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1.
A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task. 相似文献
2.
During the summer vacation children who are economically disadvantaged experience declines in reading achievement, while middle‐ and high‐income children improve. Previous research has demonstrated that the most widely implemented intervention – sending economically disadvantaged students to summer school – has not led to increases in reading achievement. In this longitudinal randomised trial, a randomly assigned group of exiting First‐Grade children who were economically disadvantaged was enrolled in a seven‐week summer reading day camp. The intervention students' reading achievement was then compared to control group participants at four time points. Results showed noteworthy differences for intervention students in reading comprehension. 相似文献
3.
The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses revealed that relatively high ratings on the reading and math instruction subscales, which were scored after a half‐day observation, predicted better reading and math achievement test scores, respectively, for third graders who had previously had poor academic performance, but did not have a significant effect for relatively high‐performing students. High teacher ratings on the reading instruction and classroom climate observation scales predicted high levels of student engagement. The findings suggest the importance of high‐quality teaching for economically disadvantaged children who have poor academic skills. 相似文献
4.
This paper reports on the progress made by a small group of fourteen 11‐year‐old children who had been originally identified as being precocious readers before they started primary school at the age of five. The data enable comparisons to be made with the performance of the children when they were younger so that a six‐year longitudinal analysis can be made. The children who began school as precocious readers continued to make progress in reading accuracy, rate and comprehension, thereby maintaining their superior performance relative to a comparison group. However, their progress appeared to follow the same developmental trajectory as that of the comparison group. Measures of phonological awareness showed that there are long‐term, stable individual differences that correlated with all measures of reading. The children who were reading precociously early showed significantly higher levels of phonological awareness than the comparison children. In addition, they showed the same levels of performance on this task as a further group of high achieving young adults. A positive effect of being able to read at precociously early age was identified in the significantly higher levels of receptive vocabulary found amongst these children. The analyses indicated that rises in receptive vocabulary resulted from reading performance rather than the other way round. 相似文献
5.
F. Sayako Earle Stephanie N. Del Tufo Tanya M. Evans Jarrad A. G. Lum Laurie E. Cutting Michael T. Ullman 《Mind, Brain, and Education》2020,14(2):176-186
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning. 相似文献
6.
In this research, we sought to replicate findings of our previous research examining the efficacy of 1st‐Grade Peer‐Assisted Literacy Strategies (1st‐Grade PALS) with children of different achievement levels in naturally constituted general education classrooms. We also examined the impact of adding skills‐focused mini‐lessons conducted along with 1st‐Grade PALS with the 3 lowest‐achieving readers in some of these classrooms. First‐Grade PALS sessions were conducted for 30‐minutes session 3 times a week for 14 weeks. Mini‐lessons were also conducted 3 times per week for 15 to 20 minute sessions during the final 6 weeks of 1st‐Grade PALS implementation. During 1st‐Grade PALS, all students within a class were paired with other students from within the same class (1) to practice phonological awareness, phonological recoding, and reading of connected text built on previously mastered phonological elements, and (2) to make predictions about a book prior to reading it, share the experience of reading a story with a peer, have repeated exposure to text, and summarize the story through verbal retelling. The skills‐focused mini‐lessons mirrored the content of 1st‐Grade PALS and were designed to provide additional instruction and integrated practice of the orthophonemic elements of English text. Results indicate that 1st‐Grade PALS, on average, enhanced reading performance of students both in terms of statistical significance and in terms of educational relevance, although not equally for all learner types, closely replicating findings from our previous studies. Results also suggest that there was some benefit to students who participated in the small‐group mini‐lessons. However, conclusions about the true impact of the mini‐lessons are limited because teachers resisted implementing these lessons. 相似文献
7.
《Australian Journal of Learning Difficulties》2013,18(1):9-18
Abstract This study uses data collected from children in Hong Kong for the PIRLS international reading survey of 2001. A total of 4867 students aged 9 to 10 years from 147 primary schools were assessed. The aim of the study is to investigate the observed differences in comprehension skills displayed in the test results from students at three ability levels. Affective factors (attitudes and reading self‐concept) are also compared for the three groups. Results indicate that the lower‐ability students performed very poorly in all four processes of comprehension — even at the most basic level of retrieval of facts. This weakness at the lower level greatly impaired the students’ ability to operate at higher levels of comprehension involving inference, prediction, integration of ideas and critical evaluation. The weakest readers had extreme difficulty with test items requiring an extended written response. Even on simple multiple‐choice items their performance was inferior to the average and higher‐ability groups. Data from the supplementary questionnaires indicates that across all ability groups the children's attitude toward reading is correlated positively with reading achievement. However, data collected on the students’ reading self‐concept produced anomalous results that cast some doubt on the feasibility of using self‐evaluation and self‐report questionnaires with this age and cultural group. Practical implications from the findings are discussed. 相似文献
8.
T. Nergård-Nilssen 《Reading and writing》2006,19(3):265-290
The effects of regularity, frequency, lexicality, and granularity on single word reading in Norwegian children with dyslexia
and control children matched for age and reading level were examined. The reading impaired children showed the same pattern
of performance as younger children matched for reading level on most tasks except for the fact that they worse at nonword
reading. The findings are discussed against different theoretical models of reading. 相似文献
9.
Deborah Linebarger Jessica Taylor Piotrowski Charles R. Greenwood 《Journal of Research in Reading》2010,33(2):148-167
Children living in poverty are 1.3 times as likely as non‐poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second‐ and third‐grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code‐related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent. 相似文献
10.
