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1.
Rhona Stainthorp 《Education 3-13》2021,49(1):29-40
ABSTRACT This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route requiring mapping of letters and sounds using phonological processes and a direct route, mapping visual identities of words onto meaning using visual processes and memory. The dual route paves the way to an understanding of what children need to achieve to be able to read words. Evidence about how people read words successfully has led to the development of effective teaching programmes and of tests to identify deficits when word reading does not develop optimally. 相似文献
2.
There is evidence that phonological awareness skills secure decoding ability and that phonological deficits underlie failure to acquire adequate word recognition. Slow word‐reading rate may be an additional defining characteristic of reading disability. The present study aimed to investigate whether: (1) reading disabled (RD) Greek‐speaking children showed reading accuracy and reading speed deficits relative to chronological age‐matched controls (CAC) and reading age‐matched controls (RAC); (2) they showed phonological deficits relative to the two control groups who do not present reading difficulties; and (3) they showed reading comprehension deficits over and above any word reading deficits.
Results suggested that the reading accuracy of the RD group was predictably weaker than that of the CAC group but equivalent to that of the RAC group. However, the reading speed of the RD group was significantly slower than the RAC group, who showed the same single word reading speed as the CAC group.
Slow and laboured decoding was found to compromise the reading comprehension of the RD group, whose listening comprehension performance was as good as the two other groups. The RD children performed poorly on phonological awareness tasks and naming speed. Naming speed was not an independent core feature of reading difficulties in the Greek language but was associated with a general phonological deficit.
It is recommended that diagnostic assessments for children with reading difficulties in Greek should include phonological awareness, single word reading and pseudoword reading tasks that measure both accuracy and speed. 相似文献
3.
Bouton S Bertoncini J Serniclaes W Colé P 《Journal of deaf studies and deaf education》2011,16(4):458-473
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children. 相似文献
4.
Recent research has shown that many people with dyslexia find it unusually difficult to detect flickering or moving visual
stimuli, consistent with impaired processing in the magnocellular visual stream. Nonetheless, it remains controversial to
suggest that reduced visual sensitivity of this kind might affect reading. We first show that the accuracy of letter position
encoding may depend on input from the magnocellular pathway. We then suggest that when children read, impaired magnocellular
function may degrade information about where letters are positioned with respect to each other, leading to reading errors
which contain sounds not represented in the printed word. We call these orthographically inconsistent nonsense errors letter
errors. In an unselected sample of primary school children, we show that the probability of children making “letter” errors
in a single word reading task was best explained by independent contributions from motion detection (magnocellular function)
and phonological awareness (assessed by a spoonerism task). This result held even when controlling for chronological age,
reading ability, and IQ. Together, these findings suggest that impaired magnocellular visual function, as well as phonological
deficits, may affect reading. 相似文献
5.
This longitudinal study investigated the bidirectional relationships between executive functioning (EF), visual skills, Chinese and English word reading abilities in children transitioning to primary school. A total of 165 children in Hong Kong were followed from the third year of kindergarten (Time 1) (mean age: 62.80 months, SD: 3.74) to the first year of primary school (Time 2) (mean age: 77.25 months, SD: 4.60). Assessments for measuring EF, visual skills, phonological awareness, morphological awareness, and Chinese and English word reading were administered to the children at the two time points. Results of cross-lagged panel analyses revealed that after age, phonological awareness, and morphological awareness were controlled, EF and visual skills exhibited a bidirectional relationship. Furthermore, EF and word reading in Chinese or English reciprocally predicted each other during the school transition period after other skills were controlled. However, visual skills and word reading in Chinese or English did not predict each other. These findings highlight the close associations between EF and visual skills as well as the importance of EF in learning to read Chinese and English in kindergarten and early primary school. 相似文献
6.
Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
7.
While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children's prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word‐level and phrase‐level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth‐grade children (mean age 9.3 years). After controlling for phonological awareness and general rhythmic sensitivity, children's prosodic skills predicted unique variation in word‐reading accuracy and in reading comprehension. Phrase‐level prosodic skills, assessed by means of a reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development. 相似文献
8.
