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1.
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
2.
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
3.
Stephen Truch 《Annals of dyslexia》1994,44(1):60-80
Recent research indicates that a major cause of reading (decoding) disabilities lies in an inability to manipulate speech
at its phonemic (phonological) level. The Auditory Discrimination in Depth Program (ADD Program), stimulates basic phonological
awareness and has been used extensively at The Reading Foundation in Calgary, Alberta. Here we present pre- and post-test
data from 281 clients (ranging from school-age through adulthood) seen over a two-year period; post-test data was collected
after 80 hours of ADD instruction. To assess whether significant gains had been achieved, an analysis of covariance was performed,
covarying for age and initial vocabulary scores. After 80 hours of intensive instruction, highly significant gains (p<.001) were evident on measures of phonological awareness, sound/symbol connections, word identification, spelling, and decoding
in context. In addition to the treatment effect, age and vocabulary had some influence on some of the variables. The data
was also analyzed to determine whether the results went beyond a “group effect” only. A total of 229 cases were tabulated
for gains or losses on the word attack subtest and on the reading and spelling subtests of the WRAT-R. Results indicate that
the remediation was effective for all subjects, though gains on spelling tended to be less than on the two reading scores. 相似文献
4.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. 相似文献
5.
This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
6.
Dan Lin Yingyi Liu Huilin Sun Richard Kwok Shing Wong Susanna Siu-sze Yeung 《Reading and writing》2017,30(1):87-103
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2) was English, were administered tests of phonological awareness, letter knowledge, English vocabulary, spelling and English word reading at three time points (T1, T2 and T3) at 3-month intervals over a 6-month period. Nonverbal IQ was included as a control variable. The results showed that phonological awareness, letter knowledge and English vocabulary at T1 all predicted English word reading (T3) through spelling (T2). Further mediation analyses showed that, for phonological awareness and English vocabulary, full mediation effects were found. For letter knowledge, a partial mediation effect was observed. These results suggest that, in Chinese ESL kindergarteners, reading-related predictors foster word reading via spelling, a process that intersects phonology, orthography and semantics. Practical implications of these findings were also discussed. 相似文献
7.
8.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. 相似文献
9.
The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students’ receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope. 相似文献
10.
Nina Daskalovska 《The Journal of educational research》2016,109(1):68-80
A number of studies have shown that second or foreign language learners can acquire vocabulary through reading. The aim of the study was to investigate (a) the effects of reading an authentic novel on the acquisition of 3 aspects of word knowledge: spelling, meaning, and collocation; (b) the influence of reading on the acquisition of partial and deeper knowledge of the words; and (c) the relationship between word frequency and learning gains. The results show that there was significant improvement in all three aspects of word knowledge. The measuring instrument detected greater partial than deeper knowledge gains in word meanings and collocations. The greatest learning gains in all three aspects of word knowledge were demonstrated for the words that occurred between 11 and 20 times in the text. The findings suggest that incorporation of extensive reading into language learning programs can contribute to significant improvement of learners' vocabulary knowledge. 相似文献
11.
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
12.
Wanzek J Vaughn S Wexler J Swanson EA Edmonds M Kim AH 《Journal of learning disabilities》2006,39(6):528-543
Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes. 相似文献
13.
The goal of this longitudinal study was to describe the average development of word recognition, reading comprehension, vocabulary and spelling of poor and better readers during the elementary school period and to determine whether the differences between these readers increase over a period of 6 years of elementary education. Poor and better readers were defined to belong to the lowest 30% and to the higher 70% of a longitudinal sample, respectively. It appeared that for word recognition the developmental curves for the groups were very distinct and followed similar patterns. For reading comprehension, vocabulary and spelling, the developmental curves showed similar patterns with decreasing differences across grades, however. Clear seasonal effects were found for reading comprehension, vocabulary and spelling, while the seasonal effect for word recognition was restricted to the early grades. It appeared that students with initially poor abilities in word recognition and reading comprehension showed greater improvement over time on reading comprehension, vocabulary and spelling than students with initially better abilities in word recognition and reading comprehension. These findings contradict the existence of a Matthew effect for these skills. For word recognition, a clear differential effect could not be found: the groups did not differ systematically in mean development. The gap between the poor and better decoders did not widen over time for this skill; so a Matthew effect for word recognition was not supported. 相似文献
14.
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. 相似文献
15.
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs. 相似文献
16.
This meta-analysis focused on the effects of computer-supported word reading interventions (foundational reading instruction, supplementary alphabetics, reading fluency, remedial reading) on reading related outcome measures (letter knowledge, phonological awareness, word and pseudoword reading, sentence and text reading, and spelling, as well as transfer to reading comprehension) across different languages in primary school children starting from 1995. We identified 67 studies with a total number of 10734 children throughout the primary grades from which 694 effect sizes were derived. Following a multilevel approach, the average effect size across interventions and outcome measures was 0.36 with 95% CI (0.28, 0.43). There was also evidence of transfer to reading comprehension, 69 effect sizes with an average of 0.21 (95% CI 0.13–0.29). Large variation in effect sizes was observed between studies and especially between comparisons within studies. The effect sizes were moderated by treatment length, subword level as criterion variable and speeded tests. The effect sizes were dependent on the control group condition in that the effect sizes were higher in the case of a control condition with education as usual and lower in cases of a reading treatment control condition. It is concluded that technology enhanced word reading interventions on average yield moderate positive effects on both accuracy and speed of word learning across program types and across languages. 相似文献
17.
Children identified in kindergarten as being at risk for reading disability were taught in grades one and two using one of two methods of reading instruction, a structured phonics code-emphasis approach or an approach emphasizing use of context. At the end of first and second grade, children were tested on measures of achievement in word identification, word attack, passage comprehension and spelling. Those in the Code group earned uniformly higher scores on all achievement measures at the end of first and second grades. At the end of first grade, statistically significant differences between groups were found on nonword reading and spelling of phonetically regular words. At the end of second grade, significant differences were found in reading of polysyllabic real words and decoding of monosyllabic and polysyllabic nonsense words. It was concluded that reading instruction does have an important impact on acquisition of early reading skills, and that structured, systematic phonics instruction results in more favorable outcome than does a context emphasis approach.This research was supported by PHS Grant HD21887 to Bowman Gray School of Medicine and by PHS Grant NS19413 to UNC-Greensboro, Subcontract to Bowman Gray School of Medicine. Request for reprints should be addressed to Dr. Idalyn S. Brown, Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine, 300 South Hawthorne Road, Winston-Salem, North Carolina, 27103, USA. 相似文献
18.
Robert J. Stevens Peggy N. Van Meter Joanna Garner Nicholas Warcholak Cindy Bochna Tracey Hall 《Journal of Education for Students Placed at Risk》2013,18(4):357-380
The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed. 相似文献
19.
This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated
on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and
morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters
and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL
readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north
of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1
components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported
by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence
of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more
than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition
but not for EFL reading comprehension. 相似文献
20.
Amanda P. Goodwin Yaacov Petscher Joanne F. Carlisle Alison M. Mitchell 《Journal of Research in Reading》2017,40(1):91-117
This study examined the dimensionality of morphological knowledge. The performance of 371 seventh‐ and eighth‐graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies. 相似文献