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1.
Nathlie A. Badian 《Annals of dyslexia》2001,51(1):177-202
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness
(syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades
1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological
measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension,
but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant
variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion
of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were
compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly
lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to
poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others. 相似文献
2.
Patricia G. Bowers 《Reading and writing》1995,7(2):189-216
The contributions of naming speed measured on both serial-list and various discrete-trial formats to several reading subskills were examined longitudinally to determine their impact independent of other reading-related skills on reading disabilities. Tests of symbol naming speed, phonological awareness, vocabulary, memory span and coding speed were given to 38 poor and average readers when they were in Grades 2, 3 and 4. Grade 4 poor readers were discriminated from moderately poor or good readers on serial-list and discrete-trial naming speed tests in all grades. In addition, phonological awareness and vocabulary, but not memory span or coding speed, discriminated groups. These variables in Grade 2 contributed unique variance to reading scores in Grade 4 in differing patterns. Hypotheses about the nature of the reading — naming speed relationship are discussed. 相似文献
3.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
4.
Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Journal of Research in Reading》2020,43(3):290-308
The aim of this study was to examine variation in early reading comprehension development for second language (L2) readers compared with first language (L1) readers and to investigate the impact of vocabulary knowledge in their first and second language. Participants were 75 Dutch monolingual children (L1 readers) and 71 Turkish–Dutch bilingual children (L2 readers), aged between 6 and 8 years old at the start of the study. In a longitudinal design, three waves of data were collected across second and third grades. The L2 readers had lower reading comprehension scores than the L1 readers on average, but this performance gap narrowed over time. To further investigate variation among the L2 readers, four categorical subgroups of L2 readers were identified with varying levels of L1 (Turkish) and L2 (Dutch) vocabulary knowledge by means of cluster analysis. Group membership was related to reading comprehension and showed an interaction with time, indicating that reading comprehension performance of the two L2 subgroups with high L1 vocabulary increased more over time compared with L1 readers. The L2 subgroup with high vocabulary in both languages even caught up with their monolingual peers in third grade. These findings demonstrate how individual differences in L1 and L2 vocabulary knowledge explain variation in early L2 reading comprehension development and highlight the importance of considering L2 readers' first language in research and education. 相似文献
5.
Autumn L. McIlraith Language Reading Research Consortium 《Journal of Research in Reading》2018,41(1):79-96
Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first‐grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well‐known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading‐related outcomes. What is already known about this topic
- Early predictors of word reading are well established, with letter knowledge, phonological awareness and rapid automatised naming identified as key predictors.
- These relationships are primarily investigated in average readers, or in groups of good and poor readers separated by an arbitrary cut‐off score.
- In this study, we used quantile regression to determine significant predictors of word reading across a range of word reading abilities.
- The quantile regression approach avoids the loss of power that can arise when creating subgroups and has none of the issues associated with the use of a single, arbitrary cut-off score to separate good and poor readers.
- Letter knowledge and phonological awareness were significantly predictive of word reading across the distribution of word reading abilities, whereas rapid automatised naming was significant only for good readers, and sentence recall was significant only for poor readers.
- Results reinforce the usefulness of measures such as letter knowledge, phonological awareness and sentence repetition in the early identification of children at risk for reading disabilities.
- Results also suggest that measures of rapid naming may add little unique information in differentiating between children who subsequently read in the below‐average range.
6.
The role of speed of processing, rapid naming, and phonological awareness in reading achievement 总被引：5，自引：0，他引：5
Catts HW Gillispie M Leonard LB Kail RV Miller CA 《Journal of learning disabilities》2002,35(6):509-524
This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an "extraphonological" factor in some reading disabilities. 相似文献
7.
S. Hélène Deacon 《Journal of Research in Reading》2012,35(4):456-475
This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English‐speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of the three reading‐related variables made an independent contribution to both real and pseudoword reading. Independent contributions of phonological awareness (7–17%) were consistently larger than those of orthographic processing (5–10%) or of morphological awareness (1–2%). In terms of differences between the grades, there was particular evidence of an increase in greater contribution of orthographic processing to pseudoword reading at Grade 3 than at Grade 1. These findings are discussed in light of current models of reading development. 相似文献
8.
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
9.
Emily J. Solari Terese C. Aceves Ignacio Higareda Cara Richards‐Tutor Alexis L. Filippini Michael M. Gerber Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency. 相似文献
10.