The present study explored whether phonological awareness (PA), morphological awareness (MA) and visual attention (VA) independently predict word and pseudoword reading accuracy in native Arabic-speaking children from grades 4 and 5. A total of 141 participants took part in the study, and were divided into two groups of readers with (n = 30) and without (n = 111) dyslexia. PA was measured with orally administered syllable manipulation and deletion tasks. The MA task targeted the dismantling of composite Arabic words into meaningful parts in oral modality. VA was assessed by objects and letters cancellation tasks. The results showed that the two groups differed significantly in all of the measures. The regression analysis output showed that VA emerged as a significant predictor of word and pseudoword reading beyond the predictive role of PA and MA. These results have implications for the understanding of the underlying factors of word and pseudoword reading development in Arabic. 相似文献
9.
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills. 相似文献
10.
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
11.
Margherita Orsolini Rachele Fanari Sara Cerracchio Luisa Famiglietti 《Reading and writing》2009,22(8):933-954
In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14
Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with
a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child
we also selected a participant who was attending the same grade, was close in age, and showed typical reading development
when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are “same grade controls.” We used a reading task consisting of
40 three syllables words. A qualitative and quantitative method of coding children’s naming allowed us to distinguish several
components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the
aloud orthography–phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group
with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering
dyslexic children’s chronological age, lexical reading is greatly delayed. Considering dyslexic children’s reading age, the
type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e.,
a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting
that some factors undermine the possibility of internalizing the orthography–phonology conversion and the blending processes. 相似文献
12.
Catherine McBride-Chang Dan Lin Phil D. Liu Dorit Aram Iris Levin Jeung-Ryeul Cho Hua Shu Yuping Zhang 《Reading and writing》2012,25(1):283-300
In the present study, maternal Pinyin mediation and its relations with young Chinese children??s word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers?? writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children??s reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children??s non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1?year later. After controlling for children??s age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children??s word writing and 7% of the variance in children??s word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself). 相似文献
13.
Wijaythilake M. A. D. K. Parrila R. Inoue Tomohiro Nag Sonali 《Reading and writing》2019,32(7):1881-1907
We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.
相似文献14.
This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety‐nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo‐word reading in both languages. Forty‐eight of the children attended Oriya‐medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty‐one children attended English‐medium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo‐words for the children in the Oriya‐medium schools. However, it only contributed to Oriya pseudo‐word reading and English word reading for children in the English‐medium schools. Phonological awareness in English contributed to English word and pseudo‐word reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross‐language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language. 相似文献
15.
Differences between skilled and less‐skilled young readers in the retrieval of semantic,phonological, and shape information 
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下载免费PDF全文 Diana R. Cortés‐Monter Armando Q. Angulo‐Chavira Natalia Arias‐Trejo 《Journal of Research in Reading》2017,40(Z1):S170-S189
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood. 相似文献
16.
《The Journal of educational research》2012,105(4):212-219
ABSTRACTThree studies were conducted to examine individual differences among young children in the extent of use of alternative cognitive processes for word reading. The expectation was that boys, of the same reading attainment level as girls, tend to rely more than girls on access to phonological segments of words. In Study I a predicted pattern of gender differences was tested with 87 seven-year-old children reading pseudohomophones graphemicalty different and graphemically similar to lexically matched words. In Study II predicted differences were tested with the same children reading words of regular and exception grapheme-phoneme relationships. For 84 six-year-old children in Study III predicted differences were examined in the relationship of word reading accuracy to phonological consistency of initial segments of words. The results of the three studies supported the expectation. 相似文献
17.
Little is known about the phonological awareness and literacy skills of children who are blind. Fifteen 7–12 year old blind children were assessed on standardised measures of intelligence, spelling and reading. They performed poorer when reading than their chronological age would predict. Their phonological awareness skills were compared with a sighted group matched for chronological age (CA). The blind children performed poorer than the CA matched group. In a second experiment, the effect of Braille orthography on phonological awareness was investigated by comparing blind and CA matched children’s ability to segment heard words, which are written in Braille with and without contractions. Words with Braille contractions were less well segmented by the blind children. The results suggest that the nature of the orthography learned affects phonological awareness. 相似文献
18.
The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
19.
The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. 相似文献
20.
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