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1.
The purpose of this study was to compare the efficacy of two auditory processing interventions for developmental dyslexia, one based on rhythm and one based on phonetic training. Thirty-three children with dyslexia participated and were assigned to one of three groups (a) a novel rhythmic processing intervention designed to highlight auditory rhythmic information in non-speech and speech stimuli; (b) a commercially-available phoneme discrimination intervention; and (c) a no-intervention control. The intervention lasted for 6 weeks. Both interventions yielded equivalent and significant gains on measures of phonological awareness (at both rhyme and phoneme levels), with large effect sizes at the phoneme level. Both programs had medium effect sizes on literacy outcome measures, although gains were non-significant when compared to the controls. The data suggest that rhythmic training has an important role to play in developing the phonological skills that are critical for efficient literacy acquisition. It is suggested that combining both prosodic/rhythmic and phonemic cues in auditory training programs may offer advantages for children with developmental dyslexia. This may be especially true for those who appear resistant to conventional phonics training methods. 相似文献
2.
Torgesen JK Alexander AW Wagner RK Rashotte CA Voeller KK Conway T 《Journal of learning disabilities》2001,34(1):33-58, 78
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills. 相似文献
3.
The objective of this study was to assess the impact on phonological skills of a training program that was intended to lead preschool children to move from prephonetic spellings to early phonemic spellings. The participants were 30 preschool children who were divided into two groups (experimental and control groups) that were equivalent in terms of the children's intelligence, the number of letters with which they were familiar and the nature of their invented spelling. The intervention proved effective, inasmuch as the children in the experimental group moved to early phonemic spellings, whereas those in the control group did not. This conceptual evolution entailed enhanced performance in phonemic classification, segmentation and deletion tests, in which the children in the experimental group displayed a degree of progress which differed significantly from that achieved by the members of the control group. 相似文献
4.
5.
Ulrika Wolff 《Annals of dyslexia》2014,64(2):151-165
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N?=?112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training. 相似文献
6.
John E. Lochman Louise B. Lampron Thomas C. Gemmer Steve R. Harris Geoffrey M. Wyckoff 《Psychology in the schools》1989,26(2):179-188
This study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive-behavioral and social problem-solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem-solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive-aggressive off-task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatment effects. 相似文献
7.
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.
相似文献
| Stacey E. WoodromeEmail: |
8.
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme‐grapheme learning. The research question was whether the musical intervention would produce gains of comparable effect sizes to the phoneme‐grapheme intervention for children who were falling behind in reading development. Broadly, the two interventions had similar benefits for literacy, with large effect sizes. 相似文献
9.
《Learning and Instruction》2006,16(1):41-56
The objective of this study was to assess the impact of a training programme, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children's phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training's impact on those tests differed depending on the level of the children's invented spelling. 相似文献
10.
We have investigated the reciprocal influence of reading acquisition and phonemic awareness. Using a between-grades quasi-experimental design, we have found that learning to read is the most important factor that accounts for the drastic improvement of phonemic segmentation skills during the first year of schooling. On the other hand, we found that improving phonemic skills in kindergarten facilitated reading acquisition in children at risk for developing reading disorders. We suggest that, for most children, exposure to the alphabet automatically triggers phonemic awareness, which is a necessary condition for efficient acquisition of reading. However, the emergence of phonemic awareness requires a previously developed sensitivity to phonology, which in some children may be absent. The present data suggest that, if phonological skills are absent, they may be developed in preschoolers by explicit training, thereby preventing failure in reading acquisition. 相似文献
11.
We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties
in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two
years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG)
training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC
groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar
gains in phonemic awareness. However, the children who received FFW training did not show significant gains in word identification
or word attack whereas the children who received OG training made significant gains in word attack. Immediately after treatment,
the FFW group showed significant gains in speaking and syntax, but these gains were not maintained over two years. The FFW
group did not differ significantly from the LC group in any areas over the two years. Children in both groups made significant
progress in phonemic awareness and reading. 相似文献
12.
ABSTRACT A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining. 相似文献
13.
