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1.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children
read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting
the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous
studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less
than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before
and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses.
The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching
techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both
groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they
spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words
and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS.
Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly
more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children
performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only
while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with
difficult words, after one semester’s training. 相似文献
2.
This study investigated whether an intervention using words embedded with pictures can be more effective in sight word instruction than one using words alone. Participants included sixty-nine children in junior kindergarten (ages 4–5) enrolled in school in Ontario, Canada. Children were split randomly into treatment and control groups; the treatment group was taught four words using picture-embedded words, and the control group was taught using text alone. Both groups also received phonics instruction to support sight word acquisition. Children in the picture-embedded word condition performed significantly higher than those in the word-alone condition on an immediate post-training test and later retention tests. This outcome, which contrasts with previous studies using picture-embedded words, may result from this method's use of a relevant linking phrase and action that help build an association between picture and word, as well as its incorporation of phonics instruction, with future work needed to test this hypothesis. 相似文献
3.
N. Dale Bryant Harriet R. Fayne Maribeth Gettinger 《Journal of Experimental Education》2013,81(3):116-121
The present study evaluated the effect of applying a mastery learning model to sight word instruction for learning disabled (LD), elementary school children. A total of 48 LD children were taught 30 sight words in 9 lessons which incorporated mastery learning strategies, and a comparison group (W = 16) with methods that are typically used in the teaching of sight words. While all children could read less than 10% of the words on the pretest, the experimental group achieved over 90% accuracy on the posttest. This was higher than the average posttest performance of the comparison group (72% accuracy). Results of this investigation suggest that a majority of LD children can reach mastery on sight words within a reasonable time framework if sound remedial principles are applied consistently. The procedures described in this paper can serve both as a model of effective sight word instruction and as a diagnostic, trial-remediation technique for a disabled population. 相似文献
4.
The effects of first language orthographic features on word recognition processing in English as a second language 总被引：1，自引：1，他引：0
This study investigated the possible effects of first language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Case alternation was used to examine the impact of visually distorted words of different types on fluent ESL readers' word recognition in naming. Visual distortion of word shape (i.e., cAsE aLtErNaTiOn) was utilized because, although visually distorted words have lost word-shape cues, they preserve the cue value of words (i.e., spelling patterns). It, therefore, was hypothesized that if one is sensitive to alphabetic orthography, or if one's inner mechanism of processing an alphabetic word is efficient, then the visual disruption of word-shape cues should not affect one's sensitivity to sequences of letters in words. In other words, this study focused on the magnitude of the effect of case alternation in word recognition as an index of the sensitivity to alphabetic words. Results showed that the magnitude of the case alternation effect in a naming task was significantly larger for the ESL participants whose L1 is not alphabetic (i.e., Chinese and Japanese) than the ESL participants whose L1 is alphabetic (i.e., Iranians -- Persian as L1). This result seems to indicate that the Persian speakers, due to the facilitating influence of their L1 orthography, were less influenced by case alternation than the Chinese and Japanese speakers, whose L1 orthographies are not alphabetic. This finding suggests that the first language orthographic features affect the orthographic coding mechanisms (i.e., word recognition mechanisms) in a second language. 相似文献
5.
This study investigated whether two groups of6-year-old beginning readers taught to read by aphonics and by a ``book experience' non-phonicsapproach would differ in reading comprehension as wellas the processes of word recognition. The two groupswere matched for word recognition but despite this, thephonics taught children had higher readingcomprehension. Phonics taught children produced morecontextually appropriate errors, and in both singleword and text reading made more spoken attempts atreading unknown words. The non-phonics taught childrenhad much faster reading reaction times to familiarwords but they scored less in phoneme segmentation andnonword reading tasks. Compared with the nonphonicsgroup, the phonics group spent more time in attemptsat identifying unknown words and this included usingcontextual information, which apparently resulted inmore rehearsal of the meaning of the story text andhence better reading comprehension performance. 相似文献
6.
Abstract Despite the apparent advantages of incorporating logographic symbols in procedures intended to teach children with severe learning difficulties to recognise words, such procedures have never proved successful. Their failure has been attributed to a blocking effect that is induced by the additional cues. The blocking effect account predicts that any method that involves introducing additional stimulus cues will be inefficient for teaching word recognition, compared with a word alone method. A new technique was devised in an attempt to surmount this problem. The basis of the technique draws on a range of research areas. Children who had no reading skills and had previously failed to gain any sight vocabulary were taught to recognise 12 words. An experiment compared a word alone method with two variants of the new technique. Both versions were more successful than the word alone method at teaching the children to recognise the words. The findings refute the view that any procedure that incorporates additional cues will necessarily be ineffective. For students who have hitherto made no progress at all in learning to recognise words, the new technique offers an effective instructional procedure. 相似文献
7.
8.
