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1.
Xiuli Tong Catherine McBride-Chang Hua Shu Anita M-Y. Wong 《Scientific Studies of Reading》2013,17(5):426-452
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. 相似文献
2.
The purpose of the present study was to examine the contribution of metalinguistic skills—as measured through orthographic awareness, phonological awareness, and morphological awareness—to the English spelling ability of Grade 8 Chinese students who study English as a foreign language (EFL group) and of third graders in the U.S. whose first language is English (EL1 group). The two groups were initially matched through calculating the Flesch-Kincaid reading level of Chinese EFL students' textbooks and then through propensity score matching, taking into consideration various predictors. Using multiple regression and dominance analysis, we compared the models of metalinguistic awareness that predict English word spelling between the two groups. We found that orthographic awareness and morphological awareness were uniquely related to spelling for the EL1 group, whereas morphological awareness, orthographic awareness and phonological awareness were uniquely related to spelling for the EFL group, after accounting for the effect of vocabulary. Further analysis of relative importance of the predictors showed that orthographic choice was the dominant predictor for the EL1 group and inflectional morpheme production was the dominant predictor for the EFL group. The importance of metalinguistic awareness in acquiring English spelling in both EL1 and EFL groups is discussed. 相似文献
3.
Kenn Apel Elizabeth B. Wilson-Fowler Danielle Brimo Nancy A. Perrin 《Reading and writing》2012,25(6):1283-1305
Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N?=?56) and determined how these abilities predicted the children??s reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling. 相似文献
4.
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
5.
C. McBride-Chang H. Cheung B. W.-Y. Chow C. S.-L. Chow L. Choi 《Reading and writing》2006,19(7):695-716
How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages. 相似文献
6.
Young-Suk Kim Stephanie Al Otaiba Cynthia Puranik Jessica Sidler Folsom Luana Gruelich 《Reading and writing》2014,27(2):237-253
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity. 相似文献
7.
8.
We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor of orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of orthographic processing skills and support the idea that RSN taps into automaticity/efficiency of processing print-sound mappings. 相似文献
9.
Connie Suk-han Ho 《Reading and writing》2014,27(9):1673-1701
The present 4-year longitudinal study examined preschool predictors of Grade 1 dyslexia status in a Chinese population in Hong Kong where children started learning to read at the age of three. Seventy-five and 39 Chinese children with high and low familial risk respectively were tested on Chinese word reading, oral language skills, morphological awareness, phonological skills, rapid naming, and print-related skills from age 4 to 6 and a standardized dyslexia test at age 7. Results showed that children of the high risk group performed significantly worse than the low risk group in Chinese literacy, phonological awareness, and orthographic skills at age 7. All the children with dyslexia had word reading difficulties in at least one preschool year. Results of the logistic regression showed that preschool verbal production, syllable deletion, and letter naming were the best predictors of dyslexia outcome at age 7. As in alphabetic languages, preschool oral language skills like verbal production, phonological skills, and print-related skills are the most significant predictors of children’s later reading difficulties. 相似文献
10.
The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e.,
phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of
conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of
215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name
knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s
initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light
of characteristics of the Korean language and writing system. 相似文献
11.
Children's early spelling attempts (invented spellings) and underlying component skills were evaluated in a sample (N = 115) of 5-year-old children. Letter-sound knowledge and phoneme awareness were shown to be important predictors of invented spelling performance in this age group. The results also showed associations between invented spelling and measures of orthographic awareness and morphological processing. The findings support the view that invented spelling is a developmentally complex and important early literacy skill that involves phonemic awareness, letter sound knowledge, and other oral language skills and orthographic knowledge. 相似文献
12.
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
13.
