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1.
Nathalie N. Bélanger Shari R. Baum Rachel I. Mayberry 《Scientific Studies of Reading》2013,17(3):263-285
Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading. 相似文献
2.
Kelly LP 《Journal of deaf studies and deaf education》2003,8(2):171-186
Low reading comprehension persists among deaf readers, and recent research indicates that low automaticity in recognizing words and parsing sentence patterns is a significant source of the difficulty. When a learner does manage to gain an insight about some aspect of printed English, there may be limited impact on comprehension until the new knowledge can be applied fluently because the multiple cognitive demands of reading call for completing basic linguistic operations with a minimum of conscious effort. The research literature agrees that the route to improved automaticity is effective practice, and, thus, practice is also a likely route to increased comprehension. This article presents considerations to guide the design of practice for deaf readers. Certain of these notions are relatively applied in nature and may shape practice activities directly, for example, the discussion of research-based guidelines for tailoring the sequence and composition of practice items. Other parts of the discussion, such as those related to word recognition, are more theoretical than directive, and they imply research hypotheses that can and should be tested empirically. A principal point of this article is that without appreciable improvements in practice, the reading of many deaf students will remain largely unimproved. 相似文献
3.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading. 相似文献
4.
This experiment investigated metacognitive monitoring in the processing of anaphors in 10–year-old skilled and less skilled comprehenders. Two tasks were used with expository texts. The direct self-evaluation task was carried out with consistent texts in which target anaphors were either repeated noun phrases or pronouns. Subjects had to read and to evaluate their own comprehension on a 6–point scale. After reading, subjects answered multiple-choice questions designed to test the processing of anaphors. In the inconsistency detection task, target anaphors were either repeated noun phrases or inconsistent noun phrases. Subjects had to read and detect inconsistencies. After reading, they answered multiple-choice questions. In both tasks, on-line measures (reading times for units containing target anaphors and for subsequent units, and look-backs) were collected in addition to off-line measures (ratings of comprehension, detection of inconsistencies and response to multiple-choice questions) in order to analyse indicators of implicit and explicit evaluation and revision activities. The results from the two tasks converged: less skilled comprehenders showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision. Patterns of reading times revealed that less skilled comprehenders were sensitive to the difficulties in processing pronouns in the self-evaluation task and also sensitive to the lack of text cohesion in the inconsistency detection task. However, this sensitivity was weak and unable to trigger explicit activities. These results were interpreted in the framework of Karmiloff-Smith's (1986) model. 相似文献
5.
Nancy L. To Elizabeth L. Tighe Katherine S. Binder 《Journal of Research in Reading》2016,39(2):171-188
For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. 相似文献
6.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
7.
Differences between skilled and less‐skilled young readers in the retrieval of semantic,phonological, and shape information 
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下载免费PDF全文 Diana R. Cortés‐Monter Armando Q. Angulo‐Chavira Natalia Arias‐Trejo 《Journal of Research in Reading》2017,40(Z1):S170-S189
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood. 相似文献
8.
9.
Jane Ashby 《Journal of Research in Reading》2006,29(3):318-333
Recent eye movement experiments offer preliminary evidence that skilled readers activate word‐level prosodic information when silently reading sentences. This paper reviews the role of eye movements during reading as well as the preliminary evidence for prosodic processing. A new experiment examines whether prosodic processing differs for high and low frequency words. Readers' eye movements were monitored while reading target words presented in sentences preceded by parafoveal previews that either contained the exact initial syllable of the target (i.e. the congruent preview condition) or the initial syllable plus the next letter (i.e. the incongruent preview condition). Reading times on high frequency words did not differ in the congruent and incongruent preview conditions, but reading times on low frequency words were faster in the congruent condition. The implications of the present result and previous studies are discussed in terms of phonological hub theory, which is a production‐based theory of word recognition during skilled silent reading. 相似文献
10.
In order to investigate the relation between reading accuracy and speech processing, 20 children from grades 2 and 3 who were
skilled in reading were compared with 20 less skilled readers on a speech perception and production task. The two groups of
readers were indistinguishable in their production of the two-syllable words dippy, deepy, tippy, and teepy and in their perception
of the stop consonants /d/ versus /t/. Less skilled readers were significantly less accurate than the skilled readers in a
vowel identification task involving the lax and tense high vowels /i/ and /i/. The error pattern for vowel identification was similar across groups, with both groups making fewer errors when
short and longer segments were alternated. The results imply that vowel phonemes are less securely represented in the perceptual
system of less skilled readers than are consonant phonemes. In addition, the results raise the possibility that a selective
perceptual impairment underlies at least some of the phonemic awareness problems that have been associated with poor reading. 相似文献
11.
Joseph R. Jenkins Lynn S. Fuchs Paul Van Den Broek Christine Espin Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD. 相似文献
12.
S. Abu&#x;Rabia 《Journal of Research in Reading》2002,25(3):299-309
The reading process in Arabic as a function of vowels and sentence context is reviewed. Reading accuracy and reading comprehension results are reviewed in the light of cross–cultural reading, in order to develop a more comprehensive reading theory. Phonology, morphology and sentence context are considered key variables in explaining the reading process in Arabic orthography. Phonology (in the form of short vowels) affects reading accuracy as well as reading comprehension, regardless of reading level, age, material and reading conditions. Initial visual–orthographic processing identifies the morphology (i.e. the triliteral/quadriliteral roots of Arabic words) which then enables access to the mental lexicon. Sentence context is also essential in reading Arabic orthography regardless of the reader’s level, age, material and reading condition. The phonology, morphology and sentence context of Arabic are presented in two suggested reading models for poor/beginner Arabic readers and for skilled Arabic readers. 相似文献
13.
