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1.
Esther G. Steenbeek-Planting Wim H. J. van Bon Robert Schreuder 《Reading and writing》2013,26(9):1437-1458
The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children’s level of reading competence and on the type of training. 相似文献
2.
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills. 相似文献
3.
The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing
reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited
exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words.
Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than
for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour
and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading
fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading
lies in its word specific training effects. 相似文献
4.
A flash card computer program designed to increase decoding speed in reading was evaluated with a sample of 55 eight- to twelve-year-old Dutch poor readers by using a pretest-training-posttest control group design. The reading level of the poor readers was comparable to the reading level of normal readers in grade two. After 8 weeks of practicing (twice a week) for 30 minutes per session, children in the training group showed substantial improvements in decoding speed not only on pseudowords directly practiced during the training, but also in untrained pseudowords and in existing words. The no-training control group did not improve in decoding speed from pre- to posttest. The results, furthermore, indicate that syllable-bound processes play a role in phonological decoding in Dutch, and that the flash card method used in this study stimulates poor readers to decode letter strings into syllabic units, which leads to an increase in decoding speed. The role of the syllable in phonological decoding and the potential of a specific flash card technique as a means to improve decoding skills of poor readers are discussed. 相似文献
5.
Sarah Eilers Simon P. Tiffin-Richards Sascha Schroeder 《Scientific Studies of Reading》2013,17(6):509-522
ABSTRACTChildren struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children’s processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children’s resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers. 相似文献
6.
Two experiments demonstrate that individual differences among normal adult readers, including lexical quality, are expressed in silent reading at the word level. In the first of two studies we identified major dimensions of variability among college readers and among words using factor analysis. We then examined the effects of these dimensions of variability on eye movements during paragraph reading. More experienced readers (who also were higher in reading speed) read words more quickly, especially less frequent words, while readers with higher lexical knowledge showed shorter early fixations, especially for more frequent words. These results suggest that individual differences in reading may reflect differences in the quality of lexical representations and in reading experience, which is a source of lexical quality. In a second study, we controlled the lexical knowledge readers obtained from new words through a training paradigm that varied exposure to a word’s orthographic, phonological, and meaning constituents. Training exposure to orthographic and phonological constituents affected first pass reading measures, and phonological and meaning training affected second pass measures. Incomplete knowledge of word components slowed first pass reading times, compared to both more complete knowledge and no knowledge. Training effects were mediated by individual differences, pointing to lexical quality and reading experience—which, combined reflect reading expertise—as important in word reading as part of text reading. 相似文献
7.
Lorna K.S. Chan 《Journal of Research in Reading》1996,19(2):111-127
This paper reports on a study examining the effects of combined strategy and attributional training through small-group intervention in a specific reading task context. The training aims to provide instruction in the use of reading strategies while at the same time to convince students that their reading performance is attributable to their use of effective strategies, which is under their personal control. Four grade 7 (13 year old) classes, consisting of 40 poor readers and 56 average readers, participated in the study. Students were randomly allocated to one of four instruction conditions involving different combinations of strategy instruction and attributional training. Instruction was provided in small groups of 6 to 8 students over nine one-hour sessions. Results indicated that teaching poor readers use of effective reading strategies, while convincing them that reading successes and failures were attributable to use of effective or ineffective strategies, not only improved their comprehension performance and increased use of reading strategies, but also reduced their perceptions of learned helplessness. 相似文献
8.
While fluent reading is recognized as a primary goal of educational instruction, the methods that best promote the development of fluency remain unclear. Two experiments are reported that examined increases in reading fluency of a novel passage following two types of training. In the context training condition, children learned to read a set of target words in a story context, while in the isolated word training condition, fluency with a target word set was gained from a computerized word naming game. Transfer of fluency to reading these words in a new context was then measured by gains in reading speed, accuracy, and comprehension of a novel story. Results indicated that young readers showed speed benefits on transfer stories following both context and isolated word training, but the increases were larger following context training. 相似文献
9.
Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming. 相似文献
10.
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
11.
Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing. 相似文献
12.
