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1.
This paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., “torn” misread as “town” or “tarn”), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6‐year‐old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., “bark”, “mark”, “dark” → “park” or “harm”) before attempting to read the CVCs a second time. Children’s reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference‐use helps to specify precise representations of CVC words from preliminary scaffolding errors. 相似文献
2.
《Scientific Studies of Reading》2013,17(4):359-387
In 2 studies, we compared the effectiveness of 4 different methods for acquiring initial reading vocabulary. Training emphasized similarity of word beginnings (onset plus vowel), similarity of word endings (rimes), phoneme segmentation and blending, or simple repetition of whole words. These 4 training regimes were compared with a control group given only regular classroom instruction. Beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Retention was excellent after 1 week and after 4 to 6 months, with no differences due to method of acquisition when only children who met the learning criterion were considered. Generalization to reading new words and nonwords was 40% to 50% on the first encounter for all children who acquired the entire word set during learning. In Experiment 2, the same pattern of results was obtained for delayed readers in Grade 2. 相似文献
3.
Margaret L. Stanback 《Annals of dyslexia》1992,42(1):196-221
A frequency-based vocabulary of 17,602 words was compiled and analyzed in order to group words with recurring syllable and
rime patterns for teaching reading. The role of the rime unit (e.g.,ite inkite andinvite) in determining vowel pronunciation was central to the analysis because of the difficulty that the ambiguity of English vowel
spelling presents to children who do not learn to read words easily. Vowel pronunciation in each orthographic rime was examined,
both for its consistency in all words in which the rime occurs and for regularity, defined as conformity to the most frequent
pronunciation for each vowel spelling in each of six orthographic syllable types.
Of the 824 different orthographic rimes, 616 occur in rime families as the building blocks of almost all the 43,041 syllables
of the words. These rimes account for a striking amount of patterning in the orthography: 436 are both regular and consistent
in pronunciation (except where a single exception word occurs); another 55 are consistent but not regular. Of the remaining
125, only 86 have less than a 90 percent level of consistency. The high order of congruence of orthographic and phonological
rimes suggests their usefulness as units for teaching reading. 相似文献
4.
Evidence of phonological awareness levels usually comes from English-speaking children. The evidence in Spanish is scarce. The present study examined the phonological awareness of syllables, onsets–rimes, and phonemes, extending the Treiman and Zukowski (1991) results to preliterate and literate Spanish-speaking children. The sample comprised preschoolers, kindergarteners and first-graders. Children found syllables easier than onset–rime units, and onset–rime units easier than phoneme units (Experiments 1 and 2). Preliterate children found ending units easier than beginning units. However, literate children were best at initial linguistic units, particularly initial syllables. Results on the phonological awareness task and on the masked priming lexical decision task support that the phonological awareness development is sensitive to the orthographic units used by children from the time they begin to read (Experiment 3). For all children, initial continuant consonants were easier than stop consonants. 相似文献
5.
Sara J. Hines Deborah L. Speece Caroline Y. Walker Lisa M. W. DaDeppo 《Reading and writing》2007,20(6):539-552
We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct
measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure.
The instruction targeted decoding of one syllable short vowel words and first emphasized onset-rimes and then phoneme manipulation.
Forty words organized into 10 rime patterns were targeted for instruction. Probes consisting of all the instructional words
were administered before each instructional session to monitor student progress. We also administered transfer probes to determine
if the children could apply their knowledge more broadly. Instruction with onset-rime units yielded excellent maintenance
and near transfer (novel words containing instructed rimes) but not far transfer (novel words derived from uninstructed rimes).
The instructional change to phoneme manipulation yielded better far transfer for one of the two children. We consider the
importance of administering measures that assess more than what is taught to get an accurate portrait of children’s responsiveness
to instruction. 相似文献
6.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
7.
Andrew J. Holliman Ian R. Mundy Lesly Wade-Woolley Clare Wood Chelsea Bird 《教育心理学》2017,37(10):1222-1241
Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of 50 children aged between 7 and 8 years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading. 相似文献
8.
Laura M. Steacy Donald L. Compton Yaacov Petscher James D. Elliott Kathryn Smith Jay G. Rueckl 《Scientific Studies of Reading》2019,23(1):49-63
ABSTRACTAs children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience. 相似文献
9.
Speed, accuracy, and types of errors in decoding lists of words and pseudo words and performance in two phonemic awareness tasks were assessed for German and American children in the first and second grades. German children were significantly better than American children only in pseudo word decoding measures across grades. Between group analyses showed that American children committed more vowel and word substitution errors in both decoding accuracy tasks than German children. Word substitution errors were more likely in word decoding than in pseudo word decoding for children in both languages. Within group analyses indicate that variance in decoding errors and speed accounted for by word substitution versus nonword and vowel versus consonant errors differed dependent on grade and whether real or pseudo words were read. Results suggest successful reading in English depends upon more complex grapheme to phoneme correspondence rules than does reading in German. 相似文献
10.