Shukhan Ng Brennan R. Payne Allison A. Steen Elizabeth A. L. Stine-Morrow Kara D. Federmeier 《Scientific Studies of Reading》2017,21(5):359-375
We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by the cloze probability of the targets, with larger N400s for more unexpected words. Moreover, it took these participants longer to read unexpected targets in strongly than weakly constraining sentences, suggesting a processing cost for revising predictions. Among less skilled readers, a reliable N400 difference was found between expected and unexpected targets only for the strongly constraining sentences. They also took longer when targets were unexpected, regardless of the context. These findings suggest that lower literacy readers could only immediately take advantage of strongly constraining context information to facilitate word processing and that they do not make as much use of predictive processing during comprehension. 相似文献
14.
The impact of strategy instruction and timing of estimates on low and high working-memory capacity readers' absolute monitoring accuracy 总被引：2，自引：0，他引：2
Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions (an explanation strategy versus no strategy). Next, readers estimated comprehension test performance both immediately and after a delay. Readers' estimations were followed by the completion of a comprehension test, a postdiction of test performance, and a working-memory capacity task. The results showed that low working-memory capacity readers were generally more accurate than high working-memory capacity readers but were not affected by strategy instruction or timing of estimates. In contrast, high working-memory capacity readers were most accurate when instructed to use an explanation strategy and when estimates were made immediately. These results are described in the context of the increased processing hypothesis, which contends that more effortful processing during reading augments the availability of text concepts and, in turn, enhances absolute monitoring accuracy. 相似文献
15.
This paper assess the impact of introducing inference training to skilled and less skilled comprehenders. Children aged between 6 years 6 months and 9 years 11 months, classified as skilled or less skilled comprehenders, were instructed on how to make inferences from and generate questions about a text over a period of six sessions. Comparison groups of skilled and less skilled comprehenders were trained in standard comprehension strategies. The less skilled group showed a significantly greater improvement than the skilled group, regardless of the training given, but inference training was significantly more effective than standard comprehension strategies in the less skilled group. Seven out of ten less skilled readers who were inference trained increased their performance sufficiently to become classified as skilled comprehenders, whilst four out of ten less skilled comprehenders taught standard comprehension strategies improved to the same level. It is concluded that the value of explicitly teaching children inferential skills is that the enjoyment of the task of reading is enhanced and is therefore more likely to be undertaken readily, even by pupils who may have initially found reading difficult. 相似文献
16.
Two lexical decision experiments are reported that investigate whether the same segmentation strategies are used for reading printed English words and fingerspelled words (in American Sign Language). Experiment 1 revealed that both deaf and hearing readers performed better when written words were segmented with respect to an orthographically defined syllable (the Basic Orthographic Syllable Structure [BOSS]) than with a phonologically defined syllable. Correlation analyses revealed that better deaf readers were more sensitive to orthographic syllable representations, whereas segmentation strategy did not differentiate the better hearing readers. In contrast to Experiment 1, Experiment 2 revealed better performance by deaf participants when fingerspelled words were segmented at the phonological syllable boundary. We suggest that English mouthings that often accompany fingerspelled words promote a phonological parsing preference for fingerspelled words. In addition, fingerspelling ability was significantly correlated with reading comprehension and vocabulary skills. This pattern of results indicates that the association between fingerspelling and print for adult deaf readers is not based on shared segmentation strategies. Rather, we suggest that both good readers and good fingerspellers have established strong representations of English and that fingerspelling may aid in the development and maintenance of English vocabulary. 相似文献
17.
Deaf students' reading strategies were identified by investigating these students' self-reported thinking during reading. In an earlier study (Schirmer, 2003), 10 elementary-level students attending a state school for the deaf had constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated comprehension, but had not demonstrated each of the reading strategies within these three overarching activities, all observed in previous studies of hearing skilled readers. Also, the students used a considerably greater variety of reading strategies for constructing meaning than for the other two activities. The replication study used the same procedure. Six elementary-level students attending a site-based public school classroom for deaf students thought aloud after reading each page of a short story. Analysis of these verbal reports indicated the participants performed similarly to those in the first study, thus supporting the reliability of results regarding reading strategies of readers who are deaf. 相似文献
18.
Charles Perfetti 《Scientific Studies of Reading》2013,17(4):357-383
The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and reliable meaning retrieval. Low-quality representations lead to specific word-related problems in comprehension. Six lines of research on adult readers demonstrate some of the implications of the LQH. First, large-scale correlational results show the general interdependence of comprehension and lexical skill while identifying disassociations that allow focus on comprehension-specific skill. Second, word-level semantic processing studies show comprehension skill differences in the time course of form-meaning confusions. Studies of rare vocabulary learning using event-related potentials (ERPs) show that, third, skilled comprehenders learn new words more effectively and show stronger ERP indicators for memory of the word learning event and, fourth, suggest skill differences in the stability of orthographic representations. Fifth, ERP markers show comprehension skill differences in meaning processing of ordinary words. Finally, in text reading, ERP results demonstrate momentary difficulties for low-skill comprehenders in integrating a word with the prior text. The studies provide evidence that word-level knowledge has consequences for word meaning processes in comprehension. 相似文献
19.
Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension. 相似文献
20.
In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers. 相似文献