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1.
Stephen Truch 《Annals of dyslexia》1994,44(1):60-80
Recent research indicates that a major cause of reading (decoding) disabilities lies in an inability to manipulate speech
at its phonemic (phonological) level. The Auditory Discrimination in Depth Program (ADD Program), stimulates basic phonological
awareness and has been used extensively at The Reading Foundation in Calgary, Alberta. Here we present pre- and post-test
data from 281 clients (ranging from school-age through adulthood) seen over a two-year period; post-test data was collected
after 80 hours of ADD instruction. To assess whether significant gains had been achieved, an analysis of covariance was performed,
covarying for age and initial vocabulary scores. After 80 hours of intensive instruction, highly significant gains (p<.001) were evident on measures of phonological awareness, sound/symbol connections, word identification, spelling, and decoding
in context. In addition to the treatment effect, age and vocabulary had some influence on some of the variables. The data
was also analyzed to determine whether the results went beyond a “group effect” only. A total of 229 cases were tabulated
for gains or losses on the word attack subtest and on the reading and spelling subtests of the WRAT-R. Results indicate that
the remediation was effective for all subjects, though gains on spelling tended to be less than on the two reading scores. 相似文献
2.
Attention deficit disorder and specific reading disability: separate but often overlapping disorders 总被引：3，自引：0，他引：3
Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (ADDHA), and 31% had ADD without hyperactivity or aggressivity. Proportionally more girls were in the ADD-only subgroup. Over half the sample (n = 94) were poor readers, with 82 meeting discrepancy criteria for specific reading disability (RD). Proportionately more boys than girls met the RD criteria (9.2:1.0), whereas the sex ratio of males to females for the whole sample was 5.1 to 1.0. Focusing just on white males, the three behavioral subgroups were significantly different on convergent validity measures, such as other teacher ratings, parent ratings, and interview-elicited ratings of externalizing behavior, but were not different on such divergent validity measures as IQ and achievement scores, self-ratings, and laboratory performance tasks. Boys in the ADD sample who did not meet criteria for RD had significantly higher IQs than those who did, but subgroups with and without RD still differed significantly on WRAT-R reading and spelling scores with IQ covaried out. Both groups with and without RD could be differentiated from a control group on laboratory measures of sustained attention and impulse control. Methylphenidate benefited all subgroups equally, whether RD or not, and whether given a low (0.3 mg/kg) or high (0.6 mg/kg) dose. 相似文献
3.
The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. 总被引：3，自引：0，他引：3
A Cornwall 《Journal of learning disabilities》1992,25(8):532-538
The present study examined the relationship of phonological awareness, naming speed, and verbal memory to the scores obtained from five tests assessing word attack, word identification, reading comprehension, and spelling skills in 54 children with severe reading disabilities (48 boys and 6 girls; M age = 9 years, 7 months). Multiple regression analyses indicated that the best predictor of achievement across the five academic tests was the Verbal Comprehension factor from the Wechsler Intelligence Scale for Children-Revised. Age, socioeconomic status (SES), and externalizing behavior problems were also significant predictors of achievement, depending on the academic measure. After controlling for age, SES, behavior problems, and intelligence, the phonological awareness task added significantly to the prediction of word attack, spelling, and reading comprehension scores; rapid letter naming added significantly to the prediction of word identification and prose passage speed and accuracy scores; and a word-list memory task added significantly to the prediction of word recognition scores. These results suggest that several independent processes interact to determine the extent and severity of reading problems. 相似文献
4.
Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure and nonsignificantly better than controls on the GA measure. The Group × Measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness. 相似文献
5.
J.Thomas Dalby 《Contemporary educational psychology》1985,10(3):228-234
This investigation compared the behavior ratings and psychometric profiles of children with attention deficit disorders (ADD) and children with developmental reading disorders (DRD). ADD children showed no qualitative reading or spelling problems, although they were slightly behind expected levels of academic achievement. DRD children were significantly more impaired in academic attainment and showed evidence of qualitative disturbances in reading and spelling. DRD subjects did not differ from control subjects on ratings of hyperactivity, which was one of the defining variables of the ADD group. This evidence is interpreted as adding to a growing testimony that indicates that ADD and DRD are distinctly separate groups of disorders. 相似文献
6.
