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1.
Remediation of a serious lack in reading fluency often takes the form of repeated reading exercises. The present study examines whether transfer of training effects to untrained (neighbour) words can be enhanced by training with an orthographic focus as compared with emphasising semantics. The effect of oral versus silent reading during training is studied as well. Two groups of reading‐disabled children (mean age=7 years, 11 months) were given repeated reading training with limited exposure duration (350 ms) in which 15 target words were repeated 20 times in exercises focused on either orthography (N=26) or semantics (N=25). The children were required to either read the target words aloud or perform the exercises silently, but this requirement appeared to have no effect on the training results. The results show that untrained neighbour words benefited more from training targets with an orthographic focus than from exercises with a semantic emphasis. 相似文献
2.
The present study examines the role of orthographic complexity on Italian children’s word reading. Two experiments are reported
in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion
rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately
than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but
not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line
with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006).
Psychonomic Bulletin & Review, 13, 346–352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed
and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first
years of reading instruction. 相似文献
3.
The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading
and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically
found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school students (mean age = 17;
8, SD = 4 months) attending schools in Iran were tested on reading and spelling of words and nonwords. The word stimuli differed
in terms of reading transparency (transparent when all phonemes have corresponding letters vs. opaque when short vowels were
not marked with a letter) and spelling polygraphy (nonpolygraphic phonemes vs. polygraphic phonemes). The nonwords were transparent
and nonpolygraphic. The reading results showed that both transparent and opaque words were read faster than nonwords, and
that transparent words were read faster than opaque words. Moreover, both transparent and opaque words were affected by word
frequency. These findings suggest that skilled readers of Persian relied on lexical processes to read words. In contrast,
the spelling results failed to show a word-advantage effect suggesting that skilled spellers of Persian rely on nonlexical
processes to spell words. Moreover, orthographic complexity also affected spelling. Specifically, nonpolygraphic words were
spelled faster than polygraphic words for both transparent and opaque words. Taken together, the findings showed that skilled
reading and spelling in Persian rely on different underlying processes. 相似文献
4.
Rista C. Plate Jacqueline M. Fulvio Kristin Shutts C. Shawn Green Seth D. Pollak 《Child development》2018,89(1):205-218
Individuals track probabilities, such as associations between events in their environments, but less is known about the degree to which experience—within a learning session and over development—influences people's use of incoming probabilistic information to guide behavior in real time. In two experiments, children (4–11 years) and adults searched for rewards hidden in locations with predetermined probabilities. In Experiment 1, children (n = 42) and adults (n = 32) changed strategies to maximize reward receipt over time. However, adults demonstrated greater strategy change efficiency. Making the predetermined probabilities more difficult to learn (Experiment 2) delayed effective strategy change for children (n = 39) and adults (n = 33). Taken together, these data characterize how children and adults alike react flexibly and change behavior according to incoming information. 相似文献
5.
Lori E. Skibbe Julie L. Thompson Joshua B. Plavnick 《Early Childhood Education Journal》2018,46(4):419-426
Preschoolers’ (n?=?32) attention to print and pictures was documented during an electronic storybook reading session. Children (M?=?51.06 months; SD?=?7.34 months) looked at a 12-page book that contained three types of pages, each of which was presented four times over the course of the book: (1) silent presentation of print, (2) print that was read aloud, and (3) print that was both read aloud and highlighted. Our research objectives were to analyze whether the way in which print was presented related to the ways in which children attended to print and pictures during the reading session. Gaze fixation duration to print and pictures was assessed using a Tobii X2-60 portable eye tracking unit, which captured corneal reflection data for each child. Children’s total fixation duration to print was greatest when print was read aloud and highlighted as compared to when it was presented silently or read aloud. In addition, children looked at print more when it was displayed silently than when the computer read the story to children, although this difference was much smaller in magnitude. Children attended to pictures more than print across pages, but this difference was most notable when the story was read aloud. Results demonstrate the potential utility of nonverbal print referencing strategies during book reading. 相似文献
6.
Laura M. Steacy Ashley A. Edwards Jay G. Rueckl Yaacov Petscher Donald L. Compton 《Child development》2021,92(3):e252-e269
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The results indicate that while WR and NWR growth factors are highly related (r = .71), the relation between WR and NWR trajectories change as a function of initial WR. Results are interpreted within computational models of dyslexia in which children with dyslexia overfit orthography → phonology relations at the level of the word, limiting the development of sublexical representations needed to read nonwords. 相似文献
7.
For postsecondary students with disabilities influencing reading performance, printed class materials pose a substantial barrier and have a negative impact on academic achievement. Digital technologies offer alternative ways of accessing print materials for students with print‐related disabilities. Alternative media is a broad term that encompasses a variety of formats into which printed text is converted. Alternative media, together with assistive computer technologies designed to read aloud the text, provide a means to access textual information and bypass the difficult reading process. The purpose of this article is to provide an overview of model programs and pertinent research on the use of alternative media by postsecondary students with print disabilities; we will identify promising practices for students whose disabilities negatively influence reading performance. 相似文献
8.
