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1.
All native speakers of Arabic read in a language variety that is remarkably distant from the one they use in everyday speech. The study tested the impact of this distance on reading accuracy and fluency by comparing reading of Standard Arabic (StA) words, used in StA only, versus Spoken Arabic (SpA) words, used in SpA too, among Arabic native speakers in Grades 2, 4, 6, 8, and 10 (N = 100). Pseudowords in SpA and StA were also compared. Analysis of variance results revealed significant differences in reading SpA versus StA words across all grades and in reading voweled and unvoweled words. The findings support the effect the linguistic distance between SpA and StA on word reading development. 相似文献
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After third grade of elementary school, native Hebrew speakers in Israel gradually become expert in reading two kinds of writing systems: the one they start with that contains signs for every phoneme of the spoken language, and another, to which they are steadily introduced, beginning with the second grade, which omits most vowels, together with few consonantal distinctions. Earlier studies indicate that single voweled words are read faster than unvoweled words, particularly in a naming task. This study examined another possible contribution of vowel signs in reading Hebrew: Its effect on memory and comprehension. It was assumed that if subvocalization facilitates memory of words while reading, and if vowel signs facilitate phonological processing, as is perhaps the case in naming tasks, then vowelization may intensify the processing of the articulatory loop and this should improve memory and comprehension. Our first two experiments assessed the contribution of vowel signs to the memory of word lists in either recognition memory or word recall tasks. The third experiment examined the contribution of vowel signs to the reading of connected texts. We found that vowel signs speeded up recognition memory of words in third graders, and improved the recall of words printed in the context of mixed lists in sixth graders. We also found that vowelization improved memory and comprehension of some prose texts. 相似文献
4.
Rebecca Wiseheart Lori J. P. Altmann Heeyoung Park Linda J. Lombardino 《Annals of dyslexia》2009,59(2):151-167
This study investigated the effects of syntactic complexity on written sentence comprehension in compensated adults with dyslexia.
Because working memory (WM) plays a key role in processing complex sentences, and individuals with dyslexia often demonstrate
persistent deficits in WM, we hypothesized that individuals with dyslexia would perform more poorly on tasks designed to assess
the comprehension of syntactic structures that are especially taxing on WM (e.g., passives, sentences with relative clauses).
Compared to their nondyslexic peers, individuals with dyslexia were significantly less accurate and marginally slower on passive
sentences. For sentences containing relative clauses, the dyslexic group was also less accurate but did not differ in response
times. Covarying WM and word reading in both analyses eliminated group differences showing that syntactic deficits in adults
with dyslexia are constrained by both WM and word-reading ability. These findings support previous research showing that syntactic
processing deficits are characteristic of dyslexia, even among high-achieving students. 相似文献
5.
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter
naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants
were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses
were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming,
and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition,
and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension)
whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support
the multidimensional nature of fluency in which the whole is more than its parts. 相似文献
6.
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
7.
Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
8.
The present study explored whether phonological awareness (PA), morphological awareness (MA) and visual attention (VA) independently predict word and pseudoword reading accuracy in native Arabic-speaking children from grades 4 and 5. A total of 141 participants took part in the study, and were divided into two groups of readers with (n = 30) and without (n = 111) dyslexia. PA was measured with orally administered syllable manipulation and deletion tasks. The MA task targeted the dismantling of composite Arabic words into meaningful parts in oral modality. VA was assessed by objects and letters cancellation tasks. The results showed that the two groups differed significantly in all of the measures. The regression analysis output showed that VA emerged as a significant predictor of word and pseudoword reading beyond the predictive role of PA and MA. These results have implications for the understanding of the underlying factors of word and pseudoword reading development in Arabic. 相似文献
9.
The purpose of this 4-year longitudinal study was to specify the direction of the relationship between RAN and word reading (accuracy and fluency) in Chinese. This is important in light of arguments that the developmental relationships between RAN and reading can disclose changes in the reading processes underlying reading as development proceeds. One hundred thirty-five Mandarin-speaking Chinese children (65 boys, 70 girls; M age = 96.40 months) were assessed on RAN (digits), word-reading accuracy (Character Recognition), and word-reading fluency (One-Minute Reading). The children were assessed on the same measures when they were in Grades 3, 4, and 5. The results of path analysis indicated that the effects between RAN and word reading were unidirectional and subject to the type of reading outcome: Only RAN predicted word reading and only when word reading was operationalized with a reading fluency measure. 相似文献
10.
