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1.
Reading electronic and printed books with and without adult instruction: effects on emergent reading
The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction
were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned
to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction
(EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control).
The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures
included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved
greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological
awareness than the EB and the control groups. Implications for future research and for educators are discussed. 相似文献
2.
Research Findings: We present 3 studies that focused on preschoolers’ electronic book (e-book) reading in different contexts aimed at supporting children’s early literacy. In Study 1 we researched the impact of children’s age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from e-book reading, and 5 readings benefited most skills better than 3. In Study 2 we investigated (a) parents’ behavior during joint e-book reading with their children compared to joint printed book reading and (b) parental mediation in joint reading of a considerate e-book compared to joint reading of an inconsiderate e-book. The joint printed book reading yielded more expanding talk than the joint e-book reading, and reading the considerate e-book yielded higher expanding talk than reading the inconsiderate e-book. In Study 3 we compared adult support in joint e-book reading to joint printed book reading and compared both readings to children’s independent e-book reading. Reading the e-book with adult support assisted children in progressing in phonological awareness and word reading compared to other group reading. Practice or Policy: Well-designed e-books may serve as good tools to support children’s early literacy, and when parents or educators read them with children, children’s progress is enhanced. We recommend that these findings be taken into account by e-book designers, policymakers, teachers, and parents. 相似文献
3.
The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e.,
phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of
conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of
215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name
knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s
initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light
of characteristics of the Korean language and writing system. 相似文献
4.
Ofra Korat 《Education and Information Technologies》2009,14(1):39-53
The effects of reading a CD-ROM storybook on children’s early literacy were examined as a function of their age group and
the number of times they used the software. The investigation was carried out on 214 children: 108 pre-kindergarten children
(aged 4:2 to 5:3) and 106 kindergarten children (aged 5:3–6:4). This population included 107 girls and 107 boys. The children
in each group were randomly assigned to one of three groups. The first intervention group was afforded three CD-ROM storybook
reading sessions. The second group was afforded five reading sessions and the third group served as a control and was afforded
the regular kindergarten program. Pre- and post-intervention early literacy measures included vocabulary, word recognition
and phonological awareness. No age group differences were found between the children’s early literacy progress after using
the software and no interaction was found between age group and the number of reading sessions. Children from both age groups
exhibited a similar level of story comprehension. Children who used the software five times exhibited greater progress in
word meaning than those who used it three times and children in both of these groups did better than the control group. Children
who used the software five times exhibited greater progress in word reading and phonological awareness than children in the
control group. Implications for future research and education are discussed. 相似文献
5.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
6.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
7.
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
8.
Eija Pakarinen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Martti Siekkinen Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(3):281-300
This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning
motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning
of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires
measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment
Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional
support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high
learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness.
Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness.
The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s
learning motivation. 相似文献
9.
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
10.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引：1，自引：1，他引：0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
11.
This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5–6 age group. The review focuses on the e-book's contribution to vocabulary acquisition, phonological awareness, concept about print, as well as story comprehension among two groups of kindergartners exhibiting difficulties in language development and emergent literacy: (a) children at-risk for learning disabilities and (b) children from low socioeconomic backgrounds. Overall, both groups of children were found to improve vocabulary and phonological awareness following e-book activity in different contexts. These results indicate the e-book's efficacy as an educational tool in heterogeneous classrooms. 相似文献
12.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
| Young-Suk KimEmail: |
13.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological
and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at
the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills
and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent
literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English
and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively
to assess preschool children’s emergent literacy skills. 相似文献
14.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children
read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting
the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous
studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less
than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before
and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses.
The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching
techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both
groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they
spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words
and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS.
Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly
more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children
performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only
while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with
difficult words, after one semester’s training. 相似文献
15.
The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5?C7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book??s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed. 相似文献
16.
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
17.
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
18.
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献
19.
Vrinda Kalia 《Early Childhood Education Journal》2007,35(2):149-153
The goal of this study was to examine the role of Indian bilingual parents’ book reading practices on the development of the
children’s oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from
two preschools in Bangalore, India were tested in schools in English on receptive vocabulary, complex syntax, narrative expression,
phonological awareness, and concepts about print. The findings suggest that exposure to book reading in English is associated
with bilingual children’s oral language, narrative and literacy development in their second language. 相似文献
20.
Revisiting the home literacy model of reading development in an orthographically consistent language
We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also responded on a questionnaire regarding the frequency of storybook reading, the number of books at home, and the frequency of teaching letter names, sounds, and words. Reading fluency and comprehension were measured in grade 4. The results indicated that the early home literacy experience variables were related to the emergent literacy skills but did not directly predict future reading skills. Thus, the Home Literacy Model applies to consistent orthographies before any formal reading instruction takes place. 相似文献