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1.
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions. The children’s emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological awareness and emergent word writing. Reading the e-book with adult assistance supported the children’s phonological awareness and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading the e-book without adult support did not differ from the control group. Furthermore, the children’s initial emergent literacy level and reading the ebook with adult assistance contributed the most to the children’s emergent word writing. Educational implications are discussed.  相似文献   

2.
This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds.  相似文献   

3.
The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on a withdrawal basis. Children in the experimental group (n = 5) received English phonological awareness training in combination with letter-sound correspondence instruction twice per week for 18 consecutive weeks, while those in the control condition (n = 7) engaged in English vocabulary-building activities. Significant gains were made after the training and maintained for 2 years on both French phonological awareness and French word reading skills for the experimental group. Results suggest that a phonologically based intervention in English can effectively address phonological awareness deficits and facilitate reading acquisition for French immersion children who may be at-risk for later reading difficulties.  相似文献   

4.
The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties.  相似文献   

5.
This study investigated the effectiveness of a phonological awareness intervention for 4‐year‐old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound knowledge, and print concepts pre‐intervention and post‐intervention, was compared with that of a randomly selected group of age‐matched peers with typical development. The intervention involved print referencing techniques whereby the children’s parents were instructed to bring the children’s attention to targeted letters and sounds within words and to draw their attention to the initial phonemes in words during daily shared book reading activities. The intervention was presented for a 6‐week period. The results indicated a significant treatment effect on phonological awareness and letter knowledge for the children with Down syndrome. Additionally, above‐chance performance on the initial phoneme identity task was contingent on letter knowledge of the particular phoneme. Individual profiles of the children with Down syndrome pre‐intervention and post‐intervention are presented, and implications for the management of preschool children approaching the age of integration into mainstream primary schools are discussed.  相似文献   

6.
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7.
Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.  相似文献   

8.
This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties participated in Reading Intervention and their progress and attainments were compared with those of a representative control group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning. During the intervention, the intervention group made significantly greater progress than the control group in early word reading, phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’ additional oral language weaknesses is needed.  相似文献   

9.
The aim of this longitudinal study is to examine the contribution of morphological awareness to the prediction of reading and spelling in Greek. The target group (N = 404) consisted of children, aged 6–9 years at the start of the project, who learn literacy in Cyprus. Because there are no standardized measures of morphological awareness for Greek Cypriot children, morphological awareness measures were developed and validated. A concurrent analysis of the first wave of data collection showed that morphological awareness made a unique contribution to the prediction of reading and spelling in Greek. The longitudinal analyses showed that morphological awareness predicted performance in reading eight months later, even after partialling out grade level, verbal intelligence, phonological awareness and initial scores in reading and spelling. This study makes theoretical, empirical and practical educational contributions. It shows the long term and specific relation of morphological awareness with reading in Greek and establishes the plausibility of a causal link between morphological awareness and reading, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological awareness in Greek as well as a new measure of spelling skill.  相似文献   

10.
Studies of computer software have shown its potential to enhance phonological awareness in children with reading difficulties, but few have examined its use with young children. This paper describes an intervention study where software, designed in consultation with teachers, researchers and children, was used to promote phonological awareness in children beginning to read. Fifteen children were given 10, 10-minute sessions with the software over 4 weeks, while a matched control group (N=15) completed normal activities. The intervention group showed significantly higher increases in phonological awareness than the control group did, but there were no significant benefits observed for word reading.  相似文献   

11.
Hatcher  Peter J. 《Reading and writing》2000,13(3-4):257-272
This study reports the effects of a highly structuredindividually administered remedial teaching programmefor children with reading difficulties. Thephonological awareness, reading accuracy and spellingattainments of 28 children diagnosed as having low IQ(Mean IQ = 66, SD = 5.3) were compared with those of29 children diagnosed as having discrepancy defineddyslexia (Mean IQ = 95, SD = 8.4). The responsivenessto intervention of each group was also compared withteacher-referred reading-delayed children matched forinitial literacy skills. For reading accuracy andphonological awareness the dyslexic group respondedmore successfully than the low IQ group. The twogroups did not differ significantly on spelling. It isargued that the reading accuracy and phonologicalawareness results are in keeping with thephonological-core variable-difference (Stanovich &Siegel 1994) model of reading disability and that thegains of all groups on all measures were such thatthere is no obvious benefit in using IQ to selectchildren for a programme of individual teaching whichcombines reading with phonological awarenesstraining.  相似文献   

