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1.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
2.
Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy 总被引：1，自引：0，他引：1
This study compared two interventions: one focusing on language and storybook reading and the other on alphabetic skills and writing. Seventy-one preschoolers aged 3–5 from a low SES township in central Israel (35 in the reading program and 36 in the writing program) participated in evaluation of the interventions. Twenty-four untreated preschoolers served as a control group. The children were tested twice, at the beginning and at the end of the school year, in: phonological awareness, word writing, letter knowledge, orthographic awareness, listening comprehension, receptive vocabulary, and general knowledge. Both programs involved games and creative activities. The writing program encouraged letter knowledge, phonological awareness, and functional writing activities. The reading program utilized 11 children's books for focusing on language and exploring major concepts raised by these books. Results indicated that children in the two literacy programs progressed significantly more than the control group on phonological awareness and orthographic awareness. However, the joint writing group significantly outperformed both the joint reading group and the control group on phonological awareness, word writing, orthographic awareness, and letter knowledge. We also found that children as young as 3–4 years gained from literacy programs as much as did older children, aged 4–5, on all the measures assessed in our program. 相似文献
3.
Myra Barrs 《Literacy》2000,34(2):54-60
This article discusses the role of reading, especially the reading of literature, in the development of writing. It suggests that the direct teaching of written language features is no substitute for extensive experience of written language. It gives a brief preliminary account of a recent centre for language in Primary Education (CLPE) research project on the influence of children’s reading of literature on their writing at KS2. Through analysis of children’s writing, the project explored the influence of children’s reading on their writing. Its findings highlighted the value of children working and writing in role in response to literary texts. It looked closely at the kinds of teaching which made a significant difference to children’s writing and documented the impact on teachers’ practice of the introduction of the National Literacy Strategy. 相似文献
4.
《Scientific Studies of Reading》2013,17(1):59-106
A theory-driven battery of 23 psychometric measures of reading, writing, and related language processes was administered to 102 probands (affected children in Grades 1 to 6 with documented reading problems, writing problems, or both) and both of their biological parents. Affected children and parents were compared on the structural relationships between related language processes (Verbal IQ [VIQ], orthographic, phonological, and rapid naming skills), component reading, (accuracy, rate, comprehension) and writing (handwriting, spelling, composition) skills. The orthographic factor had significant paths to all reading and writing skills, except reading comprehension, in both probands and adults. The phonological factor had significant paths to all reading and writing skills except reading rate and handwriting in probands, but in affected adults only if VIQ was removed. Rapid naming had significant paths only to reading rate in probands and adults. VIQ had significant paths to reading comprehension in probands and adults, and to reading accuracy, reading rate, spelling, and composition in affected adults, but not probands. These results are consistent with the claim of functional systems theory that the same language processes are orchestrated flexibly depending on task at hand. Results for across-age differences in the covariances among related language processes confirmed developmental predictions of connectionist theory. The number of language deficits (based on discrepancy from VIQ) uniquely predicted severity of reading and writing problems in children and spelling problems in adults. 相似文献
5.
范红 《成都教育学院学报》2014,(7):96-98
通过有效的儿童诗教学,构建读写结合的桥梁,从而提升学生的写作能力。教材中的儿童诗大多充满童趣,可诵读儿童诗让学生展开丰富的联想与想象,潜移默化地培养学生的语感。再结合语文综合实践活动,营造书香校园和亲子阅读氛围,通过读儿童诗、画儿童诗、演儿童诗等活动,在听、诵、读、写的语文实践活动中,适度进行诗歌创作训练,从而找寻到提升学生写作能力的有效途径。 相似文献
6.
Berninger VW Abbott RD Abbott SP Graham S Richards T 《Journal of learning disabilities》2002,35(1):39-56
Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways. 相似文献
7.
Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4‐year‐old children's early literacy skills and parental attitudes to reading prior to and following school entry. Parents were trained using a self‐instruction training DVD. The children's rhyme awareness, word reading, concepts about print and writing vocabulary were assessed before and after 6 weeks over the summer period and again after one term in school. Four illustrative case studies are presented, which reveal the differential impact of the interventions on the families who participated. Findings indicated that DR had a positive impact on children's enjoyment of reading, concepts about print, parent–child reading behaviours and parental attitudes to joint storybook reading. The children who experienced shared‐book reading during the intervention also demonstrated improvements in word reading. There were no changes in rhyme awareness or writing vocabulary for either group. Changes in print concept awareness were not maintained at follow‐up, but improvements in writing vocabulary and word reading scores were noted. The reasons for this are discussed with reference to the formal literacy instruction the children received during their first academic term. 相似文献
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In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills. 相似文献
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The interrelationship among language components is the main conceptual framework for this study which examined the written language performance of Jamaican children with severe to profound hearing loss. Twelve subjects aged 15 to 16 years completed text level tasks in writing, reading and sign language. Hearing children aged 13 to 14 years completed writing and reading tasks. Multilevel analyses were undertaken. Differences and parity in performances were observed within and between groups at the word, sentence and text levels. Deaf children's ability to express complex ideas in sign language in the Jamaican education system indicated a need for nontraditional approaches in the teaching of written language. Suggestions are outlined for developing an instructional model to enhance written language using a bilingual approach. 相似文献
12.
ABSTRACT In this study, which aimed to compare the expressive language opportunities provided by shared book reading and facilitated play, the language of 22 young children with mild to moderate intellectual disabilities and delayed language was examined. The children were videotaped while interacting with a facilitator during a session that included both book reading and play. Two different protocols were used to analyse the children's language in both conditions. The first protocol was used to document the number of intelligible, unintelligible and inaudible utterances and the second protocol was used to examine the intelligible utterances in relation to their complexity and function. The findings indicated that shared book reading elicited more language, more intelligible language and more complex language than the facilitated play condition. Results also suggested that shared book reading allowed for more conversational interaction between the children and the facilitators. The indications are that shared book reading may provide better opportunities than facilitated play for collecting a representative language sample from young children with mild to moderate intellectual disabilities. 相似文献
13.
Michelle Rosen Haney 《Early Childhood Education Journal》2002,30(2):101-105
This article discusses the potential significance of name writing skills in addressing many important questions about the development of early literacy skills. Young children are inherently interested in producing their own names in print. Furthermore, young children appear to construct their understandings of name writing skills in a predictable, sequential pattern. Questions raised include whether the development of name writing skills mirrors the development of other important cognitive skills, the potential of name writing skills to offer insight as to how young children learn important literacy concepts, the use of name writing as a developmental indicator for children that may be at risk for reading difficulties, and the potential for structured activities using name writing to facilitate the development of emergent literacy skills. 相似文献
14.
The study examined the role of sign language and fingerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition. 相似文献
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This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. 相似文献
17.
The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e.,
phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of
conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of
215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name
knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s
initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light
of characteristics of the Korean language and writing system. 相似文献
18.
Yu Ka Wong 《Reading and writing》2018,31(4):945-964
This study explored the concurrent and longitudinal relationships between reading and writing in young Chinese-as-a-second-language (CSL) learners’ sentence writing, using structural equation modeling. The participants comprised 126 Hong Kong senior primary ethnic minority students, whose literacy skills were assessed at two time points over the course of a year. In grade 5 (Time-1), they were assessed with Chinese character reading and reading comprehension measures to evaluate their reading ability. In grade 6 (Time-2), their sentence reading, sentence writing, and literacy component skills of Chinese character writing fluency and written syntactic skills were assessed. The results demonstrated that students’ reading and writing performances were substantially related both concurrently and longitudinally. Furthermore, (1) at Time-2, the component skills accounted for substantial portions of variance in sentence reading and writing skills, along with the relationship between them, while (2) Time-1 reading ability predicted Time-2 component skills and, through the mediation thereof, indirectly predicted sentence writing. Thus, in light of the linguistic characteristics of the Chinese language, literacy component skills are crucial component processes that connect reading and writing in CSL learners’ sentence writing. 相似文献
19.
Aura Mor&#x;Sommerfeld 《Literacy》2002,36(3):99-105
This article presents a new approach to examining second language writing among young learners, which I define as “Language mosaic”. It offers a new perspective on the process of writing development and examines how and what children do in the writing process while developing an additional language. 相似文献
20.
June Rose Richie Janet E. Foster John M. Johnston 《Early Childhood Education Journal》1991,19(2):28-31
Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN. 相似文献