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1.
A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric‐driven, rather than research‐driven. This article provides a theoretical perspective derived from instructional psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children’s real books, and reading schemes, and examines the demands that they make on children’s sight vocabulary and phonic skills. The critical high‐frequency words and grapheme–phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more often in real books than structured reading schemes. Learning additional sight words or GPCs is of limited value due to their relatively low occurrence in written English and, thus, potentially minimal impact on children’s reading. Finally, the implications of this research for teaching reading are considered, particularly the complementary roles of real books and teaching methods derived from instructional psychology. In the past they have been viewed as diametrically opposed and mutually exclusive. 相似文献
2.
《Scientific Studies of Reading》2013,17(4):327-349
This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme–phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the control group in the accuracy with which they read and spelled words covered in the program. Only children in the grapheme–phoneme correspondence program consistently spelled transfer words better than children in the control group. In addition, children in the grapheme–phoneme correspondence group consistently read words more quickly than children in the control group. Children in both explicit decoding programs scored higher than the children in the control group on measures of reading comprehension and oral reading at posttest. 相似文献
3.
《Australian Journal of Learning Difficulties》2013,18(1):33-46
Pre-service special educators' Malay word structure knowledge was assessed through their analysis of words. A total of 69 participants analysed a vocabulary list based on a set of criteria formulated from the Malay language word structure. Results indicated that they were able to count syllables and phonemes, and identify types of affixations; however, they were unable to identify syllabic structures and word categories accurately. The morphemic and phonetic structure of words also had a moderating effect on their analysis of syllabic structures. The results implied that pre-service teachers of a transparent language still needed explicit instruction in grapheme–phoneme skills, phonic skills, morphological structure and word categories, but less instruction on phonological structure. 相似文献
4.
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M age = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme–phoneme correspondences during 6 consecutive blocks of 3 weeks of phonics instruction. Children’s accuracy and efficiency of curriculum embedded word decoding were assessed after each incremental block, followed by a standardized word decoding measurement. Precursor measures of rapid naming, short-term memory, vocabulary, phonological awareness, and letter knowledge were assessed by the end of kindergarten and subsequently related to the word decoding efficiency in the first grade. The results showed that from the very beginning, children attained ceiling levels of decoding accuracy, whereas their efficiency scores increased despite the incremental character of the consecutive decoding assessments embedded in the curriculum. Structural equation modelling demonstrated high stability of the individual differences assessed by word decoding efficiency during phonics instruction during the first 5 months of the first grade. Curriculum embedded word decoding was highly related to standardized word decoding after phonics instruction was completed. Finally, early literacy and lexical retrieval, and to a lesser extent verbal and visual short term memory, predicted the first fundamental processes of mastering word decoding skills. 相似文献
5.
Sarah P. McGeown Rhona S. Johnston Emma Medford 《Learning and individual differences》2012,22(3):360-364
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (.22 S.D.) and post-test 5;03 (.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and analytic phonics, or by a synthetic phonics approach, where children were taught solely to sound and blend letters to read unfamiliar words. The results illustrated differences in the skills supporting children's word reading based on their method of reading instruction. For the eclectic group, pre-test letter knowledge, vocabulary and rhyming skills predicted later reading ability, whereas for the synthetic phonics group, letter knowledge, phonemic awareness and memory span predicted later reading skill. The results suggest that children will draw upon different cognitive skills when reading if they are taught to use different word recognition strategies. 相似文献
6.
This study examines the effects of teaching common complex grapheme‐to‐phoneme correspondences (GPCs) on reading and reading motivation for at‐risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in children's texts (a ‘simplicity principle’). The other reading programme taught children word usage. Thirty‐eight students participated in the 9‐week programme of 30 supplemental small group sessions. Participants in the complex GPC group performed significantly better at post‐tests with generally large value‐added effect sizes (Cohen's d) at both by‐participant and by‐item for spelling, d = 1.85, d = 1.16; word recognition with words containing taught GPCs, d = 0.96, d = 0.95; word recognition, d = 0.79, d = 0.61, and reading motivation, d = 0.34, d = 0.56. These findings suggest that the simplicity principle aids in structuring maximally effective supplemental phonic interventions. 相似文献
7.
