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1.

Background

Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.

Method

A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention.

Results

The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors.

Conclusions

The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners.  相似文献   

2.
Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and additional measures of literacy and language skills. Fifty-four 1st graders were administered reading, spelling, vocabulary, IQ, and listening comprehension measures and then followed to the end of 10th grade. At the end of 10th grade, they were administered an IQ test and measures of reading comprehension, language ability, general knowledge, and exposure to print. Results showed that 1st grade reading skills were a strong predictor of 10th grade outcomes. Second and third-grade reading skills were predictive of individual differences in print exposure even after 10th grade reading comprehension and language ability had been partialed. Individual differences in print exposure also predicted differences in the growth of reading ability, word decoding, spelling, vocabulary, and listening comprehension throughout the elementary grades. Findings confirm the powerful, long-term benefits of providing children with a fast start in reading and support the reciprocal nature of strong reading skills and engagement in reading and reading-related activities.  相似文献   

3.
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   

4.
Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations.  相似文献   

5.
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   

6.
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years because poor readers, regardless of the labels attached to them, resemble each other symptomatically (i.e., in reading achievement). For this reason, it is difficult to establish a priori criteria based on symptoms to identify dyslexia and compare it with other forms of reading disability. One possible solution to this impasse is to see if poor readers differ in the etiology of their reading disability and, if they do, then to see whether one group of poor readers fits the traditional definition of dyslexia. This strategy was adopted in the present study. In this paper, it was hypothesized that the etiology of dyslexia is different from that of other forms of reading disability because there is a difference in the components that malfunction in dyslexia and other forms of reading disability. Studies have shown that the two components that account for a large proportion of variance in reading are decoding and comprehension. Previous studies also indicate that dyslexic children are deficient in decoding skills but not necessarily in comprehension. In this study, reading-disabled children were divided into two groups on the basis of their listening comprehension. Children whose listening comprehension was at or above grade level were placed in one group; poor readers with below-grade-level listening comprehension were placed in the second group. Both groups, however, were matched for reading comprehension. The two groups and a control group of normal readers were administered a number of tasks that were designed to assess the efficiency of the components of reading. It was found that poor readers with normal listening comprehension were deficient in tasks that involved grapheme-phoneme conversion (Component I, decoding). When tested on tasks that minimized decoding requirements, their reading comprehension was comparable to that of normal readers. In contrast, the group with sub-average listening comprehension was poor in measures of reading comprehension, even when decoding requirements were minimal. With the exception of very few children, this group also had adequate decoding skills. Because poor readers with normal listening comprehension had average or above average IQ, they conform to the traditional definition of dyslexia. Poor readers with below average listening comprehension had below average IQ and could be considered as “general reading backward.” It was, therefore, concluded that the etiology of developmental dyslexia is different from that of general reading backwardness. In this paper, the termetiology refers to proximal causal factors such as decoding and comprehension and not to distal causal factors such as genetic and neurological characteristics.  相似文献   

7.
This article explores components of reading accuracy and comprehension in 14 teenagers. The study contrasted the explanatory power of decoding and listening comprehension subskills (the 'simple view of reading'; Gough & Tunmer, 1990), and 'verbal cognitive ability' (a more traditional psychometric model). Research also investigated teenagers' literacy self-percepts. Listening comprehension was the best predictor of reading comprehension, although reading accuracy was an additional predictor. Decoding skills best predicted reading accuracy. Reading self-percepts correlated with decoding but not comprehension skills. Possible uses of 'the simple view of reading' for conceptualisations of literacy problems, interventions and effective professional roles are considered.  相似文献   

8.

This study aimed to increase our understanding on the relationship between reading and listening comprehension. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. Three questions were addressed. First, it was examined to what extent reading and listening comprehension comprise modality-specific, distinct skills or an overlapping, domain-general skill in terms of the amount of explained variance in one comprehension type by the opposite comprehension type. Second, general and modality-unique subskills of reading and listening comprehension were sought by assessing the contributions of the foundational skills word reading fluency, vocabulary, memory, attention, and inhibition to both comprehension types. Lastly, the practice of using either listening comprehension or vocabulary as a proxy of general comprehension was investigated. Reading and listening comprehension tasks with the same format were assessed in 85 second and third grade children. Analyses revealed that reading comprehension explained 34% of the variance in listening comprehension, and listening comprehension 40% of reading comprehension. Vocabulary and word reading fluency were found to be shared contributors to both reading and listening comprehension. None of the other cognitive skills contributed significantly to reading or listening comprehension. These results indicate that only part of the comprehension process is indeed domain-general and not influenced by the modality in which the information is provided. Especially vocabulary seems to play a large role in this domain-general part. The findings warrant a more prominent focus of modality-specific aspects of both reading and listening comprehension in research and education.

