共查询到20条相似文献，搜索用时 15 毫秒
1.
Emily J. Solari Terese C. Aceves Ignacio Higareda Cara Richards‐Tutor Alexis L. Filippini Michael M. Gerber Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency. 相似文献
2.
Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were assigned to two groups for an 8-week intervention period. Treatment Group 1 used a computer-based literacy program with English oral language instructions. Treatment Group 2 used a computer-based literacy program with Spanish oral language instructions. Data indicated that all participants experienced significant growth in fluency, word reading, and passage comprehension. Results revealed no significant difference between the two groups in the areas of fluency or word reading. However, the students who received Spanish language support via the computer had significantly higher scores in the area of reading comprehension. 相似文献
3.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
4.
The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills. 相似文献
5.
Vincent Goetry Lesly Wade‐Woolley Rgine Kolinsky Philippe Mousty 《Journal of Research in Reading》2006,29(3):349-362
French and Dutch differ regarding the manifestations and lexical functions of the stress pattern of words. The present study examined group differences in stress processing abilities between French‐native and Dutch‐native listeners, thus extending previous cross‐linguistic comparisons involving Spanish‐native and French‐native adults. The results show that Dutch‐native first‐graders significantly outperformed French monolinguals, and that French‐native listeners schooled in Dutch produced intermediary performances, suggesting that stress‐processing abilities are a learnable set of skills. The present study also examined the contribution of stress processing abilities to reading development in Dutch, a stress‐based language, compared to that in French, a syllable‐based language. Although the expected correlation between stress processing abilities and reading was not observed in the Dutch monolinguals, such correlation was observed in the French‐native bilinguals schooled in Dutch and not in the Dutch‐native bilinguals schooled in French. This suggests that stress processing abilities influence reading development in a second, stress‐based, language. Moreover, the monolinguals and bilinguals schooled in Dutch showed significant associations between lexical development and stress processing abilities. Ways in which prosody might be involved in lexical and reading development are explored and discussed. 相似文献
6.
Multisyllabic words have been neglected in determining the relationship between spelling and sound in reading development. In a preliminary exploration of this topic, sensitivity to the phonological and orthographic composition of multisyllabic words and nonwords is examined amongst a group of English‐speaking 11‐year‐olds. The nature of the English language suggests that the syllable structure and stress pattern of words may influence the acquisition of higher‐order reading skills. A phonological awareness task confirms that syllable boundaries are ambiguous in certain English words. Furthermore, accuracy at reading multisyllabic words and nonwords appears sensitive to this ambiguity as a small advantage emerges for stimuli with more stable syllable structures. Nonword but not word reading is affected by syllable length, and nonwords are assigned stress patterns which appear to be related to the lexical syllables that were used to construct these items. These findings are related to current connectionist models of word recognition. 相似文献
7.
AbstractThis study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1. 相似文献
8.
Cevriye Ergül Meral Çilem Ökcün-Akçamuş Gözde Akoğlu Seher Yalçın Burcu Kılıç Tülü Zeynep Bahap Kudret 《Psychology in the schools》2023,60(1):234-254
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. 相似文献
9.
Nathalie J. Veenendaal Margriet A. Groen Ludo Verhoeven 《Journal of Research in Reading》2015,38(3):213-225
Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to decoding efficiency and language comprehension. One hundred and six Dutch primary school children from fourth grade participated in this study and were assessed on decoding efficiency, vocabulary, syntactic ability, reading fluency performance and reading comprehension skills. Regression analysis showed that text reading prosody, not text reading rate, explained additional variance in reading comprehension performance when decoding efficiency and language comprehension were controlled for. This result suggests that the inclusion of text reading prosody as an aspect of text reading fluency is justified and that a natural intonation is associated with better comprehension of what is read. 相似文献
10.
In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the
upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language
(L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development
in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning
skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2
learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed
that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and
reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources
had an impact on reading literacy in L1 learners but not in L2 learners. 相似文献
11.
Jon F. Miller John Heilmann Ann Nockerts Aquiles Iglesias Leah Fabiano David J. Francis 《Learning disabilities research & practice》2006,21(1):30-43
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross‐language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages. 相似文献
12.
