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1.
This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills. 相似文献
2.
Rapid recovery in sub‐optimal readers in Wales through a self‐paced computer‐based reading programme
Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with identified special needs in reading were exposed to a self‐paced computer‐based reading programme that focused on improving phonetic ability. Exposure was limited to three, 40‐minute sessions a week, for 10 weeks. The children were assessed in terms of their reading, spelling and mathematics abilities before the programme commenced, and immediately after the programme terminated. The programme improved reading and spelling by about eight months, but had no impact on mathematics. The results suggest that brief exposure to a self‐paced phonetic computer‐based teaching programme had some benefits for the sample. 相似文献
3.
Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. 相似文献
4.
In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling performance of Tagalog–English bilingual, Cantonese–English bilingual, and monolingual English-speaking children in Grade 1. The bilingual children had lower scores than the monolinguals on measures of oral proficiency, but demonstrated similar or better performance on most phonological awareness, reading, and spelling tasks after controlling for vocabulary size in English. A series of moderated regression analysis revealed that although phonological awareness was associated with English spelling performance regardless of language background, the associations between specific spelling tasks and related underlying skills seemed to differ across language groups. 相似文献
5.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
6.
Elena Ise Carolin Judith Arnoldi Gerd Schulte‐Körne 《Journal of Research in Reading》2014,37(3):233-249
There is growing evidence that children develop orthographic knowledge from the very beginning of literacy acquisition. This study investigated the development of German‐speaking children's orthographic knowledge with a nonword choice task. One nonword in each pair contained a frequent consonant doublet (zommul) and the other nonword contained an infrequent doublet (zobbul). Children (N = 54) performed at chance level in kindergarten but chose nonwords with frequent doublets significantly more often than expected by chance in first and second grade. Correlations between children's orthographic knowledge and their reading and spelling skills were not found. The results indicate that knowledge of frequent double consonants is evident in German‐speaking children from first grade onwards, but it is not related to their reading and spelling performance. This finding is consistent with the view that children in transparent orthographies rely less on frequent letter patterns during reading and spelling compared to children in deep orthographies. 相似文献
7.
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
8.
Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-word spelling ability before assessing RAN--spelling associations. In this study, 65 children with poor spelling skills but average reasoning ability completed RAN tasks and spelling, reading, and reasoning tasks. Hierarchical regression analyses revealed that, after controls for chronological age, reasoning ability, and spelling of nonsense words, alphanumeric RAN, but not nonalphanumeric RAN, was still a strong predictor of spelling acquisition. Findings are discussed in terms of single- and double-deficit models of spelling and implications for effective teaching. 相似文献
9.
10.
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. 相似文献
11.
Several studies have observed that school-aged, reading-disabled children have object-naming problems. In addition, significant
positive relationships between object-naming ability and reading and spelling skills have been observed for this population.
The co-occurrence of these problems has been explained by common underlying phonological deficiencies. Because written language
problems can persist beyond the school-aged years, the purpose of this study was to examine object-naming ability and the
relationship between object naming and written language of adults. Twenty-two adults, half with written language difficulties
and half without, performed four tasks: object naming, object recognition, reading, and spelling. Significant positive relationships
were obtained between object-naming ability and reading ability, object-naming ability and spelling performance, and reading
and spelling performance. In addition to phonological deficiencies, the results indicated that adult poor readers and spellers
lack knowledge of the orthographic structure of words. These findings suggest that problems underlying object naming and written
language do not resolve with cognitive maturation or additional years of experience with language and should be addressed
in the early school-aged years.
This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada to the second
author. 相似文献
12.
Savage RS Frederickson N Goodwin R Patni U Smith N Tuersley L 《Journal of learning disabilities》2005,38(1):12-28
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling. 相似文献
13.
The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG (n?=?13) received 50?min of daily computer program-based training for a period of approximately 10 weeks. Students in the first control group (n?=?11) received the school’s regular instructional programme. A second control group was composed of 14 average readers. The students’ English skills were examined in pre-test, post-test and follow-up measurements. The TRG students saw an acceleration in decoding-related skills. The educational implications of the results are discussed. 相似文献
14.
Silvana Weiss Roland H. Grabner Reinhard Kargl Christian Purgstaller Andreas Fink 《Reading and writing》2010,23(6):645-671
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking
children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children
with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group
showed increases in morphological awareness, but only students from secondary school improved significantly in reading and
spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained
children with higher language competencies underwent an electroencephalography testing involving three different language
tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz).
These findings reflect more effortful and attention-demanding processing after the training and suggest that children with
poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy. 相似文献
15.
《Support for Learning》2006,21(2):77-84
The study reported here set out to investigate the effectiveness of the Phono‐Graphix? reading programme with ten learners, aged 9–11 years, assessed as having specific learning difficulties/dyslexia. Testing was carried out via initial and final analysis of the students' phonological processing skills and reading/spelling ability over an 8‐month intervention period. The students were instructed on a one‐to‐one basis and each received an average of 24.3 hours of instruction. Findings suggest that the Phono‐Graphix programme did appear to help improve students' phonological processing skills. They further show that a majority of the students recorded an average gain in reading age of 21 months and an average gain in spelling age of 12 months at the end of the training period. Qualitative findings from the study also show overall positive perceptions of the Phono‐Graphix intervention among the parents and class teachers involved. The study reported here adds to the sum of knowledge on UK trials of the Phono‐Graphix approach and makes a useful contribution to the literature on remediation strategies for dyslexic students. 相似文献
16.
This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated. 相似文献
17.
The investigation of developmental reading and spelling disorders within the framework provided by cognitive neuropsychology
has yielded interesting results for several alphabetic orthographies, for example English, Italian, and French. However, this
approach has not attracted much attention in German speaking countries up to now. The following study, carried out with 35
German dysgraphic 3rd graders provides evidence that there is no less reason to apply this line of research to German children
than to children acquiring other alphabetic orthographies. By evaluating the individual scores of the dysgraphic children
on spelling nonwords and orthographically irregular or inconsistent words against the corresponding mean scores established
for two non-dysgraphic control samples (grade-matched and 2nd grade), nine children could be assigned to the surface dysgraphic
and 12 to the phonological dysgraphic subtype. In order to restrict the range of cognitive deficits which might have caused
the spelling patterns of the two dysgraphic subgroups at more distal links of the causal chain, individual performance profiles
were determined for several spelling-related phonological and visual-graphemic tasks. On average, the phonological dysgraphic
children showed poorer performance in different phonological tasks than the children assigned to the surface subtype. In addition,
both subgroups showed subnormal skills in visual-graphemic tasks. Dissociations between the different spelling related tasks
were observed not only between but also within the subgroups. This may reflect individually varying cognitive processing deficits
underlying developmental dysgraphia in German. 相似文献
18.
Leslie Rescorla 《Annals of dyslexia》2000,50(1):85-102
Language and reading outcomes at age 13 were examined in a sample of 22 children who were late talkers as toddlers. The late
talkers, all of whom had normal nonverbal ability and age-adequate receptive language at intake (24-to-31 months), were compared
to a group of 14 typically developing children similar at intake on age, SES, and nonverbal ability. Late talkers had significantly
poorer vocabulary, grammar, reading/spelling, and verbal memory skills at age 13, although as a group, they generally performed
in the average range on most language and academic tasks. The findings suggest that slow early language development reflects
a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into adolescence. 相似文献
19.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. 相似文献
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