共查询到20条相似文献，搜索用时 31 毫秒
1.
This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions. 相似文献
2.
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
3.
This paper reports the results of a study examining the role of early reading instruction on the nonword reading strategies employed by beginning readers. Three groups of children given different styles of reading instruction were asked to read a list of nonwords presented (a) in isolation and (b) using the clue word technique (Goswami, 1986, 1988). The three groups of children were following either (i) the Early Reading Research project (small units instruction), (ii) the National Literacy Project (instruction emphasising onset‐rime and rhyme awareness), or (iii) usual classroom practice (combined large and small units instruction). Children given small units instruction (Early Reading Research) were found to make significant use of grapheme‐phoneme correspondences (GPCs) and were more accurate than the other two groups of children at reading the nonword items. The National Literacy Project children demonstrated a preference for a rime‐based strategy, once familiarity with the analogous words was controlled, and made significantly more use of this strategy than the Early Reading Research children. The results suggest that early reading instruction does have a significant impact on early reading strategies and should be taken into account in future studies of this type. 相似文献
4.
The present study sought to extend a recent study by Savage, Carless and Stuart , by looking at the pre‐test phonological skills that predicted improvements in letter‐sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter‐sound knowledge even when pre‐test scores on the respective dependent variables were controlled. Pre‐test letter‐sound knowledge was an independent predictor of nonsense word reading. Overall, onset‐rime manipulation did not add to the prediction of outcome. Onset‐rime manipulation predicted decoding improvements in a subgroup where children were exposed to both rime and phoneme‐based teaching. 相似文献
5.
This paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., “torn” misread as “town” or “tarn”), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6‐year‐old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., “bark”, “mark”, “dark” → “park” or “harm”) before attempting to read the CVCs a second time. Children’s reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference‐use helps to specify precise representations of CVC words from preliminary scaffolding errors. 相似文献
6.
《Scientific Studies of Reading》2013,17(4):359-387
In 2 studies, we compared the effectiveness of 4 different methods for acquiring initial reading vocabulary. Training emphasized similarity of word beginnings (onset plus vowel), similarity of word endings (rimes), phoneme segmentation and blending, or simple repetition of whole words. These 4 training regimes were compared with a control group given only regular classroom instruction. Beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Retention was excellent after 1 week and after 4 to 6 months, with no differences due to method of acquisition when only children who met the learning criterion were considered. Generalization to reading new words and nonwords was 40% to 50% on the first encounter for all children who acquired the entire word set during learning. In Experiment 2, the same pattern of results was obtained for delayed readers in Grade 2. 相似文献
7.
This article reports on a longitudinal study of reading progress in a group of five-year-old deaf children and a group of hearing controls. All children were prereaders at the beginning of the study and the IQ of the two groups were matched. The deaf children varied considerably on a number of measures, including implicit phonological awareness, oral ability, and familiarity with British Sign Language and fingerspelling. Overall, the deaf children made significantly less reading progress than their hearing peers over the first year of schooling, and they also scored significantly lower on the test of rime and onset awareness. However, considerable variation in the reading progress of the deaf children was positively correlated with oral skills, rime/onset awareness, and language comprehension. Language comprehension, itself, was positively correlated with signing and fingerspelling. The deaf children were assessed again one year later, when learning to read continued to be very delayed, and the pattern of correlation was essentially the same. The implications of these findings for the education of deaf children are discussed. 相似文献
8.
Walton Partrick D. Bowden Michael E. Kurtz Shelly L. Angus Mary 《Reading and writing》2001,14(3-4):229-264
The utility of teaching reading using rime-based readingstrategies with prereaders was examined. Two experiments are presentedthat studied the effects of a rime-based reading program with FirstNations prereaders; one experiment with Shuswap kindergartners andthe other with Heiltsuk Grade 1 children. Rhyming, phoneme identity,letter-sound knowledge, phonological working memory, First Nationslanguage speaking ability, and reading were measured. In the Shuswapgroup, the reading program increased the abilities that werespecifically taught, rhyming, initial phoneme identity, letter-sounds,and word reading by rime-analogy, compared to the control group.Children also developed abilities that were not specifically taught,final phoneme identity and reading by letter recoding, and could use therime-analogy strategy to read words with unfamiliar rime endings.Phonological working memory remained unchanged. The Heiltsuk childrengained in reading compared to a Grade 1 comparison group. Pretestletter-sound knowledge and rhyming were related to later reading butphoneme identity and First Nations language ability were not. Progressin phonological awareness and word reading can be enhanced in prereadersby adding experience with rime-based strategies to the readingprogram. 相似文献
9.
《Scientific Studies of Reading》2013,17(1):79-115
Prereading kindergartners were assigned to groups that varied experience with (a) the rime analogy reading strategy; (b) the implicated prereading skills of rhyming, initial phoneme identity, and letter-sounds; or (c) a control group. Teaching in the rime analogy strategy and the prereading skills resulted in more reading than teaching in the rime analogy strategy or prereading skills alone. Many children developed the untaught abilities of medial and final phoneme identity and the letter recoding reading strategy. Children with high prereading skill levels read the most words, and the use of specific prereading skills varied across different reading word types. Working memory was unrelated to increases in prereading skills or reading. Children were able to generalize the rime analogy strategy to read words with unfamiliar rime spellings. 相似文献
10.
