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1.
An investigation was conducted into the visual and auditory temporal processing profiles of two groups of 4‐ to 6‐year‐old children: pre‐alphabetic children, who showed no alphabetic ability (failing to read any non‐words in a test), and those who demonstrated some alphabetic ability. This alphabetic group showed higher scores in reading and spelling attainment than the pre‐alphabetic group. They were also faster than the pre‐alphabetic group in reacting to the onset and offset of auditory and visual stimuli. However, when age was used as a covariate, only reaction times (RTs) to the offsets of visual stimuli were found to be faster in the alphabetic than the pre‐alphabetic group. This suggests that responses to the offset of visual stimuli are becoming more rapid during the same developmental period when alphabetic ability is beginning to be acquired. Within the alphabetic group, after accounting for age, visual and auditory onset RTs were strongly correlated, whereas within the pre‐alphabetic group there were high correlations between visual and auditory offset RTs. It is therefore suggested that a strong association between RTs to visual and auditory onsets may be beneficial during early alphabetic acquisition, when phoneme–grapheme associations are established. Multiple regression analyses showed visual offset RT as the only variable to account for a significant amount of variance in spelling attainment after age was taken into account, which may relate to Frith's (1985) contention that spelling is important in driving early alphabetic ability. 相似文献
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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.
An 11 year‐old spelling retarded boy was exposed to two different remediation programmes over 21 weeks. The first phase of the study was devoted to practice on a machine which allows two attempts at spelling a given word before presenting its correct spelling on a visual display panel. In the second phase, a rule‐based approach was introduced to teach those words which the child had failed to learn in Phase I. By the end of Phase I, the child had mastered over half the stimulus words and most of these were retained at follow‐up. However, progress was slow, and no generalisation occurred to matched untaught words. The rule‐based approach was effective in the immediate short term, but only half the stimulus words learnt were retained at follow‐up and no generalisation took place to untaught words. The design of the study did not allow for comparison of the relative efficacy of the two approaches. It was concluded that remedial instruction needs to span a much longer time period if it is to result in significant long‐term improvement in spelling skills. 相似文献
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Ivar Bråten 《教育心理学》1995,15(1):69-87
TJ, a 10‐years, 7‐months‐old spelling‐disabled boy suffering from aphasia, was exposed to a spelling remediation programme introduced in the autumn term of Grade 4 and concluded in the spring term of Grade 6. A systematic strategy instructional approach was used to teach the boy 65 phonetically irregular words. The remedial spelling programme was successful in developing appropriate spelling strategies which were applied to the processing of these words and maintained at follow‐up at 2 months. Generalisation of programme effects was shown on standardised spelling tests administered during training. However, the programme did not seem to be very successful in lessening the disparity between the boy's spelling performance and average spelling performance for his grade. It was concluded that spelling‐disabled students suffering from neurological impairment probably need more cumulative training than other spelling‐disabled students. The potential role of a verbally orientated strategy approach in spelling remediation was also discussed in relation to a visually orientated approach. 相似文献
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ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts. 相似文献
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In addition to an intrinsic difficulty in reading and spelling, one of the defining characteristics of dyslexia is an enduring and pervasive difficulty in phonological coding, such that dyslexic readers find it particularly challenging to process and manipulate the constituent sounds of a language. Coexistent with this finding is the evidence that some dyslexic readers also demonstrate subtle sensory coding problems in the visual and auditory domains. Few theories have been proposed to unite these different findings within a coherent model of reading. Here the evidence for visual, auditory and phonological coding problems in dyslexia is briefly reviewed, and a hypothesis is proposed for how adequate early sensory coding may be intrinsic to phonological awareness and subsequent reading ability. In this hypothesis, a cortical network is assumed that incorporates the visual, auditory and phonological skills of reading. The visual sub‐component of the network is mediated by the dorsal visual pathway, which is responsible for the accurate spatial encoding of letters, words and text. The auditory component of the network in pre‐readers is intrinsic to the development of phonological sensitivity, and then grapheme‐phoneme assimilation as reading skills develop. In this hypothesis, some of the symptoms of dyslexia may result from subtle problems in the encoding of both visual and auditory information and their role in maintaining the synchronicity of the reading network. 相似文献
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Two randomised control experiments examined spelling outcomes in a repeated measures design (pre‐test, post‐tests; 1‐day, 1‐month follow‐up, 5‐month follow‐up), where students learned Spanish irregular words through (1) immediate feedback using self‐correction, (2) visual imagery where children imagine and represent words using movement, and (3) copying words. The two control groups engaged in reading and dictation. We expected that methods with kinesthetic components and segmentation of stimuli would yield better orthographic representations in memory. Results showed that orthographic errors on Spanish irregular words diminish when children receive self‐correction instruction. Imagery and copy instruction also reduce these errors, but less consistently. Five months later, self‐correction group maintained their advantage in spelling compared with students who read or performed dictation. Experiment 2 replicated the spelling instruction effects and showed large effects on children who had hardly received any spelling instruction in Spanish. Results indicate that research‐based practices can significantly improve spelling outcomes in primary children. 相似文献
