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1.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
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The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M age = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme–phoneme correspondences during 6 consecutive blocks of 3 weeks of phonics instruction. Children’s accuracy and efficiency of curriculum embedded word decoding were assessed after each incremental block, followed by a standardized word decoding measurement. Precursor measures of rapid naming, short-term memory, vocabulary, phonological awareness, and letter knowledge were assessed by the end of kindergarten and subsequently related to the word decoding efficiency in the first grade. The results showed that from the very beginning, children attained ceiling levels of decoding accuracy, whereas their efficiency scores increased despite the incremental character of the consecutive decoding assessments embedded in the curriculum. Structural equation modelling demonstrated high stability of the individual differences assessed by word decoding efficiency during phonics instruction during the first 5 months of the first grade. Curriculum embedded word decoding was highly related to standardized word decoding after phonics instruction was completed. Finally, early literacy and lexical retrieval, and to a lesser extent verbal and visual short term memory, predicted the first fundamental processes of mastering word decoding skills. 相似文献
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This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities—reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly assigned to one of two order conditions: reading first or listening first. Regardless of condition, participants were better able to infer the meaning of the made-up words in the listening condition than in the reading condition. Individual differences in word reading, vocabulary, and reading comprehension mediated novel word learning but working memory did not. Results are discussed in relation to the challenges faced by 4th grade Hebrew readers in the transition from reading a fully pointed (vowelized) shallow orthography to an unpointed, deep orthography. The ability of 4th grade readers to infer novel words appears to be enhanced when listening to animated narration, and is mediated by extant vocabulary knowledge and higher-order comprehension processes, but also by basic decoding skills. 相似文献
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This study reports on the development of an assessment to measure bilingual adolescents’ knowledge of polysemous vocabulary and explores the contribution of polysemous word knowledge to reading comprehension among those students. Spanish–English bilingual students in seventh grade (n = 107) completed a battery of standardized reading and language measures along with a researcher-designed measure of their knowledge of the academic senses of words that also have casual, everyday meanings. Item-response theory analyses and correlational analyses provided validity evidence for the assessment. Regression analyses indicated that students’ knowledge of academic senses of polysemous words predicted their reading comprehension, even after controlling for their knowledge of the casual sense of the same words, vocabulary breadth, and decoding skills. Findings suggest that comprehension of grade-level texts is uniquely predicted by the ability to recognize the meanings of familiar words when they appear in academic contexts. 相似文献
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In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among kindergarten, third grade, and tenth grade measures. Results showed significant direct effects from kindergarten nonsense word fluency and letter naming fluency to tenth grade reading comprehension, along with significant indirect effects of kindergarten nonsense word fluency and vocabulary to tenth grade reading comprehension. Findings suggest that fundamental precursors maintain strong impact upon reading comprehension into the secondary school years. These findings are discussed along with implications for interventions and ideas for future research. 相似文献
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This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR 2 = .11–.31) in comprehension as compared to spelling (ΔR 2 = .01–.09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades. 相似文献
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This study explored pronominal resolution as a measure of reading comprehension beyond single sentences. Specifically, it was hypothesized that the ability to specify the referents of pronouns like this and these that have variable antecedents would be a good probe of the quality of the reader’s mental model. This idea was tested in a study of 123 French eight-year-olds. After controlling for word decoding, vocabulary and syntactic knowledge, various aspects of pronominal comprehension were found to contribute independent variance to reading comprehension: (1) pronominal knowledge as measured in a pronoun selection task, (2) referent specification of pronouns that refer to protagonists. In addition, (3) referent specification of pronouns (French y and en) with variable antecedents added further independent variance. The results support the idea that the ability to specify referents accounts for unique variance in reading comprehension and may tap the quality of the reader’s mental model of preceding text. 相似文献
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A. J. Holliman N. Gutiérrez Palma S. Critten C. Wood H. Cunnane C. Pillinger 《Reading and writing》2017,30(3):509-521
This study was designed to examine the independent contribution of prosodic sensitivity—the rhythmic patterning of speech—to word reading and spelling in a sample of early readers. Ninety-three English-speaking children aged 5–6 years old (M = 69.28 months, SD = 3.67) were assessed for their prosodic sensitivity, vocabulary knowledge, phonological, and morphological awareness (predictor variables) along with their word reading and spelling (criterion variables). Bivariate (zero-order) correlation analyses revealed that prosodic sensitivity was significantly associated with all other variables in this study. Hierarchical regression analyses revealed that after controlling for individual differences in vocabulary, phonological, and morphological awareness, prosodic sensitivity was still able to explain unique variance in word reading, but was unable to make an independent contribution to spelling. The findings suggest that prosodic sensitivity gives added value to our understanding of children’s reading development. 相似文献