Learning about Spelling Sequences: The Role of Onsets and Rimes in Analogies in Reading 总被引：2，自引：0，他引：2
Usha Goswami 《Child development》1991,62(5):1110-1123
Children's phonological awareness, especially their awareness of rhyme, is known to be importnat for later reading development. However, the exact nature of the connection between phonological skills and reading is not yet known. One possibility is that when children analyze written words in reading, they find it relatively easy to learn about spelling sequences within these words that reflect phonological categorizations such as rhyme. This hypothesis implies that learning to read words is not a purely visual process. For example, spelling sequences that reflect the intrasyllabic linguistic units of onset (initial consonants) and rime (vowel and final consonants), and thus are connected to rhyme, may be easier to learn about than other spelling sequences. In Experiment 1, children learned more about shared consonant blends at the beginnings of words ( tr im- tr ap), which constituted the onset, than at the ends of words (wi nk -ta nk ), which broke up the rime. In contrast, Experiment 2 showed that when words shared a vowel as well as a consonant blend, more was learned about spelling sequences at the ends of words (w ink -p ink ), which now reflected the rime, than at the beginnings of words ( tr im- tr ip), where the vowel extended the onset. So intrasyllabic phonological knowledge does seem to play a role in learning about spelling sequences in reading. 相似文献
11.
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition. 相似文献
12.
Sara J. Hines 《Learning disabilities research & practice》2009,24(1):21-32
This study was an investigation into the effectiveness of a color‐coded, onset‐rime–based decoding intervention with first‐graders at serious risk for reading disabilities using a single‐subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1‐week and 1‐month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first‐grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs. 相似文献
13.
Laura M. Steacy Donald L. Compton Yaacov Petscher James D. Elliott Kathryn Smith Jay G. Rueckl 《Scientific Studies of Reading》2019,23(1):49-63
ABSTRACTAs children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience. 相似文献
14.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL. 相似文献
15.
Margaret L. Stanback 《Annals of dyslexia》1992,42(1):196-221
A frequency-based vocabulary of 17,602 words was compiled and analyzed in order to group words with recurring syllable and
rime patterns for teaching reading. The role of the rime unit (e.g.,ite inkite andinvite) in determining vowel pronunciation was central to the analysis because of the difficulty that the ambiguity of English vowel
spelling presents to children who do not learn to read words easily. Vowel pronunciation in each orthographic rime was examined,
both for its consistency in all words in which the rime occurs and for regularity, defined as conformity to the most frequent
pronunciation for each vowel spelling in each of six orthographic syllable types.
Of the 824 different orthographic rimes, 616 occur in rime families as the building blocks of almost all the 43,041 syllables
of the words. These rimes account for a striking amount of patterning in the orthography: 436 are both regular and consistent
in pronunciation (except where a single exception word occurs); another 55 are consistent but not regular. Of the remaining
125, only 86 have less than a 90 percent level of consistency. The high order of congruence of orthographic and phonological
rimes suggests their usefulness as units for teaching reading. 相似文献
16.
Jennifer Chew 《Journal of Research in Reading》1997,20(3):171-183
Recent research into the phonological aspects of children’s early reading development holds that English beginners are more aware of word-sounds at the onset and rime level than at the individual phoneme level. A link is suspected with the comparative irregularity of English orthography. As it is widely assumed that children need to be aware of phonemes before they can benefit from a traditional phonics approach, a ‘new’ phonics or ‘rhyming analogy’ approach has been recommended as an easier route than traditional phonics for English beginning readers. This paper argues, however, that English beginners are just as capable of a phonemic approach as beginners in other languages, that phonemic awareness is not a precondition, that beliefs to the contrary are based on misunderstanding, and that systematically applying grapheme-phoneme correspondences throughout each word is an excellent basis for word-identification even in English. These claims are supported by test results. 相似文献
17.
Paula J. Schwanenflugel Robin D. Morris Melanie R. Kuhn Gregory P. Strauss Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in
the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels:
(a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units
(henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime);
(c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained
both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared
against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first,
second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference.
In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment
3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all
experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less
predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in
the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued
that the current experiments provide evidence for a flexible units model.
The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA,
and the American Educational Research Association meeting, April 2004, San Diego, California. 相似文献
18.
It is not known whether children who are struggling with reading in a non‐dominant language will respond better to a phonological intervention or to one that addresses oral proficiency. Multilingual seven‐to nine‐year‐olds showing reading difficulty in a non‐dominant language, English, were given a three‐week intervention in phonological skills or in language proficiency and were compared with two control groups (one with reading difficulties and one with no reading difficulties) who received a non‐language based intervention. The group receiving the explicit phonological instructions showed significantly better gain in reading and spelling measures than the language proficiency and reading difficulties control group, but did not reach the levels of the noreading‐difficulty group. The phonological intervention was particularly effective for children with the lowest single‐word reading scores. We suggest that the intervention helped to catalyse the fine‐tuning of the phonological domain, making phonological representations optimally available for decoding, phonological manipulations and literacy development. 相似文献
19.
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
20.
不同英语认读教法对儿童词汇认读能力的影响 总被引：1，自引：0，他引：1
本研究通过三种不同英语认读教法,对早期半浸入式双语教育环境下64名儿童的英、汉两种语言词汇认读能力进行考察。结果表明,不同英语认读教法对双语儿童两种语言的词汇认读产生了不同影响:在字母拼读教学条件下,儿童英语词汇认读水平显著高于音标认读与整词认读条件;在整词认读教学条件下,儿童汉语词汇认读水平显著高于字母拼读与音标认读条件;在传统音标教学条件下,儿童两种语言词汇认读水平均最低,表明音标教学不利于儿童的英语词汇认读能力的提高,而且可能对儿童母语认读水平造成不利影响。 相似文献