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1.
Richard L. Sparks 《Reading and writing》1995,7(2):217-235
Children with hyperlexia who learn to read spontaneously before the age of five are impaired in reading and listening comprehension but have been found to have word recognition skills well above their measured cognitive and linguistic abilities. Even though many reports have been published about these children, to date, only one study has investigated whether children with hyperlexia also have strong phonemic awareness skill. In the present study, several phonemic awareness measures were administered to two children with hyperlexia and one child with above average word identification skills who started to read words at a very early age. The results show that all three childrens' levels of phonemic awareness were low and not commensurate with their word reading skill. Wide inter- and intra-individual variations were found on all of the phonemic awareness measures. These findings pose a number of questions for researchers investigating the condition of hyperlexia. 相似文献
2.
Tami Katzir YoungSuk Kim Maryanne Wolf Becky Kennedy Maureen Lovett Robin Morris 《Reading and writing》2006,19(8):845-872
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework. 相似文献
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4.
The present study evaluated the idea that the hemisphere-specific cognitive demands of reading and writing may induce task-specific maladaptive patterns of language lateralization in children with dyslexia. Situation-specific lateralization was examined in a repeated measures design under three dichotic listening conditions: baseline, concurrent reading, and concurrent writing. Twelve males with phonological dyslexia, 8 to 12 years old, were compared to 12 age-matched and 12 younger reading-matched good readers. Lateralization patterns were examined for condition-specific relationships to pseudoword decoding, word recognition, reading comprehension, spelling, and arithmetic. The results show that dyslexia is not related to incomplete lateralization or to a failure to inhibit verbal processing in the right hemisphere during reading and writing. Reading increased the lateralization of the children with dyslexia, which had a negative relation to arithmetic; writing caused a decrease in lateralization, which was linked specifically to deficits in phonological decoding and visual word recognition. The results suggest that children with dyslexia suffer from a selective linguistic vulnerability to left-hemisphere interference from the idiosyncratic attentional and processing demands of particular school tasks. Dyslexia is a much more dynamic and environmentally sensitive disorder than previously thought. 相似文献
5.
Who among first graders benefit from training in linguistic awareness, and what components of the linguistic awareness are most amenable to training effects? At the beginning of Grade 1 prospective at-risk readers (26 out of 117) were identified on the basis of very low phonological awareness. In the autumn term, they received practice in linguistic awareness. When compared to controls individually matched controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition, spelling, and listening comprehension, which were sustained until the end of Grade 1. Reading comprehension could not be compared because 8 of the 26 controls did not read fluently enough to be tested. The half of the control group with cognitive delays, receiving normal special education instruction, performed consistently worse than their matched pairs in the intervention group. The latter group showed development of phonological awareness, decoding, and spelling equal to that of the cognitively nearly average intervention group and their matched pairs in the control group, who received no additional support. These three groups, originally defined as at-risk readers, performed at the level of other preschool nonreaders at the end of Grade 1. In sum, the children with cognitive delays benefitted from training in linguistic awareness. The results underscore the importance of phoneme synthesis skills in beginning reading and spelling, at least with regular languages. 相似文献
6.
Beyond phonological skills: broader language skills contribute to the development of reading 总被引：2，自引：0，他引：2
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development. 相似文献
7.
Pui-sze Yeung Pakey Pui-man Chik Lap-yan Lo Hui Luan David Wai-ock Chan 《Scientific Studies of Reading》2013,17(4):285-313
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. 相似文献
8.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
9.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
10.
Children classified as hyperlexic learn to readwords spontaneously before age five, areimpaired in both reading and listeningcomprehension, and exhibit word recognitionskills above their linguistic and cognitiveabilities. Despite their strong wordrecognition skills, previous studies have shownthat the phonemic awareness skills ofhyperlexic children are low and notcommensurate with their word reading skill, inpart because of their limited comprehension of phonemic awareness tasks. Heretofore, a verylimited number of studies have investigateddirectly the orthographic processing, syntacticprocessing, and working memory skills ofchildren with hyperlexia. In the presentstudy, measures of orthographic processing,syntactic processing, and working memory skillwere administered to three hyperlexic childrenand three normally achieving readers; inaddition, measures of phonemic awareness,academic achievement, and cognitive abilitywere also administered. Results showed thatthe hyperlexic children performed aboveexpectations on the orthographic processingmeasures based on their cognitive andlinguistic abilities. The children withhyperlexia did not exhibit orthographic skillsthat were superior to the normally achievingreaders, although ceiling effects on theorthographic tasks may not have allowed them todemonstrate this skill. The three children withhyperlexia achieved lower scores than thenormally achieving readers on the syntacticprocessing measures and had great difficulty onthe phonemic awareness measures. Only one ofthe three hyperlexic children performed at alevel consistent with that of normallyachieving readers on the working memorymeasures. Findings suggest the hyperlexicchildren had levels of orthographic processingsimilar to that of normally achieving readers,read words using strategies similar to those ofnormal readers, and had phonemic awarenessskill that appears to be adequate for wordanalysis but could not be demonstrated ontraditional phonemic awareness measures. 相似文献
11.
Michael Zifcak 《Contemporary educational psychology》1981,6(2):117-126
Recent research has suggested the importance of oral language ability in learning to read. It was proposed that the young child's awareness of the phonology of his language would greatly influence early reading success. The results revealed a strong relationship between the first grader's reading performance and two measures of his phonological awareness, invented spelling and phoneme segmentation abilities. Development of phonological awareness was not related to the child's sex, intelligence, socioeconomic status, or chronological age within a 12-month span. A third measure of phonological awareness, auditory analysis skills, was found to have less predictive value. The results suggest that an understanding of phonological relationships above and beyond that required for ordinary speaking and listening enables the beginning reader of English to make contact with his alphabetic writing system at the phonemic level. Instruction at the appropriate age level should facilitate this understanding. 相似文献
12.
