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1.
A modified Stroop Test (single-letter, letter-cluster, and whole-word colorinconsistent stimuli) showed greater interference for the more automatic orthographic coding unit—the word—than for the less automatic coding units—single letters and letter-clusters—in developing readers in second, fourth, and sixth grade (N=72, Study 1). A developmental trend was observed from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword level orthographic-phonological correspondences in sixth graders. A previous finding that whole word coding > letter coding > letter cluster coding in relative rate of development was replicated (N=300, Study 2). Multiple orthographic codes—for whole words, single letters, and letter clusters—were correlated with both reading and writing but patterns of correlations with the component reading and writing skills changed from first to third grade; by third grade whole word coding was not correlated with reading and writing skills but letter cluster coding was correlated with all reading and most writing skills. Cue validity —categorization of letters on the basis of differentiating rather than distinctive features—improved from second to sixth grade and may account for developmental gains in letter cluster coding. Level of cue validity was correlated with speed of sentence comprehension (N=60, Study 3). The theoretical and practical significance of multiple orthographic codes for orthographic-phonological connections in word recognition and for literacy acquisition in general is discussed.This research was supported, in part, by Grant No. 25858-01 awarded to the first author from the National Institute of Child Health and Human Development.Study 1 is based on a presentation at the 1990 meeting of the American Education Research Association. Study 2 is based on a presentation at the 1991 meeting of the American Education Research Association. Study 3 is based on a presentation at the 1989 meeting of the American Education Research Association.The authors thank the participating children from the Shoreline Public Schools (Study 1), Bellevue, Northshore and Seattle Public Schools (Study 2), and the Mukiteo Public Schools (Study 3). They also thank Sylvia Mirsepassi for secretarial assistance. 相似文献
2.
Beyond phonological skills: broader language skills contribute to the development of reading 总被引：2，自引：0，他引：2
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development. 相似文献
3.
Measures of Chinese character/English word recognition, phonological awareness, speeded naming, visual-spatial skill, and processing speed were administered to 190 kindergarten students in Hong Kong and 128 kindergarten and grade 1 students in the United States. Across groups, the strongest predictor of reading itself was phonological awareness; visual processing did not predict reading. For both groups, speed of processing strongly predicted speeded naming, visual processing, and phonological awareness. Despite diversities of culture, language, and orthography to be learned, models of early reading development were remarkably similar across cultures and first and second language orthographies. 相似文献
4.
Donald L. Compton 《Annals of dyslexia》2000,50(1):53-84
The purpose of this study was to identify important subject characteristics that predicted individual differences in responsiveness
to word reading instruction in normally achieving and at-risk first grade children. This was accomplished by modeling individual
word and nonword reading growth, and the correlates of change in these skills, in first grade students during two different
phases of the school year. In the first phase of the study (October–January), word and nonword reading skill was modeled in
normally achieving and at-risk children. Results of growth modeling indicated significant group differences in word and nonword
reading growth parameters. A combination of phonemic awareness skill, advanced graphophoneme knowledge, and initial word/nonword
reading skill predicted word and nonword reading growth in the control group, whereas, a combination of rapid naming speed,
letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. In the
second phase of the study (January–April), a subgroup of the at-risk subjects who exhibited limited growth in word reading
skills during the first phase of the study was enrolled in 12 weeks of small group reading intervention designed to improve
reading skills. Results of growth modeling indicated significant increases in word and nonword reading growth rates in this
group during the intervention phase. Only rapid naming speed uniquely predicted word and nonword reading growth in the group
of subjects receiving intervention. 相似文献
5.
We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10–9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children’s later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed. 相似文献
6.
Scott L. Decker Alycia M. Roberts Kristin L. Roberts Allison L. Stafford Mark A. Eckert 《Psychology in the schools》2016,53(6):617-625
A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across early grade levels (1–4) while controlling for basic word identification skills. Results from this study suggest writing skill requires several cognitive skills of differing emphasis depending on the level of writing skill. Perceptual and rapid perceptual processing skills are important during the early acquisition of writing skills followed by a transition to language and language retrieval skills and later still to working memory skills. Applications for education and cognitive assessment are discussed. 相似文献
7.
