共查询到20条相似文献，搜索用时 31 毫秒
1.
Marianna E. Hayiou‐Thomas Nicole Harlaar Philip S. Dale Robert Plomin 《Journal of Research in Reading》2006,29(1):50-74
We use a genetically sensitive design to examine the relationship between language and nonverbal ability at 4½ and reading skills at 7 years of age in a sample of more than 1,000 children participating in the Twins Early Development Study. We find that nonphonological as well as phonological measures of early language make significant contributions towards the prediction of reading at 7, and that nonverbal ability at 4½ is an equally strong predictor. With respect to aetiology, we find substantial genetic contributions towards the relationship between early language skills and reading at 7, as well as a trend towards shared environmental influences. The genetic continuity is not specific to the verbal domain, however, as we also find a substantial genetic relationship between nonverbal ability at 4½ and reading at 7. 相似文献
2.
Sebastian Suggate Elaine Reese Wolfgang Lenhard Wolfgang Schneider 《Reading and writing》2014,27(8):1395-1412
Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made different contributions to word reading as a function of orthography. Children (n = 133) were recruited from the first year of primary school in New Zealand (age 5;8) and Germany (age 7;2) and from kindergartens in Germany (age 5;0) to provide both age- and schooling-matched samples. Parallel measures of phonemic awareness, vocabulary, decoding skill, and word reading (accuracy) were administered at two time points, 1 year apart. An advantage for orthography and school attendance existed for reading development. Vocabulary made a greater contribution to word reading in English than in German as did decoding skill. Findings underscore the relative importance of vocabulary and decoding skills for early reading in English. 相似文献
3.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
4.
Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children’s early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children’s early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds. 相似文献
5.
Evelien van Wingerden Eliane Segers Hans van Balkom Ludo Verhoeven 《Scientific Studies of Reading》2018,22(4):321-334
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and non-linguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability. 相似文献
6.
Selma Babayiğit 《Reading and writing》2014,27(7):1207-1229
The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1 advantage on the measures of writing quality and verbal skills (i.e., vocabulary, verbal working memory, and semantic fluency) but not on word-level skills (i.e., spelling and word reading). Results from the multi-sample structural equation modeling analysis showed that the word-level and verbal skills made independent contributions to writing quality of L1 and L2 learners and the strength of these relationships was invariant (equivalent) across the two samples. The educational implications of research on L2 learners who are learning to write in a majority language were discussed. 相似文献
7.
Ninety-four Mainland Chinese children in the second and third years of kindergarten (mean age = 65 months, SD = 6.94) were tested on Pinyin letter-name knowledge, invented Pinyin spelling, general copying skills of unfamiliar print (in Korean, Hebrew and Vietnamese, ultimately combined to create a pure copying factor), delayed copying of characters, nonverbal reasoning, vocabulary knowledge, speeded number-naming, syllable deletion, and morphological awareness in order to examine unique correlates of beginning Chinese word reading and writing, which were also tested. With age, kindergarten level, and nonverbal reasoning statistically controlled, morphological awareness, speeded naming, and Pinyin letter-name knowledge uniquely explained Chinese word reading, whereas both the pure copying factor and delayed copying independently explained 11 and 5 % variance in Chinese word writing, respectively. Findings suggest a somewhat independent trajectory of developing word reading and writing skills in very young Chinese children and highlight the potential importance of both print-dependent and print-independent copying skills for the development of early word writing skill in Chinese. 相似文献
8.
Rebekah Luo Rebecca Harding Barbara Galland Martin Sellbom Amelia Gill 《Early education and development》2013,24(7):947-970
ABSTRACTResearch Findings: Optimal sleep is important for children’s learning and development. Sleep disordered breathing (SDB) refers to a spectrum of conditions from simple snoring to obstructive sleep apnea that is common in childhood and interrupts sleep. We examined pathways between SDB and academic performance of children (N = 163, M age = 6.2 years) one year after school entry. Measures included parent questionnaire and clinical assessment of SDB, standardized tests and rating scales of cognitive and executive functioning, researcher-administered literacy and numeracy tasks, and teacher-reported academic performance. Structural equation modeling (SEM) revealed direct and indirect paths between SDB and poorer academic performance. In indirect models, children’s SDB severity score was significantly linked to poorer executive functioning (β = .38, p < .01) and negatively associated with nonverbal reasoning (β = ?.21, p < .01). Poorer executive functioning, in turn, was negatively related to the verbal composite (β = ?.61, p < .01), with verbal and nonverbal composites associated with academic performance (βs = .56, .27, respectively, p’s < .01). Practice or Policy: These findings point to the need for attention to SDB and its links to potential cognitive sequelae across early development. Practitioners equipped with knowledge of SDB symptoms can facilitate referral for appropriate consultation and evaluation. 相似文献
9.
