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1.
ABSTRACT: The purpose of this study was to describe the variations in literacy achievement among native and non-native upper primary school children (grades three to six) in the Netherlands. Various measures of word decoding, reading literacy and writing skill were collected from 1091 native Dutch children, 753 children with a former Dutch colonial background and 580 children with a Mediterranean background. The results showed the non-native children to lag behind their native peers on all of the tasks, although the differences on the decoding and writing tasks were fairly small. The Mediterranean children scored significantly lower than the ex-colonial children on all of the reading literacy tasks but equally high on the decoding and writing tasks. For both the native and non-native children, the same underlying factor structure was found to characterise their literacy achievement. Grade and ethnic status consistently predicted the factor scores for Word Decoding, Reading Literacy and Text Writing. In addition, socio-economic status (SES) predicted Reading Literacy and the variable sex predicted Writing Skills. 相似文献
2.
Sietske van Viersen Elise H. de Bree Lilian Kalee Evelyn H. Kroesbergen Peter F. de Jong 《Reading and writing》2017,30(6):1173-1192
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample (n = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure. 相似文献
3.
The purpose in this study was to examine predictive relationships between the Slingerland Pre- Reading Screening Procedures and performance on measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Procedures in kindergarten and the Stanford Achievement Test at first, third, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and according to the measure of reading used. Listening contributed to reading comprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic status influenced the strength of associations. 相似文献
4.
《Contemporary educational psychology》2004,29(3):312-332
We examined models of individual change and correlates of change in the growth of reading skills in a sample of 40 children from kindergarten through third grade. A broad range of correlates was examined and included family literacy, oral language, emergent reading, intelligence, spelling, and demographic variables. Individual growth curve analysis was used to model change in Letter Word Identification (LWID), Word Attack (WA), and Passage Comprehension (PC) subtests of the Woodcock–Johnson Psychoeducational Battery – Revised. Third grade LWID was predicted uniquely by family literacy, phonological awareness, and emergent reading skills. Growth in LWID was predicted uniquely by emergent reading skills. Phonological awareness, spelling, and emergent reading were unique predictors of third grade WA, whereas family literacy and emergent reading skills uniquely predicted third grade PC. The general oral language factor defined by semantic and syntactic variables did not contribute significant unique variance in any of the models. Thus, the pattern of results extends the model of emergent-to-conventional literacy proposed by Whitehurst and Lonigan (1998) to third grade and suggests that early contextual understandings necessary for competent reading (family literacy and emergent reading) become more influential as reading skills develop. 相似文献
5.
The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme‐awareness tasks compared with monolingual Dutch‐speaking children. Language performance of a group of 47 immigrant first‐grade children with various different cultural backgrounds and a subsample of 29 Turkish–Dutch bilingual immigrant children was compared with those of 15 first‐grade monolingual native Dutch children from similar low‐socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The Turkish–Dutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of Turkish–Dutch children were better or worse on phoneme awareness than monolingual Dutch children. However, Turkish–Dutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided. 相似文献
6.
Lee LW 《Annals of dyslexia》2008,58(1):37-57
Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English. 相似文献
7.
Hilde Hacquebord 《Journal of Research in Reading》1994,17(2):83-98
In the Netherlands, as in other Western European countries, many minority children are unsuccessful in their school careers. Their lack of achievement is associated with language and literacy problems. In secondary education they are faced with the task of text comprehension in the content areas, which is a reading task and a learning task at the same time. This study will report on the assessment of text comprehension in relation to vocabulary, grammar, non-verbal IQ and background knowledge about topics used in the text-comprehension test. Turkish and Dutch pupils took these tests during the first three years of their secondary schooling. In order to relate students’ different reading styles to their linguistic background (L1 or L2), three different subtests of text comprehension were used, each referring to a certain discourse level. It was found that the L2-readers tend towards a top-down approach of reading, which implies a stronger reliance on conceptual guidance than in L1-reading. With respect to the childen's reading development there was a significant increase in their scores for Word Knowledge and Non Verbal IQ, but there was no progress in the scores for Text Comprehension. Especially, Turkish pupils in the lowest type of the Dutch secondary-school system showed no progress at all. 相似文献
8.