  相似文献   

9.
This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self‐perceptions of abilities were obtained. Significant relationships were found between family history and children's single‐word reading skills, spelling, reading comprehension, orthographic processing and children's perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children's perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents.  相似文献   

10.
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development.  相似文献   

11.
An increasing body of evidence indicates that reading and writing are interconnected, but more studies are needed to investigate the mechanisms through which these two skills are associated. In this paper we report a study where we explored the relationship between second grade students' awareness of punctuation and capitalization rules' violations (a component of writing process) and their reading comprehension. The results showed that students' awareness of punctuation and capitalization rules’ violations was moderately corelated with reading comprehension (r = .64) and predicted reading comprehension tested in Spring after accounting for reading comprehension tested in Fall, word decoding fluency, listening comprehension, general cognitive ability, and demographic variables. Our findings outline an under-researched association between reading and writing and point out to a potential new avenue to improve reading comprehension.  相似文献   

12.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills.  相似文献   

13.
Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005.  相似文献   

14.
This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children’s reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme–phoneme relationships of the Turkish orthography.  相似文献   

15.
The purpose of this article is to explore day care attendants' comprehension of the concept of sustainable development (SD) and to analyse the associated pedagogical practices at their place of work in pre‐schools. The empirical data comprise written exam reports from 32 practising day care attendants attending an in‐service education course. The participants study early childhood education (ECE) part time at Mälardalen University, Sweden, and the rest of their time they work in their pre‐schools. The analysis was based on a qualitative content analysis approach, and the results show a multi‐faceted understanding of the concept. SD was seen as a holistic approach, an environmental issue or a democratic issue. The article explores how these different ways of approaching the concept relate to different attitudes and day‐to‐day practices in the pedagogical programme in the pre‐schools.  相似文献   

16.
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.  相似文献   

17.
In this study, 132 first graders' comprehension-monitoring skills were examined and related to their decoding and listening-comprehension skills. Decoding skills were tested with a word-picture matching task and with word-naming and word-nonword decision tasks. Story-listening tasks were used in determining the level of listening comprehension. Children's comprehension monitoring was measured by means of an online method in which reactions to embedded comprehension obstacles (lexical, syntactical, factual falsehoods, or contradictions) were assessed. The number of "lookbacks" and the time spent in reading the target words/sentences were recorded and used as indicators of activities involved in comprehension monitoring. The results indicated that monitoring one's comprehension is already present in beginning reading but that the level of decoding and listening-comprehension skills affects the ways and efficacy of monitoring.  相似文献   

18.
The aim of this longitudinal study was to investigate the developmental antecedents of reading performance and its subcomponents from the beginning of the first year to the end of the second year of primary school. One‐hundred‐and‐fourteen seven‐year‐old Finnish‐speaking children were tested on reading‐related skills during their first week of school using a test battery designed for school entrants. Following this they were examined six times on word reading and reading comprehension skills. The results showed that the reading‐related variables predicting reading performance varied according to the phase of reading development. Moreover, partially different antecedents predicted word reading and reading comprehension. Word reading was associated with letter knowledge and listening comprehension, whereas initial word reading skill and listening comprehension were highly associated with the development of reading comprehension. The results support the development of reading instructional methods that take into account these differences in the components of reading performance and their development.  相似文献   

19.
Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty‐one, fourth‐grade general education students were exposed to three experimental conditions including a silent reading control condition, a listening previewing condition, and a listening previewing with vocabulary previewing condition. For all conditions, students read grade‐level passages, answered 10 comprehension questions, and completed a vocabulary‐matching task. Results showed that both listening previewing conditions led to improvements in comprehension as compared to silent reading. Adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary. Applied implications and directions for future research are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

20.
大学英语的教学目的是“使学生能以英语为工具,获取所需信息”。听车理解,即“听而理解意思”。在考试中要求考生边听、边理解、边阅读、边猜测（推断）,边作选择。本文通过对大学生英语CET－4听力理解题的分析谈一些答题技巧。  相似文献   

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