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1.
Individual and developmental differences in reading monitoring: When and how do children evaluate their comprehension? 总被引：1，自引：0，他引：1
Elsa Eme Minna Puustinen Béatrice Coutelet 《European Journal of Psychology of Education - EJPE》2006,21(1):91-115
This paper examines evaluation in reading. Evaluation refers to the processes by which readers monitor their ongoing text
comprehension to assess performance and task difficulties. Monitoring is assumed to explain a large proportion of individual
differences in text comprehension, in that individuals need to be aware of their objectives and difficulties in order to adjust
their strategies to match task requirements. The participants were French children in grades 3 and 5. Study 1 examined their
evaluation-related knowledge (i.e., knowledge about reading objectives, sources of difficulties, comprehension awareness).
Study 2 examined the children’s actual evaluation behavior during a comprehension task. The results showed that few children
provided elaborate verbalizable knowledge about reading tasks, goals and corresponding skills, and that in most cases the
children were highly confident in their responses to text comprehension questions, regardless of the correctness of their
answer. The contribution of metalinguistic awareness to literacy acquisition as well as the implications of this type of study
for educational practice are discussed. 相似文献
2.
We examined the contribution of working memory capacity to the development of children’s reading comprehension. We present
data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade
3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working
memory in predicting reading comprehension compared to vocabulary and decoding skills. The second question explored to what
extent reading comprehension could be predicted by working memory capacity measured at a prior time. At the end of each grade,
reading comprehension, nonword reading, vocabulary knowledge and working memory capacity were assessed. To test the first
question, the predictive power of working memory capacity was compared to vocabulary and decoding skills by performing concurrent
multiple-regression analyses in each grade. The results showed that working memory capacity emerged as a direct predictor
of reading comprehension in Grade 3. To address the second question, we performed multiple-regression analyses predicting
reading comprehension from working memory, nonword reading, and vocabulary measured at a prior time. In these analyses, the
autoregressive effect was taken into account to separately assess the unique contribution of each predictor to the development
of later reading comprehension. The results showed that Grade 1 vocabulary and Grade 2 working memory had additional effects
on Grade 3 reading comprehension after the autoregressive effect of reading comprehension had been accounted for. These findings
support the idea that, as word recognition becomes automated throughout the early grade levels, working memory becomes an
important determinant of reading comprehension. There is also evidence that working memory capacity directly influences the
development of reading comprehension skills. The direction of the causal flow is discussed. 相似文献
3.
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
4.
Frank R. Vellutino William E. Tunmer James J. Jaccard RuSan Chen 《Scientific Studies of Reading》2013,17(1):3-32
The objectives of this series of 3 studies were (a) to evaluate whether French-speaking children mainly use phonological mediation in the first stage of reading acquisition in a silent-reading task and (b) to examine the role of phonological processing in the construction of the orthographic lexicon. Forty-eight French children were followed from kindergarten to the end of Grade 2. Their phonological skills were assessed using a semantic categorization task with homophone and visual foils (Study 1); their orthographic skills were assessed using a choice task involving a correct exemplar, a homophone, and a visual foil (Study 2). In the semantic categorization task, the differences between the visual and homophone foils increased with time, as the homophone foils were more and more likely to be chosen. In the orthographic choice task, performance improved with time, but errors were more likely to involve homophone foils. The results obtained by two subgroups of children who differed in their level of orthographic expertise at the end of Grade 2 (Study 3) indicated that, 1 year earlier (at the end of Grade I), the future "expert" spellers were more likely than the future "poor" spellers to use phonological processing in silent reading (semantic categorization task). Moreover, in Grade 1, future expert spellers' phonological skills in reading aloud and in spelling from dictation (pseudoword tasks) were better than those of future poor spellers, and future expert spellers also had better phonological awareness skills at the beginning of the last year of kindergarten. These results suggest that French-speaking children use phonological mediation in silent-reading tasks and that phonological processing contributes to the construction of the orthographic lexicon. 相似文献
5.
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6.
This study explored whether children's second language (L2) vocabulary, syntactic awareness, and reading comprehension contributed to the growth of each other. A total of 184 Chinese primary school children (91 girls) aged 8–10 years old in Hong Kong participated in the pre-test of this study. Among them, 88 were in Grade 3 and 96 were in Grade 4. One year later, 178 of these children also participated in the post-test. These children learned English as an L2 at school. They completed a series of English language tasks. The results from a cross-lagged panel model show that vocabulary predicted the growth of syntactic awareness and reading comprehension. Syntactic awareness predicted the growth of vocabulary and reading comprehension. Reading comprehension facilitated the growth of vocabulary, and it also predicted the growth of syntactic awareness in Grade 4 students but not in Grade 3 students. Implications for teaching children an L2 are discussed. 相似文献
7.
Jean Ecalle Houria Bouchafa Anna Potocki Annie Magnan 《Journal of Research in Reading》2013,36(2):117-131
Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar) meanings or whether the meanings of the two sentences were very different. As expected, performance improved with age both on the high‐frequency words and with increasingly complex sentences. In Experiment 2 with children in Grade 3, scores in written sentence comprehension and vocabulary made the most important unique contribution to the reading comprehension of an expository text. The results are discussed first, in the light of a general framework in which sentence‐level skill is at the core of reading comprehension and second, with reference to the issue of reading assessment. 相似文献
8.