Dyslexia is assumed to be frequent amonginmates in prisons and in juvenileinstitutions. However, it remains unclearwhether the literacy difficulties observed arereally dyslexic in nature. Seventy inmates injuvenile institutions were studied. In additionto literacy skills, the assessment includedphonological skills, school attendance,cultural background, and self-esteem. Dyslexiain the sense of decoding problems related tophonological deficiencies was observed in 11%of the cases. Most of the inmates withliteracy difficulties had a background, frominfancy and onwards, characterized by severesocial and emotional problems, interfering withpositive experience of literacy and theliterate culture. However, these sub-optimalexperiences of the literate culture do notimply dyslexia. From this perspective, it isunlikely that dyslexia is a determining factorof delinquent behavior. 相似文献
9.
The current study follows up on Aram andLevin's (2001, Cognitive Development, 16, 831–852)analysis of the role of maternalwriting mediation among low SES Israelikindergartners. That study's main findingindicated that the quality of maternal writingmediation correlated concurrently withkindergartners' literacy skills aftercontrolling for socio-cultural measures. Thepresent study followed up the participants tothe second grade in school, and evaluated theirlevel of Spelling, Reading Comprehension, andLinguistic Knowledge two and a half years later. Theresults indicate that the children's literacymeasures in school were predicted by maternalwriting mediation in kindergarten beyond SESand the early literacy measures assessed in thekindergarten (Word Writing and LinguisticKnowledge). These results highlight thesignificance of early maternal writingmediation as a major factor in literacydevelopment. 相似文献
10.
Andry Vrachimi‐Souroulla Georgia Panayiotou Constantinos M. Kokkinos Iasonas Lamprianou 《教育心理学》2011,31(1):105-121
The study aimed to field‐test a Greek version of the Wechsler Quicktest and to examine its psychometric properties. The Quicktest was individually administered to 208 students, aged 5–14 years, along with a reading test. Based on the Rasch analysis, data for the Quicktest subtests showed acceptable fit to the model. Also, correlations were found between the Quicktest subtests. Moreover, the Quicktest was significantly correlated to school grades, teachers’ predictions, scores on the Learning Disability Evaluation Scale (LDES) and Trigka’s Reading Test. A Spearman analysis indicated significant correlations between scores on the Quicktest subtests and the grade level of students. Also, a regression analysis indicated that scores on the Quicktest can predict the scores on the other measures. Results supported the Quicktest’s criterion‐related validity and construct validity and, also, its utility as part of a systematic diagnostic procedure for learning disabilities. 相似文献
11.
Gordon O. Ade-Ojo 《International Journal of Lifelong Education》2013,32(5):623-641
Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dyslexia. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected were analysed using the conceptual analysis strand of concept analysis. It found that their perception of dyslexia and their approaches to teaching learners with dyslexia were informed by a dominant discourse which derives from a deficit model of dyslexia and which concurs with the metaphor of dyslexia and illiteracy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence in the long-term value of the tuition they provide to their learners. The study concludes by highlighting that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes. 相似文献
12.
Andrea Netten Hans Luyten Mienke Droop Ludo Verhoeven 《Journal of Research in Reading》2016,39(2):189-208
This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first‐language (L1) and 208 second‐language (L2) fourth‐grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement. 相似文献
13.
ABSTRACTWe evaluated the effects of TutorBright tutoring on the reading and mathematics skills of children in family foster care, examined several potential moderators of the impact of tutoring, and explored possible ‘spill-over’ effects on the children’s executive functioning and behavioural difficulties and on their caregivers’ level of involvement in schoolwork in the home. The sample consisted of 70 children in care in Ontario, Canada. At the pre-test, the children were aged 5–16 years (M = 10.41, SD = 2.94) and enrolled in school grades 1–11 (M = 5.53, SD = 2.90). Thirty-four children were randomly assigned to tutoring and 36 to a waiting list control condition. Seven subtests from the Woodcock-Johnson III (WJ-III) achievement test served as outcome measures. The tutored children made statistically greater gains than those in the control group on the WJ-III subtests of Reading Fluency, Reading Comprehension, and Mathematics Calculation, but not on Word Reading, Spelling, Math Fluency, or Applied Math Problems. Age, executive functioning, caregiver controlling involvement in schoolwork, and self-reported post-traumatic stress disorder symptoms were found to moderate the effectiveness of tutoring. There were no spill-over effects of tutoring. The implications of the results for improving foster children’s reading and mathematics skills were discussed. 相似文献
14.