Two groups of adolescents with a childhood history of language impairment were compared with a group of developmentally dyslexic
young people of the same age and nonverbal ability. The study also included two comparison groups of typically developing
children, one of the same age as those in the clinical groups, and a younger comparison group of similar reading level to
the dyslexic students. Tests of spoken and written language skills revealed that the adolescents with dyslexia were indistinguishable
from those with resolved language impairments on spoken language tasks, and both groups performed at age-expected levels.
However, both dyslexic readers and those with resolved specific language impairments showed deficits in phonological awareness.
On written language tasks, a different pattern of performance was apparent. In reading and spelling, adolescents with dyslexia
performed only as well as those with persistent oral language impairments and younger controls. However, their reading comprehension
was better. The theoretical and educational implications of these findings are discussed. 相似文献
11.
The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with
reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems
and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement,
and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits
in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children
would not have been identified as having a reading disability according to assessment of single word reading skills alone,
suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result
in the under-identification of children with reading disabilities. 相似文献
12.
Paz Suárez-Coalla Sara Ramos Marta Álvarez-Cañizo Fernando Cuetos 《Annals of dyslexia》2014,64(2):166-181
Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla 2009; Spinelli, De Luca, Di Filippo, Mancini, Martelli, & Zoccolotti, 2005; Wimmer, 1993). Therefore, the main problem for these children could be the difficulty in developing orthographic representations of the words they read. The aim of this study was to test the ability of dyslexic Spanish-speaking children (whose native language is Spanish) to develop orthographic representations and determine if the context helps them. For this, two experiments were conducted with a group of 100 children, 7–12 years of age. The groups were comprised of 20 dyslexics, 40 chronological age-matched controls and 40 reading level-matched controls. In the first experiment, eight unfamiliar words (four short and four long) were presented six times within the context of a story. In the second experiment, eight pseudowords were presented on a computer and the children had to read them aloud. In both experiments, the reading and articulation times of experimental and control stimuli were compared, before and after the training. Children without dyslexia showed a decrease of the influence of length of word on reading speed, indicating a lexical reading, while for dyslexic children, the influence of length remained unchanged. These results appeared when the stimuli were presented in the context of a story as well as when presented in isolation. In short, our results describe that dyslexic children of transparent orthographic systems have problems in developing orthographic representations of words. 相似文献
13.
Repetition priming was used to examine whether children with dyslexia bias a lexical–semantic pathway when reading words aloud. For the dyslexic group (n = 18, age 9.4–11.8 years), but not for age‐matched controls (n = 18, age 9.2–12.4 years), reaction times when naming pictures were faster after naming the corresponding word. A reading age‐matched control group (n = 24, age 6.8–8.9 years) showed similar priming effects to the children with dyslexia. The magnitude of repetition priming was greater for children with dyslexia with poor nonword reading and slower picture naming. Assuming repetition priming of picture naming is contingent on accessing lexical phonology via semantics, the results suggest less‐skilled normal and disordered readers show a stronger bias towards a lexical– semantic pathway during word reading than skilled readers, and the severity of the phonological representations deficit modulates the strength of that bias in children with dyslexia. 相似文献
14.
Robert Davies Javier Rodríguez-Ferreiro Paz Suárez Fernando Cuetos 《Reading and writing》2013,26(5):721-738
In an opaque orthography like English, phonological coding errors are a prominent feature of dyslexia. In a transparent orthography like Spanish, reading difficulties are characterized by slower reading speed rather than reduced accuracy. In previous research, the reading speed deficit was revealed by asking children to read lists of words. However, speed in list reading sums the time required to prepare an utterance, reaction time (RT), with the time required to say it, response duration (RD). Thus, the dyslexic speed deficit in transparent orthographies could be driven by slow RTs, by slow RDs, or both. The distinction is especially important if developmental readers rely on phonological coding to achieve lexical access because the whole word would have to be encoded before it could be identified. However, while the factors that affect reading RT have been extensively investigated, no attention has been paid to RD. We studied the performance of typically developing and dyslexic Spanish children in an oral reading task. We analysed the impact of word frequency and length on reading accuracy, RT, and RD. We found that accuracy, RT, and RD were affected by word frequency and length for both control and dyslexic readers. We also observed interactions between effects of reader group—dyslexic, typically developing (TD) younger or TD older readers—and effects of lexicality, frequency, and word length. Our results show that children are capable of reading aloud using lexical and sub-lexical coding processes in a transparent orthography. 相似文献
15.
Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献
16.
The connection between language and reading is well established across many languages studied to date. Little is known, however, about the role of language in reading in Arabic??a Semitic language characterized by diglossia??in which the oral and written varieties differ across language components. This study examined the relationship among multiple components of language, namely, phonology, morphology, and vocabulary and reading outcomes in 83 bilingual English-Arabic children. Results revealed associations between phonological awareness skills across English and Arabic. These associations did not hold for morphological awareness skills. Results also revealed that for Arabic and English, phonological awareness predicted word and pseudoword reading accuracy and vocabulary predicted reading comprehension. These findings are consistent with the tenets of the extended version of the Triangle Model of reading, which underscores the importance of multiple language components in predicting reading outcomes. Implications for future research, early intervention, and instruction with bilingual children are highlighted. 相似文献
17.
Some cognitive processes may be shared between reading comprehension and reading fluency, while others may be independent. In this longitudinal study, 127 Chinese children in grades 1–2 were tested three times (T1–T3) to explore the contributions of early morphological awareness and rapid automatized naming (RAN) to subsequent reading comprehension and reading fluency. The results demonstrated that both T1 morphological awareness and RAN directly and significantly explained a similar amount of variance in T3 reading comprehension and reading fluency. T1 Morphological awareness predicted T3 reading comprehension via T2 word-reading accuracy but not word-reading fluency, whereas the indirect influence of T1 RAN on T3 reading comprehension was not significant. In contrast, morphological awareness predicted reading fluency via word-reading accuracy and fluency, while RAN predicted it only via word-reading fluency not accuracy. The findings add to the growing literature by providing evidence of the similarities and differences in the cognitive underpinnings of reading comprehension versus reading fluency in Chinese children.
相似文献18.
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability-achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity. 相似文献
19.
Despina Paizi Maria De Luca Pierluigi Zoccolotti Cristina Burani 《Journal of Research in Reading》2013,36(3):303-329
Italian developmental dyslexic readers show a striking length effect and have been hypothesised to rely mostly on nonlexical reading. Our experiments tested this hypothesis by assessing whether or not the deficit underlying dyslexia is specific to lexical reading. The effects of lexicality, word frequency and length were investigated in the same group of children in four separate experiments. Although dyslexics were slower and less accurate than skilled readers and had large length effects, they showed lexicality and word frequency effects in both reading aloud and lexical decision. In a cross‐experiment comparison, we show that a single global factor explains a large proportion of the difference in reading performance between dyslexic and skilled readers. This factor may indicate a deficit at a prelexical level of analysis. Lexical activation seemed spared in the dyslexic children based on the effects of lexicality and frequency. These findings contrast the hypothesis that Italian dyslexics primarily engage in nonlexical reading. 相似文献
20.
Young-Suk Kim 《Scientific Studies of Reading》2013,17(2):167-190
The present study investigated proximal and distal predictors of reading comprehension by including latent factors such as alphabet knowledge, phonological awareness, semantic knowledge, word reading, oral reading fluency, and reading comprehension. The sample consisted of 79 five-year-old Korean-monolingual children who were assessed at the end of the school year. The results showed that alphabet knowledge, phonological awareness, and semantic knowledge latent variables were all positively and highly related to word-reading skills, but phonological awareness made a unique contribution above and beyond alphabet knowledge and semantic knowledge. Word reading was highly related to oral reading fluency and directly related to reading comprehension. Oral reading fluency, although a separate construct from word reading accuracy, was not uniquely related to reading comprehension after accounting for the effects of word reading and semantic knowledge. Semantic knowledge was fairly strongly and uniquely related to reading comprehension. 相似文献