Poor spellers/readers and younger normal children of similar spelling and reading ability carried out phonemic segmentation and spelling tasks. The poor spellers were impaired relative to controls in their ability to detect the odd word out where the middle or final phoneme of the word differed from that of the other items in the list. For example, in the series ‘dot',‘cot',‘pot', 'bat', the word ‘bat’ differs from the other items in terms of its middle vowel. Spelling errors were classified as being ‘pre-phonetic',‘phonetic', or ‘transitional’ in character, according to Morris and Perney's (1984) developmental scheme.‘Transitional’ errors indicate a knowledge of English orthography, and are relatively easy for the reader to decode phonetically, for example, green ?>‘grene', whereas ‘phonetic’ errors indicate a level of phonetic awareness which is not matched by an ability to represent the word according to the conventions of English spelling, for example green ?>‘gren'. Poor spellers were found to make significantly fewer ‘transitional’ errors than controls, there being a non-significant tendency for them to make more ‘pre-phonetic’ and ‘phonetic’ errors. It was found that performance on the odd word out task correlated significantly with the occurrence of ‘transitional’ errors, there being no such relationship with ‘phonetic’ errors. 相似文献
11.
Two groups of first graders (n=63) participated in a brief 10-day intervention study in which they were instructed in the spelling of five final letter
patterns in monosyllabic words. Apart from the final letter pattern sh, the other four patterns (nk, ke, sk, and ck) incorporated the phoneme /k/. One group received phoneme-based instruction that emphasized the direct relation between final
speech sounds and their spelling patterns, whereas the second group received linguistically implicit instruction that focused
solely on the spelling of the rime. The group receiving phoneme instruction (PI) improved accuracy of final pattern spelling
as well as speed of word reading over the group receiving rime instruction (RI). The representation of one sound with the
digraphs sh or ck did not confuse first graders as much as the discrimination and representation of two sounds with the blends sk and nk, or spelling of /k/ with ke when preceded by a long or tense vowel. The results suggest that the difficulty for beginning spelling does not necessarily
lie in the letter pattern but in the sound sequence that is represented by letters. The results seem to support phoneme-based
spelling instruction. 相似文献
12.
《Scientific Studies of Reading》2013,17(1):79-115
Prereading kindergartners were assigned to groups that varied experience with (a) the rime analogy reading strategy; (b) the implicated prereading skills of rhyming, initial phoneme identity, and letter-sounds; or (c) a control group. Teaching in the rime analogy strategy and the prereading skills resulted in more reading than teaching in the rime analogy strategy or prereading skills alone. Many children developed the untaught abilities of medial and final phoneme identity and the letter recoding reading strategy. Children with high prereading skill levels read the most words, and the use of specific prereading skills varied across different reading word types. Working memory was unrelated to increases in prereading skills or reading. Children were able to generalize the rime analogy strategy to read words with unfamiliar rime spellings. 相似文献
13.
Two experiments and three measures of lexical skills (word finding, rapid automatized naming, receptive vocabulary) were administered to 24 third and 24 fifth graders. Each experiment included two between-subject variables (grade and sex) and four within-subject variables (mode of sentence presentation – one word and one-sentence-at-a-time; word type – orthographic, phonological and semantic foils; position of foil in sentence – beginning, middle, and end; and sentence type – meaningful and nonsense). The experiments contrasted on reading comprehension task: receptive sentence acceptability (Experiment 1) or expressive sentence reproduction (Experiment 2). One-word-at-a-time presentation, which highlights the lexical unit, resulted in better accuracy on the expressive task that required verbatim reproduction than on the forced choice receptive task. Word finding and rapid automatized naming that require active production of phonologically-referenced name codes, but not receptive vocabulary, were correlated with measures of word recognition and reading comprehension in the experiments and on the psychometric tests. These results are consistent with Perfetti's contention that a phonologically-based name code is the heart of lexical access. 相似文献
14.
Kate Nation 《Reading and writing》1997,9(5-6):321-338
This paper presents two experiments investigating 8–9 year old children's sensitivity to rime level sound-spelling correspondence units when spelling words and nonwords. In Experiment 1, children spelled more words correctly if they contained a common rime unit rather than a unique or irregular unit. In Experiment 2, children spelled more words and nonwords correctly if they had many rime unit neighbours; words and nonwords with average or few rime unit neighbours were spelled less well. These findings show that children's spelling can not be described simply according to one-to-one phoneme-grapheme mapping. Instead, children are sensitive to lexical factors such as rime unit sound-spelling correspondence. The findings are interpreted within the framework of a connectionist model of spelling development. 相似文献
15.
