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1.
儿童汉英双语语音意识:跨语言一致性、差异与迁移 总被引：7，自引：0，他引：7
语音意识是指个体对言语的声音片断(包括音节、首尾音和音位等)进行分析和操作的能力。采用语音辨别和语音删除两种任务对汉语儿童的母语和第二语言(英语)语音意识的结构特点、跨语言的普遍性、特异性与语言间的迁移进行了考察发现,验证性因素分析支持了语音意识结构的多成分观点;进一步分析表明儿童的汉语语音意识是预测其英语语音意识的有效因素;同时儿童汉语语音加工经验明显影响了对英语的语音操作,反映了母语语言经验对新学习语言加工过程的制约作用。 相似文献
2.
Chieh-Fang Hu 《Reading and writing》2008,21(8):823-841
The effect of capitalizing on orthography in auditory learning of English words was examined in 74 children who spoke Mandarin
Chinese as their primary language. To use orthographic information for auditory word learning, children must recode printed
words phonologically to assist the reconstruction of the speech single misheard or underspecified, an ability that may depend
heavily on phonological awareness (PA). In this study, children with poorer PA of Chinese and those with better PA were taught
novel English words in an auditory learning task under two exposure conditions: auditory words presented with their written
forms and auditory words presented with undecodable symbols. Word learning performance was better in the written form condition
than in the symbol condition, but the effect was smaller for children with poorer PA. The facilitative effect was associated
with L2 PA for children with poorer PA but not for children with better PA. The results are discussed with regard to how poor
PA may constrain auditory word learning in an L2 context. 相似文献
3.
Duchenne muscular dystrophy (DMD) is a progressive genetic condition that affects both muscle and brain. Children with DMD are at risk of psycho‐social difficulties such as poor academic achievement and behavioural and socio‐emotional problems. This article by Janet Hoskin and Angela Fawcett, both from the University of Swansea, describes how 34 participants with DMD took part in a 36‐week online literacy intervention which was delivered in partnership between home and school. The key objective was to improve reading skill. Participants were re‐tested at 36 weeks for single word and text level reading, comprehension, fluency, processing and timed single word reading. Pre and post results indicated that children who followed the intervention for 36 weeks made significant improvement in their single word reading (p = <0.0001), timed single word reading (p = <0.0001) and text level reading (p = <0.004). They also made significant improvement in their fluency and comprehension scores. The results showed that children with DMD and related literacy difficulties benefit from a regular, structured and systematic synthetic phonics programme. With young people with DMD increasingly living into adulthood, early literacy intervention is particularly important to ensure optimum career and training opportunities. 相似文献
4.
采取三种不同语音分割任务,对小学四年级汉语学习困难学生、听力损伤学生和正常学生的汉语语音觉察与加工能力进行了比较实验研究。结果表明,两类特殊儿童的汉语语音意识能力明显低于正常儿童。本结果提示,教育者应关注儿童早期拼音教学中对语音敏感性的训练。 相似文献
5.
V. J. Hinton D. C. De Vivo R. Fee E. Goldstein Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154
Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills. 相似文献
6.
Research has found that many children andadolescents with Down syndrome acquire somelevel of reading ability. Studies to date havedocumented that cognition, language, andphonological awareness contribute tovariability observed in performance onconventional literacy measures for thispopulation, although the extent of relativecontributions varies among studies. Less isknown about the relationship of early literacyskills to conventional reading, or howrelationships among variables that supportliteracy acquisition are similar or differentfrom those observed in typically developingchildren. In this project, cognition,language, early literacy, phonologicalawareness and reading skills were examined in agroup of children and adolescents with Downsyndrome (aged 5;06 to 17;03) and a group oftypically developing children (aged 3;06 to5;03) matched for nonverbal cognition. Resultsrevealed broad variability in performance onearly literacy and reading measures in personswith Down syndrome. Comparisons with mental age-matchedchildren indicated differences in the relativecontribution of language and cognition toreading ability, with language being a strongerpredictor in the group with Down syndrome. 相似文献
7.