12.
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

13.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL.  相似文献   

14.
Learning to use grapheme to phoneme correspondences (GPCs) provides a powerful mechanism for the foundation of reading skills in children. However, for some children, such as those with Developmental Language Disorder (DLD), the GPC learning process takes time, is laborious, and impacts the entire reading and spelling processes. The present study aims to demonstrate the effectiveness of a finger-writing intervention on reading, spelling and handwriting performances. A visuomotor support was designed to help them to learn more efficiently GPCs since children with DLD appear to have altered phonological representations in memory. Over a period of two months, five children with DLD from a special primary school (aged from 7.42 years to 10.17 years) received individually either a finger-writing intervention or a control intervention, both focusing on phonological awareness and the learning of specific GPCs. In the finger-writing intervention, the child had to explore with their fingers the shape of relief-graphemes and excavated-letter. In the control intervention, the same exercises were made except that the two finger-writing tasks were replaced by two visual discrimination tasks. Children were compared on several measures (reading, spelling, handwriting and phonological awareness) before and after the treatment. Results indicated that the children from the finger-writing intervention showed greater improvement than the children from the control group in learning GPCs to improve their graphemic spelling and, for two of the three children, in handwriting. These findings have a clear practical implication for teachers' instructional practices at school.  相似文献   

15.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading.  相似文献   

16.
The purpose of this study was to identify important subject characteristics that predicted individual differences in responsiveness to word reading instruction in normally achieving and at-risk first grade children. This was accomplished by modeling individual word and nonword reading growth, and the correlates of change in these skills, in first grade students during two different phases of the school year. In the first phase of the study (October–January), word and nonword reading skill was modeled in normally achieving and at-risk children. Results of growth modeling indicated significant group differences in word and nonword reading growth parameters. A combination of phonemic awareness skill, advanced graphophoneme knowledge, and initial word/nonword reading skill predicted word and nonword reading growth in the control group, whereas, a combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. In the second phase of the study (January–April), a subgroup of the at-risk subjects who exhibited limited growth in word reading skills during the first phase of the study was enrolled in 12 weeks of small group reading intervention designed to improve reading skills. Results of growth modeling indicated significant increases in word and nonword reading growth rates in this group during the intervention phase. Only rapid naming speed uniquely predicted word and nonword reading growth in the group of subjects receiving intervention.  相似文献   

17.
This study compared the effectiveness of two reading interventions in a public school setting. Forty-five second-grade children with reading disabilities were randomly assigned to a 6-week phonological awareness, word analogy, or math-training program. The two reading interventions differed from each other in (a) the unit of word analysis (phoneme versus onset-rime), (b) the approach to intervention (contextualized versus decontextualized), and (c) the primary domain of reading instruction (oral versus written language). Results indicate that children in both reading programs achieved significant gains in beginning reading skills, learning the specific skills taught in their respective programs, and applying what they had learned to uninstructed material on several transfer-of-learning measures, in comparison to children in the control group. For children in both reading intervention groups, the most significant mediator of growth in oral reading fluency was a child's initial level of word identification skill. Implications of these findings are that systematic, high quality reading intervention can occur in a small group, public school setting and that there are several different paths to the remediation of children with reading disabilities.  相似文献   

18.
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N?=?112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.  相似文献   

19.
Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers.  相似文献   

20.
The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre–post design consisting of a morphological intervention group and a comparison group. Students participating in the 15‐week intervention program showed an advantage over comparison group students in all measures. Their improvement in MA resulted in a better reading fluency and accuracy performance as well as a significant change in reading level according to national norms. The results suggest that disabled readers can benefit from morphological intervention and use morphological cues in reading.  相似文献   

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