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1.
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2.
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory.  相似文献   

3.
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition.  相似文献   

4.
This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension.  相似文献   

5.
The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.  相似文献   

6.
Most of the research on the acquisition of word‐decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word‐decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic‐decoding strategy. As such, these findings have helped to generalize models of the acquisition of word‐decoding skills to reading comprehension.  相似文献   

7.
This study examined the first-grade reading progress of children who participated in an intensive beginning reading intervention in kindergarten. Specifically, the study investigated whether kindergarten intervention could prevent first-grade reading difficulties, or produce an "inoculation" effect, for some children under certain instructional conditions. Participants included children at risk for developing reading difficulties who received a 7-month beginning reading intervention in kindergarten. In October of first grade, 59 children who had achieved criterion levels on measures of phonological awareness and alphabetic knowledge were randomly assigned to one of two types of first-grade reading instruction: (a) code-based classroom instruction and a supplemental maintenance intervention, or (b) only code-based classroom instruction. February posttest measures assessed oral reading fluency, word reading, nonword reading, and comprehension. Between-group analyses indicated that instructional groups did not differ on any posttest measure. The students' absolute levels of achievement were compared to national and local normative samples. These results indicated that between 75% and 100% of students in both conditions attained posttest levels and demonstrated growth comparable to their average-achieving peers. These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction.  相似文献   

8.
Abstract

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1.  相似文献   

9.
This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was also explored. Results showed that fourth grade morphological awareness did not make a significant unique direct effect on fifth grade reading comprehension, controlling for phonological decoding, word reading, and reading vocabulary. Fourth grade morphological awareness did, though, make a unique moderate total contribution to fifth grade reading comprehension with reading vocabulary, but not word reading, mediating the relationship when controlling for phonological decoding. In contrast, phonological decoding made a nonsignificant total contribution to reading comprehension with neither word reading nor reading vocabulary mediating the relationship when controlling for morphological awareness. Alternative models were also explored, showing the importance of including both predictors in a model of ELL reading comprehension, primarily to include the support of phonological decoding to word reading and the support of morphological awareness to reading comprehension via reading vocabulary. Results highlighted the importance of morphological awareness in facilitating reading comprehension via improving reading vocabulary knowledge, and also the potential of interventions involving morphological instruction to support reading achievement for Spanish-speaking ELLs.  相似文献   

10.
Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children.  相似文献   

11.
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   

12.
Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed.  相似文献   

13.
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   

14.
A sample of 169 German children were tested in general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool. These tests were used as independent measures predicting performance on second grade reading comprehension, word discrimination, and word decoding speed. Tests of verbal ability, memory capacity, and phonological awareness were also given over a year later in elementary school. After determining that the influence of verbal ability, memory capacity, and phonological awareness on reading comprehension was comparable when measured in preschool and elementary school, the effects of all preschool measures on the three dependent reading measures were assessed. These analyses revealed differential main effects and interactions for the three dependent measures. However, a significant three-way interaction among lexical access, memory capacity, and phonological awareness was found for all three reading measures. These results indicate that the interaction and subsequent effects of these linguistic skills precedes and influences reading acquisition. This is contrary to the view that these skills interact as a result of reading experience. The implications of these results, as well as comparisons of conducting such studies with German rather than English speaking children are discussed.  相似文献   

15.
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers.  相似文献   

16.
We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children’s morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in addition to their phonological awareness, vocabulary, and nonverbal ability as control measures. Path analyses revealed that word reading skills partially mediated the relationship between morphological awareness and reading comprehension at each grade. Further, children’s early morphological awareness partially explained children’s gains in reading comprehension, and their early reading comprehension partially explained their gains in morphological awareness. These findings support the predictions of recent models of reading comprehension: that morphological awareness impacts reading comprehension both indirectly through word reading skills and directly through the language system and that morphological awareness underpins the development of reading comprehension (e.g., Perfetti, Landi, & Oakhill, 2005).  相似文献   

17.
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   

18.
The contribution of morphological awareness to reading comprehension in Hebrew was studied in 298 second grade students who practiced two types of inflections, plural and possessive. Reading tasks at the beginning and end of the school year indicated that all improved on all tests in that period. Orthographic word recognition and morphological awareness predicted reading comprehension at the end of year. Students with low (LPD) and high (HPD) phonological decoding skills clearly differed qualitatively in reading comprehension. In the HPD students it was predicted by awareness of possessive inflections; in the LPD students it was predicted by orthographic word recognition ability. The results highlight the importance of examining the different components of morphological awareness in readers with different levels of phonological decoding ability.  相似文献   

19.
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   

20.
The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the "language, IQ, and DA" factor. It was relatively distinct from two additional factors: (a) "speeded alphabetic knowledge and RAN" and (b) "task-oriented behavior." A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.  相似文献   

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