The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control, books only, books with oral reading scaffolding, and books with oral reading and comprehension scaffolding. Books were matched to children's reading levels and interests. Children were pre- and posttested on measures of oral reading fluency (DIBELS) and silent reading ability (Iowa Test of Basic Skills [ITBS]). Results showed that children in the books with oral reading and comprehension scaffolding condition scored significantly higher on the ITBS posttest than children in the control condition. In addition, children in the two scaffolding conditions combined scored higher on the ITBS posttest than children in the control and books only conditions combined. Practical implications for summer voluntary reading interventions are discussed. 相似文献
11.
Peter Tymms Christine Merrell Brian Henderson 《Educational Research and Evaluation》2013,19(2):101-118
In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses. 相似文献
12.
相比于阅读正确性,透明文字阅读障碍儿童的阅读流畅性问题更突出。本文用多基线干预性混合实验设计,考察形-音联结和重复阅读两种训练对3~5年级不同水平维吾尔文阅读障碍儿童阅读流畅性的单独和综合干预效果。结果发现:(1)基线时,不同水平阅读障碍儿童的单词阅读正确性和阅读理解成绩不存在显著差异,但在阅读流畅性测验得分上严重阅读障碍儿童显著落后于一般阅读障碍儿童;(2)形-音联结和重复阅读两种训练分别提高了阅读障碍儿童的假词和真词阅读速度,两种训练结合使用时提高了阅读理解成绩,其中严重阅读障碍儿童的阅读理解成绩提高的更明显。 相似文献
13.
Ann Marie Casserly 《Journal of Research in Special Educational Needs》2013,13(1):79-91
This paper reports on a four‐year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio‐emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings suggest that while the primary focus of attending such a placement is to attain greater levels of literacy, other gains such as increased positive socio‐emotional manifestations and confidence are also evident. Therefore, the emotional elements of learning must work in tandem with the academic elements in helping children with dyslexia access the curriculum in full. The roles of attribution, motivational and expectancy theories are explored and how a comprehensive understanding of these theories can help teachers explain and respond to the exhibited behaviours of children with reading difficulties. 相似文献
14.
Jane M. Hutchinson Helen E. Whiteley Chris D. Smith Liz Connors 《Journal of Research in Reading》2003,26(1):19-32
Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered. 相似文献
15.
Margaret J. Snowling Fiona Duff Alex Petrou Josie Schiffeldrin Alison M. Bailey 《Journal of Research in Reading》2011,34(2):157-170
We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills. 相似文献
16.
Season of birth is related to child retention rates, achievement, and rate of diagnosis of specific LD 总被引：1，自引：0，他引：1
A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed. 相似文献
17.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献
18.
Twenty‐two primary school children, aged 6–12 years, who were experiencing significant reading difficulties, were allocated to one of two parent‐instruction treatment conditions according to the parent’s preference. The treatments were based upon learning‐theory principles, and were aimed at teaching the parents optimal ways of helping their child learn to read. One condition involved the parent and child being seen individually by the therapist twice a week over five weeks. The other condition involved the parents meeting as a group for three weekly sessions, and then as a group with their children for the final two sessions. The same learning‐theory principles were taught in both treatment conditions. Seven children who were awaiting treatment provided waiting‐list control data over a five‐week period. Outcome measures of the children’s reading level and reading self‐concept, and the parents’ stress levels during reading‐time showed significant improvements for those in the individual treatment condition, and this improvement was maintained at a follow‐up after two months. While there were some gains for those in the group treatment condition, these were not maintained by the two‐month follow‐up. 相似文献
19.
Cooper H Charlton K Valentine JC Muhlenbruck L 《Monographs of the Society for Research in Child Development》2000,65(1):i-v, 1-118; discussion 119-27
Summer schools serve multiple purposes for students, families, educators, and communities. The current need for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. A research synthesis is reported that used both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer school. Results revealed that summer programs focusing on remedial or accelerated learning or other goals have a positive impact on the knowledge and skills of participants. Although all students benefit from summer school, students from middle-class homes show larger positive effects than students from disadvantaged homes. Remedial programs have larger effects when the program is relatively small and when instruction is individualized. Remedial programs may have more positive effects on math than on reading. Requiring parent involvement also appears related to more effective programs. Students at all grade levels benefit from remedial summer school, but students in the earliest grades and in secondary school may benefit most. These and other findings are examined for their implications for future research, public policy, and the implementation of summer programs. Based on these results, our recommendations to policy makers are that summer programs (a) contain substantial components aimed at teaching math and reading and (b) include rigorous evaluations, but also (c) permit local control of curricula and delivery systems. Funds should be set aside to foster participation in summer programs, especially among disadvantaged youth. Program implementers should (a) begin summer program planning earlier in the year, (b) strive for continuity of staffing and programs across years, (c) use summer school in conjunction with summer staff development opportunities, and (d) begin integrating summer school experiences with those that occur during the regular school year. 相似文献
20.
Despina Paizi Maria De Luca Pierluigi Zoccolotti Cristina Burani 《Journal of Research in Reading》2013,36(3):303-329
Italian developmental dyslexic readers show a striking length effect and have been hypothesised to rely mostly on nonlexical reading. Our experiments tested this hypothesis by assessing whether or not the deficit underlying dyslexia is specific to lexical reading. The effects of lexicality, word frequency and length were investigated in the same group of children in four separate experiments. Although dyslexics were slower and less accurate than skilled readers and had large length effects, they showed lexicality and word frequency effects in both reading aloud and lexical decision. In a cross‐experiment comparison, we show that a single global factor explains a large proportion of the difference in reading performance between dyslexic and skilled readers. This factor may indicate a deficit at a prelexical level of analysis. Lexical activation seemed spared in the dyslexic children based on the effects of lexicality and frequency. These findings contrast the hypothesis that Italian dyslexics primarily engage in nonlexical reading. 相似文献