Xiuli Tong Catherine McBride‐Chang Anita M.‐Y. Wong Hua Shu Pieter Reitsma Judith Rispens 《Journal of Research in Reading》2011,34(3):315-332
This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese. 相似文献
13.
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
14.
Shawn Kent Jeanne Wanzek Yaacov Petscher Stephanie Al Otaiba Young-Suk Kim 《Reading and writing》2014,27(7):1163-1188
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. 相似文献
15.
This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum‐Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795–806, 2007. 相似文献
16.
Ummuhan Yesil-Dagli 《Early childhood research quarterly》2011,26(1):15
The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate the predictive role of English letter naming fluency, initial sound fluency, and vocabulary skills at the time of kindergarten entry for first grade English oral reading fluency and to examine the variability in language and literacy skills of ELL students by their demographic characteristics. The data for this study came from the Progress Monitoring and Reporting Network (PMRN), and were collected from Florida's Reading First schools. Letter Naming Fluency, Initial Sound Fluency, and Oral Reading Fluency components of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Peabody Picture Vocabulary Test were used as measures. Hierarchical Linear Modeling was used to analyze the curvilinear growth of ELL students’ first grade oral reading fluency. The results of this study revealed that kindergarten English letter naming fluency was the best predictor and vocabulary skills were the second best predictor of oral reading fluency in the first grade, followed by initial sound fluency. On average, male ELL students compared to female ELL students, ELL students eligible for free or reduced price lunch eligibility (FRPL) compared to those not eligible for FRPL, and Hispanic ELL students compared to White ELL students read fewer words at the beginning of the first grade and showed a slower growth rate. English oral reading fluency scores of Asian ELL students were the highest. 相似文献
17.
Riikka Hirvonen George K. Georgiou Marja‐Kristiina Lerkkanen Kaisa Aunola Jari‐Erik Nurmi 《Journal of Research in Reading》2010,33(3):302-319
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour. 相似文献
18.
The current study explored whether a reading intervention combining flexibly applied multisyllabic word‐decoding strategies with evidence‐based fluency strategies was effective in improving the science text reading skills of upper‐elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A delayed multiple baseline design was utilized, with a staggered 3‐week baseline followed by 8 weeks of reading intervention. Three students demonstrated small to moderate gains in reading fluency on science instructional passages, but no generalized gains in reading fluency on standardized passages. All students demonstrated direct gains in multisyllabic word‐decoding accuracy on science instructional passages, but no generalized gains in decoding accuracy on standardized passages. Participating students rated the intervention favorably and perceived gains in their reading skills. These findings support the use of science curricular passages when implementing reading interventions to enhance students’ ability to access the curriculum. 相似文献
19.
Wijaythilake M. A. D. K. Parrila R. Inoue Tomohiro Nag Sonali 《Reading and writing》2019,32(7):1881-1907
We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.
相似文献20.
Young-Suk Kim 《Reading and writing》2009,22(8):907-931
This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the
relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results
revealed that although both letter-name knowledge and phonological awareness made unique contributions to literacy skills
(i.e., word reading, pseudoword reading, and spelling), letter-name knowledge played a more important role than phonological
awareness in literacy acquisition in Korean. Letter-name knowledge explained appreciably greater amount of variance and had
larger effect sizes in literacy skills. Furthermore, children with greater syllable, body (e.g., segmenting cat into ca-t), and phoneme awareness had higher levels of letter-name knowledge. In particular, children’s syllable awareness and body
awareness were positively associated with their letter-name knowledge, even after controlling for children’s phoneme awareness.
These results suggest that Korean children’s awareness of larger phonological units (i.e., syllable and body) in addition
to phoneme awareness may mediate the relationship between letter-name knowledge and literacy acquisition in Korean, in contrast
with previous findings in English that have demonstrated a positive relationship only between phoneme awareness and letter-name
knowledge, and the hypothesis that phoneme awareness mediates the relationship between letter-name knowledge and literacy
acquisition. 相似文献