共查询到20条相似文献，搜索用时 15 毫秒
1.
Bouton S Bertoncini J Serniclaes W Colé P 《Journal of deaf studies and deaf education》2011,16(4):458-473
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children. 相似文献
2.
The purpose of this study was twofold: (1) to evaluate the clinical utility of a verbal working memory measure, specifically, a nonword repetition task, with a sample of Spanish-English bilingual children and (2) to determine the extent to which individual differences in relative language skills and language use had an effect on the clinical differentiation of these children by the measures. A total of 144 Latino children (95 children with typical language development and 49 children with language impairment) were tested using nonword lists developed for each language. The results show that the clinical accuracy of nonword repetition tasks varies depending on the language(s) tested. Test performance appeared related to individual differences in language use and exposure. The findings do not support a monolingual approach to the assessment of bilingual children with nonword repetition tasks, even if children appear fluent speakers in the language of testing. Nonword repetition may assist in the screening of Latino children if used bilingually and in combination with other clinical measures. 相似文献
3.
This study was designed to examine whether there is a relationship between phonological memory and reading ability in Greek-speaking children aged between 6 and 9 years. An additional aim of the study was to investigate whether training of phonological memory during preschool years enhances reading achievement during early school years. In Experiment I, the phonological memory ability of 136 first graders, 134 second graders and 132 from each of the third and fourth grades was assessed with a nonword repetition test. A reading test was also used to evaluate the reading skills of the above subjects. The results revealed strong links between reading performance and nonword repetition scores. 120 kindergarten children randomly assigned to a control and an experimental group participated in Experiment 2. Training that involved practice in the repetition of nonwords was used as a means of promoting the phonological memory of the children in the experimental group over the course of one year in school. Subjects’ reading ability was tested during the last month of their first year in the primary school. The findings showed that the performance of the trained subjects in the reading test was superior to that of the control subjects. Such evidence underlines the importance of teaching children of preschool years phonological strategies in order to boost their reading skills during early school years. 相似文献
4.
Jackie Masterson Veronica Laxon Emma Carnegie Sheila Wright Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201
Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability. 相似文献
5.
Although weaknesses in metaphonological skills are well-documented in poor readers, prior studies have yielded inconsistent
findings as to whether less-skilled readers also have deficits in the more primary phonological processes entailed in verbal
working memory and speech production tasks. The present study was designed to examine this issue by comparing less-skilled
third-graders readers (n=30) with younger children at the same reading level (n=30) and with more-skilled agemates (n=30)
on a variety of tasks that require phonological processing (i.e., three “verbal memory” tasks [word span, span with concurrent
processing, pseudoword imitation] and three “speech production” tasks [word-pair repetition, tongue twisters, rapid naming]).
The results were striking: the less-skilled third-grade readers had significantly lower accuracy scores than both their agemates
and the younger normal readers on the word span, pseudoword imitation, word-pair repetition, and tongue twister tasks. Measures
of accuracy were more related to reading ability than were measures of speed. Performance on a pseudoword imitation task was
the variable most strongly linked to reading achievement. 相似文献
6.
Contributions of phonological processing skills to reading skills in Arabic speaking children 总被引：1，自引：0，他引：1
This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object,
color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills
in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures included word decoding, oral
passage reading fluency, nonword reading fluency, and retell fluency. Within-grade analyses indicated that phonological awareness
accounted for more variance than rapid naming regardless of the nature of the outcome measure and grade. Rapid naming’s capacity
to predict variance, while less than that of phonological awareness, tended to rise steadily and was highest in Grade 3. Phonological
memory, as measured by this study’s tasks, showed almost no relationship to reading performance. The findings are discussed
with respect to changing the requirements of Arabic reading in Grades K-3 and suggestions are made for future research. 相似文献
7.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
8.
This study examined how the development of foundation skills in speech perception, language, short-term memory, and family demographics and activities in the home environment influence the development of reading skills. Data from 96 children participating in a longitudinal research project were used. It was hypothesized that measures of specific foundation skills in the preschool period and measures of family demographics and home environment could be used to identify children's reading abilities. As expected, most of the foundation skills were found to be related to and predictive of reading scores. Event-related potential (ERP) measures of speech perception, which have previously been found to be predictive of reading abilities, and measures of family and home activities and language measures were related to reading scores. Verbal short-term memory scores contributed little to the prediction of reading scores. These variables influenced the results whether they were used to discriminate reading groups or to predict a continuum of reading scores, but there were large differences in the amount of variance accounted for. More variance was accounted for in the group analyses than in the continuum analyses. 相似文献
9.
10.
《Learning and individual differences》2004,14(3):137-151
It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second language. They were compared with control groups of children matched for age, education, school, and intelligence who differed for foreign language learning ability.Experiment 1 focused on clarifying how modality-specific the memory problem of children with a foreign language learning difficulty (FLLD) is. Verbal working memory tasks (forward and backward digit span) were proposed together with visuospatial working memory (VSWM) tasks. Groups showed a significant difference only in the more passive verbal working memory task, that is, the forward digit span.Experiment 2 focused on clarifying how central the verbal working memory problem of students with an FLLD is. A nonword repetition task and an Italian version of the listening span test were proposed. Groups differed significantly in both tasks. However, differences in the listening span test disappeared when nonword repetition performance was partialed out. It was concluded that a difficulty in learning a foreign language is mainly related to the more passive aspects of verbal working memory, typically associated with the articulatory loop. 相似文献
11.