This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions. 相似文献
8.
Speed, accuracy, and types of errors in decoding lists of words and pseudo words and performance in two phonemic awareness tasks were assessed for German and American children in the first and second grades. German children were significantly better than American children only in pseudo word decoding measures across grades. Between group analyses showed that American children committed more vowel and word substitution errors in both decoding accuracy tasks than German children. Word substitution errors were more likely in word decoding than in pseudo word decoding for children in both languages. Within group analyses indicate that variance in decoding errors and speed accounted for by word substitution versus nonword and vowel versus consonant errors differed dependent on grade and whether real or pseudo words were read. Results suggest successful reading in English depends upon more complex grapheme to phoneme correspondence rules than does reading in German. 相似文献
9.
Margaret J. Snowling Fiona Duff Alex Petrou Josie Schiffeldrin Alison M. Bailey 《Journal of Research in Reading》2011,34(2):157-170
We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills. 相似文献
10.
The English orthography represents both phonemes and morphemes, implying that sensitivity to each of these units could play a role in the acquisition of decoding skills. This study offers some new evidence about sensitivity to morphemes and the decoding skills of American children in grades three to six. It focuses on knowledge of derivational suffixes, which is examined with sentence completion and sentence acceptability tasks that manipulate the suffixes in real words (e.g., electric, electricity) and nonsense derived forms (e.g., froodly, froodness). Both written and spoken materials are considered over the course of two experiments in which the children also received various reading tests, as well as tests of phonological awareness, vocabulary and intelligence. The results indicate that knowledge of derivational suffixes increases with grade level, along with decoding ability and phoneme awareness. Path analyses further reveal that, although there is a consistent correlation between performance on the derivational suffix materials and phoneme awareness and decoding ability, performance on the derivational suffix materials makes an independent and increasing contribution to decoding ability throughout the higher elementary grades. 相似文献
11.
Virginia W. Berninger Yen-Ling Lee Robert D. Abbott Zvia Breznitz 《Annals of dyslexia》2013,63(1):1-24
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n?=?12) or B (n?=?12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme–phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading–writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with “working memory in mind” to phonics helps students with dyslexia spell and read English words. 相似文献
12.
A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits. 相似文献
13.
This study explores whether two computer‐based literacy interventions – a ‘synthetic phonics’ and an ‘analytic phonics’ approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban Kindergarten (Reception) children. Participants (n=53) were assigned by random allocation to one of the two interventions. Each intervention was generally delivered three times per week for 13 weeks as part of a reading centre approach in Kindergarten classrooms with small groups of children. In the synthetic programme children showed, as predicted, significant (p<.05) improvement in CV and VC word blending and the articulation of final consonants. The children in the analytic phonics programme showed, as predicted, significant (p<.05) improvements in articulating shared rimes in words. These results suggest that synthetic and analytic programmes have qualitatively different effects on children's phonological development. These phonological differences are not however immediately reflected in any qualitative differences in the way children undertook word reading or nonword decoding. 相似文献
14.
We describe the rationale for- and content of- a freely available, novel, theoretically driven and evidence-based approach to improving the teaching of word reading in reception classrooms called ‘Flexible Phonics’. Flexible Phonics (FP) adds measurable value to-, rather than wholly replacing, existing synthetic phonics programmes. The rationale underpinning the FP approach concerns the need for multi-componential, maximally efficient, and truly generative approaches to allow early independence in reading for all children that apply to all words in the opaque spelling system of English. Building from these three principles, contemporary reading theory and evidence from cognitive science, linguistics and scaled educational implementation research, FP embodies a 5-element intervention differentiated to children's current attainment levels. FP augments mandated synthetic phonics through use of quality real books allowing ‘Direct Mapping’ of taught grapheme-phoneme correspondences, targeted oral vocabulary teaching, strategy-instruction on ‘Set-for-Variability’ and targeted preventative intervention for the most at-risk readers to then access wider FP content. Implications for policy and enhanced professional practice in English schools are considered. 相似文献
15.
