首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children responded to a questionnaire on home literacy activities and the teachers reported on children's task-focused behaviour. In Grades 1 and 2 the children's word decoding and reading fluency were assessed. Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages. Task-focused behaviour and letter knowledge in kindergarten predicted significantly nonword decoding in Grade 1, but their effect was stronger in English than in Greek. This pattern was not replicated for reading fluency in Grade 2.  相似文献   

2.
We examined the importance of children’s achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children’s use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its effects were comparable across languages.  相似文献   

3.
This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.  相似文献   

4.
This prospective, longitudinal study examined associations between whether and when children first acquire a mobile phone and their adjustment measures, among low-income Latinx children. Children (N = 263; 55% female; baseline Mage = 9.5) and their parents were assessed annually for 5 years from 2012. Children first acquired a mobile phone at a mean (SD) age of 11.62 (1.41) years. Pre-registered multilevel models tested associations linking phone ownership, phone acquisition age, and the interaction between ownership and acquisition age to levels and changing trends of depressive symptoms, school grades, and reported and objectively assessed sleep. Results showed no statistically significant associations, controlling the False Discovery Rate. Findings suggest an absence of meaningful links from mobile phone ownership and acquisition age to child adjustment.  相似文献   

5.
Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice.  相似文献   

6.
This investigation examined developmental aspects of 155 second‐graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word reading skills, low reading achievers (n = 63) and typical readers (n = 92) evinced significant differences in reading motivation. The former scored lower in overall reading motivation and self‐concept as a reader, as well as in reading achievement. Throughout the school year, low reading achievers showed a decline in overall motivation, self‐concept as a reader and literacy outloud, and did not improve in reading comprehension achievement. Reading motivation in typical readers remained high and steady during the school year. Implications of the results are discussed in relation to previous studies.  相似文献   

7.
This study examined the development of emerging self-regulation (SR) skills across the preschool years and relations to academic achievement in kindergarten and first grade. SR skills of 403 low-income African American and Latino children were measured at 2&1/2, 3&1/2, and 5 years (kindergarten). Reading and math skills were measured at 5 and 6 years (first grade) using the Woodcock–Johnson. Transactional relations between SR skills and achievement outcomes were estimated with latent difference score models. Increases in set shifting predicted prospective increases in reading, but not math scores. Increases in simple response inhibition predicted prospective increases in math, but not reading scores. Application of these findings to early intervention programming and needed supports for school readiness and achievement are discussed.  相似文献   

8.
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.  相似文献   

9.
We examined the importance of children’s classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n = 95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term memory. The teachers of the children also assessed their task-focused behavior. Nonword decoding, reading fluency, spelling, and reading comprehension measures were administered in grades 2 and 3. The results indicated that task-focused behavior accounted for unique variance in spelling and reading comprehension, even after controlling for the effects of autoregressor, non-verbal IQ, and phonological processing.  相似文献   

10.
The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task‐avoidant behaviour) or the amount of time spent with leisure reading and homework. Girls outperformed boys in all measures except for achievement behaviour. The models explaining PISA Reading were not different: For boys and girls, reading fluency, mastery orientation, leisure book reading and homework explained the variance in PISA Reading scores. The gender effect on PISA Reading was, however, for the most part mediated by differences in reading fluency. These findings suggest that while mastery orientation, homework activity and leisure book reading are concurrent predictors of PISA Reading over and above reading fluency, they do not explain gender difference.  相似文献   

11.
Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4–10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.  相似文献   

12.
This study explored longitudinal associations between early shared reading at 2 to 3 years of age and children’s later academic achievement. It examined the mediating role of children’s vocabulary and early academic skills, and the moderating effects of family’s socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Academic achievement was assessed at 8 to 9 years of age via standardized national test scores of literacy and mathematics achievement. Results indicated that early shared reading was associated with children’s academic achievement directly and indirectly through receptive vocabulary and early academic skills. Also, the frequency of early shared reading predicted the outcome measures, over and above other home learning activities. Associations were stronger among low and middle socioeconomic status groups compared to the high socioeconomic status group. We conclude that shared reading offers unique opportunities for adults to teach young children new words and concepts.  相似文献   

13.
This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial Mage = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.  相似文献   

14.
This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children's early attention span-persistence for later school achievement and educational attainment.  相似文献   

15.
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   

16.
The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with composite scholastic achievement (reading, math, language), both initially and at 4-year follow-up in an ethnically diverse sample of children (N = 317). Much of this influence, however, was attenuated by phonological short-term memory's contribution to near-term achievement and visuospatial short-term memory's contribution to long-term achievement. Domain-specific reading and math models showed similar results with some exceptions. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to our understanding of the mechanisms associated with individual differences in children's scholastic achievement, and have potential implications for identifying early predictors of children at risk for academic failure, and developing remedial programs targeting phonological and visuospatial short-term memory deficits in children with attention problems.  相似文献   

17.
This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%–2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or numeracy. Exploratory analyses with subsamples in each grade (n = 424–667) revealed no associations between delayed entry and achievement after controlling for inattention and hyperactivity, and negative associations between inattention and achievement in all grades in both domains (−0.33, −0.49 SD).  相似文献   

18.
This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment in the early years of reading instruction.  相似文献   

19.
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.  相似文献   

20.
This paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., “torn” misread as “town” or “tarn”), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6‐year‐old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., “bark”, “mark”, “dark” → “park” or “harm”) before attempting to read the CVCs a second time. Children’s reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference‐use helps to specify precise representations of CVC words from preliminary scaffolding errors.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号