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1.
Because of the research demonstrating the roles of phonological awareness, serial naming speed, and orthographic processing in reading, a test of each of these skills was added to a preschool screening battery. The main aim of the study was to determine whether these measures would contribute to the prediction of reading. The 118 subjects were first tested six months before kindergarten entry and were followed up 19 and 24 months later. Each additional screening test made a significant, independent contribution to the prediction of early first grade word reading/spelling, after the contributions of a parent rating of preschool reading ability (PRA), verbal IQ, socio-economic status (SES), and chronological age were accounted for. With letter naming and PRA, the additional tests were responsible for 62 percent of the variance. The orthographic test made the largest single contribution (32%) to the variance in word reading/spelling. Variables contributing significantly to the prediction of later first grade reading comprehension were (in order of proportion of the variance accounted for) letter naming, sentence memory, object naming speed, the orthographic test, and SES. The revised preschool screening battery correctly identified 91 percent of individual first grade good and poor readers. It was concluded that preschool measures of phonological awareness, serial naming speed, and orthographic processing make a strong contribution to prediction of first grade reading.  相似文献   

2.
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed.  相似文献   

3.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing.  相似文献   

4.
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   

5.
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.  相似文献   

6.
The goal of this longitudinal study was to examine which skills in early literacy determine the development of word recognition, reading comprehension, and spelling in the 2nd grade of the elementary school. A cohort of pupils was followed and tested during the 2nd year of kindergarten and the beginning of the 1st and 2nd grade. It appeared that mainly 2 skills determined the development of word recognition: rapid naming of letters and knowledge of letters. Reading comprehension was predicted to a large extent by vocabulary, rapid naming of letters, letter knowledge, and phonemic awareness. The skills that determined the development of spelling were rapid naming of numbers and letter knowledge.  相似文献   

7.
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   

8.
We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor of orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of orthographic processing skills and support the idea that RSN taps into automaticity/efficiency of processing print-sound mappings.  相似文献   

9.
The present study examined the relationship of phonological awareness, naming speed, and verbal memory to the scores obtained from five tests assessing word attack, word identification, reading comprehension, and spelling skills in 54 children with severe reading disabilities (48 boys and 6 girls; M age = 9 years, 7 months). Multiple regression analyses indicated that the best predictor of achievement across the five academic tests was the Verbal Comprehension factor from the Wechsler Intelligence Scale for Children-Revised. Age, socioeconomic status (SES), and externalizing behavior problems were also significant predictors of achievement, depending on the academic measure. After controlling for age, SES, behavior problems, and intelligence, the phonological awareness task added significantly to the prediction of word attack, spelling, and reading comprehension scores; rapid letter naming added significantly to the prediction of word identification and prose passage speed and accuracy scores; and a word-list memory task added significantly to the prediction of word recognition scores. These results suggest that several independent processes interact to determine the extent and severity of reading problems.  相似文献   

10.
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   

11.

It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.

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12.
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   

13.
The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies.  相似文献   

14.
One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.  相似文献   

15.
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children’s early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A short longitudinal study was conducted with French-speaking children. Beyond phonological and morphological knowledge, identified here as in many other studies, the results provided evidence of a level of orthographic knowledge in the Kg children who exhibited an ability to process graphotactic constraints (i.e., legal combinations of letters). Moreover, whatever the type of items (affixed, pseudo-affixed, regular, or irregular words) being processed, either in reading or in spelling, letter naming was seen to be the strongest predictor of reading and spelling performance. The second important predictor related to phonological knowledge and more particularly phoneme extraction as a proximal predictor. Morphological knowledge appeared to be less important, and finally, the smallest contribution was made by orthographic knowledge.  相似文献   

16.
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   

17.
The present study examined phoneme awareness, phonological short term memory, letter knowledge, rapid automatized naming (RAN), and visual–verbal paired associate learning (PAL) as longitudinal predictors of spelling skills in an early phase (Grade 2) and a later phase (Grade 5) of development in a sample of 140 children learning to spell in the opaque Danish orthography. Important features of the study were the inclusion of PAL measures and the fact that the children were followed up to Grade 5. Findings from other orthographies were replicated, in that phonological processing (awareness and memory) and RAN accounted for unique variance in early spelling skills. For later spelling skills, Grade 2 spelling was by far the most powerful predictor. PAL-nonwords was the only measure to explain additional unique variance. It is suggested that PAL-nonwords taps the ability to establish representations of new phonological forms and that this ability is important for the acquisition of orthographic spelling knowledge.  相似文献   

18.
The purpose of the present study was to examine the contribution of metalinguistic skills—as measured through orthographic awareness, phonological awareness, and morphological awareness—to the English spelling ability of Grade 8 Chinese students who study English as a foreign language (EFL group) and of third graders in the U.S. whose first language is English (EL1 group). The two groups were initially matched through calculating the Flesch-Kincaid reading level of Chinese EFL students' textbooks and then through propensity score matching, taking into consideration various predictors. Using multiple regression and dominance analysis, we compared the models of metalinguistic awareness that predict English word spelling between the two groups. We found that orthographic awareness and morphological awareness were uniquely related to spelling for the EL1 group, whereas morphological awareness, orthographic awareness and phonological awareness were uniquely related to spelling for the EFL group, after accounting for the effect of vocabulary. Further analysis of relative importance of the predictors showed that orthographic choice was the dominant predictor for the EL1 group and inflectional morpheme production was the dominant predictor for the EFL group. The importance of metalinguistic awareness in acquiring English spelling in both EL1 and EFL groups is discussed.  相似文献   

19.
Abstract

During the last decade, the importance of the relationship between phonological processing skills to reading performance has been highlighted. The aim of this study was to examine differences between above average and below average readers (determined by a reading comprehension test) on phonological processing skills at grade one and at grade three. There were 35 grade one, and 34 grade three students from two primary schools. Data from phonemic awareness and phonological awareness tests were subjected to t‐tests. The below average readers in both grade one and three had fewer phonological processing skills than the above average readers. The importance of students’ cognitive functioning to reading comprehension appeared more important at the grade one level than at the grade three level. The study indicated that below average readers, particularly at grade one, would benefit from explicit teaching in both phonemic and phonological awareness skills.  相似文献   

20.
This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math skills (i.e., phonological awareness, rapid naming, oral language comprehension skills, number sequence and basic arithmetic skills) measured in kindergarten (5–6 years), in preschool (6–7 years), and in grade 1, predict decoding, reading comprehension and arithmetic achievement in grade 2. Moreover, the motivational-developmental profiles of children with prospective learning difficulties were compared to the profiles of averagely achieving children. The participants were 139 Finnish-speaking children. Results from regression analyses showed that rapid naming was a unique longitudinal predictor of later decoding skills. Oral comprehension skills accounted for a unique variance in reading comprehension at every time point examined. Motivational orientations started to make unique contributions to subsequent decoding accuracy, reading comprehension and arithmetic from preschool onwards, over and above the effects of prior linguistic and math skills. High task orientation was beneficial for beginning reading, whereas high social dependence orientation was detrimental for reading comprehension and arithmetic. Students who fell behind of others both in reading comprehension and arithmetic experienced the most unfavourable development of motivation already during the first term in grade 1. Implications for instructional practices are discussed.  相似文献   

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