This study compared the rates of different types of joint book reading behaviors of parents of preschool children with and without language impairments using two different text genres. Participants included 72 preschool children between the ages of 51 and 70 months. Fifty-five children were typically developing and 17 were diagnosed with language impairments. Parent–child dyads were videotaped during periods of joint book reading using two different types of text (one alphabet-rhyming and one narrative). Results indicated parents rarely used reading behaviors known to enhance their preschoolers’ phonological awareness. However, when used, there was a significant difference between the two types of texts. The alphabet book elicited a higher rate of phonological awareness and print concept behaviors, while the narrative book resulted in parents using more content behaviors. In addition, the parents of typically developing children used more phonological awareness behaviors than the parents of children with language impairments. 相似文献
8.
9.
This paper describes two studies that examined the lexical tone awareness of Chinese children both with and without dyslexia at different primary school ages.Study 1 examined the contributions of lexical tone awareness to distinguish children with and without dyslexia with respect to their Chinese character reading skills. Two hundred and seventy Chinese children participated in Study 1. Ninety of these were children with dyslexia (equally recruited from second, fourth, and sixth grades). Moreover, ninety children functioned as a chronological-age control group, and an additional ninety children functioned as a reading-level control group. The participants were tested for nonverbal intelligence, Chinese character reading, and cognitive-linguistic skills and lexical tone awareness. Our results revealed a later developmental ceiling in Chinese children with dyslexia than in those without dyslexia. Furthermore, children’s lexical tone awareness could serve to distinguish children with dyslexia from typically developing children in all primary school years.Study 2 compared the lexical tone awareness and Chinese character reading skills of Chinese children with dyslexia both before and after introducing the Perceptual Training Method. The participants in this study consisted of all the participants with dyslexia from Study 1, and the measurements were the Chinese character reading test and the lexical tone awareness task from Study 1. Our results revealed that only second-grade children with dyslexia gained substantially from the training on both lexical tone awareness and character naming, whereas those in the fourth grade obtained a significant improvement only on lexical tone awareness. 相似文献
10.
Leslie Rescorla 《Annals of dyslexia》2000,50(1):85-102
Language and reading outcomes at age 13 were examined in a sample of 22 children who were late talkers as toddlers. The late
talkers, all of whom had normal nonverbal ability and age-adequate receptive language at intake (24-to-31 months), were compared
to a group of 14 typically developing children similar at intake on age, SES, and nonverbal ability. Late talkers had significantly
poorer vocabulary, grammar, reading/spelling, and verbal memory skills at age 13, although as a group, they generally performed
in the average range on most language and academic tasks. The findings suggest that slow early language development reflects
a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into adolescence. 相似文献
11.
The present study explored whether phonological awareness (PA), morphological awareness (MA) and visual attention (VA) independently predict word and pseudoword reading accuracy in native Arabic-speaking children from grades 4 and 5. A total of 141 participants took part in the study, and were divided into two groups of readers with (n = 30) and without (n = 111) dyslexia. PA was measured with orally administered syllable manipulation and deletion tasks. The MA task targeted the dismantling of composite Arabic words into meaningful parts in oral modality. VA was assessed by objects and letters cancellation tasks. The results showed that the two groups differed significantly in all of the measures. The regression analysis output showed that VA emerged as a significant predictor of word and pseudoword reading beyond the predictive role of PA and MA. These results have implications for the understanding of the underlying factors of word and pseudoword reading development in Arabic. 相似文献
12.
Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. The present study explores the heterogeneity and prevalence of latent reading profiles among 769 Finnish- and German-reading students during their first and second school years in three countries (Finland, Germany, and Italy) using latent profile analysis. The results identified three latent profiles among Finnish readers, one of which (sentence-level reading) was identified as developing slowly. Among German-reading students, four latent profiles were discovered, two of which were identified as developing slowly. The results of ordinal logistic regression modeling show that rapid automatic naming (RAN) was significantly related to poorer reading profiles among Finnish- and German-reading students, and that the poorer results in letter-sound connection testing among the German-reading group was also significantly related to poorer reading profiles. Although the educational systems have some differences between Germany and German-speaking areas of Italy, no significant country effect was detected. In addition, a child’s age and spoken language did not significantly affect the student’s reading profile. 相似文献
13.