Reading and spelling errors of vowels are reported in many studies (Bryson and Werker 1989; Fowler, Liberman, and Shankweiler
1977; Fowler, Shankweiler, and Liberman 1979; Goswami 1993; Landerl, Wimmer, and Frith 1997; Shankweiler and Liberman 1972).
The present study tested the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception.
Second to fourth graders (total n=155) were divided into five groups according to reading skill and were tested on a variety of measures involving vowel identification,
vowel discrimination, and vowel spelling. Despite little difficulty on the vowel discrimination tasks, participants made many
errors on the vowel identification measures. Vowel identification errors were linearly associated with reading skill with
least skilled readers having significantly more difficulty with stressed “short” vowels as in dip than with stressed “long” vowels as in deep, presented in identical contexts. Vowel identification errors were also associated with vowel spelling errors. It is hypothesized
that errors in vowel spelling may relate to weak access to the phoneme at the oral language level and may indicate a lack
of constancy in the representation of vowels by less skilled readers. Weaknesses in vowel perception can be detected with
a simple vowel identification test in which phonological similarity of test items is used as linguistic manipulation, and
where phonemes must be identified based on presentation of a single test item in a forced choice format. 相似文献
16.
17.
Alphabetic orthographies vary in the (in)consistency of the relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling, in contrast to opaque orthographies such as English, where spelling–sound correspondences are often inconsistent. The pronunciation of English vowel letters is in particular very ambiguous. In this paper, we provide a cross-linguistic investigation of orthographic transparency at the word-initial letter–phoneme level, resulting in ranked metrics for the seven languages investigated- Dutch, English, French, German, Hungarian, Italian, and Portuguese, expressed as entropy values. We focus on the contributions of vowels and consonants towards the overall orthographic transparency and provide evidence that deviations from consistent word-initial 1:1 mappings between letters and phonemes influence reaction times in naming tasks. Implications for theories of visual word recognition and speech production will be discussed. 相似文献
18.
The present study examined cross-linguistic relationships between phonological awareness in L1 (Hebrew) and L2 (English) among
normal (N = 30) and reading disabled (N = 30) Hebrew native speaking college students. Further, it tested the effect of two factors: the lexical status of the stimulus
word (real word vs. pseudoword) and the linguistic affiliation of the target phoneme (whether it is within L1 or L2) on phonological
awareness. Three parallel experimental phonological awareness tasks were developed in both languages: phoneme isolation, full
segmentation, and phoneme deletion. As expected, the results revealed lower levels of phonological awareness in the L2 than
in the L1, and in the reading disabled than in the normal reader group. The lexical status of the target word was a reliable
factor predicting individual differences in phonological awareness in L2. It was also found that the linguistic affiliation
of the target phoneme was a reliable factor in predicting L2 phonological awareness performance in both reader groups. The
results are discussed within the framework of phonological representation and language-specific linguistic constraints on
phonological awareness. 相似文献
19.
Walton Partrick D. Bowden Michael E. Kurtz Shelly L. Angus Mary 《Reading and writing》2001,14(3-4):229-264
The utility of teaching reading using rime-based readingstrategies with prereaders was examined. Two experiments are presentedthat studied the effects of a rime-based reading program with FirstNations prereaders; one experiment with Shuswap kindergartners andthe other with Heiltsuk Grade 1 children. Rhyming, phoneme identity,letter-sound knowledge, phonological working memory, First Nationslanguage speaking ability, and reading were measured. In the Shuswapgroup, the reading program increased the abilities that werespecifically taught, rhyming, initial phoneme identity, letter-sounds,and word reading by rime-analogy, compared to the control group.Children also developed abilities that were not specifically taught,final phoneme identity and reading by letter recoding, and could use therime-analogy strategy to read words with unfamiliar rime endings.Phonological working memory remained unchanged. The Heiltsuk childrengained in reading compared to a Grade 1 comparison group. Pretestletter-sound knowledge and rhyming were related to later reading butphoneme identity and First Nations language ability were not. Progressin phonological awareness and word reading can be enhanced in prereadersby adding experience with rime-based strategies to the readingprogram. 相似文献
20.
David Moseley 《Journal of Research in Reading》2004,27(2):132-140
Parallel versions of a new multiple‐choice word‐recognition test were administered to 1019 and 590 Year‐1 pupils respectively. The test format was based on a published test of Word Recognition and Phonic Skills and was intended to provide reliable diagnostic information. It was found that internally consistent measures of three types of word recognition error could be derived (relating to consonants, vowels and phoneme omission), but that scales for letter order errors were unreliable. Information about the length of words which an individual can usually recognise, the proportion of high frequency to low frequency words recognised and the relative ease of recognising regular and irregular words were also considered as having possible implications for teaching. Of these measures, only word length was found to be a strong independent predictor of word recognition. Implications of these findings for the future development of norm‐referenced tests that at the same time provide objective feedback about individual strengths and weaknesses are discussed. 相似文献