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1.
The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills.  相似文献   

2.
We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also responded on a questionnaire regarding the frequency of storybook reading, the number of books at home, and the frequency of teaching letter names, sounds, and words. Reading fluency and comprehension were measured in grade 4. The results indicated that the early home literacy experience variables were related to the emergent literacy skills but did not directly predict future reading skills. Thus, the Home Literacy Model applies to consistent orthographies before any formal reading instruction takes place.  相似文献   

3.
We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed.  相似文献   

4.
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent teaching predicted letter knowledge and phonological awareness, and shared book reading predicted vocabulary and rapid naming speed after controlling for family socioeconomic status. Moreover, both parent teaching and shared book reading contributed indirectly to reading accuracy and fluency in Grade 1, which then mediated the effects of home literacy environment on reading comprehension in Grades 2 and 3. The results suggest that the effects of home literacy environment on later reading development are distributed via more pathways than previously thought.  相似文献   

5.
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables.  相似文献   

6.
We examined the importance of children’s classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n = 95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term memory. The teachers of the children also assessed their task-focused behavior. Nonword decoding, reading fluency, spelling, and reading comprehension measures were administered in grades 2 and 3. The results indicated that task-focused behavior accounted for unique variance in spelling and reading comprehension, even after controlling for the effects of autoregressor, non-verbal IQ, and phonological processing.  相似文献   

7.
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.  相似文献   

8.
ABSTRACT

The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.  相似文献   

9.
One hundred and ten English‐speaking children schooled in French were followed from kindergarten to Grade 2 (Mage: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, 2002 ) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle‐class parents.  相似文献   

10.
Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind (short-term memory), to ignore distraction (inhibition), and to focus attention and stay focused (sustained attention) may have a moderating effect on children’s reactions to the home literacy environment. In a group of 228 junior kindergarten children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention of the ANT). Main findings were: (1) Children’s storybook knowledge mediated the relationship between home literacy environment and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of book exposure.  相似文献   

11.
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n?=?1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers’ shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments.  相似文献   

12.
The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.  相似文献   

13.
Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.  相似文献   

14.
The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2.  相似文献   

15.
The present study examined the construct and predictive validity of a dynamic test of decoding. In theory, a dynamic test provides a direct measure of potential for learning. In this study, children were taught 3 novel letters and how to blend the sounds of those into new words, then they were tested on different words comprising the 3 letters. The study followed 171 children from kindergarten to the end of Grade 1. The dynamic test was found to add significantly to the longitudinal prediction of word reading difficulties at the end of Grade 1 even after controlling for a wide range of standard predictors. The dynamic test correlated strongly with concurrent measures of early reading, letter knowledge, and phoneme awareness but less strongly with vocabulary and nonverbal intelligence. It is suggested that the dynamic test taps learning of sublexical units and processing essential for initial reading development.  相似文献   

16.
We examined the efficacy of 20 weeks of individual supplemental phonics-based instruction for language minority (LM) and non-LM first graders. Students were designated LM if the primary home language was not English (otherwise non-LM). Those performing in the bottom half of their classroom LM/non-LM group in letter knowledge and phonological awareness were randomly assigned to treatment and control conditions. Treatment included alphabetics, decoding, and oral reading practice. Results showed that treatment students (n?=?93) outperformed controls (n?=?94) on 5 of the 6 posttests; however, LM students exhibited lower treatment response on passage reading fluency. Pretest word reading did not moderate treatment response, and LM students with greater baseline vocabulary showed greater treatment response on posttest word reading and spelling.  相似文献   

17.
We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly.  相似文献   

18.
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables.  相似文献   

19.
Two studies from English-speaking samples investigated the methodologically difficult question of whether the later reading achievement of children learning to read earlier or later differs. Children (n = 287) from predominantly state-funded schools were selected and they differed in whether the reading instruction age (RIA) was either five or seven years. Study 1 covered the first six years of school following three cohorts across a two-year design. Analyses accounted for receptive vocabulary, reported parental income and education, school-community affluence, classroom instruction, home literacy environment, reading self-concept, and age. The earlier RIA group had initially superior letter naming, non-word, word, and passage reading but this difference in reading skill disappeared by age 11. In Study 2, the decoding, fluency, and reading comprehension performance of 83 additional middle school-age children was compared. The two groups exhibited similar reading fluency, but the later RIA had generally greater reading comprehension. Given that the design was non-experimental, we urge further research to better understand developmental patterns and influences arising from different RIAs.  相似文献   

20.
The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with traditional predictors of reading. Similarly, a parallel version of the dynamic test was administered to the same children after a few months of formal reading instruction. At the end of grade 2, the children were assessed on outcome measures of reading and categorized as having disabilities with either accuracy or fluency measures. Administered before as well as after the onset of formal reading instruction, the dynamic test of decoding contributed uniquely to the prediction of difficulties with reading accuracy at the end of grade 2 after control for traditional predictors of reading. Difficulties with reading fluency were also predicted by the dynamic decoding test, but the unique prediction value was more limited. This study showed that a dynamic assessment of decoding can be a useful addition to traditional test batteries for early identification of children at risk for reading disabilities. Even when taken before formal reading instruction, a combination of the dynamic assessment and two traditional measures (letter knowledge and rapid automatized naming) yielded a very high prediction accuracy of reading difficulties at the end of grade 2.  相似文献   

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