This longitudinal study examined the relationship between schooling, literacy development, and socioeconomic context, as reflected by a composite measure of socioeconomic status (SES). Reading, spelling, and phonological abilities were assessed from kindergarten to grade three in Canadian children in a school district with intensive literacy activities. In kindergarten, there were significant associations between SES and all the abilities assessed but these associations declined systematically to non‐significant levels by grade three. Risk and prevalence of reading failure also decreased with more schooling. The results suggest that the attenuation of the association between SES and literacy‐related skills, and the progressive reduction of the risk for reading failure, were positive outcomes associated with the literacy school program, especially in the early grades. 相似文献
15.
Roel Van Steensel 《Journal of Research in Reading》2006,29(4):367-382
This paper deals with the relation between children's home literacy environments (HLE) and their literacy development in the first phase of primary school. On the basis of a broad conceptualisation of the HLE, we identified three home literacy profiles (rich, child‐directed and poor HLE). Firstly, we related these profiles to socio‐cultural factors (more specifically, ethnicity and socio‐economic status [SES]). We found an association between the HLE and ethnicity/SES, indicating that (Dutch) majority children and children from high SES families had, in general, the most stimulating HLEs. On the other hand, we observed considerable variability in HLEs within ethnic minority and low SES groups. Subsequently, we related the HLE profiles to literacy outcomes in kindergarten, first and second grade. We found that, after controlling for relevant background characteristics, the HLE had an effect on children's vocabulary scores in first grade, and their general reading comprehension both in first and second grade. 相似文献
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17.
The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program. 相似文献
18.
The visual attention (VA) span deficit hypothesis was found successfully to account for variability in developmental dyslexia (Bosse, Tainturier & Valdois, 2007). We conducted a cross‐sectional study on 417 typically developing children from first, third and fifth grades examining the role of VA span on the development of reading skills. A battery including reading, phoneme awareness and VA span tasks was administered. Results show that VA span predicts variations in learning to read independent of the influence of phoneme awareness. Moreover, whereas the specific influence of VA span on pseudoword reading declines from first to third grade, VA span has a significant and sustained influence across grades for the irregular words. In addition to phoneme awareness, the VA span contributes to reading performance from the beginning of literacy instruction, suggesting that it might have a long‐term influence on specific orthographic knowledge acquisition. 相似文献
19.
Reading and Writing - Students in grades 5–9 (N?=?29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD)... 相似文献
20.
The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension,
after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough,
P.B. & Tunmer, W.E. (1986). Remedial and Special Education 7, 6–10]), and phonological awareness. In grade 3, word decoding was measured with the Woodcock [(1998). Woodcock Reading Mastery Tests – Revised. Circle Pines, MN: American Guidance Services]. Word Identification and Word Attack subtests, listening comprehension with
the Woodcock (1991) [Woodcock Language Proficiency Battery – Revised. Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures
assessed phonological awareness. Reading comprehension was assessed in grades 3, 4, and 5 with the Woodcock (1998) Passage
Comprehension subtest and in grade 5 with the Gates–MacGinitie reading test. The Simple View was evaluated twice: first, with
a pseudoword measure for decoding (Grapheme–Phoneme-conversion product) and, second, with a word identification measure for
decoding (word recognition product). Hierarchical regression and commonality analyses indicated that the decoding and listening
comprehension products accounted for considerable variance in reading comprehension. Naming speed had a small but significant
effect after accounting for the Grapheme–Phoneme-conversion product (2–3%), but little effect after accounting for the word-recognition
product (0–2%). Subgroup analyses indicated that naming speed had its primary effect for less able readers. Commonality analyses
supported the interpretation that naming speed contributes after the Grapheme–Phoneme-conversion product but not after the
word recognition product because naming speed has already had its effect upon word recognition. These results indicate that
it is important how the Simple View decoding term is defined, and that the Simple View may be incomplete, especially for less able readers. 相似文献