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1.
Robin Campbell 《Journal of Research in Reading》1994,17(2):147-154
The teacher response to the miscues of substitution, produced by two beginning readers (6 years old) during the course of a complete academic year within the naturalistic setting of an infant classroom, was explored. The teacher responses were categorised into five main types. The study demonstrated that the teacher response was determined, in part, by the nature of the miscue in terms of its graphophonic, syntactic and semantic link with the text word. The effectiveness of the teacher response was also explored. It was found that although ‘providing the word’ was the most effective strategy to employ for immediate results it was least effective for supporting the child during future readings. Non-response when used for meaningful substitutions did not impede the child's subsequent reading. Most effective was the restarting of the sentence for the child; this helped the child to repair the miscue immediately and had a continuing positive effect when the word was next met. 相似文献
2.
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
3.
This paper describes two tests designed to find out whether children would be helped in their reading by the use of word and letter spacing that was looser or tighter than commonly used default values. In each test, 24 six‐year‐old children were asked to read aloud in a classroom; the realistic, high‐quality test material was set using a range of either word spacing or letter spacing values. Audiotapes of the children's reading were analysed to determine reading rates; miscue analysis was used to compare the number and kind of errors they made on the different settings. The children were also asked for their views about the texts they read. The results suggest that children in the test groups did not benefit significantly from spacing that was substantially looser or tighter than our default values, and that they noticed differences in letter spacing more easily than differences in word spacing. 相似文献
4.
The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network's non‐word reading was poor relative to word reading when compared with the children. Second, the network made more non‐lexical than lexical errors, the opposite pattern to the children. Three adaptations were made to the training of the network to bring it closer to the learning environment of a child: an incremental training regime was adopted; the network was trained on grapheme–phoneme correspondences; and a training corpus based on words found in children's early reading materials was used. The modifications caused a sharp improvement in non‐word reading, relative to word reading, resulting in a near perfect match to the children's data on this measure. The modified network, however, continued to make predominantly non‐lexical errors, although evidence from a small‐scale implementation of the full triangle framework suggests that this limitation stems from the lack of a semantic pathway. Taken together, these results suggest that, when properly trained, connectionist models of word reading can offer insights into key aspects of reading development in children. 相似文献
5.
Michele Blick Tom Nicholson James Chapman Jeanette Berman 《Australian Journal of Learning Difficulties》2017,22(2):75-94
AbstractThis study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding. 相似文献
6.
《The Journal of educational research》2012,105(2):114-116
AbstractOral reading errors of poor readers are frequently substitutions in which a word with the same initial consonant is substituted for the word in the text. A drill was constructed which required each of three fourth and fifth grade students to read pairs of words which differed only in the final consonant sound (e. g, "mash" and "man"). The experiment demonstrated that the drill produced reductions in graphically similar substitution errors in all subjects. Generalized effects to all categories of errors were also found. The drill procedure is a simple method for producing large reductions in oral reading errors. 相似文献
7.
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
8.
This study compared the early reading development of five‐year‐old children who were learning to read either English (an opaque orthography) or Welsh (a shallow orthography). The children were being educated in Welsh and English‐speaking primary schools in Wales during their first year of formal reading instruction. Teaching methods in both schools emphasised phonics. The reading, letter recognition and phonological awareness skills of the children were tested at three points in the year (November 1998, March 1999 and June 1999). By March, the children who were learning to read in Welsh were performing better than the English‐speaking group at word recognition. The English‐speaking children showed some improvement in their ability to read regular words across the three test phases, but no significant improvement in their ability to read irregular words. The children learning to read in Welsh also performed better on a phoneme counting task in March and June than the English‐speaking children. Both groups performed similarly on tests of letter recognition throughout the year. The results suggest that a transparent orthography facilitates reading acquisition and phoneme awareness skills from the earliest stages of reading development onward. 相似文献
9.
Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development
in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore,
word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading
and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s)
1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children.
Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading
there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger
lexico-syllabic grain size to read Thai. 相似文献
10.
The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
11.
Catherine McBride-Chang Dan Lin Phil D. Liu Dorit Aram Iris Levin Jeung-Ryeul Cho Hua Shu Yuping Zhang 《Reading and writing》2012,25(1):283-300
In the present study, maternal Pinyin mediation and its relations with young Chinese children??s word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers?? writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children??s reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children??s non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1?year later. After controlling for children??s age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children??s word writing and 7% of the variance in children??s word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself). 相似文献
12.
The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge. 相似文献
13.