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The goal of this study was to investigate how adult English speakers, who are good readers, but who differ in spelling ability, remember word-specific spelling information. In the first experiment, participants learned the spellings of words they had previously misspelled, while thinking out loud. The main strategies observed in order of popularity were: letter rehearsal, overpronunciation, comparison of the remembered and the correct spelling, morphological analysis and visualisation. All strategies produced good learning success for the better spellers, but weaker spellers had less success with overpronunciation, comparison and morphological analysis. In a second experiment, when participants were shown their misspelling and the correct spelling, and instructed to use either overpronunciation or comparison to learn the correct spelling, learning success was independent of spelling ability. However, sequential verbal memory ability was associated with greater success in using overpronunciation, and sequential visual memory ability with greater success in using comparison. The findings provide new insight into the types of strategies that advanced learners use spontaneously to memorise arbitrary letter sequences, as well as revealing how effective the strategies are. 相似文献
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Dorothy J. Steffler 《Journal of Research in Reading》2004,27(3):248-264
The goal of this study was to investigate Grade 5 children's knowledge of a common word pattern in English, to double the final consonant of a one‐syllable word when adding –ed. Significant correlations were found between –ed spelling and general spelling ability, as well as correct pronunciation of –ed words in isolated word reading and spelling. The correlation between –ed spelling and –ed word reading (r=0.31) is lower than one would expect to find in general spelling and reading ability. Individual interviews were conducted to assess children's explicit awareness of the doubling rule, followed by a measure of consistency in spelling a selected number of –ed words. Performance on an artificial grammar task indicated a correlation between implicit learning of nonsense letter strings and spelling ability. Overall results point to the unstable nature of children's knowledge of the doubling rule. Implications for instruction are discussed. 相似文献
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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
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ABSTRACTOur understanding of spelling development has largely been gleaned from analysis of children’s accuracy at spelling words under varying conditions and the nature of their errors. Here, we consider whether handwriting durations can inform us about the time course with which children use morphological information to produce accurate spellings of root morphemes. Six- to 7-year-old (n = 23) and 8- to 11-year-old (n = 25) children produced 28 target spellings in a spelling-to-dictation task. Target words were matched quadruplets of base, control, inflected, and derived words beginning with the same letters (e.g., rock, rocket, rocking, rocky). Both groups of children showed evidence of morphological processing as they prepared their spelling; writing onset latencies were shorter for two-morpheme words than control words. The findings are consistent with statistical learning theories of spelling development and theories of lexical quality that include a role of morphology. 相似文献
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Abstract An attempt was made to develop reading and spelling skills in a nine year‐old boy who was a severe underachiever in both areas, over an 18 month treatment period. A structured and systematic approach was used with provision of incentives via token reinforcement which could be exchanged for back‐up reinforcers of the child's choice. The remedial reading programme was successful in developing systematic reading strategies which were applied to the decoding of new words. These gains generalised outside the tutoring situation and were reflected in performance on a standardised test of reading. The spelling programme was less successful although the goal of lessening the disparity between spelling age and chronological age was achieved. Follow‐up at 14 months indicated continued gains although the rate of progress was considerably slower following the cessation of regular remedial teaching particularly in the area of spelling. Implications for the development of future remedial programmes are discussed. 相似文献
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Nicola Slack 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):51-63
Background Psychology and educational theory has a long tradition of research into learning styles. However, the current educational policy and practice interest in learning styles in the UK has resulted in concepts and practices being adopted with little rigorous empirical evaluation. Purpose This small-scale, experimental study aimed to test the reliability and validity of an available inventory designed to identify learning styles (visual, auditory and kinaesthetic). Sample, design and methods Nineteen children, aged 7–10 years, with different styles as identified by the inventory, participated in a class experimental evaluation of their differential response to the teaching of word spelling using different teaching methods. Results The study found that the visual and auditory scales, but not the kinaesthetic scale, were reliable (internally and re-test). The three groups of pupils with different learning styles—visual only, auditory only and mixed visual and auditory—showed different gains to teaching that matched these styles (visual and auditory teaching approaches). Retention of word spelling was higher one week after the teaching when the teaching matched the learning style. Conclusions The findings in this exploratory study suggest the significance of learning style for classroom-based teaching. 相似文献
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The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper. 相似文献
17.
Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much? 
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下载免费PDF全文 Background
We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling.Methods
Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic complexity, using a short (<5 minute) PowerPoint‐based training. Participants were regularly tested on their spelling and were compared with themselves using single subject design. Individual effect sizes were aggregated across participants, and we used dependent measures t‐tests to compare conditions.Results
Participants learned significantly more treated words than control words in the high‐variability/low‐complexity condition, but not in the high‐variability/high‐complexity condition.Conclusions
Refugees can benefit from interventions designed to promote implicit learning but can be overwhelmed by too much input. 相似文献18.
The present investigation has three aims: (1) to establish a suitable composite index which combines speed and accuracy in the measurement of decoding skill; (2) to examine whether speed acts as a confounding factor in the measurement of decoding ability; and (3) to see whether familiarity with the word, as indicated by the ability to pronounce it, or lack of it acts as a confounding factor in the assessment of spelling skills. Three studies were conducted to fulfill these aims. In the first study, 33 children from Grade 2 were asked to name a list of 40 letters of the alphabet as quickly and as accurately as possible. A combined index of speed and accuracy was computed from these two sets of data using two formulas, which were based on the ‘z’ score and the mean variance score. A Pearson product‐moment correlation coefficient of 0.94 was obtained between the results of the two formulas indicating that the two formulas yield almost identical results. In the second study, 37 fifth‐graders were administered the word‐attack sub‐test of Woodcock Language Proficiency Battery. When the speed and accuracy composite index, based on the ‘z formula’ was applied to the word‐attack scores, it was found that three children were slow decoders even though their scores were within the normal range. In the third study, 39 children from Grade 3 and 40 children from Grade 5 were asked to read aloud a list of words and then these words were administered as a spelling test. Subsequently, their spelling ability was assessed by computing the number of words they could both read and spell correctly. When familiarity of words was included as a factor in assessing spelling ability, five children in Grade 3 and three children in Grade 5 were found to be misclassified as poor spellers. This indicates that including word‐naming speed and word familiarity (i.e. ability to pronounce) produce different metrics than when they are not. Inclusion of speed and familiarity factors in assessment can be helpful in avoiding false negatives and false positives. 相似文献
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AbstractThe ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three lessons a week, 20-min per lesson, over ten weeks. In the first intervention, students learned statistically likely spelling strategies for vowel sounds, syllable breaking strategies, and the doubling rule. In the second intervention, students used a look, say, cover, write, check, fix strategy, listed words in alphabetical order, and wrote them in sentences. The control group completed non-spelling activities. Results showed that although both intervention groups learned to spell taught words better than the control group, the rule-based approach had greater transfer to spelling of new words for both proficient and less proficient spellers. 相似文献
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Jurgen Tijms Jan J. W. M. Hoeks Marja C. Paulussen‐Hoogeboom Anton J. Smolenaars 《Journal of Research in Reading》2003,26(2):121-140
Short and long‐term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexico‐phonological processing of words. The treatment is computer‐based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d>0.80 for all variables). Following the treatment, participants attained an average level of text‐reading and spelling. The attained level of reading words and reading text was found to be stable over a four‐year follow‐up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter. 1 1. A preliminary report of the data was presented at the World congress on dyslexia, September 1997, Thessaloniki, Greece. 相似文献