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1.
Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.  相似文献   

2.
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.  相似文献   

3.
This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs.  相似文献   

4.
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.  相似文献   

5.
We report an analysis of reading and spelling processes in a case of developmental disability associated with a genetic anomaly (Klinefelter XXXY syndrome). The results are interpreted within the framework of a model of reading and spelling development (Frith, 1985). An almost complete absence of alphabetic functions was noted. Reading appeared to be based on a ‘logographic lexicon’ (Seymour & Elder, 1986), and spelling on a letter sequence generator which was modifiable by access to a limited store of word images.  相似文献   

6.
We reviewed the records of 42 consecutive cases of children with Tourette Syndrome (TS) who had IQs above 70, and contrasted the reading, reading comprehension, math, and spelling quotients with IQ scores to determine how many would meet criteria for a learning disability. The mean IQ of the 35 males and 7 females was 94.4 and was higher than the mean math score (82.8), spelling score (90.4), reading score (87.4), and reading comprehension score (85.3). Using a 1.5 standard deviation discrepancy, 51% met criteria for learning disability in at least one academic area; 21% had a 2-standard-deviation discrepancy. Children with TS frequently have learning disabilities, and assessment of academic achievement should be a routine aspect in the evaluation of such children.  相似文献   

7.
The association of reading disability with perceptuomotor problems has had a chequered history. This study examines the relationship between a new test of ocular dominance and reading and spelling ability in a group of 323 schoolchildren. Similar rates for unfixed ocular dominance were found for poor readers as in comparable studies. The rates of unstable ocular dominance did not differ between those with reading and spelling difficulties and controls. These findings in a ‘blind’ study question the role of this test of eye dominance as a diagnosis of ‘dyslexia’.  相似文献   

8.
The word lists of the Standard Reading Inventory were administered to five successive classes of beginning third graders in a single school. Those students scoring at the two lowest levels, preprimer and primer, all of whom had received consistent individualized reading instruction, were interviewed and tested individually when they were in junior or senior high school. The preprimer group continued to show serious disability at follow-up, with a mean retardation of 4.5 years in reading and 5.9 years in spelling, and continued to require help from learning-disabilities teachers. The primer group, only 1–2 years retarded in reading and spelling, were coping academically with little special help.  相似文献   

9.
Summary A sample school population of 75 family units of equal size was investigated for expression of specific reading disability. 25.3% of the total children showed specific reading disability as defined in this study. By using spelling achievement as the criterion for the presence of the disability, the incidence of the disorder was shown to be much higher in certain families than in others, with clear sibling aggregation. The siblings of specific-reading-disability cases demonstrated lower spelling competence than the total siblings in normal families, even when well above a crippling level. Both within individual families and by grades, the spelling rating in relation to grade norms of the specific-reading-disability family cases with their siblings tended to decline with age, in contrast to normal families where it tended to improve with age. This pattern was even more striking if the greater language competence of females, now quite generally accepted and further supported by this study, was taken into account. It was demonstrated that the above patterns were not primarily a product of intelligence level or teaching methods. The bearing of these findings on the tenability of the most common, current hypotheses concerning causation was briefly discussed. From the Language Clinic and Division of Neurology, Massachusetts General Hospital.  相似文献   

10.
IT HAS OFTEN been assumed that, given appropriate instruction, children with intellectual disability can reach a level of achievement in reading commensurate with their level of mental development. This paper reviews evidence to the contrary, with particular reference to the skills required for word recognition. Similarities between specific reading disability and reading difficulty in children of low intelligence are noted, especially in deficits in short‐term memory. Much of the research with children with an intellectual disability has focussed on the teaching of sight‐word recognition; however, studies of decoding skills indicate that ability to acquire and use a knowledge of spelling patterns is a major problem underlying difficulty in independent word recognition by these children. Efforts to teach these children more efficient decoding skills have met with only limited success.  相似文献   

11.
Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children.  相似文献   

12.
Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children.  相似文献   

13.
The issue of sex differences in reading disability has been of recent interest in relation to sex ratios in families with reading disabled children and to possible sex biases in referred populations. Data from a study of 570 twins are used to develop alternative definitions of reading disability that vary in the manner to which sex effects are taken into account. These definitions include discrepancies between reading quotients and IQ, the use of the regression of reading onto IQ and chronological age/reading age differences. In each case the reading and spelling disability was defined either separately for the sexes or based upon the data for the sexes combined and with and without an IQ>90 exclusion criterion. The consequences of using the alternative definitions for prevalence, sex ratio and heritability are examined. The results demonstrate that the characteristics of reading disabled children vary with the way disability is defined. The excess of males seems to be a robust finding. Definitions that take into account differences in mean score for males and females reduce but do not eradicate the sex ratio. From the genetic analysis, there is no support for the suggestion that the genetic effect on reading is greater for females than males. It is concluded that the use of regression based procedures for identifying reading disability is desirable but that at present there is insufficient evidence to justify the adoption of separate regression procedures for the two sexes.  相似文献   

14.
In this study, we examined the characteristics of reading disability (RD) in the seventh grade of the Greek educational system and the corresponding diagnostic practice. We presented a clinically administered assessment battery, composed of typically employed tasks, and a fully automated, computer-based assessment battery that evaluates some of the same constructs. In all, 261 children ages 12 to 14 were tested. The results of the traditional assessment indicated that RD concerns primarily slow reading and secondarily poor reading and spelling accuracy. This pattern was matched in the domains most attended to in expert student evaluation. Automatic (computer-based) screening for RD in the target age range matched expert judgment in validity and reliability in the absence of a full clinical evaluation. It is proposed that the educational needs of the middle and high school population in Greece will be best served by concentrating on reading and spelling performance--particularly fluency--employing widespread computer-based screening to partially make up for expert-personnel shortage.  相似文献   

15.
Abstract

This paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties.  相似文献   

16.
Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood, a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling.  相似文献   

17.
Skilled reading involves rapid and automatic word recognition. Through a self‐teaching process, phonological decoding during reading is thought to establish the word‐specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty‐eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency.  相似文献   

18.
Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time-points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling.  相似文献   

19.
The present study tested the hypothesis that underlying orthographic representations vary in completeness within the individual, which is manifested in both spelling accuracy and reading speed. Undergraduate students were trained to improve their spelling of difficult words. Word reading speed was then measured for these same words, allowing for a direct evaluation of whether improvements in spelling would bring about faster reading speeds. Results were clear: Spelling accuracy and reading speed were strongly related across and within participants. Most important, words that improved in spelling accuracy were read more rapidly at posttest than words that did not show improvement in spelling. These results provide direct evidence showing that the quality of orthographic representations, as indexed by spelling accuracy, directly relates to reading speed. This is consistent with the lexical quality hypothesis and highlights the relevance of spelling in literacy acquisition.  相似文献   

20.
We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existed. Our results are consistent with those of earlier studies showing that IQ does not play a significant role in the presentation of RD. However, adolescents with below average IQ and RD seemed to have much broader deficits in academically important skills such as arithmetic and reading comprehension than the other groups.  相似文献   

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