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1.
Six different measures of orthographic processing (three different letter string choice tasks, two orthographic choice tasks, and a homophone choice task) were administered to thirty-nine children who had also been administered the word recognition subtest of the Metropolitan Achievement Test and a comprehensive battery of tasks assessing phonological processing skill (four measures of phonological sensitivity, nonword repetition, and pseudoword reading). The six orthographic tasks displayed moderate convergence – forming one reasonably coherent factor. Hierarchical regression analyses indicated that a composite measure of orthographic processing skill predicted variance in word recognition after variance accounted for by the phonological processing measures had been partialed out. A measure of print exposure predictedvariance in orthographic processing after the variance in phonologicalprocessing had been partialed out. 相似文献
2.
First-grade children completed a battery of tasks that included standardized measures of word recognition and spelling, measures of phonological and orthographic processing skill, and a short indicator of exposure to print via home literacy experiences. Phonological and orthographic processing skill were separable components of variance in word recognition. Orthographic processing ability accounted for variance in word recognition ability even after the variance in three phonological processing measures had been partialed. Additionally, variance in orthographic processing ability not explained by phonological abilities was reliably linked to differences in print exposure. The print exposure measure was not, however, linked to the measures of phonological processing. This finding was unexpected but it is consistent with some previous research. The theoretical implications of this result are discussed. 相似文献
3.
This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability. 相似文献
4.
While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children's prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word‐level and phrase‐level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth‐grade children (mean age 9.3 years). After controlling for phonological awareness and general rhythmic sensitivity, children's prosodic skills predicted unique variation in word‐reading accuracy and in reading comprehension. Phrase‐level prosodic skills, assessed by means of a reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development. 相似文献
5.
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
6.
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visual-orthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a “look and say” strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition. 相似文献
7.
This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered. 相似文献
8.
First-grade students (N = 221) were individually tested on a battery of cognitive and achievement measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automatized naming (RAN) of letters and objects, and reading. All tests were subjected to postacquisition scoring, and all RAN measures were segregated into measures of articulation time, pause time, and consistency of the pause time. Structural equation modeling demonstrated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of objects. Moreover, RAN letter reading constructs were significantly and directly predicted by the latent variables of phonological awareness, orthographic recognition, and general RAN object articulation and cognitive processing times. RAN letter naming constructs were also significantly and indirectly predicted by visual attention. The reading model was found to be consistent with a total mediation of the relation of phonological awareness and reading through RAN letter naming and supported the validity of the RAN letter naming subtest as a basic letter reading test. These findings supported the double-deficit hypothesis for letter reading. We suggest that phonological memory is a basic factor underlying general RAN cognitive processing time of objects and domain-specific information associated with phonemes and their graphic representations. 相似文献
9.
This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. A Chinese character recognition task was the Mandarin L1 reading metric. English L2 word reading was assessed by English real word reading and nonword decoding tasks. The importance of the auditory processing measures to reading was different in the two languages. Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness; while the reverse seems true for English L2 word reading in Mandarin-speaking children. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English. 相似文献
10.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing. 相似文献
11.
John R. Kirby S. Hélène Deacon Peter N. Bowers Leah Izenberg Lesly Wade-Woolley Rauno Parrila 《Reading and writing》2012,25(2):389-410
We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological
awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated
that the new measure had satisfactory reliability, and that morphological awareness was a significant predictor of word reading
accuracy and speed, pseudoword reading accuracy, text reading speed, and reading comprehension, after controlling the effects
of verbal and nonverbal ability and phonological awareness. Morphological awareness also explained variance in reading comprehension
after further controlling word reading. We conclude that morphological awareness has important roles in word reading and reading
comprehension, and we suggest that it should be included more frequently in assessments and instruction. 相似文献
12.
This paper focuses on the extent to which the development of ESL (English as a Second Language) word recognition skills mimics
similar trajectories in same-aged EL1 (English as a First Language) children, and the extent to which phonological processing
skills and rapid naming can be used to predict word recognition performance in ESL children. Two cohorts of Grade 1 ESL and
EL1 primary-level children were followed for two consecutive years. Results indicated that vocabulary knowledge, a measure
of language proficiency, and nonverbal intelligence were not significant predictors of word recognition in either group. Yet,
by considering individual differences in phonological awareness and rapid naming, it was possible to predict substantial amounts
of variance on word recognition performance six months and one year later in both language groups. Commonality analyses indicated
that phonological awareness and rapid naming contributed unique variance to word recognition performance. Moreover, the profiles
of not at-risk children in the EL1 and ESL groups were similar on all but the oral language measure, where EL1 children had
the advantage. In addition, EL1 and ESL profiles of children who had word-recognition difficulty were similar, with low performance
on rapid naming and phonological awareness. Results indicate that these measures are reliable indicators of potential reading
disability among ESL children. 相似文献
13.
Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献
14.
Xiujie Yang 《教育心理学》2020,40(7):893-911
AbstractThe present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics was assessed with procedural arithmetic and arithmetic story problems. Among 86 Chinese kindergarteners, phonological processing skills explained 20% of the variance in character reading and 28% of the variance in word reading; they accounted for 8% of the variance in arithmetic and 11% of the variance in story problem performance. Specifically, findings further highlight the general importance of phonological awareness in early Chinese single character reading, word reading, simple arithmetic and story problems, and the specific role of RAN in single character reading and simple arithmetic.
- Highlights
Phonological awareness and rapid automatised naming explained unique variance in Chinese single character reading and procedural arithmetic.
Only phonological awareness significantly accounted for unique variance in Chinese word reading and arithmetic story problems.
The associations of phonological awareness with procedural arithmetic and arithmetic story problem were maintained even beyond other variables.
15.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献
16.
Petrill SA Deater-Deckard K Thompson LA Dethorne LS Schatschneider C 《Journal of learning disabilities》2006,39(1):48-55
The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs. 相似文献
17.
It has been suggested that the differences observed for dyslexic readers compared to normal readers on tasks measuring visual sensitivity may simply be the result of differences between the two groups in general cognitive ability and/or attentional engagement. One common way to accommodate this proposal is to match normal and dyslexic readers on IQ. However, an explicit test of this suggestion is to take normal and dyslexic readers who differ on IQ—where IQ would be expected to explain reading ability—and determine if visual sensitivity can still account for reading skill, even when IQ is taken into account. In this study we explored the relative contributions of nonverbal IQ, visual sensitivity as measured by sensitivity to the frequency doubling illusion, and phonological and irregular word reading to reading ability. Visual sensitivity explained a significant amount of variance in reading ability, over and above nonverbal IQ, accounting for 6% of the unique variance in reading ability. Moreover, visual sensitivity was related primarily to irregular word reading rather than to nonsense word decoding. This study demonstrates that low-level visual sensitivity plays an intrinsic role in reading aptitude, even when IQ differences between normal and dyslexic readers are contrived to maximize the contribution of IQ to reading skill. These results challenge the suggestion that impaired visual sensitivity may be epiphenomenal to poor reading skills. 相似文献
18.
Individual differences in the quality of phonological representations of kindergarten children may be predictive of Grade
1 phonological awareness and reading development. Three longitudinal studies are presented that attempt to measure variance
in the quality of the phonological structures within lexical items using three tasks: non-word repetition, cued word fluency,
and a gated auditory word recognition task. Nonword repetition was a consistent predictor of later phonological awareness,
even after current phonological awareness and vocabulary knowledge were taken into account. The results of the three studies
provide inconclusive support for the theory that individual differences in the quality of phonological representations play
an important role in the development of explicit phonological awareness and reading acquisition. An important finding of the
third study is that caution needs to be maintained in measuring skills in preschoolers as stability of results can be an issue
when interpreting the relations between variables. However, the present studies do confirm that individual differences in
vocabulary, nonword repetition, and phonological awareness are important factors in predicting the development of reading
related skills. 相似文献
19.
Dana David Lesly Wade‐Woolley John R. Kirby Katharine Smithrim 《Journal of Research in Reading》2007,30(2):169-183
Rhythm production in 53 children in grade 1 was investigated as a predictor of reading ability in the same children in grades 1–5. This paper reports the results of correlations and hierarchical regression analyses, controlling for shared variance between phonological awareness and naming speed. Rhythm was correlated significantly with both phonological awareness and naming speed. Rhythm predicted significant variance in reading ability at each grade level. Once phonological awareness was controlled, however, rhythm was a significant predictor only in grade 5. When naming speed was controlled, rhythm predicted unique variance in reading ability in grades 2, 3 and 5. Implications for the relationship between rhythm and the development of reading skills are discussed. 相似文献
20.
The dissociation between phonological and orthographic processes in word reading was investigated in a study involving 147 children in grade 3. The criterion measure was a timed word reading test. Two tasks assessed phonological skills and two tasks assessed orthographical skills. Orthographic ability accounted for variance in word reading even after phonological ability had been controlled. Poor readers differed from skilled readers in the way phonological and orthographic factors were balanced. The relationship between the two factors was fairly strong among poor readers, whereas the correlation was low for more skilled readers. Furthermore, phonological factors played a much stronger role in explaining the variance in word reading among poor readers, while on the other hand, orthographic factors were more powerful among skilled readers. 相似文献