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1.
Despite its potential to support reading and spelling development in children with or without dyslexia, research on the effectiveness of digital trainings carried out at home is scarce. This study investigated the effectiveness of a novel digital game-based spelling training for unassisted use at home (Prosodiya). The pedagogical approach differs from similar approaches as it systematically teaches orthographic knowledge in combination with syllable stress awareness. A sample of 116 German second- to fourth-grade children with mainly poor spelling skills participated in a randomized two-period, wait-list controlled field trial, in which children practiced at home over 9–10 weeks with Prosodiya. Results showed high participant engagement, as indicated by behavioral measures of student responsiveness, and they validate our novel pedagogical approach. Most importantly, results revealed significant training effects on syllable stress awareness and spelling abilities in trained and untrained domains. This training may thus expand the traditional pool of training methods. 相似文献
2.
《Learning and individual differences》2007,17(1):35-53
The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter–sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic awareness and letter knowledge. Trained at-risk children (n = 31) made more progress than untrained at-risk controls (n = 26) and kept up with untrained not-at-risk controls (n = 16). However, the headstart of the trained group did not affect beneficially first and second grade reading and spelling proficiency. Following the start of phonics-based instruction at school, the trained at-risk children could not be discriminated from the untrained at-risk controls, and they were delayed relative to the not-at-risk controls. In order to promote long-term benefits and prevent undoing the advantage of early intervention, delivery should be both home- and school-based and more effort needs to be put in throughout first grade. 相似文献
3.
This article reports data from a training study of morphological awareness involving 33 dyslexic students in grades 4 - 5. The dyslexic students received 36 lessons of morphological awareness training each of about a quarter of an hour. The training was oral and focused on semantic aspects of morphemes. During the training period, the experimental group gained significantly more than a similar group of untrained controls (n = 27) on one of three measures of morphological awareness. Both groups, however, made equal gains on measures of phonological awareness, phoneme discimination and picture naming. The experimental group progressed significantly more than the controls in reading comprehension and in spelling of morphologically complex words. The results of the study suggest that it is possible to develop dyslexic students' morphological awareness. Furthermore, awareness of morphemes, the smallest meaningful units of language, may support the development of meaning - oriented decoding strategies in reading and spelling. 相似文献
4.
Monique Sénéchal Gene Ouellette Stephanie Pagan Rosemary Lever 《Reading and writing》2012,25(4):917-934
The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading
for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of
having difficulty acquiring reading skills. Children were randomly assigned to one of three training conditions: invented
spelling, phoneme segmentation, or storybook reading. All children participated in 16 small group sessions over 8 weeks. In
addition, children in the three training conditions received letter-knowledge training and worked on the same 40 stimulus
words that were created from an array of 14 letters. The findings were clear: on pretest, there were no differences between
the three conditions on measures of early literacy and vocabulary, but, after training, invented spelling children learned
to read more words than did the other children. As expected, the phoneme-segmentation and invented-spelling children were
better on phoneme awareness than were the storybook-reading children. Most interesting, however, both the invented spelling
and the phoneme-segmentation children performed similarly on phoneme awareness suggesting that the differential effect on
learning to read was not due to phoneme awareness per se. As such, the findings support the view that invented spelling is
an exploratory process that involves the integration of phoneme and orthographic representations. With guidance and developmentally
appropriate feedback, invented spelling provides a milieu for children to explore the relation between oral language and written
symbols that can facilitate their entry in reading. 相似文献
5.
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean
Young-Suk Kim 《Contemporary educational psychology》2011,36(3):177-189
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition. 相似文献
6.
This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
7.
Kenn Apel Elizabeth B. Wilson-Fowler Danielle Brimo Nancy A. Perrin 《Reading and writing》2012,25(6):1283-1305
Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N?=?56) and determined how these abilities predicted the children??s reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling. 相似文献
8.
