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1.
Gillian Beardsley 《Journal of Research in Reading》1982,5(2):101-112
An investigation was carried out to examine any significant differences in the use of four types of context cues by good and poor readers in the early stages of their reading development. Sentences incorporating proactive and retroactive syntactic, and proactive and retroactive semantic cues were presented in the form of deletions at three levels of difficulty. Sixty-four subjects, 32 of each sex, were drawn equally from the six to seven and seven to eight year age levels and subdivided into groups of good and poor readers. Results indicated that all groups other than the youngest poor readers found the proactive semantic cues the most useful and made miscues displaying semantic associations across cue types. Implications for an understanding of strategies employed in early reading and approaches for instruction are discussed. 相似文献
2.
CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental
features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development
of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to
aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding
skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters,
which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong
the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support
for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension
strategies. 相似文献
3.
Good and poor readers at the junior high school level and good and poor spellers at the university level were compared on their ability to produce words in response to a semantic cue (a category name), a visual cue (three letters), and an auditory cue (a syllable rime). Kindergarten children were tested on a word-identification task and their retrieval of words in response to the semantic and auditory cues. At all ages, poor readers or spellers produced fewer words on all word-retrieval tasks than did good readers or spellers. Performance on the auditory and visual word-retrieval tasks correlated very highly with pseudoword reading and spelling ability in the two older groups; in the kindergarten children, auditory retrieval correlated with word identification. The results suggest that poor readers have not organized words in long-term memory according to rhyming families but that good readers have. We speculate that failure to retrieve rhyming words during acquisition of reading and spelling skills underlies the failure of poor readers and spellers to abstract the higher-order relationships between orthography and phonology. 相似文献
4.
This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension. 相似文献
5.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
6.
The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9–10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children’s self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed. 相似文献
7.
Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners’ use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers’ multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical–mathematical and intrapersonal intelligences were the good L2 readers’ most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical–mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants’ use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed. 相似文献
8.
Young-Suk Grace Kim Christian Vorstius Ralph Radach 《Scientific Studies of Reading》2018,22(5):367-383
The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers’ sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers. 相似文献
9.
Louise Flensted Rønberg Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89
This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties. 相似文献
10.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献
11.
Lorna K.S. Chan 《Journal of Research in Reading》1996,19(2):111-127
This paper reports on a study examining the effects of combined strategy and attributional training through small-group intervention in a specific reading task context. The training aims to provide instruction in the use of reading strategies while at the same time to convince students that their reading performance is attributable to their use of effective strategies, which is under their personal control. Four grade 7 (13 year old) classes, consisting of 40 poor readers and 56 average readers, participated in the study. Students were randomly allocated to one of four instruction conditions involving different combinations of strategy instruction and attributional training. Instruction was provided in small groups of 6 to 8 students over nine one-hour sessions. Results indicated that teaching poor readers use of effective reading strategies, while convincing them that reading successes and failures were attributable to use of effective or ineffective strategies, not only improved their comprehension performance and increased use of reading strategies, but also reduced their perceptions of learned helplessness. 相似文献
12.
P. G. Aaron 《Reading and writing》1989,1(4):291-308
This study tested the hypothesis that when a stringent criterion of normal IQ is applied in the selection of dyslexic readers, and when dyslexics, nondyslexic poor readers, and normal readers are matched on reading comprehension — rather than word reading — significant differences among these groups can be demonstrated. Two groups of poor readers from primary grades, one with normal IQ (dyslexics) and the other with below-average IQ (nonspecific reading disabled, NSRD) were matched for reading comprehension with a group of younger normal readers. The dyslexic group was found to be inferior to the other two groups in tests of decoding and spelling. The dyslexic readers were more context-dependent for word recognition than the other two groups. The NSRD group did not differ from the normal readers in these aspects but had the worst performance on a test of inferential comprehension. It was concluded that dyslexics differ from normal readers and low-IQ poor readers in word and nonword reading skills and context-dependency for reading. A group of six adult dyslexics were also found to be deficient in decoding skills. A lack of unanimity in the use of certain terminology, a substantial age difference between low-IQ poor readers and normals, and the difference in the criteria used for matching the different groups could be factors that can explain the disagreements seen between the findings of the present study and those reported by some other studies. Potential problems associated with reading-age matched experimental design are discussed. 相似文献
13.
