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1.
Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed.
Laurie E. CuttingEmail:
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2.
On the ground that reading fluency entails appropriate phrasing or prosody as well as facile word recognition, we investigated the effectiveness of text-based and word-based repeated readings procedures for promoting fluency of reading aloud and comprehension in second-grade children. Repeated readings of text printed with spaces between phrases and ends of lines at clause boundaries (phrase-cued text), repeated readings of text printed with conventional layout (standard text), and repeated readings of lists of difficult words from text were compared. Computer-based, guided repeated reading training intervened between a pretest and post-test reading of text. Each training condition led to significant benefits on one or more of the experimental measures obtained from reading aloud. Repeated readings with text resulted in greater gains in fluency than repeated readings with word lists. Reading with natural prosody was most strongly facilitated by repeated readings of phrase-cued text, which provided visible support for sentence structure.
Valerie Marciarille LeVasseurEmail:
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3.
This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading comprehension of Spanish-speaking ELLs.
Michael J. KiefferEmail:
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4.
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers. Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are discussed.
Geoffrey PhelpsEmail:
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5.
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency than the computer group. Neither of the groups improved their pseudoword reading.
Sini Huemer (née Hintikka)Email:
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6.
Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification and children who scored at or below the 30th percentile on the test were classified as “at risk” for early reading difficulties. Half of these children were randomly assigned to a project-based intervention condition where they received supplementary intervention in small groups until the end of their kindergarten year. The other half received whatever remedial services were available at their home schools and literacy skills development in both groups was tracked throughout kindergarten. All available at-risk children were again assessed at the beginning of first grade and dichotomized into a “continued-risk” group and a “no-longer-at-risk” group using a composite measure of basic word level skills. Normal reader controls were also identified using the same measure. Children in the continued-risk group received either project-based intervention (one-to-one tutoring 30 min daily) or school-based intervention throughout first grade. Intervention for project treatment children was discontinued at the end of first grade and literacy development in all groups was tracked until the end of third grade. The present study focused on literacy development in children who received only project-based kindergarten intervention or both (project-based) kindergarten and first grade intervention, relative to the normal reader controls. Of special interest was the question of whether measures of response to intervention would more effectively distinguish between continued-risk and no-longer-at-risk children than would kindergarten screening measures, measures of intelligence, or measures of reading-related cognitive abilities. Results indicated that the RTI measures more effectively and more consistently distinguished between these two groups than did the psychometric measures.
Frank R. VellutinoEmail:
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7.
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may explain these results.
Young-Suk KimEmail:
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8.
Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey. The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group. No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
Paola BonifacciEmail:
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9.
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word recognition processes.
Suzanne E. WelcomeEmail:
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10.
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11.
The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.
Yavuz AkbulutEmail:
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12.
The lexical quality hypothesis assumes that skilled readers rely on high quality lexical representations that afford autonomous lexical retrieval and reduce the need to rely on top-down context. This experiment investigated this hypothesis by comparing the performance of adults classified on reading comprehension and spelling performance. ‘Lexical experts’, defined by above average performance on both measures, were compared with individuals who are good readers/poor spellers, poor readers/good spellers, or poor on both measures. Sentences finishing with a homograph (e.g., She danced all night at the ball) were followed by a probe word and participants had to decide whether it had occurred in the sentence. Critical probe words were related to either the sentence-congruous or the sentence-incongruous meaning of the homograph (e.g., waltz vs. throw). Lexical experts showed less interference from related probes than the other groups. When the sentences were presented at fast rates, poorer spellers showed interference for sentence-congruous but not sentence-incongruous probes. However, at slower presentation rates, all groups showed equivalent interference for both types of probes. The results support the lexical quality hypothesis by showing that high quality lexical representations, indexed by better spelling, are associated with reduced reliance on sentence context.
Sally AndrewsEmail:
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13.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement in reading over a year.
Joanne F. CarlisleEmail:
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14.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected, risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations in processing resources such as working memory rather than in the availability of language structures may be at the root of the reported poor performance by at-risk children on vocabulary and other linguistic measures.
Megan Louise GilliverEmail: Email:
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15.
Two studies were conducted to evaluate the extent to which visual discrimination (VisD) skills play a role in developing letter identification abilities, which are essential in learning to read. Results from a correlational analysis of 73 4- and 5-year-olds revealed a significant association between VisD and letter identification abilities, which was not moderated by estimated nonverbal or verbal abilities or lexical access. Stronger VisD abilities also were positively associated with better phonemic awareness skills, presumably because of the association between letter knowledge and phonemic skills, or letter-sound correspondence. A pilot study explored the benefit of visual discrimination training of letter-like forms to letter learning for a subset of 28 children with below average lowercase letter identification abilities. Only letter-name training significantly impacted lowercase letter identification; visual discrimination training did not further enhance performance. Implications for theory and applications to interventions aimed at children at risk for reading delays are discussed.
Stacey E. WoodromeEmail:
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16.
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness). Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light of interlingual influence on bilingual children’s phonological awareness.
Young-Suk KimEmail:
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17.
This study examined compound awareness in relation to Chinese children's vocabulary acquisition and character reading. Two aspects of compound awareness were investigated: the ability to identify the head of a compound noun and the ability to construct a new compound word from familiar morphemes. The compound awareness tasks, along with rapid automatized naming (RAN) and phonological awareness tasks, were administered to 29 first graders and 30 second graders in Mainland China. Results show that (1) compound awareness develops relatively early among Chinese children and improves with age, (2) compound awareness explains unique variance in vocabulary and character reading, after controlling for age, RAN, and phonological awareness, and (3) the contribution made by compound awareness to vocabulary is much larger than the contribution made by phonological awareness. These results demonstrate that compound awareness plays a central role in Chinese children's literacy development, particularly in vocabulary acquisition.
Xi ChenEmail:
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18.
We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects, indicating that these children relied on grapheme–phoneme conversion. The lexicality effect found in spelling, in June, suggest that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences that are related to specific characteristics of the corresponding orthographic codes.
Sandra FernandesEmail:
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19.
High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension of scientific articles. High school students were asked to read an original scientific research article about the effects of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without aids. The aids provided background text and animations including answers given by the article authors. Across two experiments involving different schools and different research articles, the comprehension aids group performed better than the control group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original scientific research article, which in turn can improve their appreciation of what scientists do.
Richard E. MayerEmail:
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20.
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children. It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However, it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words), so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance. Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical processing.
Paola AngelelliEmail:
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