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1.
This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed. 相似文献
2.
Is the Simple View of Reading too Simple? 总被引：1，自引：1，他引：0
Ingjerd Høien‐Tengesdal 《Scandinavian Journal of Educational Research》2013,57(5):451-469
According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR. 相似文献
3.
According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension. 相似文献
4.
《International Journal of Educational Research》2005,43(4-5):250-271
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
5.
AbstractThis study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1. 相似文献
6.
This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade
for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years;
120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores
showed quadratic growth over the course of the study. The sample’s reading comprehension, but not their word decoding, began
to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and
oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research. 相似文献
7.
Evelien van Wingerden Eliane Segers Hans van Balkom Ludo Verhoeven 《Scientific Studies of Reading》2018,22(4):321-334
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and non-linguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability. 相似文献
8.
Whether the simple view of reading (SVR) as incorporated in the componential model of reading (CMR) is applicable to other orthographies than English was explored in this study. Spanish, with transparent orthography and Chinese, with opaque orthography were selected because of their diverse characteristics. The first part reports a study of students from grades 2 and 3, whose home language and medium of instruction was Spanish, and were administered tests of decoding, listening, and reading comprehension. A comparison group of 49 children from Grade 2, 54 children from Grade 3, and 55 children from Grade 4, whose home language and instruction was English, were also administered tests of decoding, listening, and reading comprehension. Multiple regression analysis showed that approximately 60% of the variance in reading comprehension of Spanish participants and 50% of the variance in reading comprehension of English participants were explained by decoding and listening comprehension. Furthermore, the performance of third grade Spanish participants resembled that of fourth grade English-speaking participants. In the second study, 102 Chinese students from Grade 2 and 106 students from Grade 4 were administered tasks of Chinese character recognition, reading fluency, listening, and reading comprehension. Multiple regression analyses showed character recognition and listening comprehension accounted for 25% and 42% of the variance in Chinese reading comprehension at Grades 2 and 4 respectively. These results indicate that the simple view of reading is applicable to writing systems other than that of English. 相似文献
9.
Thirty 8–11‐year‐old children were administered tests of rapid naming (RAN letters and digits) and reading‐related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted for independent variance in exception word reading when phonological skills were controlled. Response timing analysis of different components of RAN digits and letters revealed that neither average item duration nor average pause duration were unique predictors of reading skill. However, the number of pauses on digit naming predicted unique variance in exception word reading. Moreover, better readers paused more strategically than poorer readers (e.g. more often at the ends of lines). We suggest that rapid automatised naming may in part reflect differences in strategic control that are a result of differences in reading practice and experience. 相似文献
10.
Sandra Fernandes Luís Querido Arlette Verhaeghe Catarina Marques Luísa Araújo 《Reading and writing》2017,30(9):1987-2007
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR. 相似文献
11.
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children 总被引：1，自引：0，他引：1
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
12.
Marjolijn van Weerdenburg Ludo Verhoeven Hans van Balkom Anna Bosman 《Scientific Studies of Reading》2013,17(6):484-507
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory. 相似文献
13.
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers. 相似文献
14.
In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners. 相似文献
15.
This study investigated an emergent interaction between word reading fluency and vocabulary knowledge in the prediction of reading comprehension among French immersion students in Grades 2 and 3. A group of 66 students were tested on measures of phonological awareness, rapid automatized naming, word reading accuracy, vocabulary, word reading fluency and reading comprehension in English and French at both time points. Hierarchical regression analyses were conducted to examine whether vocabulary and word reading fluency interact in predicting English and French reading comprehension. Regressions were constructed for each language and grade separately. Results showed that in Grade 2, word reading fluency and vocabulary contributed independently to reading comprehension, though an interaction between these variables was not observed in either language. By Grade 3, an interaction between these constructs emerged and was shown to predict reading comprehension in both English and French. Specifically, vocabulary was positively related to reading comprehension among students with moderate to high levels of fluency, while vocabulary did not uniquely contribute to reading comprehension among those who were less fluent. The emergence of an interaction in Grade 3 suggests that as students’ reading skills become more proficient, reading comprehension outcomes are better explained by taking into account the interaction between reading fluency and vocabulary knowledge.
相似文献16.
Kevin K. H. Chung Jason C. M. Lo Connie S.-H. Ho Xiaoyun Xiao David W. Chan 《Annals of dyslexia》2014,64(3):222-247
This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers. 相似文献
17.
Jan Carol Näslund 《Reading and writing》1990,2(4):327-360
A sample of 169 German children were tested in general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool. These tests were used as independent measures predicting performance on second grade reading comprehension, word discrimination, and word decoding speed. Tests of verbal ability, memory capacity, and phonological awareness were also given over a year later in elementary school. After determining that the influence of verbal ability, memory capacity, and phonological awareness on reading comprehension was comparable when measured in preschool and elementary school, the effects of all preschool measures on the three dependent reading measures were assessed. These analyses revealed differential main effects and interactions for the three dependent measures. However, a significant three-way interaction among lexical access, memory capacity, and phonological awareness was found for all three reading measures. These results indicate that the interaction and subsequent effects of these linguistic skills precedes and influences reading acquisition. This is contrary to the view that these skills interact as a result of reading experience. The implications of these results, as well as comparisons of conducting such studies with German rather than English speaking children are discussed. 相似文献
18.
Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed. 相似文献
19.
Tami Katzir YoungSuk Kim Maryanne Wolf Becky Kennedy Maureen Lovett Robin Morris 《Reading and writing》2006,19(8):845-872
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework. 相似文献
20.
Pui-sze Yeung Pakey Pui-man Chik Lap-yan Lo Hui Luan David Wai-ock Chan 《Scientific Studies of Reading》2013,17(4):285-313
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