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Anita M.-Y. Wong Connie S.-H. Ho Terry K.-F. Au Catherine McBride Ashley K.-H. Ng Lesley P.-W. Yip Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361
This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia. 相似文献
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David Braze Leonard Katz James S. Magnuson W. Einar Mencl Whitney Tabor Julie A. Van Dyke Tao Gong Clinton L. Johns Donald P. Shankweiler 《Reading and writing》2016,29(3):435-451
Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC. 相似文献
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The present study sought to clarify the relations amongst serial decoding, irregular word recognition, listening comprehension, facets of oral vocabulary and reading comprehension in two cohorts of children differing in reading level. In the process, the components of the simple view of reading were evaluated. Students in grades 1 (n = 67) and 6 (n = 56) were assessed on measures of phonological awareness, decoding, irregular word recognition, listening comprehension, oral vocabulary, and reading comprehension. Even when all other measures were controlled, vocabulary was found to explain reading comprehension in grade 6 but not grade 1. Vocabulary also predicted decoding in grade 6 and irregular word recognition in both grades. These results are interpreted as supporting a not-so-simple view of the constructs underlying reading comprehension that acknowledges complex connections between print skills and oral language. 相似文献
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This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement. 相似文献
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Colby Hall Garrett J. Roberts Eunsoo Cho Lisa V. McCulley Megan Carroll Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. 相似文献
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The relationship between 2nd and 3rd grade teachers’ linguistic knowledge and spelling instructional practices and their students’ spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two instruments were not significantly related (r = 0.20), indicating two different constructs. Students (N = 331 2nd graders, N = 305 3rd graders) completed a 40 item spelling dictation test in the fall and spring. HLM analyses were conducted on subsamples of weaker spellers (Ns = 226 2nd graders and 50 3rd graders) who spelled fewer than 20 words correctly on the pretest. Limiting the sample to weaker spellers eliminated ceiling effects on pre- to posttest gains. Results revealed that 2nd grade teachers’ linguistic knowledge of phonemic units in words, their teaching of spelling strategies, the time they spent in weekly spelling instruction, and the greater the number of weaker spellers in their classrooms, were significant predictors of weaker spellers’ improvement in spelling. For 3rd grade teachers, HLM analyses were not significant perhaps due to lack of power. However, 3rd grade teachers’ phonemic knowledge was significantly correlated with weaker spellers’ gain scores. Results while correlational provide tentative support for the conclusion that teachers who are more knowledgeable about phonemes in words and who utilize more effective, research based spelling instruction are more successful in teaching spelling to weaker spellers. 相似文献
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Andreas Sander Annika Ohle-Peters Ilonca Hardy Nele McElvany 《Zeitschrift für Erziehungswissenschaft》2018,21(5):951-971
Disparities in language competencies of children with and without immigrant background are well-documented through large scale assessments. This study investigates the potential of implicit language promotion, presented in written and combined auditory-written formats. Three experimental groups of 4th graders in elementary schools have been compared. Intervention group (IV) 1 (n?=?33) read the intervention texts two times in German, IV 2 (n?=?52) read texts in their heritage language Turkish and afterwards in German, and IV 3 (n?=?35) listened to texts in Turkish first and read them in German afterwards. All children learned new vocabulary, but analyses of variance showed that students from IV 2 achieved greater vocabulary gains than IV 3. Results also do not support advantages for the combined auditory-written form including the heritage language. Students’ text comprehension and reading competencies influence their incidental vocabulary acquisition. The results are discussed in the light of practical and research implications. 相似文献
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Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. 相似文献
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Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers’ knowledge and effectiveness in teaching phonics and the extent that it improved students’ achievement in reading and spelling. Teachers in urban, lower SES schools completed a 45 h course followed by 90 h of in-school training. Mentors (N = 29) worked with kindergarten, 1st, 2nd, and 3rd grade teachers (N = 69) twice a week for 30 weeks during the year. Each visit included a 45 min prep period plus 45 min of modeling and feedback in the classroom. Mentors taught teachers how to provide systematic phonics instruction to their students (N = 1,336). Monthly ratings by mentors revealed that teachers improved their phonics teaching skills with many reaching the highest ratings by May. Teachers who were non-native speakers of English took a bit longer to learn the English sound system for letters, mainly because they lacked sufficient knowledge of English sounds and had to learn them. Given the increasing diversity of the teacher work force, future research is needed to study this difficulty, its solution, and impact on students. Teachers’ agreement with principles of phonics instruction remained strong or increased from fall to spring. Students’ reading and spelling skills showed large gains during the year and far exceeded effect sizes from comparable data sources. Students met grade-level expectations at the end of kindergarten and first grade but fell short in second and third grades. General education students outperformed bilingual/ELL and special needs students although all subgroups made large gains. Findings reveal the effectiveness of an intensive mentoring model of professional development applied to a subject that is difficult to teach and to a student population known for lower reading achievement. Findings point to the need for better pre-service teacher preparation coupled with appropriate curricula and PD from districts in order to improve students’ reading achievement. 相似文献