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1.
Carmen M. P. Damhuis Eliane Segers Femke Scheltinga Ludo Verhoeven 《School Effectiveness & School Improvement》2016,27(3):441-454
We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children’s vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval activities and received semantic feedback for words they did not learn during the classroom vocabulary program. Eighty-seven children were in the experimental condition, and 115 children were in the classroom vocabulary control condition. Results showed the adaptive word retrieval intervention to stimulate higher learning gains than the classroom vocabulary program on the learning of the target words. Children in the experimental condition also showed transfer effects; they described more words on a standardized expressive vocabulary test than children in the control condition. The research findings suggest additional value of word retrieval with feedback for classroom vocabulary learning. 相似文献
2.
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs. 相似文献
3.
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
4.
曲春红 《外语教学理论与实践》2020,172(4):17
类母语水平是二语习得水平的上限。本文以英语本族语者词汇联想结果为参照计算联想比,考查具体性对于二语学习者词汇发展类母语水平是否有显著影响。研究问题包括：1）具体性对于二语词汇反应词的联想比有何影响？2）具体性对于二语独有概念反应词的产出有何影响？结果显示,具体词和抽象词在两个方面都表现出了显著的差异性,表明具体词发展的类母语水平更高,更加接近母语者。研究结果验证了双重编码理论和语境有效性理论。 相似文献
5.
The main point of our study was to examine the vocabulary knowledge of pupils in grades 3–6, and in particular the relative
reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils
with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task.
The target words in both tasks represent the vocabulary children should have at the end of primary school. The results showed
that most hearing pupils reached this norm, whereas most hearing-impaired pupils did not. In addition, results showed that
hearing-impaired pupils not only knew fewer words, but that they also knew them less well. This lack of deeper knowledge remained
even when matching hearing and hearing-impaired children on minimal word knowledge. Additionally, comparison of the two tasks
demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge. 相似文献
6.
张萍 《外语教学理论与实践》2011,1(3):54-62
本研究探讨具体性效应对一语(汉语和英语)和二语(英语)心理词库联想反应的影响.依据Langacker (2004)的认知语法理论,本文从空间概念和感官体验两个角度首次对不同词性的具体性进行定义,并用量表验证所选词的具体性程度.研究表明,具体性效应没有改变一语心理词库语义联结的特质,但对二语心理词库有一定影响,其具体词的... 相似文献
7.
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition. 相似文献
8.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引：1，自引：0，他引：1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
9.
James S. Kim Jennifer F. Samson Robert Fitzgerald Ardice Hartry 《Reading and writing》2010,23(9):1109-1129
The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures
of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print
exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children
in Grades 4–6 were randomly assigned to READ 180 or a district after-school program. Both programs were implemented 4 days
per week over 23 weeks. Children in the READ 180 intervention participated in three 20-min literacy activities, including
(1) individualized computer-assisted reading instruction with videos, leveled text, and word study activities, (2) independent
and modeled reading practice with leveled books, and (3) teacher-directed reading lessons tailored to the reading level of
children in small groups. Children in the district after-school program participated in a 60-min program in which teachers
were able to select from 16 different enrichment activities that were designed to improve student attendance. There was no
significant difference between children in READ 180 and the district after-school program on norm-referenced measures of word
reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency
and attendance, these effects were restricted to children in Grade 4. Print exposure, as measured by the number of words children
read on the READ 180 computer lessons, explained 4% of the variance in vocabulary and 2% of the variance in word reading efficiency
after all pretest reading scores were partialed out. 相似文献
10.