Asaid Khateb Manal Khateb-Abdelgani Haitham Y. Taha Raphiq Ibrahim 《Reading and writing》2014,27(8):1413-1436
This study aimed at assessing the effects of letters’ connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and nonconnected (NCw) Arabic words and pseudowords. Effects of grade on word recognition (in RTs and accuracy) and word superiority were predicted to occur. Also, in the third grade, recognition of NCw was predicted to be faster and more accurate than recognition of Cw, because in previous studies NCw were assumed to be visually less complex. In sixth and ninth grades, due to the frequent exposure to connected forms, the recognition of Cw was predicted to be as fast as or faster and more accurate than NCw. The findings largely supported the first and the second hypotheses. As for the third graders, a mixed pattern was obtained, suggesting that the participants were probably in a transitional phase. The results from sixth graders clearly showed that NCw yielded the slowest response times and the lowest accuracy scores across connectivity conditions. Finally, for ninth graders, the absence of connectivity effects on the speed of processing was attributed to the use of very frequent and highly automatized words. 相似文献
8.
Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. 相似文献
9.
Marja‐Kristiina Lerkkanen Helena Rasku‐Puttonen Kaisa Aunola Jari‐Erik Nurmi 《教育心理学》2004,24(6):793-810
The aim of the study was to investigate prospective relationships between reading and writing performance during the first grade of primary school. The data was collected from 83 Finnish‐speaking children who were examined four times on reading, spelling, and productive writing skills during the first grade. At the beginning of the school year, they were also tested on initial reading skill. The results showed that reading and spelling manifested a reciprocal relationship during the first semester: reading performance increased subsequent spelling proficiency, and spelling skills enhanced subsequent reading. Later on, however, reading predicted spelling in a less reciprocal association. In turn, productivity of writing predicted subsequent reading performance during the first grade although the reverse was not true. The results suggest that it may be important to emphasize the support which compositional writing may offer to the development of reading. 相似文献
10.
英语写作是中国的英语学习者最大的难题。文章从心理语言学语言生成的角度分析了写作难的原因,并指出范文对写作的学生是重要的,因为范文能够说明所用体裁的特点,能够开阔学生的思路,是说明英语语篇衔接手段如何使用的最好语境。 相似文献
11.
This article describes an assessment of writing skills (writing sample, objective test, and self‐assessment) made by one community college. Information was gathered to design an entry‐level assessment procedure for placement in English composition and developmental writing courses. Comparing the three approaches, each of which measured different aspects of writing ability, showed that the best predictor of grade in an English composition course was the objective test. However, the statistical results of the study form only one component of an entry‐level assessment program. It may be that a writing sample is needed as part of entry‐level assessment because it points out the value of writing skill in attempting college‐credit courses. 相似文献
12.
The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word recognition automaticity was found to be a significant predictor of comprehension at all grade levels tested. Prosody predicted comprehension at all grades levels except grade 4. Regression analyses at each grade level indicate that, except for grade 4, word recognition automaticity and prosody, together contribute to the prediction of reading comprehension. The magnitude of fluency’s prediction of comprehension ranged from approximately a quarter to a third of comprehension. The results are discussed in terms of policy and instructional changes that may be considered for reading instruction for Turkish students. 相似文献
13.
The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors. 相似文献
14.
This study examined the role of verbal counting skill as an early predictor of math performance and difficulties (at or below −1.5 standard deviation in basic math skills) in middle school. The role of fourth-grade level arithmetical skills (i.e., calculation fluency, multi-digit arithmetic i.e. procedural calculation, and word problem solving) as mediators was also investigated. The participants included 207 children in central Finland who were studied from kindergarten to the seventh grade. Path modeling showed that verbal counting in kindergarten is a strong predictor for basic math performance in seventh grade, explaining even 52% of the variance in these skills after controlling for the mothers’ education levels. This association between early verbal counting skill and basic math performance was partly mediated through fourth-grade procedural calculation and word problem solving skills. Furthermore, verbal counting had an unique predictive relation to middle school math performance above and beyond the basic arithmetical and problem solving skills in fourth grade. Poor kindergarten verbal counting skill was a significant indicator for later difficulties in mathematics. 相似文献
15.
