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1.
To examine phonological core deficits and variable orthographic competence, Dutch poor readers were investigated as they began instruction in reading in English (at about 14 years of age). A subgroup of poor readers with good orthographic competence in English (Poor/Good) and a subgroup with poor orthographic competence in English (Poor/Poor) were identified. Verbal and reading tasks in Dutch and English were assessed twice within a 10-month interval, and the scores of the two measurements were combined to gain stability. For both subgroups, we found indications that phonological core deficits and variable differences in orthographic competence transferred across the two languages. However, the Poor/Good subgroup did not show the weaknesses in serial rapid naming and semantic fluency of the Poor/Poor subgroup in both languages. Moreover, the Poor/Good readers were relatively good in reading skills and verbal learning in English. They had a specific reading disability at the phonemic level but also had compensatory skills at the level of syllables and words that help them to acquire English as second language. In contrast, the Poor/Poor subgroup had a more general reading disability, most prominently present in L2. The results are discussed in terms of orthographic differences between Dutch and English, the phonological-core variable-differences model, and "subtypes" of dyslexia. 相似文献
2.
Deaf children's use of phonological coding: evidence from reading, spelling, and working memory 总被引：3，自引：0，他引：3
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding. 相似文献
3.
Zarić Jelena Hasselhorn Marcus Nagler Telse 《European Journal of Psychology of Education - EJPE》2021,36(1):21-43
It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.
相似文献4.
According to the Multiple Connections Model, children bring to the task of learning to read varying degrees of skill in three orthographic coding procedures for written words (whole words, single letters, and letter clusters) and in three phonological coding procedures for spoken words (phonetic or name codes, phonemes, and syllables) and thus in ability to form connections between corresponding orthographic and phonological codes: whole word-phonetic/semantic code, letter-phoneme, and letter cluster-syllable/subsyllable. In Phase I of this intervention study only orthographic and phonological coding were remediated. In Phase II explicit teaching in reading was provided that emphasized the multiple orthographic-phonological connections above. Overall the group improved from about one standard deviation below the mean to approximately the mean standard score for grade in reading real words (whole word and subword connections) and in reading nonwords (subword connections only) after an average of 28.7 sessions of about 40 minutes each. Overall 70% of the individuals showed significant gains in reading real words and 90% of the individuals showed significant gains in reading nonwords. The intervention was most effective in creating whole word-phonetic/semantic connections and least effective in creating letter-phoneme connections. These results demonstrate that theory-driven intervention during a critical developmental period in reading acquisition may prevent more serious reading disabilities. 相似文献
5.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
6.
This paper explores the relationship between speech and spelling in a single-case study of developmental dyslexia. JM, a developmental dyslexic with a well-documented history of speech, reading and spelling difficulties, was examined when he was 13–14 years old. He still had subtle articulation difficulties causing some disfluency and his use of phonetic voicing was atypical. We argue that these difficulties were recapitulated in his spelling where he was more sensitive to the prosodic aspects of words than normal spellers, exhibiting a strong tendency to spell accurately words which are stressed on the first, rather than the second syllable. He also had more difficulty with phonetic voicing and spelling errors reflected this uncertainty. Thus, when word-specific (orthographic) spelling information is unavailable, JM, like all spellers, must make use of phonological spelling strategies. In his case, these are compromised because of underlying phonological speech problems. It is argued that, while young children make use of a phonological frame on which to organize orthographic information, dyslexics, like JM, who have inadequate phonological representations, are unable to do so. This has a detrimental effect on their acquisition of spelling. 相似文献
7.
Nathlie A. Badian 《Annals of dyslexia》1994,44(1):1-25
Because of the research demonstrating the roles of phonological awareness, serial naming speed, and orthographic processing
in reading, a test of each of these skills was added to a preschool screening battery. The main aim of the study was to determine
whether these measures would contribute to the prediction of reading. The 118 subjects were first tested six months before
kindergarten entry and were followed up 19 and 24 months later. Each additional screening test made a significant, independent
contribution to the prediction of early first grade word reading/spelling, after the contributions of a parent rating of preschool
reading ability (PRA), verbal IQ, socio-economic status (SES), and chronological age were accounted for. With letter naming
and PRA, the additional tests were responsible for 62 percent of the variance. The orthographic test made the largest single
contribution (32%) to the variance in word reading/spelling.
