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The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献
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In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders?? reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding, vocabulary, and motivation for reading. Children??s development in these domains was related to their gender, intellectual maturity, home literacy climate, and socio-economic status. Structural Equation Modelling showed that the development of reading comprehension was influenced by the children??s ability to decode words, their vocabulary, and reading motivation. Furthermore, gender and intellectual maturity as well as children??s home literacy climate and socio-economic status appeared to substantially predict reading comprehension development, directly or indirectly. More than half of the variance in reading comprehension by the end of the fifth grade could be explained based on these predictor variables. 相似文献
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Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch 总被引：1，自引：0，他引：1
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed. 相似文献
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Anthony F.J. van Raan Thed N. van Leeuwen Martijn S. Visser Nees Jan van Eck Ludo Waltman 《Journal of Informetrics》2010,4(3):431-435
We reply to the criticism of Opthof and Leydesdorff on the way in which our institute applies journal and field normalizations to citation counts. We point out why we believe most of the criticism is unjustified, but we also indicate where we think Opthof and Leydesdorff raise a valid point. 相似文献
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This study investigated the growth of word-decoding skills throughout the elementary school years for a representative sample of 2,819 Dutch children. Children's decoding abilities for (a) regular consonant-vowel-consonant words, (b) complex monosyllabic words with consonant clusters in prevocalic and postvocalic position, and (c) polysyllabic words were assessed on two occasions in each school year (Grades 1–6). The growth of word-decoding skills was found to be largely a matter of increased speed. Growth curve analyses showed a gradual curvilinear model to be superior to a step-model for all word-decoding skills. Furthermore, the three measures of word decoding define a common factor and show strong longitudinal stability. Some unique variance for the three word-decoding skills also emerged suggesting that the development of fully proficient word-decoding skills requires the learning of orthographic complexities. 相似文献
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Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Scientific Studies of Reading》2013,17(3):203-219
ABSTRACTUsing classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6–8 years). Although L2 readers scored lower on oral language skills and reading comprehension, the prediction of reading comprehension was similar for L1 and L2 readers. Classical regression identified decoding, vocabulary, and morphosyntactic knowledge as unique predictors with no interaction with language background. Quantile regression demonstrated that the prediction of reading comprehension differed across ability levels; decoding and morphosyntactic knowledge were consistently unique predictors, but vocabulary was uniquely related only for poor comprehenders and working memory only for good comprehenders. In both types of analysis, language background did not explain unique variance, indicating that individual differences in the predictor variables explained the L1–L2 performance gap in early reading comprehension across the ability range. 相似文献
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Saskia de Graaff Fred Hasselman Anna M.T. Bosman Ludo Verhoeven 《Learning and Instruction》2008,18(4):391-403
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained 17 CVC words. Children's performance on the free-sound-isolation task was better than on the constrained tasks. On all four tasks, children made fewer errors in isolating the initial phoneme than the final phoneme. Isolating the middle phoneme proved to be the most demanding. The effect of phoneme class depended on the type of task and on phoneme position. Findings were placed against the background of sonority and word-final phoneme vocalization in Dutch. 相似文献
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