This paper presents two studies, both of which address the question of whether a test that measures the automaticity with which digits can be named could be useful as part of a diagnostic battery to assess reading disabilities. In the first study, the Digit Naming Speed Test significantly differentiated elementary-school boys who were disabled readers from age-matched boys reading at appropriate grade levels, correctly classifying 83.3% of the children. In the second study, the Digit Naming Speed Test accounted for a significant portion of the word recognition variance of nondisabled readers over and above that portion accounted for by general intelligence as measured by the WISC-R. Taken together, these studies indicate that the Digit Naming Speed Test has the potential to contribute significantly to the diagnostic process. 相似文献
16.
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
17.
Orly Lipka 《Reading and writing》2017,30(6):1361-1375
The goal of this study was to examine oral word reading fluency from a developmental perspective in a longitudinal study of students from second grade to sixth grade. The sample was consisted of native English speaking students that took part in a large longitudinal study. Participants were assessed on cognitive and literacy measures such as working memory, phonological awareness, rapid automatized naming and syntactic awareness—oral cloze. Two main research questions were examined: first, what relationships will be found between the cognitive, literacy and linguistic measures, and which of them simultaneously predict oral reading fluency, in each age group? And second, which cognitive and literacy measures in second grade predict word reading fluency in sixth grade? Results show that cognitive and literacy measures contribute differently to word reading fluency skill across the different grades, while the only strong predictor across all age groups, was the phonological awareness. Finally, taking together past and previous findings, a proposed definition of fluency from a developmental perspective is suggested, based on the results of the study that show in a clear manner, that reading fluency, its contributors and its predictors, change respectively to the reading phase obtained in each grade. 相似文献
18.
The purpose of the present study was to explore Dutch spelling development throughout the elementary grades. Two issues were considered (a) dimensional structure over time, and (b) rate of change. Whether the rate of change differs depending on gender, ethnicity, or word reading skill was examined in particular. A pseudolongitudinal dataset with the responses of more than 1300 children to five different sets of 120 spelling items was analyzed. Factor analyses showed that spelling ability can be conceived as a unidimensional ability for grades 2 through 6. This result was then confirmed by the results of analyses from the perspective of Item Response Theory although the children showed a tendency to master specific types of spelling problems during different – partially overlapping – periods in their development. Structural analyses further showed the children's spelling ability to systematically increase from the beginning of second grade through to the end of sixth grade. Whereas word reading skill level was an important predictor of spelling growth, gender and ethnicity did not have a significant influence. 相似文献
19.
Multilayered word structure model for assessing spelling of Finnish children in shallow orthography 
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下载免费PDF全文 This study explores Finnish children's word‐level spelling by applying a linguistically based multilayered word structure model for assessing spelling performance. The model contributes to the analytical qualitative assessment approach in order to identify children's spelling performance for enhancing writing skills. The children (N = 105) participated in two dictation assessments at the end of their first and second grades. The results indicate that long consonants and consonant sequences are the most problematic structures in both the first and second grades. The less‐advanced spellers were significantly weaker than others also in coding the overall syllable number, heavy unstressed syllables and long vowels in the first grade. In the second grade, they still had more difficulties in spelling heavy unstressed syllables and long quantities of vowels and consonants. The multilayered word structure model seems to give more information about the quality of spelling than error‐based holistic analyses. The model is applicable for other shallow orthographies as well. 相似文献
20.
《Early childhood research quarterly》2005,20(2):220-238
This research had three aims: first, to examine the relationship between two components of emergent literacy: contextual (environmental print, print functions, identifying literacy activities) and non-contextual knowledge (e.g., letters’ names, phonemic awareness, concept of print, etc.); second, to explore the relationship between children's knowledge of each of the two components and their socio-economic status (SES) level in the community; and third, to study if and how these two components predict children's word recognition and emergent writing. The sample included 70 kindergarteners from two communities: 34 from a low SES community and 36 from a middle SES community. Results confirmed the existence of the two proposed distinct components of emergent literacy knowledge—the contextual and non-contextual. Compared with their higher SES peers, low SES children had poorer contextual and non-contextual knowledge. Finally, word recognition and emergent writing were predicted by non-contextual components: phonemic awareness, letters’ names, and concept of print knowledge, and not by contextual knowledge, age, or SES group. Implications for future research and educational practice are discussed. 相似文献