共查询到20条相似文献，搜索用时 31 毫秒
1.
Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected‐text oral reading fluency in a sample of adolescents with dyslexia (n = 77). The second was to test the hypothesis that the effect of verbal working memory on connected‐text oral reading fluency is moderated by word‐level skills and/or vocabulary knowledge. The results suggest that many deficits associated with childhood dyslexia remain prominent in adolescence, but the nature of the relationships between key cognitive and linguistic predictors (i.e., word‐level reading, vocabulary, verbal working memory) and reading fluency appear to be different in adolescence. For example, while word‐level skills remain a significant predictor, the strength of the effect is relatively weak. In contrast, the data support an increased role for vocabulary and verbal working memory, including an interaction between these factors. The presence of an interaction can be interpreted as evidence that the influence of verbal working memory on connected‐text oral reading fluency in adolescents with dyslexia depends on individual differences in vocabulary knowledge. These results offer support for the changing nature of dyslexia across development, and suggest that researchers should study dyslexia in adolescents on its own terms, rather than treating it as an extension of reading problems in early childhood. 相似文献
2.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
3.
Orly Lipka 《Reading and writing》2017,30(6):1361-1375
The goal of this study was to examine oral word reading fluency from a developmental perspective in a longitudinal study of students from second grade to sixth grade. The sample was consisted of native English speaking students that took part in a large longitudinal study. Participants were assessed on cognitive and literacy measures such as working memory, phonological awareness, rapid automatized naming and syntactic awareness—oral cloze. Two main research questions were examined: first, what relationships will be found between the cognitive, literacy and linguistic measures, and which of them simultaneously predict oral reading fluency, in each age group? And second, which cognitive and literacy measures in second grade predict word reading fluency in sixth grade? Results show that cognitive and literacy measures contribute differently to word reading fluency skill across the different grades, while the only strong predictor across all age groups, was the phonological awareness. Finally, taking together past and previous findings, a proposed definition of fluency from a developmental perspective is suggested, based on the results of the study that show in a clear manner, that reading fluency, its contributors and its predictors, change respectively to the reading phase obtained in each grade. 相似文献
4.
James S. Kim Jennifer F. Samson Robert Fitzgerald Ardice Hartry 《Reading and writing》2010,23(9):1109-1129
The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures
of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print
exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children
in Grades 4–6 were randomly assigned to READ 180 or a district after-school program. Both programs were implemented 4 days
per week over 23 weeks. Children in the READ 180 intervention participated in three 20-min literacy activities, including
(1) individualized computer-assisted reading instruction with videos, leveled text, and word study activities, (2) independent
and modeled reading practice with leveled books, and (3) teacher-directed reading lessons tailored to the reading level of
children in small groups. Children in the district after-school program participated in a 60-min program in which teachers
were able to select from 16 different enrichment activities that were designed to improve student attendance. There was no
significant difference between children in READ 180 and the district after-school program on norm-referenced measures of word
reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency
and attendance, these effects were restricted to children in Grade 4. Print exposure, as measured by the number of words children
read on the READ 180 computer lessons, explained 4% of the variance in vocabulary and 2% of the variance in word reading efficiency
after all pretest reading scores were partialed out. 相似文献
5.
Emily J. Solari Terese C. Aceves Ignacio Higareda Cara Richards‐Tutor Alexis L. Filippini Michael M. Gerber Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency. 相似文献
6.
We examined theoretical issues concerning the development of reading fluency and language proficiency in 390 English Language Learners (ELLs,) and 149 monolingual, English-as-a-first language (EL1) students. The extent to which performance on these constructs in Grade 5 (i.e., concurrent predictors) contributes to reading comprehension in the presence of Grade 2 autoregressors was also addressed. Students were assessed on cognitive, language, word reading, and reading fluency skills in Grades 2 and 5. In Grade 2, regardless of language group, word and text reading fluency formed a single factor, but by Grade 5 word and text reading fluency formed two distinct factors, the latter being more aligned with language comprehension. In both groups a substantial proportion of the variance in Grade 5 reading comprehension was accounted for uniquely by Grade 2 phonological awareness and vocabulary. Grade 5 text reading fluency contributed uniquely in the presence of the autoregressors. By Grade 5 syntactic skills and listening comprehension emerged as additional language proficiency components predicting reading comprehension in ELL but not in EL1. Results suggest that predictors of reading comprehension are similar but not identical in ELL and EL1. The findings point to a more nuanced and dynamic framework for understanding the building blocks that contribute to reading comprehension in ELLs and EL1s in upper elementary school. They underscore the importance of considering constructs such as vocabulary, whose role is stable, and other components of language proficiency and reading fluency whose role becomes pivotal as their nature changes. 相似文献
7.
Although research documents a key contribution of print skills to early literacy, vocabulary and other language skills also provide an important foundation. Focusing on a sample of several hundred low-income children in 16 urban schools that were implementing literacy interventions, 1st-grade predictors of literacy development were traced over time. Beginning-of-1st-grade letter–word identification and word attack skills were the strongest predictors of reading comprehension at the end of 1st grade. However, vocabulary was the best predictor of reading comprehension at the end of 2nd and 3rd grades. The predictive power of early print-related and phonemic-awareness skills diminished over time, yet vocabulary scores remained an important predictor. Results support an early emphasis on developing meaning skills to prepare low-income children for success in literacy. 相似文献
8.
