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1.
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.  相似文献   

2.
The present study evaluated which components within the simple view of reading model better predicted reading comprehension in a sample of bilingual language-minority children exposed to Italian, a highly transparent language, as a second language. The sample included 260 typically developing bilingual children who were attending either the first 2 years (n = 95) or the last 3 years (n = 165) of primary school and who had Italian as an instructional language. Children were administered a comprehensive battery for the assessment of decoding skills, listening comprehension, and reading comprehension latent variables. Results showed that, in both groups, listening comprehension was the most powerful predictor of reading comprehension, followed, only for younger children, by reading accuracy. Reading speed was not a significant predictor. These results confirmed the primary role of listening comprehension in predicting reading comprehension in bilinguals and added important evidence regarding the role of reading accuracy as a predictor of reading comprehension.  相似文献   

3.
The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers.  相似文献   

4.
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a high global quality of teacher–child interactions was positively associated with improved children’s reading skills at the end of Grade 1. In addition, a teacher emphasis on comprehension and production skills was related to better reading skills via teacher–child interactions. Domain-specific analyses revealed that emotional support and classroom organization in particular were related to better reading skills. Practice or Policy: The present study adds to previous research by showing that children had better reading skills at the end of their 1st school year in classrooms in which the teachers were warm, responsive, and sensitive to children’s needs and provided well-planned activities, clear rules, and expectations for behavior.  相似文献   

5.
Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children’s higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability) and via print exposure. In our correlational study with 117 children ages 8–11, we found both a direct relation between children’s home literacy environment and reading comprehension and 2 indirect relations: via children’s print exposure and via mentalizing abilities. There was no significant indirect relation via expressive verbal abilities. Our findings imply that enhancing children’s mentalizing abilities and encouraging them to read books might contribute to their reading comprehension. In addition, parental involvement in children’s reading activities can contribute to their reading performance, both directly and indirectly, even in this age group.  相似文献   

6.
This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for socioeconomic status and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs’ acquisition of the majority language before entering elementary school.  相似文献   

7.
This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.  相似文献   

8.
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low‐level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high‐level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low‐level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.  相似文献   

9.
Abstract

In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension.  相似文献   

10.
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory.  相似文献   

11.
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention.  相似文献   

12.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension.  相似文献   

13.
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   

14.
Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5‐year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills.  相似文献   

15.
This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = .56) was consistent with previous research using non‐ELL student samples, results also revealed a substantial number of students (55.5%) who exhibited a significant gap (SD, 0.67 ) between their scores on reading fluency and comprehension assessments. In addition, the prevalence of students with fluency/comprehension gaps varied significantly across grade and English language proficiency levels. The results suggested that, although reading fluency and comprehension are significantly related for ELL students, practitioners should be cautious when making identification and instructional decisions for ELL students based solely on oral reading fluency data. © 2012 Wiley Periodicals, Inc.  相似文献   

16.
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.  相似文献   

17.
Research Findings: I examined the long-term association between the lexical and acoustic features of maternal utterances during book reading and the language skills of infants and children. Maternal utterances were collected from 22 mother–child dyads in picture book–reading episodes when children were ages 6–12 months and 5 years. Two aspects of language input were studied: lexical features (the amount and diversity of vocabulary, and the proportion of isolated target words) and an acoustic feature (the acoustic space of vowels). Standardized language tests were used to assess receptive vocabulary and language production abilities at age 5. The results showed that greater diversity of vocabulary and the use of fewer isolated target words during book reading with infants were associated with enhanced language skills in children 4 years later. Regression analyses showed that the proportion of isolated target words was the most potent predictor of, and acoustic vowel space also accounted for, variance in language expression skills at age 5. Maternal utterances and mothers' education jointly accounted for more than 60% of the variance in language abilities. Practice or Policy: These findings suggest that lexical and acoustic inputs in picture book reading with infants have long-term associations with children's language development throughout early childhood.  相似文献   

18.
This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers.  相似文献   

19.
We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with minimal support and varying levels of commitment. Students in treatment schools scored almost a point higher on the curriculum-based vocabulary posttests than those in control schools (Hedges's g = 0.094, p < 0.05). Though there was no main treatment effect on the standardized measures of students' general vocabulary knowledge or reading comprehension, baseline-by-treatment interactions at the school and student level acted to attenuate the Matthew Effect in reading and vocabulary growth.  相似文献   

20.
Abstract

This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n?=?46, 3.5%), (2) slow readers with only fluency difficulties (n?=?70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (n?=?88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls.  相似文献   

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