Nathlie A. Badian 《Annals of dyslexia》1994,44(1):1-25
Because of the research demonstrating the roles of phonological awareness, serial naming speed, and orthographic processing
in reading, a test of each of these skills was added to a preschool screening battery. The main aim of the study was to determine
whether these measures would contribute to the prediction of reading. The 118 subjects were first tested six months before
kindergarten entry and were followed up 19 and 24 months later. Each additional screening test made a significant, independent
contribution to the prediction of early first grade word reading/spelling, after the contributions of a parent rating of preschool
reading ability (PRA), verbal IQ, socio-economic status (SES), and chronological age were accounted for. With letter naming
and PRA, the additional tests were responsible for 62 percent of the variance. The orthographic test made the largest single
contribution (32%) to the variance in word reading/spelling.
Variables contributing significantly to the prediction of later first grade reading comprehension were (in order of proportion
of the variance accounted for) letter naming, sentence memory, object naming speed, the orthographic test, and SES. The revised
preschool screening battery correctly identified 91 percent of individual first grade good and poor readers. It was concluded
that preschool measures of phonological awareness, serial naming speed, and orthographic processing make a strong contribution
to prediction of first grade reading. 相似文献
7.
8.
《Scientific Studies of Reading》2013,17(2):127-154
It has been theorized that there are highly lawful relationships among levels of pseudoword decoding, word identification, spelling, listening, and reading that can be represented by relatively simple mathematical formulas. This theory was tested by reanalyzing data collected from 55 parochial school students in Grades 3 to 6 (Study I) and 83 public school students in Grades 4 and 5 (Study II). These students were given a battery of reading-related tests that included measures relevant to the theory noted previously. The results from Study II replicated those from Study I, indicating that (a) level of word identification and level of spelling are equal, (b) level of pseudoword decoding (or word attack) and level of ability to pronounce unknown real words are equal, (c) level of word identification equals the average of the level of reading and the level of pseudoword decoding, and (d) level of reading equals the average of the level of listening and the level of word identification. These data, along with previously collected data, suggest that measures of the aforementioned reading-related variables are so closely connected that (a) highly reliable measures of spelling level and word attack level for a student could be used to estimate or predict that student's levels of reading, listening, and word identification, and (b) highly reliable measures of reading level and word identification level for a student could be used to estimate or predict that student's levels of listening, spelling, and word attack. 相似文献
9.
This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
10.
Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and additional measures of literacy and language skills. Fifty-four 1st graders were administered reading, spelling, vocabulary, IQ, and listening comprehension measures and then followed to the end of 10th grade. At the end of 10th grade, they were administered an IQ test and measures of reading comprehension, language ability, general knowledge, and exposure to print. Results showed that 1st grade reading skills were a strong predictor of 10th grade outcomes. Second and third-grade reading skills were predictive of individual differences in print exposure even after 10th grade reading comprehension and language ability had been partialed. Individual differences in print exposure also predicted differences in the growth of reading ability, word decoding, spelling, vocabulary, and listening comprehension throughout the elementary grades. Findings confirm the powerful, long-term benefits of providing children with a fast start in reading and support the reciprocal nature of strong reading skills and engagement in reading and reading-related activities. 相似文献
11.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
12.
Young-Suk Kim Stephanie Al Otaiba Jessica Folsom Sidler Luana Gruelich 《Early childhood research quarterly》2013
We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers’ responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers’ responsiveness for writing development. 相似文献
13.
D. Van Westervelt Ph.D. Daniel C. Johnson Mark D. Westervelt Scott Murrill 《Annals of dyslexia》1998,48(1):189-212
The impact of a six-week multimodal summer camp program on the self-concept and reading/writing skills of a group of dyslexic
students (n=42) was assessed. Campers ranged in age from 9 to 14 years (mean=11 years, 5 months) and came from public, private, and specialized
private schools serving students with learning disability (LD). Twenty-six percent of the sample had a comorbid diagnoses of attention deficit disorder (ADD) and 11 percent had attention deficit hyperactivity disorder (ADHD). Campers improved significantly in phonetic reading and spelling skills, but not in sight word vocabulary or reading speed.
Campers also exhibited significant improvements in self-concept, both on a general level and in the specific areas of reading
and overall academic competence. The kinds of changes observed on the more general measures of self-concept, however, were
not the same for the various groups of campers. Campers from regular private schools and from public schools typically experienced
greater gains in general self-concept than did campers from LD private schools. Campers with diagnosed comorbid disorders
typically realized little or no gains, whereas campers without ADD or ADHD displayed significant improvement in general self-concept. 相似文献
14.