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. 相似文献
9.
This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N?=?163) and first grade students (N?=?305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders?? reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children??s level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish. 相似文献
10.
11.
Sandra Fernandes Luís Querido Arlette Verhaeghe Catarina Marques Luísa Araújo 《Reading and writing》2017,30(9):1987-2007
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR. 相似文献
12.
The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample 总被引：1，自引：0，他引：1
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word
reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.
It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent
contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print,
visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated.
Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical
working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language
variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor
of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and
verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small
independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was
concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined
with information already stored in long-term memory, may better predict reading comprehension measured with the text available
than working memory tasks which only have a short-term memory component. 相似文献
13.
We analysed word reading and spelling in French adults with low levels of literacy (A‐IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty‐two adult literacy students were compared with reading level‐matched pupils in Years 1–3 of primary school on reading tasks (pseudoword reading, word reading, text comprehension), spelling tasks (pseudoword spelling, text dictation) and oral language tasks. A‐IL scored the same as children on word reading and spelling but less well on pseudoword reading and spelling. They also produced fewer phonologically acceptable errors in the dictation. Regarding oral language skills, as a group A‐IL encountered greater difficulty in phonology than in morphosyntax and semantics, and correlations revealed strong relationships between literacy levels and oral skills, particularly in the domain of phonology. Within their group, however, A‐IL displayed several distinct language profiles. These could reflect different risk factors leading to functional illiteracy and are discussed regarding the cognitive and environmental causes of impaired reading acquisition. 相似文献
14.
Cevriye Ergül Meral Çilem Ökcün-Akçamuş Gözde Akoğlu Seher Yalçın Burcu Kılıç Tülü Zeynep Bahap Kudret 《Psychology in the schools》2023,60(1):234-254
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. 相似文献
15.
What are the underlying skills of silent reading acquisition? A developmental study from kindergarten to the 2nd grade 总被引：1，自引：0，他引：1
Irit Bar-Kochva 《Reading and writing》2013,26(9):1417-1436
Research on reading acquisition and on the processes underlying it usually examined reading orally, while silent reading, which is the more common mode of reading, has been rather neglected. As accumulated data suggests that these two modes of reading only partially overlap, our understanding of the natural mode of reading may still be limited. The present study was set out to explore the underlying skills of reading acquisition examined using silent measures of reading. To this end, children acquiring reading of the phonologically transparent vowelized Hebrew orthography were followed from kindergarten to the 2nd grade. The relations between a range of verbal and visual-spatial skills with measures of silent reading were tested. Phonological awareness, RAN and vocabulary explained a significant amount of variance in fluency in word recognition and in fluency in decoding of pseudo-homophones, while visual speed of processing of numeric symbols explained a notable amount of variance in fluency in word recognition only. Phonological awareness, morphological awareness and phonological working memory were the main skills explaining the variance in reading comprehension. The relations of these skills with the quality of oral reading have been widely established in the reading literature. Furthermore, a similar developmental picture was obtained in the relations between some of these skills and silent reading, as was found with oral reading. Therefore the role of these skills in reading may not be restricted to a certain mode of reading. Also consistent with findings on oral reading, the role of the visual non-orthographic skills in the measures of silent reading was insignificant to very small. Together these results imply that the processes underlying measures of silent reading are not substantially different from the ones underlying measures of oral reading, at least not at the early stages of reading acquisition of a transparent orthography. 相似文献
16.
Nathalie J. Veenendaal Margriet A. Groen Ludo Verhoeven 《Journal of Research in Reading》2015,38(3):213-225
Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to decoding efficiency and language comprehension. One hundred and six Dutch primary school children from fourth grade participated in this study and were assessed on decoding efficiency, vocabulary, syntactic ability, reading fluency performance and reading comprehension skills. Regression analysis showed that text reading prosody, not text reading rate, explained additional variance in reading comprehension performance when decoding efficiency and language comprehension were controlled for. This result suggests that the inclusion of text reading prosody as an aspect of text reading fluency is justified and that a natural intonation is associated with better comprehension of what is read. 相似文献
17.
Yuuko Uchikoshi 《Reading and writing》2013,26(6):913-939
In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed. 相似文献
18.
Young-Suk Grace Kim 《Scientific Studies of Reading》2017,21(4):310-333
Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations. 相似文献
19.
According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension. 相似文献
20.
M. Carmen González‐Trujillo Sylvia Defior Nicolás Gutiérrez‐Palma 《Journal of Research in Reading》2014,37(3):316-330
Recent literacy research shows an increasing interest in the influence of prosody on literacy acquisition. The current study examines the relationship of nonspeech rhythmic skills to children's reading acquisition, and their possible relation to stress assignment in Spanish, a syllable‐timed language. Sixty‐six third graders with no reading difficulties were scored on measures of nonspeech rhythm, word‐level decoding skill, reading fluency and reading with correct assignment of lexical stress. After controlling for verbal intelligence and working memory, hierarchical multiple regression analyses showed that nonspeech rhythm predicted unique variance in reading fluency and correct stress assignment; it did not predict decoding skills. Given that Spanish is a syllable‐timed as opposed to stress‐timed language like English, the association between nonspeech rhythm, reading fluency and stress assignment found in our study suggests that nonspeech rhythm may be a universal factor in reading acquisition, independent of the type of linguistic rhythm. 相似文献