Monique Sanchez Annie Magnan Jean Ecalle 《European Journal of Psychology of Education - EJPE》2012,27(3):299-317
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children’s early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A short longitudinal study was conducted with French-speaking children. Beyond phonological and morphological knowledge, identified here as in many other studies, the results provided evidence of a level of orthographic knowledge in the Kg children who exhibited an ability to process graphotactic constraints (i.e., legal combinations of letters). Moreover, whatever the type of items (affixed, pseudo-affixed, regular, or irregular words) being processed, either in reading or in spelling, letter naming was seen to be the strongest predictor of reading and spelling performance. The second important predictor related to phonological knowledge and more particularly phoneme extraction as a proximal predictor. Morphological knowledge appeared to be less important, and finally, the smallest contribution was made by orthographic knowledge. 相似文献
14.
Ninety-four Mainland Chinese children in the second and third years of kindergarten (mean age = 65 months, SD = 6.94) were tested on Pinyin letter-name knowledge, invented Pinyin spelling, general copying skills of unfamiliar print (in Korean, Hebrew and Vietnamese, ultimately combined to create a pure copying factor), delayed copying of characters, nonverbal reasoning, vocabulary knowledge, speeded number-naming, syllable deletion, and morphological awareness in order to examine unique correlates of beginning Chinese word reading and writing, which were also tested. With age, kindergarten level, and nonverbal reasoning statistically controlled, morphological awareness, speeded naming, and Pinyin letter-name knowledge uniquely explained Chinese word reading, whereas both the pure copying factor and delayed copying independently explained 11 and 5 % variance in Chinese word writing, respectively. Findings suggest a somewhat independent trajectory of developing word reading and writing skills in very young Chinese children and highlight the potential importance of both print-dependent and print-independent copying skills for the development of early word writing skill in Chinese. 相似文献
15.
Young-Suk Kim Stephanie Al Otaiba Jessica Folsom Sidler Luana Gruelich 《Early childhood research quarterly》2013
We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers’ responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers’ responsiveness for writing development. 相似文献
16.
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
17.
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
18.
This study examined the importance of morphological awareness in Korean–English biliteracy acquisition. English is an opaque orthographic system, in which letters and sounds have indirect correspondences. Korean Hangul, on the other hand, is a transparent orthographic system where there are direct letter-sound correspondences. Sixty-five children from Grades 2 to 4 were tested on a set of comparable Korean and English tasks tapping into oral vocabulary, phonemic awareness, morphological awareness, real word reading, and passage reading comprehension. Results showed that morphological awareness explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphological awareness is important not only in an opaque orthography but also in a transparent orthography. Furthermore, morphological awareness in one language uniquely predicted a significant amount of variance in reading real words in the other language, suggesting that morphological awareness facilitates word reading across different orthographies. 相似文献
19.
Monique Sénéchal Gene Ouellette Stephanie Pagan Rosemary Lever 《Reading and writing》2012,25(4):917-934
The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading
for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of
having difficulty acquiring reading skills. Children were randomly assigned to one of three training conditions: invented
spelling, phoneme segmentation, or storybook reading. All children participated in 16 small group sessions over 8 weeks. In
addition, children in the three training conditions received letter-knowledge training and worked on the same 40 stimulus
words that were created from an array of 14 letters. The findings were clear: on pretest, there were no differences between
the three conditions on measures of early literacy and vocabulary, but, after training, invented spelling children learned
to read more words than did the other children. As expected, the phoneme-segmentation and invented-spelling children were
better on phoneme awareness than were the storybook-reading children. Most interesting, however, both the invented spelling
and the phoneme-segmentation children performed similarly on phoneme awareness suggesting that the differential effect on
learning to read was not due to phoneme awareness per se. As such, the findings support the view that invented spelling is
an exploratory process that involves the integration of phoneme and orthographic representations. With guidance and developmentally
appropriate feedback, invented spelling provides a milieu for children to explore the relation between oral language and written
symbols that can facilitate their entry in reading. 相似文献
20.
Hong Li Hua Shu Catherine McBride‐Chang Hongyun Liu Hong Peng 《Journal of Research in Reading》2012,35(3):287-307
Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases. 相似文献