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1.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
2.
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties 总被引:2,自引:0,他引:2
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies,
investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average
total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant
improvement on literacy achievement ([`(d)] \overline d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([`(d)] \overline d = 0.49), morphological awareness ([`(d)] \overline d = 0.40), vocabulary ([`(d)] \overline d = 0.40), reading comprehension ([`(d)] \overline d = 0.24), and spelling ([`(d)] \overline d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language
disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction
can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological
intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. 相似文献
3.
Maria Rosaria Di Stasio Robert Savage Philip C. Abrami 《Journal of Research in Reading》2012,35(1):69-86
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
4.
Anne K. van Bysterveldt Gail T. Gillon Catherine Moran 《International Journal of Disability, Development & Education》2006,53(3):301-329
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
5.
Phoneme segmentation training: Effect on reading readiness 总被引:3,自引:9,他引:3
Recent evidence suggests that the ability to segment words into phonemes is significantly related to reading success, and
that training in phoneme segmentation appears to have a positive influence on beginning reading. In this study, we evaluated
the effect on reading readiness of phoneme segmentation training in kindergarten. Ninety nonreaders with PPVT-R standard scores
of 78 or higher were randomly selected from six kindergarten classrooms and assigned to one of three treatment conditions:
a) phoneme segmentation group; b) language activities group (control group I); and c) no intervention (control group II).
The phoneme segmentation group received seven weeks of instruction in segmentation and in letter names and sounds. Also for
seven weeks, the language activities group received the identical instruction in letter names and sounds and additional language
activities. Prior to the intervention, the three groups did not differ in age, sex, race, PPVT-R phoneme segmentation, letter
name and letter sound knowledge, or reading ability. After the intervention, the phoneme segmentation group outperformed both
control groups on phoneme segmentation and reading measures. This study provides additional strong support for including phoneme
segmentation training in the kindergarten curriculum. Clinical suggestions for teachers are included.
This project was supported in part by USDE grant # G008630421 and a Syracuse University Senate Research Grant. 相似文献
6.
Parents of dyslexic children encounter many difficulties in understanding and accepting their children’s disability. This
affects the child’s self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of
dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children
participated in this experiment, an experimental group (N = 37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N = 30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire
(Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after
the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can
bring about improvement in parents’ awareness of the dyslexic child’s cognitive experiences, and that this improvement is
significantly greater than that achieved by watching a film about dyslexia. 相似文献
7.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献
8.
Hilde Hofslundsengen Bente Eriksen Hagtvet Jan-Eric Gustafsson 《Reading and writing》2016,29(7):1473-1495
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read. 相似文献
9.
We examined whether university students who report a significant history of reading difficulties (RD; n = 24) differed from university students with no history of reading difficulties (NRD; n = 31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes
or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed
a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that
the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition
latencies. The results suggest that the RD participants’ performance is context-sensitive and better explained by interactive
models of language processing than by modular models. 相似文献
10.
Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed. 相似文献
11.
Julia M. Carroll 《Journal of Research in Reading》2004,27(3):212-225
There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub‐skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight‐month longitudinal study with 56 pre‐literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small‐scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre‐literate children. Possible reasons for this finding are discussed. 相似文献
12.
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control).
Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name
and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and
post-tested on alphabet, phonological awareness, letter–word identification, emergent reading, and developmental spelling
measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition.
Benefits did not generalize to other emergent literacy skills. 相似文献
13.
Young-Suk Kim 《Reading and writing》2009,22(8):907-931
This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the
relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results
revealed that although both letter-name knowledge and phonological awareness made unique contributions to literacy skills
(i.e., word reading, pseudoword reading, and spelling), letter-name knowledge played a more important role than phonological
awareness in literacy acquisition in Korean. Letter-name knowledge explained appreciably greater amount of variance and had
larger effect sizes in literacy skills. Furthermore, children with greater syllable, body (e.g., segmenting cat into ca-t), and phoneme awareness had higher levels of letter-name knowledge. In particular, children’s syllable awareness and body
awareness were positively associated with their letter-name knowledge, even after controlling for children’s phoneme awareness.
These results suggest that Korean children’s awareness of larger phonological units (i.e., syllable and body) in addition
to phoneme awareness may mediate the relationship between letter-name knowledge and literacy acquisition in Korean, in contrast
with previous findings in English that have demonstrated a positive relationship only between phoneme awareness and letter-name
knowledge, and the hypothesis that phoneme awareness mediates the relationship between letter-name knowledge and literacy
acquisition. 相似文献
14.
Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt
to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological
awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated
with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with
letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme
judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor
in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography,
and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development,
phoneme awareness more clearly associates with the products of literacy experience. 相似文献
15.
《Learning and individual differences》2007,17(1):35-53
The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter–sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic awareness and letter knowledge. Trained at-risk children (n = 31) made more progress than untrained at-risk controls (n = 26) and kept up with untrained not-at-risk controls (n = 16). However, the headstart of the trained group did not affect beneficially first and second grade reading and spelling proficiency. Following the start of phonics-based instruction at school, the trained at-risk children could not be discriminated from the untrained at-risk controls, and they were delayed relative to the not-at-risk controls. In order to promote long-term benefits and prevent undoing the advantage of early intervention, delivery should be both home- and school-based and more effort needs to be put in throughout first grade. 相似文献
16.
Two groups of first graders (n=63) participated in a brief 10-day intervention study in which they were instructed in the spelling of five final letter
patterns in monosyllabic words. Apart from the final letter pattern sh, the other four patterns (nk, ke, sk, and ck) incorporated the phoneme /k/. One group received phoneme-based instruction that emphasized the direct relation between final
speech sounds and their spelling patterns, whereas the second group received linguistically implicit instruction that focused
solely on the spelling of the rime. The group receiving phoneme instruction (PI) improved accuracy of final pattern spelling
as well as speed of word reading over the group receiving rime instruction (RI). The representation of one sound with the
digraphs sh or ck did not confuse first graders as much as the discrimination and representation of two sounds with the blends sk and nk, or spelling of /k/ with ke when preceded by a long or tense vowel. The results suggest that the difficulty for beginning spelling does not necessarily
lie in the letter pattern but in the sound sequence that is represented by letters. The results seem to support phoneme-based
spelling instruction. 相似文献
17.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. 相似文献
18.
Franklin R. Manis Mark S. Seidenberg Lynne Stallings Marc Joanisse Caroline Bailey Laurie Freedman Suzanne Curtin Patricia Keating 《Annals of dyslexia》1999,49(1):105-134
There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the
normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic
children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a
“surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition.
The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a
battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal
readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results
revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children
remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness
and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic
naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics.
A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception
word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over
one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit
Hypothesis. 相似文献
19.
George Manolitsis George Georgiou Kathy Stephenson Rauno Parrila 《Learning and Instruction》2009,19(6):466-480
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children responded to a questionnaire on home literacy activities and the teachers reported on children's task-focused behaviour. In Grades 1 and 2 the children's word decoding and reading fluency were assessed. Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages. Task-focused behaviour and letter knowledge in kindergarten predicted significantly nonword decoding in Grade 1, but their effect was stronger in English than in Greek. This pattern was not replicated for reading fluency in Grade 2. 相似文献
20.
Markéta Caravolas Arne Lervåg Marína Mikulajová Sylvia Defior Gabriela Seidlová-Málková Charles Hulme 《Scientific Studies of Reading》2013,17(5):386-402
ABSTRACTThe present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading. 相似文献