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1.
Dorothy Bishop Caroline Adams Annukka Lehtonen Stuart Rosen 《Journal of Research in Reading》2005,28(2):144-157
This study evaluated a computerised program for training spelling in 8‐ to 13‐year‐olds with receptive language impairments. The training program involved children typing words corresponding to pictured items whose names were spoken. If the child made an error or requested help, the program gave phonological and orthographic cues to build up the word's spelling. Eleven children received this training with ordinary speech, and eleven had the same program but with speech modified to lengthen and amplify dynamic portions of the signal. Nine children were in an untrained control group. Trained children completed between 6 and 29 training sessions each of 15 minutes, at a rate of 3 to 5 sessions per week, with an average of over 1000 trials. Children were assessed before and after training. Trained children learned an average of 1.4 novel spellings per session. The trend was for children presented with modified speech to do less well than those trained with ordinary speech, regardless of whether they had auditory temporal processing impairments. Trained groups did not differ from the untrained control group in terms of gains made on standardised tests of spelling or word and nonword reading. This study confirms the difficulty of training literacy skills in children with severe language impairments. Individual words may be learned, but more general knowledge of rule‐based phonological skills is harder to acquire. 相似文献
2.
The correlates of spelling impairment wereexamined in children with histories of earlyspeech sound disorders. The spelling errors of52 children with histories of speech sounddisorders were analyzed to predict theassociation between weaknesses in expressivelanguage skills in early childhood andschool-age spelling abilities. Resultsrevealed that children with preschool speechsound and language problems became poorerspellers at school age than did children withpreschool speech sound disorders only. However, even children with isolated speechsound disorders demonstrated a weakness inspelling skills relative to their reading andlanguage abilities and Weschler Performance IQ.Measures of phonological awareness were highlycorrelated with spelling skills, suggestingthat phonological processing abilities arerelated to the ability to spell phoneticallypredictable words. Analysis of spelling errorsbased on level of phonological awareness skillrevealed that children with preschool speechsound disorders utilize phonetic strategies inspelling phonetically predictable words. Familial aggregation of spelling disorderssuggests a possible genetic component that ismodified by gender. 相似文献
3.
The present study aimed to extend understanding of preschoolers’ early spelling using the Vygotskian (Mind in society: the development of higher psychological processes, Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children’s word spelling level beyond the contribution of three internal child measures: early literacy (phonological awareness and letter naming), private speech while spelling (self-directed talk), and behavioral regulation. Children’s private speech during spelling—their tool to regulate thinking—has not yet been studied in the early literacy context. Fifty Israeli preschoolers (M = 68.66 months) of middle-high SES were videotaped while spelling words with their mothers and while spelling these words independently. Children’s phonological awareness, letter naming, and behavioral regulation were assessed individually. Results showed that children’s internal measures (early literacy, private speech while spelling, and behavioral regulation) predicted children’s early spelling (63 % of the variance), and the external measure of maternal spelling support added uniquely (12 %), together explaining 75 % of the variance in children’s spelling level. Findings suggested that mothers adjust their spelling support to meet young children’s existing literacy skills but also coach children to strive toward higher spelling performance. Furthermore, the study illuminates the role of a new measure in the context of children’s early literacy—private speech during spelling. 相似文献
4.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. 相似文献
5.
To examine the effects of computer-based reading and spelling practice on the development of reading and spelling skills, a pretest-training-posttest experiment was conducted in The Netherlands. Eleven girls and 17 boys with written language disorders (on the average, 9 years, 7 months old and performing 2 grades below age expectancy) practiced hard-to-read words under three conditions: reading from the computer screen, copying from the screen, and writing from memory after presentation on the screen. For all words, whole-word sound was available on call during practice. To assess learning effects, both a dictation and a read-aloud task were administered in which nonpracticed control words were also presented. During training, the computer kept record of several aspects of the pupils' learning behavior. It was found that copying words from the screen resulted in significantly fewer spelling errors on the posttest than writing words from memory, and that both forms of spelling practice led to fewer spelling errors than only reading words during practice. All three forms of practice improved to the same degree both the accuracy and fluency of reading the practiced words aloud. The way in which spelling and reading practice, in combination with speech feedback, support the development of phonological skills in children with written language disorders is highlighted in the discussion. 相似文献
6.