Amanda C. Miller Douglas Fuchs Lynn S. Fuchs Donald Compton Devin Kearns Wenjuan Zhang 《Journal of research on educational effectiveness》2014,7(3):232-249
AbstractThe purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. 相似文献
14.
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities
(RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh
graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and
38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness,
and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness
but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a
contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally,
results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension
beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence
of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition
process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality
hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD
students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as
well as comprehension abilities. 相似文献
15.
Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary
struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total
of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension
and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included
listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a
passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions
and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition,
and comprehension. 相似文献
16.
One of the most important findings to emerge from recent reading comprehension research is that there are large differences between tests in what they assess—specifically, the extent to which performance depends on word recognition versus listening comprehension skills. Because this research used ordinary least squares regression, it is not clear that the findings apply similarly to poor and good readers. The current study uses quantile regression to assess whether there might be differences within tests in the relative contributions of component skills as a function of performance level. There were 834 individuals (ages 8–18) who took 5 reading comprehension tests. Quantile regression showed that, for 3 of 5 tests, the contributions of word recognition and listening comprehension vary as a function of reading comprehension skill. These quantile differences hold across both younger and older readers. Our findings show that what skills a test assesses vary not only with the specific test used but also with how well the person performs. 相似文献
17.
Carol McDonald Connor Ralph Radach Christian Vorstius Stephanie L. Day Leigh McLean Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134
In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies. 相似文献
18.
Keith E. Stanovich 《Annals of dyslexia》1985,35(1):67-96
After years of confusion, the literature on individual differences in reading ability is finally beginning to coalesce around
a small set of general conclusions that are endorsed by the vast majority of researchers. The most fundamental is that word
decoding ability accounts for a very large proportion of the variance in reading ability at all levels. Variation in word
decoding skill is primarily the result of differences in phonological abilities, rather than visual processes. Less-skilled
readers are not characterized by a general inability to use context to facilitate word recognition. However, situations where
such readers fail to utilize context to facilitate word recognition will arise when their slow and inaccurate decoding of
words renders the context useless. Less-skilled readers display performance deficits on a wide variety of short-term memory
tasks, probably due to an inability to efficiently employ various memory strategies, and most certainly due to inadequate
phonological coding. Less-skilled readers may have comprehension deficits that are partially independent of word decoding
skill. These problems probably arise because syntactic abilities and metacognitive strategies are inadequately developed.
Presented at the Twelfth Annual Conference of the New York Branch of The Orton Dyslexia Society, New York, March 1985. 相似文献
19.
We studied the use of computer readers, and especially their speech synthesis component, as a compensatory tool for adults
with dyslexia. We first explored the enhancement of reading skills in a group of college students and working adults. Their
unaided reading was very slow, and most participants in the study could sustain reading for only short periods. Although their
timed comprehension was poor, their untimed comprehension was above average. The computer reader enhanced the reading rate
and comprehension of most participants and enabled them to sustain reading longer. The difference between aided and unaided
reading rate was inversely proportional to the unaided rate. Slower readers experienced greater enhancement than faster ones.
The enhancement of comprehension was also inversely proportional to unaided scores, and good predictions of the enhancement
were obtained from multiple regression models that included scores from specific standard tests of auditory and visual cognitive
abilities. We also explored the use of computer readers in the workplace and show through case studies that their use can
have important positive effects on individual careers and self-confidence when specific conditions exist. Finally, we investigated
the use of computer readers to supplement an adult remediation program. The readers allowed and motivated the students to
read more and, as a result, to progress more rapidly.
Support for this study was provided by Xerox, the Luke B. Hancock Foundation, and the Charles and Helen Schwab Foundation. 相似文献
20.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading. 相似文献