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In the Jackson and Coltheart theory of acquisition of word reading it is claimed that, near the beginning of the partial alphabetic
phase of development, children have full use of abstract letter units (ALUs). This claim and less exclusive alternatives were
examined. In Experiment 1, normal progress children with on average 9 months of school reading instruction, either with or
without explicit phonics, read with moderate accuracy (orthographically) familiar words in upper-case letters (e.g., AND)
that are visually dissimilar from their lower-case forms. Lower-case forms were read with greater accuracy but only for familiar
words, there being no letter-case effect for less familiar words. Children with explicit phonics showed less impairment in
reading accuracy when words were presented in upper-case form than children without such phonics. Children with on average
22 months of instruction, in Experiment 2, read relatively unfamiliar words that required some phonological mediation. Those
without explicit phonics instruction read words with digraphs in unfamiliar upper case less accurately than in lower case,
while those with explicit phonics showed no such letter-case difference. The results supported the view that children do not
have full use of ALUs in early alphabetic reading, both children with and without explicit phonics to some extent using letter
identities specific to lower case for representation of familiar words. 相似文献
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Annemarie H. Hindman Barbara A. Wasik Amber C. Erhart 《Early education and development》2013,24(4):451-474
This study examined the ways in which the language that Head Start teachers used during book reading, as well as the extent to which they made explicit connections between book reading and other instructional activities, were linked to preschoolers' vocabulary development. Participants included 10 Head Start teachers and 153 children in their classrooms. Research Findings: Analyses revealed that teachers varied substantially in the frequency and nature of their book-related remarks, and connections between books and the broader curriculum were relatively few in number and constrained in nature. On average, children learned more words over the course of the year when teachers used more contextualized and decontextualized talk during book readings. Contextualized book-related talk was most positively associated with learning among children with relatively low initial vocabulary knowledge. Too few connections between book reading and the curriculum were observed to afford analysis of their contributions to children's vocabulary skills. Practice or Policy: The findings show the nuanced ways in which shared book reading, a critical part of the preschool day, is linked to vocabulary growth among the nation's most vulnerable learners. The results also highlight potential avenues through which readings could be strategically individualized to optimize early vocabulary development. 相似文献
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Sarah P. McGeown Rhona S. Johnston Emma Medford 《Learning and individual differences》2012,22(3):360-364
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (.22 S.D.) and post-test 5;03 (.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and analytic phonics, or by a synthetic phonics approach, where children were taught solely to sound and blend letters to read unfamiliar words. The results illustrated differences in the skills supporting children's word reading based on their method of reading instruction. For the eclectic group, pre-test letter knowledge, vocabulary and rhyming skills predicted later reading ability, whereas for the synthetic phonics group, letter knowledge, phonemic awareness and memory span predicted later reading skill. The results suggest that children will draw upon different cognitive skills when reading if they are taught to use different word recognition strategies. 相似文献
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Perceptions and knowledge of preservice and inservice educators about early reading instruction 总被引：2，自引：0，他引：2
Candace Bos Nancy Mather Shirley Dickson Blanche Podhajski David Chard 《Annals of dyslexia》2001,51(1):97-120
A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in
phonological awareness and phonics improves early reading and spelling skills and results in a reduction of the number of
students who read below grade level. The purpose of this study was to examine the perceptions and knowledge of presevice and
inservice educators about early reading instruction. The results indicated that these educators expressed positive attitudes
toward explicit and implicit code instruction, with inservice educators more positive about explicit code instruction than
preservice educators and preservice educators more positive about implicit code instruction. Preservice and inservice educators
demonstrated limited knowledge of phonological awareness or terminology related to language structure and phonics. Additionally,
they perceived themselves as only somewhat prepared to teach early reading to struggling readers. These findings indicate
a continuing mismatch between what educators believe and know and what convergent research supports as effective early reading
instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher
education.