7.
In this paper we present an overview of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. In the present studies, 138 children read stories on the computer, in their school, for a half hour per day during a semester. Children were trained to request synthetic-speech feedback (DECtalk) for difficult words by targeting the words with a mouse. Different groups received whole-word feedback, wherein targeted words were highlighted and spoken as a unit, or segmented feedback, wherein segments of words (onsets, rimes, or syllables) were sequentially highlighted and spoken by the computer, requiring the child to pay attention to and blend the segments. Both whole-word and segmented feedback resulted in almost twice the gains in standardized word recognition scores compared to control groups that spent an equal time in their normal remedial reading program. Most important, the computer-trained groups improved their phonological decoding of nonwords at about four times the rate of the control group. However, there was a significant interaction between level of deficit severity and optimal feedback condition. The most severely disabled readers showed the largest phonological decoding gains from syllable feedback, while the largest gains for the less severely disabled readers were from onset-rime feedback. The disabled readers' level of phonological awareness at pre-test was the strongest predictor for gains in word recognition and phonological decoding. Implications of the results for future training programs are discussed. 相似文献
8.
R. N. Loretta E. Heidgerken 《Journal of Experimental Education》2013,81(2):261-293
This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a structured balanced literacy curriculum. The children were randomly assigned to one of two teaching conditions (phonological awareness; invented spelling) and participated in 16 teaching sessions over an 8-week period in kindergarten. Before these teaching sessions, the groups were equivalent in early literacy and language skills including alphabetic knowledge, phonological awareness and oral vocabulary. Children in both conditions saw growth in alphabetic knowledge and phonological awareness (marked by large effect sizes), but the invented-spelling group showed more growth in invented spelling sophistication and learned to read more words on posttest. These advantages were reflected in medium to large effect sizes. Follow-up assessment in Grade 1 revealed potential lasting advantages for the invented spelling group. These findings support the view that with guidance and developmentally appropriate feedback, invented spelling promotes early literacy by providing a milieu for children to explore the relations between oral and written language. 相似文献
9.
Metrical stress sensitivity in young children and its relationship to phonological awareness and reading 总被引：1，自引：0，他引：1
Clare Wood 《Journal of Research in Reading》2006,29(3):270-287
This paper reports two studies of young English‐speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological awareness and early reading development. Initially, 39 children aged 4 and 5 years were assessed on their ability to identify mispronounced words, including words that had their metrical stress pattern reversed. The children were significantly worse at identifying words that had their metrical stress pattern reversed than words that were mispronounced in other ways. The second study was a cross‐sectional comparison of 31 5, 6 and 7‐year‐old children's performance on the metrical stress reversal condition of the mispronunciation task. Measures of the children's written language skills and phonological awareness were also taken. The 7‐year‐old children outperformed the 5‐year‐olds on the metrical stress task. Performance on this measure was associated with most of the measures of phonological awareness and literacy, and was associated with rhyme awareness and spelling ability after age had been taken into account. Moreover, metrical stress sensitivity could account for variance in spelling ability after phonological awareness had been taken into account, and after vocabulary had been taken into account. This suggests that stress sensitivity may influence spelling development in a way that is independent of its contribution to phonological representations. 相似文献
10.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading. 相似文献
11.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children
read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting
the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous
studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less
than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before
and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses.
The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching
techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both
groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they
spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words
and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS.
Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly
more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children
performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only
while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with
difficult words, after one semester’s training. 相似文献
12.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
13.
Kenn Apel 《Scientific Studies of Reading》2013,17(5):440-463
Kindergarteners (M age = 6;2) were exposed to novel spoken nonwords and their written forms within a storybook reading context. Following each of 12 stories, the children were required to spell and identify 12 novel written nonwords and then verbally produce and comprehend the spoken version of those words. Results indicated the children acquired initial specific phonological and orthographic representations. Spoken and written word learning skills were strongly associated and both were influenced by the words' linguistic regularities. Spoken word learning ability explained 62% of the variance on a spelling measure, whereas written word learning ability predicted 42% of the variance on a reading measure. The results provide evidence that beginning readers employ simultaneously a mutually shared learning mechanism that is sensitive to statistical regularities of words when engaged in the process of learning new spoken words and their written forms. 相似文献
14.