This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group
of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4
children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers.
Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample included three comprehension groups: (1) children with poor comprehension in the absence of word reading
difficulties (Poor Comprehenders; PC), (2) children with poor word reading and poor comprehension (Poor word Recognition and
comprehenders; PR), and (3) children with good word reading and comprehension abilities (Good Comprehenders; GC). Due to the
small sample size of PR reader group, no comparative analyses were conducted. However, the results indicated that within the
GC and PC groups there were no differences between the ESL and L1 children on measures of reading and phonological processing.
Further, within the GC and PC groups, on measures of syntactic awareness and verbal working memory, the ESL speakers performed
at significantly lower levels than the L1 speakers. 相似文献
14.
Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung Yau-kai Wong David Wai-ock Chan Kevin Kien-hoa Chung Lap-yan Lo 《Annals of dyslexia》2012,62(1):1-18
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically
developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese
reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly
less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed
that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading
comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level
skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills
are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system. 相似文献
15.
The performance of children and young adults with Down syndrome (DS) on reading subskills and nonword reading was investigated. The performance of the participants with DS (N = 42) was compared to that of typically developing (N = 36) peers matched on fluid intelligence abilities. The study accounted for the different depths in orthography presented by the two languages. The independent samples t-test, Mann–Whitney U-test, ANCOVA and correlation analysis were used to analyse the data. This study identified that the participants with DS had several strengths, such as nonword reading, visual discrimination (VD) and phonological awareness. Verbal short-term memory, visual perceptual processing skills other than VD and rhyming skills were identified as weaker in DS compared with the control group. Results call for educators to expose readers with DS to a phonological approach to reading while accommodating difficulties in VSTM. 相似文献
16.
《Australian Journal of Learning Difficulties》2013,18(3):4-12
Abstract The aim of this study was to examine the relationships between verbal short‐term memory, phonemic awareness, and reading ability, in children with a specific reading difficulty. The results confirmed the frequently reported finding that most, if not all children with a specific reading difficulty have poor phonological awareness. In addition, poor phonological awareness in the reading‐difficulty group was associated with significantly poorer nonword reading ability, and with poorer phonological memory. When the reading‐difficulty group was further subdivided with respect to Digit Span performance there was no difference in nonword reading with respect to this overall verbal short‐term memory measure. However, poor short‐term memory, regardless of phonological awareness level, was significantly associated with a lower WISC III Verbal IQ, in particular, significantly poorer performance on the WISC III Vocabulary, Comprehension and Similarities subtests, as well as with significantly poorer reading comprehension. In addition, poor short‐term memory regardless of phonological awareness ability was associated with poorer spelling and arithmetic performance. 相似文献
17.
This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell–Horn–Carroll theory and measured by the Woodcock–Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock–Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual–Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores. 相似文献
18.
A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed. 相似文献
19.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children
read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting
the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous
studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less
than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before
and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses.
The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching
techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both
groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they
spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words
and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS.
Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly
more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children
performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only
while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with
difficult words, after one semester’s training. 相似文献
20.
Ufuk Ozkubat 《International Journal of Inclusive Education》2013,17(5):500-514
The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments attending segregated special education schools, and typically developing children. A hundred and sixty-nine children aged from 7 to 12 participated in the study. The children's social skills were rated by their teachers on the Social Skills Rating System (SSRS) – Turkish Form. The results suggested significant group differences between children attending inclusive education schools and children attending special education schools. Analysis of the findings indicated that children with visual impairments and children with intellectual impairments had poorer social skills than typically developing children; however children with visual impairments and children with intellectual impairments attending inclusive education schools had higher social skills than children attending segregated special education schools. The findings of the study were discussed and suggestions for future research were provided. 相似文献