Reading,syntactic, and working memory skills of bilingual Portuguese-English Canadian children 总被引：1，自引：0，他引：1
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing. 相似文献
13.
The present study was designed to examine the question of whether developmental dyslexia in 12-year-old students at the beginning
of secondary education in the Netherlands is confined to problems in the domain of reading and spelling or also is related
to difficulties in other areas. In particular, hypotheses derived from theories on phonological processing, rapid automatized
naming, working memory, and automatization of skills were tested. To overcome the definition and selection problems of many
previous studies, we included in our study all students in the first year of secondary special education in a Dutch school
district. Participants were classified as either dyslexic, garden-variety, or hyperlexic poor readers, according to the degree
of discrepancy between their word recognition and listening comprehension scores. In addition, groups of normal readers were
formed, matching the poor readers in either reading age or chronological age. A large test battery was administered to each
student, including phonological, naming, working memory, speed of processing, and motor tests. The findings indicate that
dyslexia is associated with deficits in (1) phonological recoding, word recognition (both in their native Dutch and in English
as a second language), and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with
deficits in other areas. The results suggest that developmental dyslexia, at the age of 12, might be (or might have become)
a difficulty rather isolated from deficiencies in other cognitive and motor skills. 相似文献
14.
15.
A study of 97 students from two schools in Göteborg, Sweden, examined reading proficiency and phonological skill using a comprehensive battery of group measures in the classroom. The sample comprised 38 monolingual native‐Swedish speakers, and 59 multilingual students for whom Swedish is an additional language. Students were administered tests of non‐verbal intelligence, vocabulary, reading comprehension, word recognition and non‐vocal phonological tasks. Two sub‐groups of 26 monolingual and 26 multilingual students, matched on non‐verbal intelligence, also participated in oral word and nonword reading tasks. No significant differences were found between language groups on the separate phonological subtests or the composite phonological score after controlling for non‐verbal intelligence in hierarchical regression analyses. The language groups were equally represented at the 20th percentile on both composite phonology and word reading measures. The composite phonological score was equally powerful for both language groups in predicting word recognition. The results of the present study suggest that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers. 相似文献
16.
After third grade of elementary school, native Hebrew speakers in Israel gradually become expert in reading two kinds of writing systems: the one they start with that contains signs for every phoneme of the spoken language, and another, to which they are steadily introduced, beginning with the second grade, which omits most vowels, together with few consonantal distinctions. Earlier studies indicate that single voweled words are read faster than unvoweled words, particularly in a naming task. This study examined another possible contribution of vowel signs in reading Hebrew: Its effect on memory and comprehension. It was assumed that if subvocalization facilitates memory of words while reading, and if vowel signs facilitate phonological processing, as is perhaps the case in naming tasks, then vowelization may intensify the processing of the articulatory loop and this should improve memory and comprehension. Our first two experiments assessed the contribution of vowel signs to the memory of word lists in either recognition memory or word recall tasks. The third experiment examined the contribution of vowel signs to the reading of connected texts. We found that vowel signs speeded up recognition memory of words in third graders, and improved the recall of words printed in the context of mixed lists in sixth graders. We also found that vowelization improved memory and comprehension of some prose texts. 相似文献
17.
Children with hyperlexia who learn to readspontaneously before the age of five are impaired inreading and listening comprehension but have wordrecognition skills well above their measured cognitiveand linguistic abilities. In a previous study, theauthor administered a battery of cognitive, academicachievement, and phonemic awareness tests to threechildren classified as hyperlexic. The findingsshowed that the levels of phonemic awareness of thesechildren were low and not commensurate with their wordreading skill. In the present study, the authorreevaluated the three children approximately 7–8 yearslater with the same battery of cognitive, academicachievement, and phonemic awareness tests as well asseveral additional measures of phonemic awareness. The results showed that all three childrens' levels ofphonemic awareness were still low and not commensuratewith their word reading skill. Other findings showedthat two of the children, both of whom had remained inspecial education classes since the previous study,continued to be voracious readers. The other child,who had always been in regular education classes, hadnot read very much for several years. Findings alsoshowed that the word recognition skills of two of thechildren, including the child who had always attendedregular education, had decreased by one to twostandard deviations. 相似文献
18.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
19.
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
20.
The ‘Spello’ program was designed to use interactive speech feedback on a talking-computer system to improve children's spelling and phonological skills. In two versions of the program, the synthesizer pronounced the word to be spelled and the student tried to type in the word correctly. Both versions of the program showed the students which letters were correct in their spelling attempts. One version pronounced only the target word, as often as the child requested. The other version also provided intermediate speech feedback for children's spelling attempts, so they could hear how their own attempts sounded, and compare them to the target word. Twenty-eight children aged seven to fourteen studied 16 words they had misspelled on pretests and 16 words of related word structure. For children ten years or older, training with intermediate speech feedback led to greater benefits in phonological coding skills than training with word-only feedback, reflected in the ability to read nonsense words related in structure to the trained words. Intermediate speech feedback also led to a marginally significant advantage in spelling the trained words. When the groups switched conditions, however, there was no difference in their tested skills after a second week of training. 相似文献