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1.
The present study evaluated which components within the simple view of reading model better predicted reading comprehension in a sample of bilingual language-minority children exposed to Italian, a highly transparent language, as a second language. The sample included 260 typically developing bilingual children who were attending either the first 2 years (n = 95) or the last 3 years (n = 165) of primary school and who had Italian as an instructional language. Children were administered a comprehensive battery for the assessment of decoding skills, listening comprehension, and reading comprehension latent variables. Results showed that, in both groups, listening comprehension was the most powerful predictor of reading comprehension, followed, only for younger children, by reading accuracy. Reading speed was not a significant predictor. These results confirmed the primary role of listening comprehension in predicting reading comprehension in bilinguals and added important evidence regarding the role of reading accuracy as a predictor of reading comprehension.  相似文献   

2.
ABSTRACT

The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.  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 study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed.  相似文献   

5.
ABSTRACT

We evaluated the effects of TutorBright tutoring on the reading and mathematics skills of children in family foster care, examined several potential moderators of the impact of tutoring, and explored possible ‘spill-over’ effects on the children’s executive functioning and behavioural difficulties and on their caregivers’ level of involvement in schoolwork in the home. The sample consisted of 70 children in care in Ontario, Canada. At the pre-test, the children were aged 5–16 years (M = 10.41, SD = 2.94) and enrolled in school grades 1–11 (M = 5.53, SD = 2.90). Thirty-four children were randomly assigned to tutoring and 36 to a waiting list control condition. Seven subtests from the Woodcock-Johnson III (WJ-III) achievement test served as outcome measures. The tutored children made statistically greater gains than those in the control group on the WJ-III subtests of Reading Fluency, Reading Comprehension, and Mathematics Calculation, but not on Word Reading, Spelling, Math Fluency, or Applied Math Problems. Age, executive functioning, caregiver controlling involvement in schoolwork, and self-reported post-traumatic stress disorder symptoms were found to moderate the effectiveness of tutoring. There were no spill-over effects of tutoring. The implications of the results for improving foster children’s reading and mathematics skills were discussed.  相似文献   

6.
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7.
In this longitudinal study, we examined the relationship between primary grade (K–2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since kindergarten entry. As expected, early skills, especially those in English, contributed to later RC outcomes. Most uniquely, we identified a developmental shift in the contribution of language- and word-based skills on students’ RC outcomes. Specifically, word-based skills were consistently predictive of Grade 5 RC outcomes, whereas the contribution of language-based skills emerged for Grade 8 RC outcomes. Finally, we also found that the relationship between early skills and later RC outcomes varied depending on students’ RC levels. These results underscore the increasingly important role that early language-based skills play for later English reading comprehension outcomes, and we discuss theoretical and practical implications of this work.  相似文献   

8.
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.  相似文献   

9.
This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures.  相似文献   

10.
This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement parameter(s) (fixation count, first fixation duration, regression, and/or skipping) to address, and informed about changes achieved in preceding sessions. Control group participants (n = 13) were told that self-instruction to read faster would produce training gains. Total fixation times decreased significantly more for training than for control group participants. Important to note, faster reading did not impair comprehension. Results are interpreted as first indications for a possible applicability of the feedback approach to silent reading. In addition to implications for future studies, alternative result interpretations (e.g., motivational effects, reduction of mindless reading) are discussed.  相似文献   

11.
The aim of this study was to determine the effects of an educational computer game, Lola’s World, on low-performing children’s early numeracy skills. Four preschools with 33 children from families of low socio-economic status (M age = 5.5 years) took part in this study. Of the 33 children, 23 were split randomly into two groups: an intervention group playing a numeracy game (Lola’s World) and an active control group playing an early reading skills game (Lola’s ABC party). The remaining 10 children served as a passive control group. The intervention phase lasted three weeks, during which time the children played the games daily for about 15 min. The children’s numeracy skills were measured using the Early Numeracy Test. Those children (n = 22) who exhibited low numeracy (i.e. at risk for learning difficulties in mathematics) were included in the analyses. The three groups did not differ in terms of parental educational levels or home languages. They were comparable in terms of nonverbal reasoning and the amount of time spent playing. The Lola’s World group improved its early numeracy performance from pretest to post-test. No between-group differences were found. The results are discussed in relation to providing game-based support for low-performing preschoolers.  相似文献   

12.
Research Findings. The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy. This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness.  相似文献   

13.
The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene–environment correlation mechanisms underpinning atypical literacy development.  相似文献   

14.
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (Mage = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD.  相似文献   

15.
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.  相似文献   

16.
Abstract

Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902 underachieving students in their second to fifth years of primary education. The students differed in their reading profiles. The interventions were implemented in a regular school context. Intervention in the three pathways improved reading accuracy and comprehension for both the younger (Years 2 and 3) and older (Years 4 and 5) age groups. The pattern in accuracy gains across the three pathways was similar for each group, with the older students making smaller gains. Reading profiles influenced the rate or amount of gain. For comprehension, the phonological and oral language pathways yielded higher gains for both age groups than the orthographic pathway. The most at-risk students showed the highest gains. The implications for intervention are discussed.  相似文献   

17.
Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64–2.49, ps < .05) suggests that this comprehensive model offers hope for closing the achievement gap.  相似文献   

18.
We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7-year-old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. These results show that interventions to boost phonological skills need to be integrated with the teaching of reading if they are to be maximally effective in improving literacy skills.  相似文献   

19.
Research Findings: Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in early development is increasingly emphasized, less is known about these associations in primarily non-English-speaking households or how mothers and fathers independently contribute to children’s skills. Using a subsample of data from the Early Childhood Longitudinal Study–Birth Cohort (N = 5,450), this study assessed the frequency of maternal and paternal inputs during early childhood and their prospective connections with children’s English language and literacy skills at age 5 across White, Mexican, and Chinese children from linguistically diverse households. Analyses revealed significant differences in inputs by ethnic/language group membership and significant associations between both maternal and paternal inputs and children’s skills. These associations did not differ across ethnic/language group membership. Practice or Policy: These results point to the importance of promoting rich home language and literacy environments across diverse households regardless of the language in which they take place or the parent from which they derive.  相似文献   

20.
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty-five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only ‘reading as usual’ teaching. Pre- and post-intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post-intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID.  相似文献   

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