It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. 相似文献
15.
Porpodas CD 《Journal of learning disabilities》1999,32(5):406-416
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words. 相似文献
16.
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
17.
AbstractWe examined the progress made by 132 six-year-old French-speaking children in their preliteracy skills during four kinds of interventions. Three of these interventions concerned invented spelling, where the children tried to spell words. In the first condition, they were encouraged to reflect on conventional spellings. In the second condition, they reflected on spellings that were slightly more complex than theirs, while in the third condition, they reflected on increasingly complex spellings that eventually led to the conventional spellings. The fourth condition (control) consisted of phonological training. We assessed the children’s phonological awareness, letter knowledge, spelling, and decoding skills, controlling for vocabulary and nonverbal cognitive ability. Posttest results indicated progress in each condition. The greatest progress was observed in the second condition for decoding, spelling, letter-name knowledge and syllable awareness, and in the control condition for phoneme awareness. Overall, results showed that all kinds of interventions led to very similar levels of progress, but that improvements were greater for interventions that focused on the children’s initial invented spellings - in other words, when they adopted a Vygotskian perspective. 相似文献
18.
Reading-disabled children seem to have considerable difficulties in acquiring phonological recoding skills, which are considered to be very important in becoming a proficient reader. It is hypothesized that speech feedback may support the development of phonological recoding skills. The aim of the present study is to investigate the use of speech feedback during independent word reading and its effects on the remediation of reading skill. Three different conditions for independent practice were employed. For 17 subjects high-quality digitized speech was available on call. When speech feedback was requested either whole-word sound was provided (n = 8) or segmented-word sound was presented (n = 9). A control group (n=14) did not receive speech feedback at all. In a posttest both practised and nonpractised words were presented. Both help call behaviour during practice and changes in reading rate and accuracy from pretest to posttest were analyzed. It was found that speech feedback requests were not dependent on word difficulty. More calls for whole-word sound were made than for segmented-word sound, while latency times for whole-word sound requests were shorter than for segmented-word sound requests. Both forms of speech feedback were equally effective in reading practice words which were initially read incorrectly. However, there was a tendency for the learning effect on nonpractised initially hard-to-read words to be largest when segmented-word sound had been available. It is concluded that, whenever the goal of reading instruction is to memorize particular words, whole-word sound as well as segmented-word sound can be used. However, when more productive skills are aimed at, the most promising way of giving support is to present segmented-word sound, although only a nonsignificant tendency for transfer was found in the present study. 相似文献
19.
Background
Letter knowledge is crucial in the first stages of reading development. It supports learning letter-sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial orthography learning paradigm to explore whether the rate of letter learning modulates children's reading and word identification skills.Methods
In an initial training phase, 8-year-old Spanish children (N = 30) learned nine artificial letters and their corresponding sounds (two vowels and six consonants). The letter learning rate was set according to the number of attempts needed to name at least seven letters (i.e., 80% correct). These ranged from 1 to 4. In a second training phase, children visualized words made up of the trained letters while listening to their pronunciations. Some words included a context-dependent syllable (i.e., leading to grapheme-to-phoneme inconsistency), and others had an inconsistent syllable (i.e., phoneme-to-grapheme inconsistency). The post-test consisted of a reading aloud task and an orthographic-choice task in which the target word was presented with a distractor equal to the target except for the substitution of a letter.Results
Children showed a high accuracy rate in the post-test tasks, regardless of whether words contained context-dependent or inconsistent syllables. Critically, the letter learning rate predicted both reading aloud and identification accuracy of words in the artificial orthography.Conclusions
We provide evidence for the vital role of letter knowledge acquisition ability in children's decoding and word identification skills. Training children on this ability facilitates serial letter-sound mapping and word identification skills. Artificial orthography paradigms are optimal for exploring children's potential to achieve specific literacy skills.20.
Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit. 相似文献