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1.
This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking
English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while
reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of
performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth
of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen
between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading
comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental
task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading
comprehension of Spanish-speaking ELLs.
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| Michael J. KiefferEmail: |
2.
Connectives (e.g., although, meanwhile) carry abstract meanings and often signal key relationships between text ideas. This study explored whether understanding of connectives represents a unique domain of vocabulary knowledge that provides special leverage for reading comprehension, and whether the contribution of knowledge of connectives to reading comprehension differs for students from distinct language backgrounds. Understanding of connectives, word reading efficiency and breadth of vocabulary knowledge of 75 English language learners (ELLs) and 75 English‐only (EO) fifth graders were assessed. Hierarchical multiple regression techniques revealed that understanding of connectives explained a sizeable and significant portion of unique variance in comprehension beyond that explained by breadth of vocabulary knowledge when controlling for word reading efficiency. The magnitude of this relationship was larger for EO students than for ELLs. Findings indicate that connectives play an important role in comprehension, but that the strength of their influence varies by readers’ linguistic background. 相似文献
3.
The present study examined the development of morphological awareness and its contribution to vocabulary and reading comprehension among young Chinese-speaking English language learners (ELLs). We focused on two aspects of morphological awareness: derivational awareness and compound awareness. Participants included 46 kindergarteners (younger cohort) and 34 first graders (older cohort) of Chinese descent in Canada at the beginning of the study. Children were administered a battery of English measures including derivational awareness, compound awareness, phonological awareness, receptive vocabulary, and reading comprehension at two time points spaced 1?year apart. Results demonstrated a steady growth in Chinese-speaking ELL children??s derivational and compound awareness from kindergarten to Grade 2. Importantly, for the first graders, morphological awareness accounted for unique variance in vocabulary concurrently, and unique variance in both vocabulary and reading comprehension a year later. Generally speaking, the variance explained by morphological awareness increased with grade level, and derivational awareness accounted for more variance in vocabulary and reading comprehension than did compound awareness. These results underscore the emerging importance of morphological awareness, especially derivational awareness, in young Chinese-speaking ELL children??s English reading development. 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.
This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade
for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years;
120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores
showed quadratic growth over the course of the study. The sample’s reading comprehension, but not their word decoding, began
to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and
oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research. 相似文献
6.
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities
(RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh
graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and
38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness,
and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness
but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a
contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally,
results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension
beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence
of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition
process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality
hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD
students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as
well as comprehension abilities. 相似文献
7.
Donald Shankweiler Eric Lundquist Lois G. Dreyer Cheryl C. Dickinson 《Reading and writing》1996,8(3):267-294
Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level. 相似文献
8.
This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word‐level reading to Grade 6 reading comprehension was examined. The reading comprehension trajectory was non‐linear in ELLs but linear in EL1s. Syntax predicted consistently rate of growth in reading comprehension. ELLs consistently underperformed EL1s on reading comprehension. Word‐level reading and all components of language (vocabulary, syntax and listening comprehension) remained stable predictors of Grade 6 reading comprehension. Grade 1 phonological awareness, naming speed and working memory predicted reading comprehension in Grade 6, as did Grade 4 phonological short‐term memory. Results support an augmented Simple View of Reading that includes cognitive, word‐level and language components, and underscore the importance of considering developmental changes in the constructs. 相似文献
9.
We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children’s morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in addition to their phonological awareness, vocabulary, and nonverbal ability as control measures. Path analyses revealed that word reading skills partially mediated the relationship between morphological awareness and reading comprehension at each grade. Further, children’s early morphological awareness partially explained children’s gains in reading comprehension, and their early reading comprehension partially explained their gains in morphological awareness. These findings support the predictions of recent models of reading comprehension: that morphological awareness impacts reading comprehension both indirectly through word reading skills and directly through the language system and that morphological awareness underpins the development of reading comprehension (e.g., Perfetti, Landi, & Oakhill, 2005). 相似文献
10.