Wijaythilake M. A. D. K. Parrila R. Inoue Tomohiro Nag Sonali 《Reading and writing》2019,32(7):1881-1907
We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.
相似文献12.
This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence. 相似文献
13.
This study examined whether high- and low-IQ poor readers differed in patterns of reading performance. Ten-year-old poor readers with IQ scores of 110 and higher showed difficulty in taking a phonological approach to reading, failing to show an advantage in reading high-frequency regular versus irregular words and showing impaired nonword reading accuracy for their reading age. However, poor readers with IQ scores of 90 and below showed a more phonological approach to reading, with better reading of regular than irregular words of both high and low frequency, and with nonword reading skills slower than, but as accurate as, those of reading-age controls. We concluded that the high-IQ poor readers experienced difficulty in taking a phonological approach to reading, whereas the low-IQ poor readers had much less marked phonological problems, supporting Stanovich's phonological-core variable-difference model. 相似文献
14.
Riitta Virinkoski Marja-Kristiina Lerkkanen Leena Holopainen Kenneth Eklund Mikko Aro 《Early Childhood Education Journal》2018,46(5):497-509
The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula. 相似文献
15.
This study investigated the phonological skills of university students who were unexpectedly poor spellers relative to their word reading accuracy. Compared with good spellers, unexpectedly poor spellers showed no deficits in phonological memory, selection of appropriate graphemes for phonemes in word misspellings and nonword spellings, and phoneme awareness. In contrast, poor readers–poor spellers performed worse than the other groups at all but the last of these tasks. Although unexpectedly poor spellers misread nonwords more often than good spellers and took longer to begin pronouncing long, difficult-to-spell words, they took no longer to begin pronouncing shorter words and the names of corresponding pictures. The difficulty with reading nonwords and long words was thus interpreted as arising at the stage of identifying and parsing the orthographic input rather than phonological retrieval. The findings indicate that unexpectedly poor spellers of the type studied here do not have a mild phonological deficit. 相似文献
16.
Abbie Grace Nenagh Kemp Frances Heritage Martin Rauno Parrila 《Reading and writing》2014,27(5):855-873
Research investigating whether people’s literacy skill is being affected by the use of text messaging language has produced largely positive results for children, but mixed results for adults. We asked 150 undergraduate university students in Western Canada and 86 in South Eastern Australia to supply naturalistic text messages and to complete nonword reading and spelling tasks. The Australian students also completed two further real word and nonword reading tasks, a spoonerisms task, a questionnaire regarding their reading history, and a nonverbal reasoning task. We found few significant correlations between literacy scores and both use of textisms (such as u for you) and measures of texting experience. Specifically, textism use was negatively correlated with spelling for the Canadian students, and with scores for timed nonword reading, spoonerisms, and Adult Reading History for the Australian students. Length of phone ownership was negatively correlated with spelling (Canadians), but positively correlated with Word Attack scores (Australians), whereas daily message sending volumes were negatively correlated with Word Attack scores (Australians). Australian students who thought that using textisms was more appropriate had poorer nonword reading and reported having had more difficulty learning to read, than those who found it less appropriate. We conclude that there is inconsistent evidence for negative relationships between adults’ use of textisms and their literacy skills, and that these associations may be influenced by attitudes towards the appropriateness of textism use. A model of the potential relationship between adults’ textism use and literacy skills is presented. 相似文献
17.
This study evaluated how people learn about encoding strategy effectiveness in an associative memory task. Individuals studied two lists of paired associates under instructions to use either a normatively effective strategy (interactive imagery) or a normatively ineffective strategy (rote repetition) for each pair. Questionnaire ratings of imagery effectiveness increased and ratings of repetition effectiveness decreased after task experience, demonstrating new knowledge about strategy effectiveness. Cued recall confidence judgments, measuring confidence in recall accuracy, were almost perfectly correlated with actual recall and strongly correlated with postdictions—estimates of recall for each strategy. A structural regression model revealed that postdictions mediated both changes in second-list predictions and changes in strategy effectiveness ratings, implicating accurate performance estimates based on item-level monitoring as the key to updating strategy knowledge. 相似文献
18.
We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual–verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness and letter knowledge together with nonalphanumeric RAN and verbal short-term memory were independent longitudinal predictors of both word and nonword spelling. In addition growth mixture modeling suggested that individual variations in the growth of word spelling were best characterized as variations around a single trajectory, whereas growth in nonword spelling was better characterized as variations around two distinct trajectories. The results are related to current theories about the cognitive and linguistic foundations of spelling. 相似文献
19.
Tracy Packiam Alloway Susan Elizabeth Gathercole Hannah Kirkwood Julian Elliott 《Learning and individual differences》2009,19(2):242-245
The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory Assessment (AWMA) and the WISC-IV Working Memory Index. The use of the WMRS will allow educators to draw on their expertise in the classroom for early detection of children with working memory failures. 相似文献
20.
This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading
failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from
a four-factor structural equation model characterizing reading performance in this sample. These standardized factor scores
represented performance on four distinct factors: efficiency of word-level skills, text level skills, decoding, and vocabulary.
Results identified four clusters of children who show distinctive patterns of performance on the four factors of reading.
These understudied groups show different compositions along demographic categories and reading disability categories. Additionally,
they have unique instructional needs that call for differentiated instruction in the domains of phonological decoding, fluency,
text reading, and vocabulary. 相似文献