Variables contributing significantly to the prediction of later first grade reading comprehension were (in order of proportion
of the variance accounted for) letter naming, sentence memory, object naming speed, the orthographic test, and SES. The revised
preschool screening battery correctly identified 91 percent of individual first grade good and poor readers. It was concluded
that preschool measures of phonological awareness, serial naming speed, and orthographic processing make a strong contribution
to prediction of first grade reading. 相似文献
8.
Poor readers are known to do consistently worsethan their normal reading peers on tasks ofphonological processing. They are characterizedby their difficulties in printed wordrecognition, phonological awareness andphonological decoding. An increasing body ofevidence points to deficits in speechperception as a source of subtle but ramifyingeffects in reading impaired children andadults. These deficits may be traced to poorlycoded phonological representations. Thisarticle will attempt to explain poor readers'difficulties in phonological coding by drawingon a gestural account speech development.Implications of this approach for readingintervention will be presented. 相似文献
9.
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
10.
College students, scoring average to above-average on WRAT-R subscales for reading and spelling, made match/nonmatch judgments on word pairs either on the basis of phonological similarity (a rhyme match) or orthographic similarity (a visual match). Word pairs rhymed and looked similar, rhymed but looked dissimilar, or looked similar but did not rhyme. Word pairs for which a nonmatch decision had to be made, despite similarity in the irrelevant dimension, produced significantly more errors and longer response latencies. Poorer readers were less vulnerable to phonological interference when making visual discriminations, and poorer readers and spellers were more vulnerable to orthographic interference when making rhyme matches. Results showed that a deficiency in phonological coding and an over-reliance upon orthographic coding, often observed in dyslexic children, can also be seen in relatively poor readers and spellers within a normal adult population. 相似文献
11.
The correlates of spelling impairment wereexamined in children with histories of earlyspeech sound disorders. The spelling errors of52 children with histories of speech sounddisorders were analyzed to predict theassociation between weaknesses in expressivelanguage skills in early childhood andschool-age spelling abilities. Resultsrevealed that children with preschool speechsound and language problems became poorerspellers at school age than did children withpreschool speech sound disorders only. However, even children with isolated speechsound disorders demonstrated a weakness inspelling skills relative to their reading andlanguage abilities and Weschler Performance IQ.Measures of phonological awareness were highlycorrelated with spelling skills, suggestingthat phonological processing abilities arerelated to the ability to spell phoneticallypredictable words. Analysis of spelling errorsbased on level of phonological awareness skillrevealed that children with preschool speechsound disorders utilize phonetic strategies inspelling phonetically predictable words. Familial aggregation of spelling disorderssuggests a possible genetic component that ismodified by gender. 相似文献
12.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. 相似文献
13.
14.
Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure and nonsignificantly better than controls on the GA measure. The Group × Measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness. 相似文献
15.
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
16.
The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. 总被引：3，自引：0，他引：3
A Cornwall 《Journal of learning disabilities》1992,25(8):532-538
The present study examined the relationship of phonological awareness, naming speed, and verbal memory to the scores obtained from five tests assessing word attack, word identification, reading comprehension, and spelling skills in 54 children with severe reading disabilities (48 boys and 6 girls; M age = 9 years, 7 months). Multiple regression analyses indicated that the best predictor of achievement across the five academic tests was the Verbal Comprehension factor from the Wechsler Intelligence Scale for Children-Revised. Age, socioeconomic status (SES), and externalizing behavior problems were also significant predictors of achievement, depending on the academic measure. After controlling for age, SES, behavior problems, and intelligence, the phonological awareness task added significantly to the prediction of word attack, spelling, and reading comprehension scores; rapid letter naming added significantly to the prediction of word identification and prose passage speed and accuracy scores; and a word-list memory task added significantly to the prediction of word recognition scores. These results suggest that several independent processes interact to determine the extent and severity of reading problems. 相似文献
17.
Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time-points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling. 相似文献
18.
Karen L. Ford Sonia Q. Cabell Timothy R. Konold Marcia Invernizzi Lauren B. Gartland 《Reading and writing》2013,26(6):889-912
This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students’ individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. 相似文献
19.
Porpodas CD 《Journal of learning disabilities》1999,32(5):406-416
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words. 相似文献
20.
Lap‐yan Lo Pui‐sze Yeung Connie Suk‐Han Ho David Wai‐ock Chan Kevin Chung 《Journal of Research in Reading》2016,39(4):367-388
The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2‐year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters. 相似文献