks accounted forby phonemic awareness (particularly elision andreversal) and phonological memory. The ReadingDisabled group was found to produce more errors thatwere phonetically inaccurate than the other twogroups. The demand of spelling ten ``error' wordsbeyond the RD students' achievement level appeared toelicit greater weaknesses in their phonologicalrecoding abilities than in those of the ADHD ornormally achieving students. 相似文献
12.
This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated. 相似文献
13.
通过使用音素定位、句法更正、句子尾词记忆.单词阅读、句子理解和短文理解任务探查了初一学生英语语音意识,句法意识和工作记忆与单词阅读、句子阅读和短文阅读等不同层次阅读的关系,以及阅读水平高低不同学生在元语言意识的差异.结果发现,英语阅读水平高低两组学生在英语语音意识、句法意识和工作记忆方面有显著差异.回归分析发现,英语句法意识对不同层次阅读都具有最显著的预测作用,但英语语音意识只对短文阅读理解有显著预测作用,工作记忆对不同层次阅读的预测都不显著,表明英语句法意识是初一学生英语阅读的重要预测变量. 相似文献
14.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading. 相似文献
15.
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
16.
Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the
diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched for word
reading ability: 6 ASD hyperlexic children, 6 ASD non-hyperlexic children, and 6 typically developing children. Study 2 involved
2 ASD preschool hyperlexic boys, and a group of 21 typical children of similar word reading ability. In both studies, participants
were administered several reading measures as well as measures of cognitive and linguistic abilities that have been associated
with variations in typical and dyslexic reading, namely, vocabulary, phonological processes, and rapid naming. Results suggest
that ASD hyperlexic reading differs from both typical and ASD non-hyperlexic reading. In particular, they suggest that hyperlexics
learn to compute letter-sound relations implicitly, on the basis of statistical learning. Although the hyperlexic children
could read nonwords as well as the typical and the ASD non-hyperlexic children, they performed significantly worse than these
groups of children on a letter-sound knowledge task. They also performed relatively poorly on a phonological awareness task.
It is suggested that hyperlexics’ indifference to language as a meaningful, communicative device may be the key to their exceptionally
good and precocious development of word reading ability. 相似文献
17.
This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group
of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4
children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers.
Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample included three comprehension groups: (1) children with poor comprehension in the absence of word reading
difficulties (Poor Comprehenders; PC), (2) children with poor word reading and poor comprehension (Poor word Recognition and
comprehenders; PR), and (3) children with good word reading and comprehension abilities (Good Comprehenders; GC). Due to the
small sample size of PR reader group, no comparative analyses were conducted. However, the results indicated that within the
GC and PC groups there were no differences between the ESL and L1 children on measures of reading and phonological processing.
Further, within the GC and PC groups, on measures of syntactic awareness and verbal working memory, the ESL speakers performed
at significantly lower levels than the L1 speakers. 相似文献
18.
Sebastian Suggate Elaine Reese Wolfgang Lenhard Wolfgang Schneider 《Reading and writing》2014,27(8):1395-1412
Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made different contributions to word reading as a function of orthography. Children (n = 133) were recruited from the first year of primary school in New Zealand (age 5;8) and Germany (age 7;2) and from kindergartens in Germany (age 5;0) to provide both age- and schooling-matched samples. Parallel measures of phonemic awareness, vocabulary, decoding skill, and word reading (accuracy) were administered at two time points, 1 year apart. An advantage for orthography and school attendance existed for reading development. Vocabulary made a greater contribution to word reading in English than in German as did decoding skill. Findings underscore the relative importance of vocabulary and decoding skills for early reading in English. 相似文献
19.
Nancy L. To Elizabeth L. Tighe Katherine S. Binder 《Journal of Research in Reading》2016,39(2):171-188
For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. 相似文献
20.
Nathlie A. Badian 《Annals of dyslexia》2001,51(1):177-202
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness
(syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades
1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological
measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension,
but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant
variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion
of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were
compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly
lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to
poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others. 相似文献