Regularisation of nonwords in dyslexia: contributions of visual orthographic and phonological onsets
This study investigated the contributions of visual orthographic (analogy) and phonological processes in mediating nonword reading in children with dyslexia. Three groups of primary school age children (n=15 in each group) were recruited. The first group were children with dyslexia (mean age 11 years 3 months, mean reading age 8 years 3 months), the second group were chronological age controls (mean age 11 years 3 months, mean reading age 11 years 8 months) and the third group were reading age matched controls (mean age 7 years 11 months, mean reading age 8 years 3 months). All participants were required to read aloud a list of nonwords. Nonwords in the list were derived from paired regular and irregular keywords in which onsets were manipulated to be either phonologically or visually similar to keyword onsets. ANOVAs revealed firstly that children with dyslexia were the least likely to regularise nonword pronunciation and secondly, that all groups displayed an overall preference for words that were phonologically manipulated. These findings have been interpreted within the context of dual‐route theory. 相似文献
9.
An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable. 相似文献
10.
Jared M. J. Berman Susan A. Graham Dallas Callaway Craig G. Chambers 《Child development》2013,84(5):1791-1805
Two experiments examined 4‐ and 5‐year‐olds' use of vocal affect to learn new words. In Experiment 1 (n = 48), children were presented with two unfamiliar objects, first in their original state and then in an altered state (broken or enhanced). An instruction produced with negative, neutral, or positive affect, directed children to find the referent of a novel word. During the novel noun, eye gaze measures indicated that both 4‐ and 5‐year‐olds were more likely to consider an object congruent with vocal affect cues. In Experiment 2, 5‐year‐olds (n = 15) were asked to extend and generalize their initial mapping to new exemplars. Here, 5‐year‐olds generalized these newly mapped labels but only when presented with negative vocal affect. 相似文献
11.
The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with
vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted
(opaque). Three groups of Persian readers, namely developmental dyslexics (n=29, mean age=9.4, SD=1.4), unimpaired readers matched on age (n=49, mean age=9, SD=1.3), and reading age (n=23, mean age=7.2, SD=0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque
and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in
each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately
than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to
the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications
of these results are discussed. 相似文献
12.
13.
Laura M. Steacy Donald L. Compton Yaacov Petscher James D. Elliott Kathryn Smith Jay G. Rueckl 《Scientific Studies of Reading》2019,23(1):49-63
ABSTRACTAs children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience. 相似文献
14.
An experiment with random assignment examined the effectiveness of a strategy to learn unfamiliar English vocabulary words during text reading. Lower socioeconomic status, language minority fifth graders (M?=?10?years, 7?months; n?=?62) silently read eight passages each focused on an unknown multi-syllabic word that was underlined, embedded in a meaningful context, defined, depicted, and repeated three times. Students were grouped by word reading ability, matched into pairs, and randomly assigned to one of two conditions. In the strategy condition, students orally pronounced the underlined words during silent reading. In the control condition, students penciled a check if they had seen the underlined words before but did not say the words aloud. Results of ANOVAs showed that the oral strategy enhanced vocabulary learning (ps?<?.01), with poorer readers showing bigger effect sizes than better readers in remembering pronunciation-meaning associations and spellings of the words. In a second experiment, 32 fifth graders from the same school described the strategies they use when encountering unfamiliar words in context. Better readers reported more word-level strategies whereas poorer readers reported more text-based strategies. Our explanation is that application of the word-level strategy of decoding new words aloud strengthened connections between spellings, pronunciations, and meanings in memory compared to silent reading of new words, particularly among poor readers who were less skilled and less likely to use this strategy unless instructed to do so. 相似文献
15.
Andrea D. Hale Christopher H. Skinner Beth D. Winn Renee Oliver Jessica D. Allin Cherish C.M. Molloy 《Psychology in the schools》2005,42(1):39-51
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
16.
Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with word-endings characterized by a strong neighborhood of non-dominant stress words (non-dominant), and nonwords with word-endings characterized by weak and/or inconsistent stress neighborhoods (ambivalent). Examples of these three types of nonwords were used as targets in a priming experiment. Examples of two of these types of nonwords (dominant and non-dominant) were used as primes. Adults (Experiment 1) and second and fourth-grade children (Experiment 2) were tested in a reading aloud task, and percentage of responses with dominant stress was measured. Children were sensitive to item-specific stress neighborhood information, but less so than adults. Children demonstrated more marked effects of dominant stress, effects that appear to decrease with age. Children also showed smaller effects of prosodic priming compared to adults. The results are in line with a statistical approach to learning. 相似文献
17.
R. Steve McCallum Shannon Sharp Sherry Mee Bell Thomas George 《Psychology in the schools》2004,41(2):241-246
Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004. 相似文献
18.
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
19.
Jing Chen Tzu-Jung Lin Yu-Min Ku Jie Zhang Ann O’Connell 《Scientific Studies of Reading》2018,22(3):209-224
Concept of word—the awareness of how words differ from nonwords or other linguistic properties—is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and character attributes on Chinese children’s concept of word in text. A total of 164 fifth-grade Chinese children participated in this study. Concept of word was measured by children’s lexical decisions about words and nonwords embedded in strings of characters. Cross-classified multilevel logistic models showed that reader attributes, including reading comprehension, vocabulary knowledge, and morphological awareness, interacted with certain word or character attributes in predicting children’s lexical decisions about words or nonwords. This study sheds light on the complex relationships between reader, word, and character attributes in the formation of concept of word in Chinese. 相似文献
20.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献