Abstract. In this study, we investigated the relationships between rapid naming of letters, digits and colours, and reading ability and executive function. We gave fifty-six grade three and four children rapid automatised naming tasks using letters and digits as stimuli, executive function measures including the Stroop task, a working memory task and the Trailmaking B task. The latter three tasks were used as measures of executive function. We also administered tests of verbal ability, reading and a behaviour checklist. The rapid naming of letters and digits was significantly correlated with reading, but not with executive function or behaviour ratings. The rapid naming of colours (from the Stroop task) was significantly correlated with the executive function tasks and the behaviour ratings but not with reading. We discuss the implications of this double dissociation for further studies of RAN. 相似文献
10.
A paradigm of specialized brain hemisphere processing abilities was used to test cognitive skills and cognitive style in "learning-disabled" (LD) and "normal" children. Results indicate that (1) verbal ability is not a unitary factor, and LD children are deficient in only some aspects of verbal ability; (2) the LD group perform as well as the control group on right-hemisphere tests; (3) LD boys are more field sensitive (field dependent) than the control boys; (4) LD children may be attempting to use a nonverbal information processing mode to deal with academic tasks. The need for information on nonverbal processing skills in order to aid verbal processing is discussed. 相似文献
11.
Kevin K. H. Chung Hongyun Liu Catherine McBride Anita M.-Y. Wong Jason C. M. Lo 《教育心理学》2017,37(4):402-420
The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement. 相似文献
12.
Leslie Rescorla 《Annals of dyslexia》2000,50(1):85-102
Language and reading outcomes at age 13 were examined in a sample of 22 children who were late talkers as toddlers. The late
talkers, all of whom had normal nonverbal ability and age-adequate receptive language at intake (24-to-31 months), were compared
to a group of 14 typically developing children similar at intake on age, SES, and nonverbal ability. Late talkers had significantly
poorer vocabulary, grammar, reading/spelling, and verbal memory skills at age 13, although as a group, they generally performed
in the average range on most language and academic tasks. The findings suggest that slow early language development reflects
a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into adolescence. 相似文献
13.
14.
Research Findings: Children’s ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children’s narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980–2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children’s storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children. 相似文献
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16.
Metalinguistic and literacy abilities were studied in twenty-seven nonvocal cerebral palsied school children. The participants of the study were presented four tests of phonological awareness: rhyme recognition, sound identification, phoneme synthesis and word length analysis. Their verbal comprehension was measured using a semantic and a syntactic task. Two tests of nonverbal memory: the visual sequential task from ITPA and Corsi blocks and the Digit Span task from WISC, were also included. These measures were related to their reading and spelling ability. The nonvocal children performed on a lower level on the reading and spelling tasks than did the children of two comparison groups, one matched for mental age and one for mental and chronological age. There were no differences in phonological awareness or in verbal memory. The disabled children performed worse on the verbal comprehension task than the children in the comparison groups. Although the reading and spelling results were low in the nonvocal group there were children showing some literacy skills. A within-group analysis performed in the nonvocal group showed that the reading children performed better on all memory tests, and on the sound identification and the word length analysis tasks than the nonreading ones. They also showed better results on verbal comprehension, the semantic task and used more symbols in their communication. Synthetic speech was more often used in reading and spelling education in the reading subgroup than in the nonreading. Metalinguistic abilities and possibility of acoustic rehearsal are discussed as important factors in reading and spelling acquisition in the nonvocal population. 相似文献
17.
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten 总被引：10，自引：0，他引：10
This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school. 相似文献
18.
Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists. 相似文献
19.
The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills. 相似文献
20.
Anita M.-Y. Wong Connie S.-H. Ho Terry K.-F. Au Catherine McBride Ashley K.-H. Ng Lesley P.-W. Yip Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361
This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia. 相似文献