Dorothy Bishop Caroline Adams Annukka Lehtonen Stuart Rosen 《Journal of Research in Reading》2005,28(2):144-157
This study evaluated a computerised program for training spelling in 8‐ to 13‐year‐olds with receptive language impairments. The training program involved children typing words corresponding to pictured items whose names were spoken. If the child made an error or requested help, the program gave phonological and orthographic cues to build up the word's spelling. Eleven children received this training with ordinary speech, and eleven had the same program but with speech modified to lengthen and amplify dynamic portions of the signal. Nine children were in an untrained control group. Trained children completed between 6 and 29 training sessions each of 15 minutes, at a rate of 3 to 5 sessions per week, with an average of over 1000 trials. Children were assessed before and after training. Trained children learned an average of 1.4 novel spellings per session. The trend was for children presented with modified speech to do less well than those trained with ordinary speech, regardless of whether they had auditory temporal processing impairments. Trained groups did not differ from the untrained control group in terms of gains made on standardised tests of spelling or word and nonword reading. This study confirms the difficulty of training literacy skills in children with severe language impairments. Individual words may be learned, but more general knowledge of rule‐based phonological skills is harder to acquire. 相似文献
9.
Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties. 相似文献
10.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
11.
Esther G. Steenbeek-Planting Wim H. J. van Bon Robert Schreuder 《Reading and writing》2013,26(9):1437-1458
The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children’s level of reading competence and on the type of training. 相似文献
12.
The correlates of spelling impairment wereexamined in children with histories of earlyspeech sound disorders. The spelling errors of52 children with histories of speech sounddisorders were analyzed to predict theassociation between weaknesses in expressivelanguage skills in early childhood andschool-age spelling abilities. Resultsrevealed that children with preschool speechsound and language problems became poorerspellers at school age than did children withpreschool speech sound disorders only. However, even children with isolated speechsound disorders demonstrated a weakness inspelling skills relative to their reading andlanguage abilities and Weschler Performance IQ.Measures of phonological awareness were highlycorrelated with spelling skills, suggestingthat phonological processing abilities arerelated to the ability to spell phoneticallypredictable words. Analysis of spelling errorsbased on level of phonological awareness skillrevealed that children with preschool speechsound disorders utilize phonetic strategies inspelling phonetically predictable words. Familial aggregation of spelling disorderssuggests a possible genetic component that ismodified by gender. 相似文献
13.
Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development 
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下载免费PDF全文 Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6–10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE. Understanding how bilingual experiences impact phonological awareness and semantic knowledge, and in turn, impact reading outcomes is relevant for our understanding of what language and reading skills are best to focus on, and when, to promote optimal reading success. 相似文献
14.
Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal study with 65 German speaking children, the effects of literacy predictors on reading and spelling abilities were compared before and after school entry. Phonological awareness, letter sound knowledge, and rapid naming were assessed before and after school entry. In addition, reading and spelling abilities were assessed at the end of first grade. Path model analyses showed that letter sound knowledge before school entry predicted reading and spelling at the end of first grade, while rapid naming after school entry predicted reading but not spelling abilities. This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities. 相似文献
15.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
16.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
17.
This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological
awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties
participated in Reading Intervention and their progress and attainments were compared with those of a representative control
group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties
showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning.
During the intervention, the intervention group made significantly greater progress than the control group in early word reading,
phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but
during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the
control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational
settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’
additional oral language weaknesses is needed. 相似文献
18.
The relation between morphological awareness and reading and spelling in Greek: a longitudinal study
The aim of this longitudinal study is to examine the contribution of morphological awareness to the prediction of reading and spelling in Greek. The target group (N = 404) consisted of children, aged 6–9 years at the start of the project, who learn literacy in Cyprus. Because there are no standardized measures of morphological awareness for Greek Cypriot children, morphological awareness measures were developed and validated. A concurrent analysis of the first wave of data collection showed that morphological awareness made a unique contribution to the prediction of reading and spelling in Greek. The longitudinal analyses showed that morphological awareness predicted performance in reading eight months later, even after partialling out grade level, verbal intelligence, phonological awareness and initial scores in reading and spelling. This study makes theoretical, empirical and practical educational contributions. It shows the long term and specific relation of morphological awareness with reading in Greek and establishes the plausibility of a causal link between morphological awareness and reading, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological awareness in Greek as well as a new measure of spelling skill. 相似文献
19.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
20.
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control).
Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name
and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and
post-tested on alphabet, phonological awareness, letter–word identification, emergent reading, and developmental spelling
measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition.
Benefits did not generalize to other emergent literacy skills. 相似文献