In the Jackson and Coltheart theory of acquisition of word reading it is claimed that, near the beginning of the partial alphabetic
phase of development, children have full use of abstract letter units (ALUs). This claim and less exclusive alternatives were
examined. In Experiment 1, normal progress children with on average 9 months of school reading instruction, either with or
without explicit phonics, read with moderate accuracy (orthographically) familiar words in upper-case letters (e.g., AND)
that are visually dissimilar from their lower-case forms. Lower-case forms were read with greater accuracy but only for familiar
words, there being no letter-case effect for less familiar words. Children with explicit phonics showed less impairment in
reading accuracy when words were presented in upper-case form than children without such phonics. Children with on average
22 months of instruction, in Experiment 2, read relatively unfamiliar words that required some phonological mediation. Those
without explicit phonics instruction read words with digraphs in unfamiliar upper case less accurately than in lower case,
while those with explicit phonics showed no such letter-case difference. The results supported the view that children do not
have full use of ALUs in early alphabetic reading, both children with and without explicit phonics to some extent using letter
identities specific to lower case for representation of familiar words. 相似文献
11.
The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students’ receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope. 相似文献
12.
13.
Prosodic awareness has been linked with reading accuracy in typically developing children. Although children with autism spectrum disorders (ASD) often have difficulty processing prosody and often have trouble learning to read, no previous study has looked at the link between explicit prosodic awareness and reading in ASD. In the current study, 29 early readers with ASD (5–11 years) completed word and nonword reading accuracy tasks and two measures of prosodic awareness. Tasks relating to phonological awareness, oral language, vocabulary, letter knowledge and nonverbal intelligence were also administered. A key finding was that there was a relationship between prosodic awareness and both word and nonword reading accuracy. 相似文献
14.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献
15.
The nature of the relations among morphological awareness, vocabulary and word reading in Chinese children remains relatively unclear. The present study aimed to distinguish between sublexical morphological awareness, referring to the ability to use the meaning cues of semantic radicals embedded in a compound character, and lexical level morphological awareness, defined as the ability to understand and manipulate single characters (i.e., morphemes) comprising Chinese compound words, on word reading. We also examined the role of vocabulary knowledge on the relation between morphological awareness and word reading at both the sublexical and lexical levels. A group of 172 Chinese second graders were administered measures of sublexical and lexical level morphological awareness, vocabulary knowledge, phonological awareness, orthographic knowledge, nonverbal ability, and word reading. Both sublexical and lexical levels of morphological awareness were moderately correlated with word reading. Vocabulary knowledge appeared to partially mediate the effect of sublexical morphological awareness on word reading, but it fully mediated the effect of lexical level morphological awareness on word reading. These results suggest that sublexical and lexical level morphological awareness play distinct roles in Chinese word reading; vocabulary knowledge is an important factor influencing the relation between morphological awareness and word reading in Chinese. 相似文献
16.
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills. 相似文献
17.
《The Journal of educational research》2012,105(4):212-219
ABSTRACTThree studies were conducted to examine individual differences among young children in the extent of use of alternative cognitive processes for word reading. The expectation was that boys, of the same reading attainment level as girls, tend to rely more than girls on access to phonological segments of words. In Study I a predicted pattern of gender differences was tested with 87 seven-year-old children reading pseudohomophones graphemicalty different and graphemically similar to lexically matched words. In Study II predicted differences were tested with the same children reading words of regular and exception grapheme-phoneme relationships. For 84 six-year-old children in Study III predicted differences were examined in the relationship of word reading accuracy to phonological consistency of initial segments of words. The results of the three studies supported the expectation. 相似文献
18.
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. 相似文献
19.
This study examined the importance of morphological awareness in Korean–English biliteracy acquisition. English is an opaque orthographic system, in which letters and sounds have indirect correspondences. Korean Hangul, on the other hand, is a transparent orthographic system where there are direct letter-sound correspondences. Sixty-five children from Grades 2 to 4 were tested on a set of comparable Korean and English tasks tapping into oral vocabulary, phonemic awareness, morphological awareness, real word reading, and passage reading comprehension. Results showed that morphological awareness explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphological awareness is important not only in an opaque orthography but also in a transparent orthography. Furthermore, morphological awareness in one language uniquely predicted a significant amount of variance in reading real words in the other language, suggesting that morphological awareness facilitates word reading across different orthographies. 相似文献