Children identified in kindergarten as being at risk for reading disability were taught in grades one and two using one of two methods of reading instruction, a structured phonics code-emphasis approach or an approach emphasizing use of context. At the end of first and second grade, children were tested on measures of achievement in word identification, word attack, passage comprehension and spelling. Those in the Code group earned uniformly higher scores on all achievement measures at the end of first and second grades. At the end of first grade, statistically significant differences between groups were found on nonword reading and spelling of phonetically regular words. At the end of second grade, significant differences were found in reading of polysyllabic real words and decoding of monosyllabic and polysyllabic nonsense words. It was concluded that reading instruction does have an important impact on acquisition of early reading skills, and that structured, systematic phonics instruction results in more favorable outcome than does a context emphasis approach.This research was supported by PHS Grant HD21887 to Bowman Gray School of Medicine and by PHS Grant NS19413 to UNC-Greensboro, Subcontract to Bowman Gray School of Medicine. Request for reprints should be addressed to Dr. Idalyn S. Brown, Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine, 300 South Hawthorne Road, Winston-Salem, North Carolina, 27103, USA. 相似文献
15.
Children with hyperlexia read words spontaneously before the age of five, have impaired comprehension on both listening and
reading tasks, and have word recognition skill above expectations based on cognitive and linguistic abilities. One student
with hyperlexia and another student with higher word recognition than comprehension skills who started to read words at a
very early age were followed over several years from the primary grades through high school when both were completing a second-year
Spanish course. The purpose of the present study was to examine the foreign language (FL) word recognition, spelling, reading
comprehension, writing, speaking, and listening skills of the two students and another high school student without hyperlexia.
Results showed that the student without hyperlexia achieved higher scores than the hyperlexic student and the student with
above average word recognition skills on most FL proficiency measures. The student with hyperlexia and the student with above
average word recognition skills achieved higher scores on the Spanish proficiency tasks that required the exclusive use of
phonological (pronunciation) and phonological/orthographic (word recognition, spelling) skills than on Spanish proficiency
tasks that required the use of listening comprehension and speaking and writing skills. The findings provide support for the
notion that word recognition and spelling in a FL may be modular processes and exist independently of general cognitive and
linguistic skills. Results also suggest that students may have stronger FL learning skills in one language component than
in other components of language, and that there may be a weak relationship between FL word recognition and oral proficiency
in the FL. 相似文献
16.
Tanya Anne Serry Anne Castles Fiona K. Mensah Edith L. Bavin Patricia Eadie Angela Pezic 《Australian Journal of Learning Difficulties》2015,20(1):83-102
The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. 相似文献
17.
Berninger VW Abbott RD Zook D Ogier S Lemos-Britton Z Brooksher R 《Journal of learning disabilities》1999,32(6):491-503
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. 相似文献
18.
Allyn Fives Dan Russell Norean Kearns Rena Lyons Patricia Eaton John Canavan Carmel Devaney Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232
This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample. 相似文献
19.
Prevalence of combined reading and arithmetic disabilities 总被引：1，自引：0，他引：1
Dirks E Spyer G van Lieshout EC de Sonneville L 《Journal of learning disabilities》2008,41(5):460-473
This study assesses the prevalence of combined reading and arithmetic disabilities in 799 Dutch schoolchildren using st dardized school achievement tests. Scores of arithmetic, word recognition, reading comprehension, and spelling of child in fourth and fifth grade were used. The main interest involved the co-occurrence of word recognition and arithmetic d abilities because of their possible relationship. The authors find a percentage of 7.6 for combined reading and arithme disabilities. Reading disabilities and arithmetic disabilities co-occurred more often than expected based on rates of the s arate conditions. Children with combined reading and arithmetic disabilities seem to have more generalized achievem difficulties than single-deficit groups. Different operationalizations for reading disabilities (spelling and reading comp hension measures instead of word recognition) led, in part, to selection of other children. This might imply that differ processes underlie the relationship between arithmetic and word recognition disabilities compared to the relationship arithmetic disabilities with difficulties in spelling and reading comprehension. 相似文献
20.
Jennifer S. Burt 《Journal of Research in Reading》2006,29(4):400-417
The role of orthographic processing skill (OPS) in reading has aroused the interest of many developmental researchers. Despite observations by Vellutino that current measures of OPS primarily are indicators of reading (and spelling) achievement, OPS commonly is distinguished from both reading achievement and phonological skills. An analysis of the reading literature indicates that there is no theory in which OPS meaningfully plays a role as an independent skill or causal factor in reading acquisition. Rather, OPS indexes fluent word identification and spelling knowledge, and there is no evidence to refute the hypothesis that its development relies heavily on phonological processes. Results of correlational studies and reader group comparisons (a) cannot inform about on‐line processes and (b) may be parsimoniously explained in terms of phonological skills, reading experience, unmeasured language abilities and methodological factors, without implying that OPS is an aetiologically separable skill. Future research would profit from the investigation in experimental studies of the nature and development of orthographic representations. 相似文献