Rhona Stainthorp 《Education 3-13》2021,49(1):29-40
ABSTRACT This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route requiring mapping of letters and sounds using phonological processes and a direct route, mapping visual identities of words onto meaning using visual processes and memory. The dual route paves the way to an understanding of what children need to achieve to be able to read words. Evidence about how people read words successfully has led to the development of effective teaching programmes and of tests to identify deficits when word reading does not develop optimally. 相似文献
14.
In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not show severe difficulties in the use of the phonological route, as in the English language. A sample of 118 participants was selected and organized into three different groups: 40 with RD, 38 normal readers matched in age with the former, and 40 younger normal readers at the same reading level as those with RD. Two experiments were conducted to investigate the effects of lexicality, word frequency, word length, and positional frequency of syllables on lexical decision making and word-naming performance. While the participants were performing the naming task, we recorded what they read to subsequently analyze the form as well as the frequency of naming errors. The present study provides evidence for a deficit in phonological processing in a transparent orthography, particularly in nonword reading, because there were differences between the reading-level-matched groups. 相似文献
15.
Lee Farrington‐Flint Clare Wood Katherine H. Canobi Dorothy Faulkner 《Journal of Research in Reading》2004,27(3):226-247
Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short‐term memory and domain‐specific reading skills explain 5‐ to 6‐year‐olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single‐word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read. 相似文献
16.
The relationship between motivation to read and reading comprehension in chilean elementary students
Orellana Pelusa Melo Carolina Baldwin Paula De Julio Samuel Pezoa José 《Reading and writing》2020,33(10):2437-2458
This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.
相似文献17.
We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive spelling rules (vowel degemination and consonant gemination). Dutch bisyllabic words were read twice by typical readers in Grades 2 and 3, and reading-level matched poor readers. Grade 3 readers produced more unstable errors than Grade 2 readers. The poor readers did not differ from the typical readers in overall error instability. For typical readers, vowel degemination complicates word identification. For poor readers this effect was even stronger. Of the lexical and sublexical word characteristics, word frequency was the strongest predictor: The higher word frequency, the higher error instability. Word frequency, moreover, interacted with context-sensitive spelling rules in its effect on error instability. Error instability can be considered as an indicator of the transition from incompetence to reading competence. 相似文献
18.
Ivar Bråten Leila E. Ferguson Øistein Anmarkrud Helge I. Strømsø 《Reading and writing》2013,26(3):321-348
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task, and a reading motivation inventory that included two dimensions: Science reading self-efficacy, focusing on readers’ beliefs about their capabilities to comprehend what they read in science, and science reading task value, focusing on readers’ beliefs about how important, useful, and interesting it is to comprehend science texts. In addition, strategic reading pattern was assessed in terms of the degree of non-linear reading behavior. Multiple regression analysis showed that word recognition skills strongly predicted learning from the texts, as assessed by participants’ increase in topic knowledge. However, when multiple-text comprehension indicated by performance on open-ended short-essay questions was the dependent variable, not only word recognition but also strategic reading pattern and science reading self-efficacy emerged as unique predictors when topic knowledge was controlled for. Science reading task value was not related to performance. This study provides new evidence that new literacy competencies needed in a knowledge society, such as synthesizing or integrating across multiple conflicting sources of information, still largely involve word-level, strategic, and motivational processes that may profitably be targeted through systematic instruction. 相似文献
19.
Three experiments are reported that investigate the cognitive processes underlying contextual and isolated word reading. In Phase 1, undergraduate participants were exposed to 75 target words under three conditions. The participants generated 25 words from definitions, read 25 words in context and read 25 in isolation. In Phase 2, volunteers completed either an explicit recall task (Experiment 1), an implicit word stem completion task (Experiment 2) or both tasks (Experiment 3). Our findings provide converging evidence that contextual and isolated word reading elicit different patterns of cognitive processing. Specifically, Experiments 1–3 demonstrated that words read in context were remembered similarly to words generated from definitions: words from both conditions were recalled more frequently in the surprise memory task and selected less often to complete the word stems in the implicit memory task. The opposite pattern was noted for words read in isolation. Reading in context is discussed in terms of its greater reliance on semantic processing, whereas isolated word reading is discussed in relation to perceptually driven processes. 相似文献
20.
Goswami (1999) summarised the evidence supporting the teaching of onset and rime in early reading development. In the present study onset‐rime theory was applied in a randomised controlled trial to the authentic reading task of reading aloud to an adult. Helpers heard Year‐2 children read and responded to miscues and hesitations using one of two prompting procedures. Half of the subjects were prompted using a rime‐prompt approach whereas the other half were told the correct word after five seconds. Progress was measured using word and text‐level tests and the rime‐prompt group performed significantly better than the word‐prompt group at the 5% level. The rime‐prompt method has potential for helping children recognise one‐ and two‐syllable words. It is suitable for use by parents, teachers and other helpers. 相似文献