Good and poor readers at the junior high school level and good and poor spellers at the university level were compared on their ability to produce words in response to a semantic cue (a category name), a visual cue (three letters), and an auditory cue (a syllable rime). Kindergarten children were tested on a word-identification task and their retrieval of words in response to the semantic and auditory cues. At all ages, poor readers or spellers produced fewer words on all word-retrieval tasks than did good readers or spellers. Performance on the auditory and visual word-retrieval tasks correlated very highly with pseudoword reading and spelling ability in the two older groups; in the kindergarten children, auditory retrieval correlated with word identification. The results suggest that poor readers have not organized words in long-term memory according to rhyming families but that good readers have. We speculate that failure to retrieve rhyming words during acquisition of reading and spelling skills underlies the failure of poor readers and spellers to abstract the higher-order relationships between orthography and phonology. 相似文献
13.
14.
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
15.
Sung Hee Lee 《Reading and writing》2017,30(7):1595-1616
Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed. 相似文献
16.
Salim Abu&#x;Rabia 《Journal of Research in Reading》1997,20(2):137-147
This study was designed to investigate whether Arabic orthography differs from the Latin orthography of English texts regarding context effects among poor and normal readers. Usually, Arabic texts are presented without vowels for normal readers, and with vowels for younger and beginning readers. The Arabic vowels are mostly not alphabetic letters, but strokes above and/or below the letters. The subjects were 60 native Arab eighth graders, 20 poor readers and 40 normal readers of Arabic. Subjects were required to read vowelled and unvowelled words with and without context in Arabic. The results showed that normal as well as poor readers significantly improved their reading accuracy when they read vowelled and unvowelled words in context. Further, normal readers significantly improved their reading of vowelled and unvowelled words in context more than did the poor readers. The findings of this study illustrated the significance of cross-cultural linguistic considerations for the development of comprehensive reading theory. 相似文献
17.
《Scientific Studies of Reading》2013,17(2):119-144
Efficiency in basic reading processes can be discussed in terms of accuracy and speed. In this longitudinal study, the development of accurate and fast reading processes was studied in a group of 66 children learning to read simultaneously in English, their first language (L1), and Hebrew, their second language (L2). Children's speed and accuracy were compared in Grade 1 and Grade 2 on parallel L1 and L2 tasks of letter naming, reading isolated words and the same words in text. Results indicated that corresponding accuracy and speed across the two languages are highly correlated. Despite differences in language familiarity and different orthographies, accuracy and speed rates of isolated word reading in L1 and L2 were highly similar. Yet, in L1, children were more efficient (faster and more accurate) in reading text than isolated words, but in early stages of L2 reading acquisition, text reading was not more efficient than the reading of isolated words. In terms of efficiency components in L2 language, accuracy distinguished good from poor L2 readers, but speed did not. It is concluded that (a) steps associated with the development of L1 reading efficiency (i.e., accuracy attained before speed) are applicable to the development of word recognition skills in L2, but they do not emerge concurrently in both languages and (b) specific linguistic features such as orthographic depth and morphosyntactic complexity may interact with more global L2 proficiency effects in determining the course of L2 reading skills development. 相似文献
18.
Usha Goswami Costas Porpodas Sally Wheelwright 《European Journal of Psychology of Education - EJPE》1997,12(3):273-292
Two experiments were conducted to compare the development of orthographic representations in children learning to read English and Greek. Nonsense words that either shared both orthography and phonology at the level of the rhyme with real words (comic-bomic), phonology only (comic-bommick), or neither (dilotaff) were created for each orthography. Experiment 1 compared children’s reading of bisyllabic and trisyllabic nonsense words likebomic vs.bommick, taffodil vs.tafoddyl, and found a significant facilitatory effect of orthographic rhyme familiarity for English only. Experiment 2 compared children’s reading of trisyllabic nonsense words that either shared rhyme phonology with real words (tafoddyl) or did not (dilotaff). Significant facilitation in reading accuracy was found for shared rhyme phonology in English, with a significant speed advantage in Greek. These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies. 相似文献
19.
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were
evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding
phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items
were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated
with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization
effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency
than the computer group. Neither of the groups improved their pseudoword reading.
相似文献
| Sini Huemer (née Hintikka)Email: |
20.
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