Just prior to publication, the editorial office was informed of the untimely death of the first author, Candace Bos, who died
on August 13, 2001. 相似文献
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Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2 groups of teachers in their implementation of research-based practices. HS teachers implemented vocabulary instruction practices during shared reading more often, and chose different words to instruct, than private school teachers. Whereas 78% of HS teachers provided some vocabulary instruction during shared reading, only 59% of private school teachers did so. Among those teachers who provided vocabulary instruction during shared reading, HS teachers used significantly more contextualization strategies for word instruction than private school teachers. These findings suggest that preschool teachers who work with children from high-needs backgrounds use vocabulary instruction during shared reading as a way to bolster children’s vocabularies more frequently than teachers working in private preschools that serve children from more privileged backgrounds. Extratextual language was also compared, and private school teachers had a higher mean length of utterance and type–token ratio than the HS teachers. Practice or Policy: Professional development is recommended for preschool teachers to increase the implementation of best practices for vocabulary instruction during shared reading. 相似文献
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Jisu Han Marisa Schlieber Bradley Gregory 《Journal of Education for Students Placed at Risk》2017,22(4):200-219
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a unique and interactive role in supporting Head Start children's development of different sets of emergent literacy skills. Parental warmth was positively related to children's oral language skills (i.e., receptive and expressive vocabulary knowledge), and teachers' educational level and the quality of instructional support in the classroom were significantly associated with children's code-related skills (i.e., letter-name and letter-sound knowledge). Further, high-quality instructional support in the classroom buffered the negative influence of low maternal education on children's oral language skills. Interventions focusing on enhancing the quality of parent-child interactions, in addition to professional development for teachers designed to improve the quality of instructional support, may contribute to promoting the development of emergent literacy skills of young children from low-income families. 相似文献
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The purpose of this study was to evaluate the effectiveness of a preschool emergent literacy enrichment curriculum. Participants were 126 Head Start children, their teachers, and their parents. Matched centers were assigned to 1 of 3 conditions: experimental literacy, experimental math, or control. Teachers in both experimental groups implemented either literacy or math instruction in small groups on a daily basis, and parents and children completed supplementary learning activities at home. The control classroom implemented the ongoing Head Start curriculum. Children in the literacy condition showed the largest gains in phonemic awareness and emergent writing skills; they also made greater gains on emergent reading than did children in the math condition. There were no group differences on expressive vocabulary. Results are discussed in terms of curriculum design and practical issues involved in supporting preschools in the implementation of research-based instructional programs. 相似文献
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The purpose of this study was to evaluate the effectiveness of a preschool emergent literacy enrichment curriculum. Participants were 126 Head Start children, their teachers, and their parents. Matched centers were assigned to 1 of 3 conditions: experimental literacy, experimental math, or control. Teachers in both experimental groups implemented either literacy or math instruction in small groups on a daily basis, and parents and children completed supplementary learning activities at home. The control classroom implemented the ongoing Head Start curriculum. Children in the literacy condition showed the largest gains in phonemic awareness and emergent writing skills; they also made greater gains on emergent reading than did children in the math condition. There were no group differences on expressive vocabulary. Results are discussed in terms of curriculum design and practical issues involved in supporting preschools in the implementation of research-based instructional programs. 相似文献
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A novel intervention was developed to teach reading and spelling literacy to 5 to 7 year-old students using explicit instruction of morphology, etymology, phonology, and form rules. We examined the effects of the intervention compared to a phonics-based condition using a cross-over design with a baseline measure. One hundred and twenty children attending an English state funded primary school were randomly allocated either to a traditional phonics condition followed by the novel intervention, or to the novel intervention followed by the phonics condition. The novel intervention significantly improved the literacy skills of the children including both word reading and spelling compared with the phonics condition. We conclude that early teaching of English literacy should include instruction in morphology, etymology and rules about form in addition to traditional phonics. We suggest that the results of the study could inform future policy on the teaching of English literacy skills. 相似文献
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Annemarie H. Hindman Barbara A. Wasik Donald E. Bradley 《Early education and development》2019,30(4):478-495
Research Findings: This study examined how teacher–child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children’s vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up remarks, and teacher wait time; we also assessed children’s vocabulary learning. Findings indicated that Head Start teachers infrequently asked open prompts or provided book-related comments; the predominant tool used in shared reading was the closed prompt. Teachers generally accepted 1 answer per question, and children’s answers were nearly always correct. Wait time was rarely observed. Across the sample, more child talk was predictive of stronger child vocabulary learning. For children with low initial vocabulary skills, learning was also linked to more expository comments by teachers. Practice or Policy: Findings help to map out the sequence of instructional events that make up preschool classroom conversations and provide insight into potential levers for improvement. 相似文献
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《教育心理学家》2013,48(4):211-215