《The Journal of educational research》2012,105(7):312-314
AbstractThis study investigated the effectiveness of three different methods of presenting new words to children who are beginning to recognize words. Three groups of kindergarteners-twenty-five girls and boys each-were taught four words cither by a word, word-picture, or word-object method. Using analysis of variance procedures, no significant differences were found between the three methods of presentation for the kindergarten girls, but significant differences (p < .05 level) were found for the boys. A further analysis utilizing the Neuman-Keuls method revealed that the word-object method was significantly different from the word method at the .05 level. No differences were found when the word and word-picture methods, and the word-picture and word-object methods were compared. 相似文献
9.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
10.
Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis and the two groups were examined in order to see if there were differences in the reading strategies they used. No evidence was found counter to the assumption that reading begins with a logographic stage. However, it was found that teaching method was having a significant impact on the reading strategies which the children adopted. In addition it was found that a number of children from the whole school appeared to exhibit letter by letter reading. This suggests that letter by letter dyslexia might in part be an extreme form of a strategy used by normal readers. 相似文献
11.
Sarah P. McGeown Rhona S. Johnston Emma Medford 《Learning and individual differences》2012,22(3):360-364
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (.22 S.D.) and post-test 5;03 (.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and analytic phonics, or by a synthetic phonics approach, where children were taught solely to sound and blend letters to read unfamiliar words. The results illustrated differences in the skills supporting children's word reading based on their method of reading instruction. For the eclectic group, pre-test letter knowledge, vocabulary and rhyming skills predicted later reading ability, whereas for the synthetic phonics group, letter knowledge, phonemic awareness and memory span predicted later reading skill. The results suggest that children will draw upon different cognitive skills when reading if they are taught to use different word recognition strategies. 相似文献
12.
This paper describes a program designed to bridge the gap between educational research and practice. Researchers disseminated findings and gathered additional field data on teaching sight words to learning disabled children, while practitioners were given the opportunity to apply these findings in their own teaching. Learning disabilities teachers (N = 37) were divided into three experimental groups and given training and materials for a one-week teaching procedure to be used with children in their classes. Instructional packets differed in the number of sight words presented at one time (5 + 5 vs. 10) and the use of reduced response competition. Results showed that overall posttest performance did not differ among the groups; however, children taught using reduced response competition required fewer trials to reach criterion on each word. Questionnaire results indicated that teachers benefited from the program. Future attempts such as this should be made to combine research and teacher-training efforts. 相似文献
13.
《Contemporary educational psychology》1988,13(2):102-115
Two experiments examined the effects of visual and auditory modes of input on long-term memory. In Experiment 1, 40 subjects learned a 40-word list presented in a blocked or random fashion. In the blocked conditions learners were presented half the nouns in one modality followed by the remaining 20 words in the other modality (See-Hear or Hear-See). Subjects in random conditions also received half the list in each modality, but the presentation was random (Mixed or Mixed Reverse). Following a 6-min delay, subjects completed an 80-item visual recognition test. Analysis of these data showed significantly (p < .05) greater recognition of words presented visually than those presented auditorily. Experiment 2 was designed to test the hypothesis that learners may visualize a “literal copy” of the stimulus item by controlling for the extent to which the recognition measure offered a visual cue. Two groups of 40 subjects were examined using the same procedure used in Experiment 1, with the exception that one group received a visual recognition test while the other was tested auditorily. These data showed that the lack of a visual cue hindered the recognition of visually presented words, while it had little effect on stimuli presented auditorily. The results of these experiments were interpreted as support for the hypothesis that physical characteristics of a stimulus may persist in memory well beyond immediate memory intervals. Subjects were seen to make modality-specific decisions by testing long-term memory for the presence or absence of a visual memory trace. 相似文献
14.
《The Journal of educational research》2012,105(4):242-247
AbstractThe effects of global cognitive development, sex, and word abstractness on young readers' word recognition were explored. A three-way analysis of variance on word recognition scores indicated that noun words were recognized more frequently than non-noun words (p = 0.01): subjects with high cognitive development recognized more words than children with lower cognitive development (p = 0.08); and females recognized more words than males (p = 0.18). The two-way and three-way interactions were not significant (p > 0.30). 相似文献
15.
Berninger VW Abbott RD Zook D Ogier S Lemos-Britton Z Brooksher R 《Journal of learning disabilities》1999,32(6):491-503
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. 相似文献
16.
Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements. 相似文献
17.
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
18.
Explicit Instruction in Decoding Benefits Children High in Phonemic Awareness and Alphabet Knowledge
《Scientific Studies of Reading》2013,17(1):85-98
This article reports a study of 32 children who had been trained to a high level in phonemic awareness and alphabet knowledge over a 12-week period at preschool. During their first 6 weeks in kindergarten, these phonemically aware children were taught to read 10 real words, using either decoding and encoding techniques or a whole word method. At posttesting the children taught by the decoding and encoding method were superior in reading and writing both novel real words and pseudowords, compared to the whole word group. The results support the contention that explicit instruction in decoding is helpful even when children have high levels of phonemic awareness. 相似文献
19.
Aaron P. G. Joshi R. M. Ayotollah Mahboobeh Ellsberry Annie Henderson Janet Lindsey Kim 《Reading and writing》1999,11(2):89-127
Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. 相似文献