Recent decades have witnessed a growing interest in intervention-based assessment to promote and enhance children’s learning. In this study, we explored the potential effect of an experimental visual–spatial intervention procedure and possible training benefits of two prompting modalities: one group received training with verbal and visual prompts, a second group training with visual prompts only, while a third, control group did not receive any training. The two training methods led to significant improvements of performance in visuospatial tasks as compared to control group, and they did so about equally well. Our findings provide evidence for the efficiency and benefits of interventions targeting visuospatial processing skills. The success of such interventions does not seem to be bounded by age or gender, and it seems that visual cues are particularly effective. 相似文献
14.
The study reported was part of a large thinking skills intervention for 11–12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n = 92 boys) across six schools participated in the study. Children were individually pre-tested in the classroom using written tasks designed to tap concepts of intelligence (definitions, characteristics, causes of intelligence, and the stability of intelligence: entity versus incremental concepts) and a variety of thinking skills. Schools were allocated into one of three intervention conditions: control condition; individual condition; collaborative learning condition. Children in the individual and collaborative learning conditions participated in an 8-week thinking skills intervention. Children in the individual condition worked individually on tasks to apply the thinking skills whereas learners in the collaborative condition applied the thinking skills on tasks in groups of four. Following the thinking skills intervention all children were individually post-tested using the pre-test measures. The results showed that the intervention had an impact on children's understanding of intelligence. In particular, the collaborative learning intervention led to most improvement in concepts of intelligence. The results are discussed with reference to theories of intelligence concepts and thinking skills interventions. 相似文献
15.
This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training. 相似文献
16.
Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity 总被引：1，自引：0，他引：1
Simmons DC Kame'enui EJ Harn B Coyne MD Stoolmiller M Santoro LE Smith SB Beck CT Kaufman NK 《Journal of learning disabilities》2007,40(4):331-347
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk. 相似文献
17.
The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning training approach is only found in a limited number of evaluation criteria. Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant. 相似文献
18.
Claire M. Fletcher-Flinn G. Brian Thompson Megumi Yamada Kane Meissel 《Reading and writing》2014,27(5):875-904
It has been observed in Japanese children learning to read that there is an early and rapid shift from exclusive reading of hiragana as syllabograms to the dual-use convention in which some hiragana also represent phonemic elements. Such rapid initial learning appears contrary to the standard theories of reading acquisition that require instruction in nonlexical procedures for learning phonemic elements of an orthography. However, the alternative Knowledge Sources theory implies that the shift would be achievable from lexical input by which the learner acquires an implicit formation principle for this secondary phonemic function of hiragana. In two training experiments (Studies 1 & 2), this hypothesis was examined in transfer tests with 5-year-old Japanese and with 14-year-old English-speaking beginner learners of Japanese. As predicted, relative to phonological controls, very limited lexical training of exemplar hiragana words transferred to phonemic use of other (previously unknown and untrained) hiragana in untrained words, but not in isolation from these words. In Study 3, at both beginning and adult reading levels, novel hiragana symbol combinations were created to represent individual phoneme elements in ways that do not exist in conventional hiragana orthography but are exemplars for induction of a potential generalized formation principle of the secondary phonemic function of the system. At all reading levels there was evidence of use of this generalized formation principle, a result not explained by the standard theories but implied by the alternative theory, which offers a potential universal feature of learning to read. 相似文献
19.
Gustafson S Fälth L Svensson I Tjus T Heimann M 《Journal of learning disabilities》2011,44(2):123-135
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. 相似文献
20.
《Infancia y Aprendizaje》2013,36(2):171-187
ResumenThe article utilised data from two intervention studies carried out in low SES preschools in order to address issues in the realm of literacy interventions: Which components are more productive in promoting literacy skills (storybook reading or alphabetic training); at what age should these components be introduced (three or four years old); and who should implement the interventions (MA students or preschool teachers). The studies describe preplanned intensive interventions. The results demonstrated that storybook reading is productive in promoting vocabulary and that alphabetic training is productive in promoting a scope of alphabetic skills. Interestingly enough, a combined programme that encompasses both components, though to a lesser extent, bears the widest range of influence on both alphabetic and language skills. Three year old children benefit as much as or possibly even more from storybook reading and alphabetic skills training than their four year old peers. Both MA students and preschool teachers are efficient implementers. MA students promoted the children's skills more than preschool teachers. Yet, we recommend and discuss the benefits of preschool teachers as implementers. 相似文献