Three explicit instructional alternatives to whole-language instruction are reviewed. Each is targeted at children with high risk for reading failure, and each enjoys more empirical support than whole language. The case is made that whole language is obsolescent relative to reading instruction developed and validated in the 2.5 years since whole language was conceived. Notably, however, experiencing more explicit instruction of reading skills and strategies in no way precludes the authentic reading and writing experiences emphasized in whole language. Rather, explicit instruction enables at-risk students to participate more fully in such literacy experiences. 相似文献
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Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secondary-level intervention was guided by evidence supporting the efficacy of (a) small groups of 3 to 6 participating students and low student-teacher ratio combined with (b) explicit, phonics-based instruction. Selected curricula were Reading Mastery, Proactive Reading, Programmed Reading, and Read Well, use of which varied by choice across experimental-group schools. PBS was an additional intervention context in experimental schools. Comparison schools and first-grade teachers did not employ the three-tiered model, early screening, or PBS; most students were taught using conventional whole-group instruction, little or no individualization, and curricula with weak scientific evidence. Initial results indicate significantly larger growth for experimental secondary-level at-risk students than for comparisons. Experimental-group first graders not showing growth were those identified with disabilities or behavioral risks and English language learners. Implications are discussed. 相似文献
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The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers 
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下载免费PDF全文 This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word‐blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile‐shaping procedures. Procedures were compared in a withdrawal design applied across blocks of letters with word blending as the target response. Participants exhibited substantial learning gains when provided constant time delay instruction in phonics skills as compared to baseline demonstrating clear experimental control. Results for the constant time delay plus reward contingency conditions were clearly differentiated from baseline but undifferentiated from the other instructional conditions. The implications of the findings for intervention for struggling readers and future research relevant to more comprehensive reading interventions are discussed. 相似文献
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Virginia Buysse Ellen Peisner-Feinberg Mariela Páez Carol Scheffner Hammer Meagan Knowles 《Early childhood research quarterly》2014
This article describes the results of a comprehensive review of the research literature from 2000 to 2011 evaluating the effects of early care and education practices on the developmental outcomes of dual language learners (DLLs) from birth through 5 years of age. Across 25 studies that met inclusion criteria, study samples consisted primarily of Latino or Spanish-speaking children 3–5 years of age enrolled in center-based programs. The analysis focused on features of the early education programs and practices (intensity and language of instruction) and research methods (sampling, research designs) in relation to child outcomes for the various types of research interventions evaluated in these studies (center-based programs, professional development, curricula, and instructional strategies). On the basis of a few large-scale scientifically sound studies, the review found at least some evidence to suggest that DLLs benefitted from attending widely available, well regulated programs such as Head Start and public pre-k, particularly with respect to improving language and literacy skills. However, because the extant research has not systematically accounted for the separate effects of language of instruction versus type of intervention, very little can be concluded about how these factors contribute to the positive main effects of these interventions. 相似文献
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Charles Bleiker Ph.D. 《Journal of Early Childhood Teacher Education》2013,34(3):235-243
Abstract This distance degree program was specifically designed to meet the needs of Head Start teachers working with children from birth through 5 years of age and to raise the professional standards of these multicultural, non‐traditional students. Using electronic technologies and traditional learning methods, a partnership of university faculty and Head Start partners designed and evaluated the 3‐year program (1997–2000) of professional education distinguished by tailored instruction, work site mentoring and consultation, active self‐directed study, reflection and cooperative learning. Evaluative outcomes of program quality included learning success, relevance and practicability of curricula, efficacy of retention efforts, completion rates, quality of delivery strategies, instruction and mentoring. Evidence of program success was supported by these outcomes using multiple sources, including participating Head Start teachers, their supervisors, and university faculty. 相似文献
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The components of effective reading instruction are the same whether the focus is prevention or intervention: phonemic awareness and phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. Findings from evidence-based research show dramatic reductions in the incidence of reading failure when explicit instruction in these components is provided by the classroom teacher. To address the needs of children most at risk of reading failure, the same instructional components are relevant but they need to be made more explicit and comprehensive, more intensive, and more supportive in small-group or one-on-one formats. The argument is made that by coordinating research evidence from effective classroom reading instruction with effective small-group and one-on-one reading instruction we can meet the literacy needs of all children. 相似文献
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Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading instructional style and emotional quality interact and relate to changes in children’s cognitive scores for culturally and linguistically diverse families. Results included that there were variations in how book-reading qualities interacted and related to changes in child cognitive scores for families whose primary home languages were either English or Spanish. Practice or Policy: The results of this study are discussed in conjunction with findings from a previous study published in this journal that examined concurrent relationships in the same sample of Early Head Start families. Combined, findings of these studies underscore a need to further explore potentially complex patterns of relationships among parental literacy behaviors and child knowledge, concurrently and across time, for culturally and linguistically diverse families. Better understanding these patterns could inform the development and implementation of culturally sensitive intervention approaches designed to support high-quality parent–child book reading. 相似文献