The relationship of morphological analysis and morphological decoding to reading comprehension 
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下载免费PDF全文 The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula. 相似文献
11.
Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction 总被引：1，自引：0，他引：1
The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with
a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in
the transitional bilingual and dual-language programs had significantly higher scores than the students in the English immersion
program on the Spanish reading and oral language measures and significantly lower scores on the English reading comprehension
and oral language measures. Multiple-group path models showed that the predictors of third grade English and Spanish reading
comprehension did not differ across the three programs. Spanish phonological/decoding skill and oral language in first grade
mediated the association between Spanish phonological/decoding skill and oral language in kindergarten and third grade Spanish
reading comprehension. English phonological/decoding, Spanish phonological/decoding skill, and English oral language in first
grade mediated the link between Spanish phonological/decoding skill in kindergarten and third grade English reading comprehension. 相似文献
12.
This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N?=?163) and first grade students (N?=?305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders?? reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children??s level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish. 相似文献
13.
The contribution of morphological awareness to reading comprehension in Hebrew was studied in 298 second grade students who practiced two types of inflections, plural and possessive. Reading tasks at the beginning and end of the school year indicated that all improved on all tests in that period. Orthographic word recognition and morphological awareness predicted reading comprehension at the end of year. Students with low (LPD) and high (HPD) phonological decoding skills clearly differed qualitatively in reading comprehension. In the HPD students it was predicted by awareness of possessive inflections; in the LPD students it was predicted by orthographic word recognition ability. The results highlight the importance of examining the different components of morphological awareness in readers with different levels of phonological decoding ability. 相似文献
14.
The present study sought to clarify the relations amongst serial decoding, irregular word recognition, listening comprehension, facets of oral vocabulary and reading comprehension in two cohorts of children differing in reading level. In the process, the components of the simple view of reading were evaluated. Students in grades 1 (n = 67) and 6 (n = 56) were assessed on measures of phonological awareness, decoding, irregular word recognition, listening comprehension, oral vocabulary, and reading comprehension. Even when all other measures were controlled, vocabulary was found to explain reading comprehension in grade 6 but not grade 1. Vocabulary also predicted decoding in grade 6 and irregular word recognition in both grades. These results are interpreted as supporting a not-so-simple view of the constructs underlying reading comprehension that acknowledges complex connections between print skills and oral language. 相似文献
15.
Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed. 相似文献
16.
This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading. Cross-linguistic transfer of morphological awareness was observed from Spanish to English, but not from English to Spanish. These results suggest that morphological awareness is important for word reading in Spanish, a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s L1 is associated with word reading in English, their L2. 相似文献
17.
Nicole Harlaar Laurie Cutting Kirby Deater-Deckard Laura S. DeThorne Laura M. Justice Chris Schatschneider Lee A. Thompson Stephen A. Petrill 《Annals of dyslexia》2010,60(2):265-288
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding
and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension
were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word
recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared
environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading
comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening
comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading
comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence
for a genetic basis to the “Simple View” of reading. 相似文献
18.
Yuuko Uchikoshi 《Reading and writing》2013,26(6):913-939
In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed. 相似文献
19.
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
20.
Jing Zhao L. Quentin Dixon Blanca Quiroz Si Chen 《Early Childhood Education Journal》2017,45(1):27-34
In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish–English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart. We also tested the children’s Spanish and English vocabulary and phonological awareness at Time 1. We used multiple regression models to examine the predictive value of vocabulary to word reading cross-linguistically and longitudinally. Results showed that within (Spanish or English) language and concurrent predictions were stronger than cross-language and longitudinal predictions; however, Spanish vocabulary was a significant and unique predictor of English word reading longitudinally. Spanish phonological awareness also played an important role in the relationship between vocabulary and word reading. Our results suggest that helping Spanish-speaking children build their Spanish vocabulary can also improve their English word reading ability. 相似文献