Cognitive Attributes,Attention, and Self‐Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention 
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下载免费PDF全文 Eunsoo Cho Garrett J. Roberts Philip Capin Greg Roberts Jeremy Miciak Sharon Vaughn 《Learning disabilities research & practice》2015,30(4):159-170
We examined cognitive attributes, attention, and self‐efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self‐reported self‐efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self‐efficacy compared to typical readers. 相似文献
11.
Laura M. Steacy John R. Kirby Rauno Parrila Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273
The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed. 相似文献
12.
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
13.
This paper reports on the progress made by a small group of fourteen 11‐year‐old children who had been originally identified as being precocious readers before they started primary school at the age of five. The data enable comparisons to be made with the performance of the children when they were younger so that a six‐year longitudinal analysis can be made. The children who began school as precocious readers continued to make progress in reading accuracy, rate and comprehension, thereby maintaining their superior performance relative to a comparison group. However, their progress appeared to follow the same developmental trajectory as that of the comparison group. Measures of phonological awareness showed that there are long‐term, stable individual differences that correlated with all measures of reading. The children who were reading precociously early showed significantly higher levels of phonological awareness than the comparison children. In addition, they showed the same levels of performance on this task as a further group of high achieving young adults. A positive effect of being able to read at precociously early age was identified in the significantly higher levels of receptive vocabulary found amongst these children. The analyses indicated that rises in receptive vocabulary resulted from reading performance rather than the other way round. 相似文献
14.
15.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
16.
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
17.
Hugh W. Catts Autumn McIlraith Mindy Sittner Bridges Diane Corcoran Nielsen 《Reading and writing》2017,30(3):613-629
Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness alone or in combination with other kindergarten deficits. Children with a deficit in phonological awareness in kindergarten were found to be five times more likely to have dyslexia in second grade than children without such a deficit. This risk ratio substantially increased with the addition of deficits in both oral language and rapid naming. Whereas children with one or more kindergarten deficits were at heighten risk for dyslexia, some of these children were found to be adequate or better readers. These results are discussed within a multifactorial model of dyslexia that includes both risk and protective factors. 相似文献
18.
Fiona J. Duff Elizabeth Fieldsend Claudine Bowyer‐Crane Charles Hulme Glynnis Smith Simon Gibbs Margaret J. Snowling 《Journal of Research in Reading》2008,31(3):319-336
Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8‐year‐old treatment poor responders with severe and persisting reading difficulties participated. A 9‐week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation. 相似文献
19.
Development of decoding,reading comprehension,vocabulary and spelling during the elementary school years 总被引：1，自引：0，他引：1
The goal of this study was (1) to investigate the development of decoding(efficiency), reading comprehension, vocabulary and spelling during theelementary school years and (2) to determine the differences between poor,average and good performers with regard to the development of theseskills. Twice each year two standardized tests for each skill wereadministered. For two successive periods, one of the tests for each skill wasthe same. To describe the development in terms of a latent variable evolvingacross grades, the structured-means version of the structural equationmodel was used. The growth was expressed in terms of effect size. Withrespect to the first question, clear seasonal effects were found for readingcomprehension, vocabulary and spelling, while the seasonal effect fordecoding efficiency was restricted to the early grades. Progress tended tobe greater from fall to spring than from spring to fall. For decodingefficiency, and to a lesser degree for vocabulary and spelling, growthshowed a declining trend across grades. For reading comprehension, theprogress in grade 2 was lower than the progress in grade 3, but progresswas declining across higher grades. With respect to the second question,it appeared that initially low performers on reading comprehension,vocabulary and spelling tended to show a greater progress, especially inperiods where the largest amount of instruction was given. Although it wasfound that the low, medium and high ability groups remain in the sameorder, as far as their means are concerned, these findings do not confirmthe existence of a Matthew effect for reading comprehension, vocabularyand spelling. For decoding efficiency no clear differential effect could befound: the gap between the poor and good performers did not widen overtime for this skill. 相似文献
20.
The present study sought to clarify the relations amongst serial decoding, irregular word recognition, listening comprehension, facets of oral vocabulary and reading comprehension in two cohorts of children differing in reading level. In the process, the components of the simple view of reading were evaluated. Students in grades 1 (n = 67) and 6 (n = 56) were assessed on measures of phonological awareness, decoding, irregular word recognition, listening comprehension, oral vocabulary, and reading comprehension. Even when all other measures were controlled, vocabulary was found to explain reading comprehension in grade 6 but not grade 1. Vocabulary also predicted decoding in grade 6 and irregular word recognition in both grades. These results are interpreted as supporting a not-so-simple view of the constructs underlying reading comprehension that acknowledges complex connections between print skills and oral language. 相似文献