The present study examined the development of morphological awareness and its contribution to vocabulary and reading comprehension among young Chinese-speaking English language learners (ELLs). We focused on two aspects of morphological awareness: derivational awareness and compound awareness. Participants included 46 kindergarteners (younger cohort) and 34 first graders (older cohort) of Chinese descent in Canada at the beginning of the study. Children were administered a battery of English measures including derivational awareness, compound awareness, phonological awareness, receptive vocabulary, and reading comprehension at two time points spaced 1?year apart. Results demonstrated a steady growth in Chinese-speaking ELL children??s derivational and compound awareness from kindergarten to Grade 2. Importantly, for the first graders, morphological awareness accounted for unique variance in vocabulary concurrently, and unique variance in both vocabulary and reading comprehension a year later. Generally speaking, the variance explained by morphological awareness increased with grade level, and derivational awareness accounted for more variance in vocabulary and reading comprehension than did compound awareness. These results underscore the emerging importance of morphological awareness, especially derivational awareness, in young Chinese-speaking ELL children??s English reading development. 相似文献
9.
Eve Kikas Eija Pakarinen Piret Soodla Kätlin Peets Marja-Kristiina Lerkkanen 《Scandinavian Journal of Educational Research》2018,62(6):832-849
This study examined associations between classroom-level reading fluency, comprehension, interest in reading, and teaching practices. Participants were 466 children from 21 classrooms. Reading fluency and interest were assessed at the beginning and end of Grade 1, reading comprehension at the end of Grade 1. Teaching practices were observed with the Early Childhood Classroom Observation Measure (ECCOM). Teachers were more likely to use teacher-directed methods in classrooms where children had poorer initial reading fluency. In classrooms with mostly child-centered methods, children showed better reading fluency, comprehension, and higher interest, whereas in classrooms with predominately teacher-directed practices, children had lower reading comprehension at the end of Grade 1. Findings highlight the need for teacher education programs to incorporate discussions about the benefits and disadvantages of different teaching methods. 相似文献
10.
C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring Christine Montecillo 《Reading and writing》2012,25(7):1635-1664
The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2?C4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual students. 相似文献
11.
Ann-Christina Kjeldsen Antti Kärnä Pekka Niemi Åke Olofsson Katarina Witting 《Scientific Studies of Reading》2014,18(6):452-467
The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear. 相似文献
12.
At the end of Grade 4, 481 children on the Danish island of Bornholm were screened using group tests for sentence reading. For 205 of these children, language and speech data from the speech therapist's screening at age 3 were available, as well as language comprehension and linguistic awareness data from the kindergarten year (age 6) and word decoding measures in Grades 2 and 3. A path analysis revealed significant paths from early language abilities at age 3 through expressive and receptive language in kindergarten via language awareness in kindergarten and word decoding in Grade 2 to sentence reading in Grades 3 and 4. The subgroup of children with parents who had reported a history of reading problems at school entry scored significantly below average on sentence reading in Grade 4. The subgroup of children that were reported to show a very low interest in books and story reading before age 5 also scored low on sentence reading in Grade 4. Statistically significant but weak relationships were also found between parents' educational background, parents' library visits, and number of books at home and the child's reading ability in Grade 4. 相似文献
13.
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)–French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., “foal” and “sole”) and French (e.g., bac “bin” and bague “ring”) word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children’s French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children’s reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language. 相似文献
14.
This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word‐level reading to Grade 6 reading comprehension was examined. The reading comprehension trajectory was non‐linear in ELLs but linear in EL1s. Syntax predicted consistently rate of growth in reading comprehension. ELLs consistently underperformed EL1s on reading comprehension. Word‐level reading and all components of language (vocabulary, syntax and listening comprehension) remained stable predictors of Grade 6 reading comprehension. Grade 1 phonological awareness, naming speed and working memory predicted reading comprehension in Grade 6, as did Grade 4 phonological short‐term memory. Results support an augmented Simple View of Reading that includes cognitive, word‐level and language components, and underscore the importance of considering developmental changes in the constructs. 相似文献
15.
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
16.
S. Hélène Deacon 《Journal of Research in Reading》2012,35(4):456-475
This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English‐speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of the three reading‐related variables made an independent contribution to both real and pseudoword reading. Independent contributions of phonological awareness (7–17%) were consistently larger than those of orthographic processing (5–10%) or of morphological awareness (1–2%). In terms of differences between the grades, there was particular evidence of an increase in greater contribution of orthographic processing to pseudoword reading at Grade 3 than at Grade 1. These findings are discussed in light of current models of reading development. 相似文献
17.
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills. 相似文献
18.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
19.
Connie Suk-Han Ho Yau-Kai Wong Pui-Sze Yeung David Wai-ock Chan Kevin Kien-Hoa Chung Sau-Ching Lo Hui Luan 《Reading and writing》2012,25(4):857-886
The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered
intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program
school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy
and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade
2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension.
Based on the present findings, the four core reading components in Chinese were proposed—oral language, morphological awareness,
orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects
different cognitive demands for reading diverse orthographies. 相似文献
20.
Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung David Wai-ock Chan Kevin Kien-hoa Chung Hui Luan Lap-yan Lo Wendy Suet-yee Lau 《Reading and writing》2012,25(3):679-699
The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two
Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills
at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective
usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence
reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills
in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension
in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed. 相似文献