《Scientific Studies of Reading》2013,17(1):75-104
This study examined the reading skills of children who have deficient decoding skills in the years following the first grade and traced their progress across 20 sessions of a decoding skills intervention called Word Building. Initially, the children demonstrated deficits in decoding, reading comprehension, and phonemic awareness skills. Further examination of decoding attempts revealed a pattern of accurate decoding of the first grapheme in a word, followed by relatively worse performance on subsequent vowels and consonants, suggesting that these children were not engaging in full alphabetic decoding. The intervention directed attention to each grapheme position within a word through a procedure of progressive minimal pairing of words that differed by one grapheme. Relative to children randomly assigned to a control group, children assigned to the intervention condition demonstrated significantly greater improvements in decoding attempts at all grapheme positions and also demonstrated significantly greater improvements in standardized measures of decoding, reading comprehension, and phonological awareness. Results are discussed in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the self-teaching role of alphabetic decoding for improving word identification, reading comprehension, and phonological awareness skills. 相似文献
16.
This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through set for variability, the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were administered reading and reading-related measures at four time points. Hierarchical regression and path analyses indicated that vocabulary and phonemic awareness made independent contributions to variance in set for variability; that vocabulary directly influenced future reading comprehension and indirectly influenced future decoding and word recognition through set for variability; and that set for variability influenced future reading comprehension indirectly through both decoding and word recognition, controlling for autoregressive effects. 相似文献
17.
Vibeke Grøver Aukrust 《Scandinavian Journal of Educational Research》2013,57(3):293-314
This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed. 相似文献
18.
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach. 相似文献
19.
On the validity and sensitivity of the phonics screening check: erratum and further analysis 
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下载免费PDF全文 Duff, Mengoni, Bailey and Snowling (Journal of Research in Reading, 38: 109–123; 2015) evaluated the sensitivity and specificity of the phonics screening check against two reference standards. This report aims to correct a minor data error in the original article and to present further analysis of the data. The methods used are calculation of predictive values of the phonics screening check in addition to sensitivity and specificity, and evaluation of agreement between the reference tests. Predictive values are important indicators of screening test quality. The positive predictive value of the phonics check is low (0.31) when compared with a standardised reading test but high (0.84) when compared with teachers' phonic phases judgements, reflecting poor agreement (kappa = 0.27) between reference tests. Results have implications for practice in terms of choice of reference standard and choice of threshold criterion for children to pass the screening check. Longitudinal data are needed to assess the predictive validity and utility of the check. What is already known about this topic:
- The importance of phonics in learning to read is widely acknowledged.
- The phonics screening check was introduced into U.K. schools in 2012 to ensure that all children develop phonic decoding skills.
- Estimates of the sensitivity and specificity of the phonics screening check, compared with two established ‘reference’ measures, were reported by Duff et al. ( 2015 ).
- We correct a minor error in the report of the original data by Duff et al. ( 2015 ).
- We draw attention to the importance of including predictive values, alongside sensitivity and specificity, in the evaluation of screening test validity. We also propose an alternative statistic for comparing the two reference measures.
- We show that applying this further analysis to the data in Duff et al. ( 2015 ) reveals the following: (i) the numbers of incorrect (false positive and false negative) outcomes in the phonics check and (ii) the marked difference in these numbers depending on the choice of reference measure.
- Reports of screening test validity should include positive and negative predictive values.
- A fundamental consideration for evaluating the validity of the phonics screening check is the choice of reference measure.
- Longitudinal data are needed to assess the predictive validity and utility of the phonics check.
20.
This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children’s reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme–phoneme relationships of the Turkish orthography. 相似文献