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1.
Pui-sze Yeung Connie Suk-han Ho David Wai-ock Chan Kevin Kien-hoa Chung 《Reading and writing》2016,29(9):1935-1958
A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated. 相似文献
2.
This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development. 相似文献
3.
This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks requiring orthographic choice, spelling, and naming. It was predicted that orthographic learning would be evident in both oral and silent conditions but stronger in the oral condition. As expected, orthographic learning was evident in both oral and silent conditions. This finding suggests that support for the self-teaching hypothesis of orthographic learning obtained in studies of unassisted oral reading can be generalized to the more common form of independent reading: silent reading. In addition, the results on the naming task provided some evidence for stronger orthographic learning during oral reading, but the two spelling tasks did not. 相似文献
4.
The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge. 相似文献
5.
Nicole J. Conrad Kathleen Kennedy Wafa Saoud Laura Scallion Laura Hanusiak 《Journal of Research in Reading》2019,42(1):162-177
Skilled reading involves rapid and automatic word recognition. Through a self‐teaching process, phonological decoding during reading is thought to establish the word‐specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty‐eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency. 相似文献
6.
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
7.
Orthographic and Phonological Processes in Reading 总被引：1，自引：0，他引：1
Investigations of reading have focussed largely on two component processes, phonological processing and orthographic processing.
However, a number of unresolved issues have hampered progress in the investigation of these abilities. Three such issues that
formed the focus of the present study were (1) the extent to which tasks used to operationalise orthographic processing measure
the same construct, (2) the extent to which tasks from a range of phonological processing domains measure the same construct,
and (3) the degree to which orthographic processing tasks reflect orthographic processes independent of extraneous phonological
operations, and conversely, phonological processing tasks measure phonological processes independent of orthographic processes.
To address these questions, a variety of tasks used to evaluate orthographic processing (orthographic verification, homophone
verification, nonlexical choice, irregular word reading, irregular word spelling), phonological processing (phoneme deletion,
phonological choice, nonword reading, nonword spelling) and related domains (e.g., word identification, IQ) were administered
to 177 children from Grades 3, 4 and 5. Factor analysis conducted using accuracy data revealed that orthographic processing
tasks congregate along a single factor, while phonological processing tasks congregate along another, separate factor, viewed
as evidence for the construct validity of orthographic processing and phonological processing, respectively. When response-time
data were analysed, these same tasks did not differentiate on the basis of their orthographic and phonological demands, but
rather in terms of their more general task demands. Additionally, results reveal that some phonological processing and orthographic
processing tasks measure their respective construct with a greater degree of purity than do others. It is recommended that
these tasks be used in future research. 相似文献
8.
Kenn Apel Elizabeth B. Wilson-Fowler Danielle Brimo Nancy A. Perrin 《Reading and writing》2012,25(6):1283-1305
Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N?=?56) and determined how these abilities predicted the children??s reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling. 相似文献
9.
Porpodas CD 《Journal of learning disabilities》1999,32(5):406-416
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words. 相似文献
10.
Charles Perfetti 《Scientific Studies of Reading》2013,17(4):357-383
The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and reliable meaning retrieval. Low-quality representations lead to specific word-related problems in comprehension. Six lines of research on adult readers demonstrate some of the implications of the LQH. First, large-scale correlational results show the general interdependence of comprehension and lexical skill while identifying disassociations that allow focus on comprehension-specific skill. Second, word-level semantic processing studies show comprehension skill differences in the time course of form-meaning confusions. Studies of rare vocabulary learning using event-related potentials (ERPs) show that, third, skilled comprehenders learn new words more effectively and show stronger ERP indicators for memory of the word learning event and, fourth, suggest skill differences in the stability of orthographic representations. Fifth, ERP markers show comprehension skill differences in meaning processing of ordinary words. Finally, in text reading, ERP results demonstrate momentary difficulties for low-skill comprehenders in integrating a word with the prior text. The studies provide evidence that word-level knowledge has consequences for word meaning processes in comprehension. 相似文献
11.
Jacqueline Hulslander Richard K. Olson Erik G. Willcutt Sally J. Wadsworth 《Scientific Studies of Reading》2013,17(2):111-136
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children. 相似文献
12.
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
13.
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
14.
Metalinguistic and literacy abilities were studied in twenty-seven nonvocal cerebral palsied school children. The participants of the study were presented four tests of phonological awareness: rhyme recognition, sound identification, phoneme synthesis and word length analysis. Their verbal comprehension was measured using a semantic and a syntactic task. Two tests of nonverbal memory: the visual sequential task from ITPA and Corsi blocks and the Digit Span task from WISC, were also included. These measures were related to their reading and spelling ability. The nonvocal children performed on a lower level on the reading and spelling tasks than did the children of two comparison groups, one matched for mental age and one for mental and chronological age. There were no differences in phonological awareness or in verbal memory. The disabled children performed worse on the verbal comprehension task than the children in the comparison groups. Although the reading and spelling results were low in the nonvocal group there were children showing some literacy skills. A within-group analysis performed in the nonvocal group showed that the reading children performed better on all memory tests, and on the sound identification and the word length analysis tasks than the nonreading ones. They also showed better results on verbal comprehension, the semantic task and used more symbols in their communication. Synthetic speech was more often used in reading and spelling education in the reading subgroup than in the nonreading. Metalinguistic abilities and possibility of acoustic rehearsal are discussed as important factors in reading and spelling acquisition in the nonvocal population. 相似文献
15.
Kenn Apel Danielle Brimo Elizabeth B. Wilson-Fowler Christian Vorstius Ralph Radach 《Scientific Studies of Reading》2013,17(4):286-302
We examined whether young children acquire orthographic knowledge during structured adult-led storybook reading even though minimal viewing time is devoted to print. Sixty-two kindergarten children were read 12 storybook “chapters” while their eye movements were tracked. Results indicated that the children quickly acquired initial mental graphemic representations of target nonwords. This learning occurred even though they focused on the target nonwords approximately one fourth of the total time while viewing the pages. Their ability to acquire the initial orthographic representations of the target nonwords and their viewing time was affected by the linguistic statistical regularities of the words. The results provide evidence of orthographic learning during structured storybook reading and for the use of implicit linguistic statistical regularities for learning new orthographic word forms in the early stages of reading development. 相似文献
16.
Xiuli Tong Catherine McBride-Chang Hua Shu Anita M-Y. Wong 《Scientific Studies of Reading》2013,17(5):426-452
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. 相似文献
17.
This study examined, in 180 children aged from 6 to 9 years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi‐regular nature of irregular words, it was found that nonword reading was a large and significant predictor of irregular word reading even when entered into a regression analysis after all of the other variables. However, irregular word spelling was equally well predicted by orthographic and nonword reading skills. The results are discussed in relation to models of word reading and reading development. 相似文献
18.
The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample 总被引：1，自引：0，他引：1
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word
reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.
It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent
contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print,
visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated.
Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical
working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language
variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor
of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and
verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small
independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was
concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined
with information already stored in long-term memory, may better predict reading comprehension measured with the text available
than working memory tasks which only have a short-term memory component. 相似文献
19.
20.
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean
Young-Suk Kim 《Contemporary educational psychology》2011,36(3):177-189
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition. 相似文献