首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 26 毫秒
1.
This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.  相似文献   

2.
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.  相似文献   

3.
The importance of early identification of children at risk for reading failure is clearly established in the literature. The purpose of this longitudinal retrospective study was to further define the relationship between the development of prereading skills and later reading outcome in two groups of children; a group of reading‐disabled children and a group of their normally reading peers. Children's alphabetic knowledge, phonological awareness, and rapid naming skills were explored at the beginning of kindergarten and again prior to first grade as a function of later reading outcomes. Results indicate that differences found between the groups in all measures at prekindergarten age diminish by prefirst grade with the exception of phonological awareness abilities. Findings have direct implications for screening children at risk for reading difficulties and the time‐sensitive nature of these tasks during the preliteracy period.  相似文献   

4.
We studied 52 parent–child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped reading an alphabet book at home with their parent. Results indicate that after controlling for vocabulary, children with higher phonological awareness more often labeled objects with a name beginning with the page's target letter. Parents provided substantial sustaining feedback after miscues, as though using alphabet books as a way of fostering their child's literacy. Findings highlight the need to consider both the child's skill-base and parent–child interactions to understand the role of alphabet books in literacy development.  相似文献   

5.
What causes the literacy gap and can schools compensate for it? The authors investigated 3 drivers of the gap: preliteracy knowledge, schooling, and the summer vacation. Longitudinal literacy data over 5 time points were collected on 126 five-year-olds attending higher or lower socioeconomic status (SES) schools during their first 15 months of school. There were several noteworthy findings: (a) gaps in preliteracy knowledge at school entry favor higher SES schools, (b) preliteracy knowledge predicted later progress over and above SES and gender, (c) during the school year there was a widening of the gap between higher SES schools and lower SES schools in reading and spelling skills, and (d) children attending lower SES schools exhibited losses during summer whereas children attending higher SES schools nearly always gained. Contrary to previous studies, the present results indicated that when there are concentrations of children from higher and lower SES in schools located in the children's respective SES areas, the achievement gap widens.  相似文献   

6.
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.  相似文献   

7.
Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children’s outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features through process quality on child outcomes is scarce. The current study contributes to the knowledge by (a) investigating the direct relations of structural teacher and classroom features with growth in children’s language and preliteracy skills in a sample of more than 3,000 children, (b) studying the associations of process quality with children’s outcomes using the widely used Classroom Assessment Scoring System Pre-K observational measure among more than 400 teachers, and (c) testing indirect effects of structural quality through process quality on growth in children’s skills. Process quality was generally directly positively associated with gains in children’s language and preliteracy skills, whereas structural quality showed few direct relations. In addition, the average level of children’s initial language and preliteracy skills were positively related to gains, as was classrooms’ proportion of non-Danish children (indirectly through process quality). The results illustrate the complexities of relations between structural and process quality and children’s outcomes and warrant further research.  相似文献   

8.
The self‐teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudowords. The whole pseudoword letter string was available at once for half of the targets while the pseudoword's sub‐lexical units were discovered in turn for the other half. Then memorisation of the targets’ orthographic form was assessed. Although most pseudowords were accurately decoded, target orthographic forms were recognised more often when the pseudowords entire orthographic sequence was available at once during the learning phase. The whole‐word presentation effect was significant and stable from third to fifth grades. This effect was affected neither by target reading accuracy nor by target reading speed during the learning phase. Results suggest that beyond recoding skills, the ability to process the entire orthographic letter string at once during reading contributes to efficient orthographic learning.  相似文献   

9.
Abstract

We examined the progress made by 132 six-year-old French-speaking children in their preliteracy skills during four kinds of interventions. Three of these interventions concerned invented spelling, where the children tried to spell words. In the first condition, they were encouraged to reflect on conventional spellings. In the second condition, they reflected on spellings that were slightly more complex than theirs, while in the third condition, they reflected on increasingly complex spellings that eventually led to the conventional spellings. The fourth condition (control) consisted of phonological training. We assessed the children’s phonological awareness, letter knowledge, spelling, and decoding skills, controlling for vocabulary and nonverbal cognitive ability. Posttest results indicated progress in each condition. The greatest progress was observed in the second condition for decoding, spelling, letter-name knowledge and syllable awareness, and in the control condition for phoneme awareness. Overall, results showed that all kinds of interventions led to very similar levels of progress, but that improvements were greater for interventions that focused on the children’s initial invented spellings - in other words, when they adopted a Vygotskian perspective.  相似文献   

10.
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition.  相似文献   

11.
Early involvement in literacy activities can provide many benefits for at-risk and exceptional children and their fathers. These benefits include development of children's reading and writing skills, increased bonding, and positive self-esteem of fathers. Early childhood professionals can foster male involvement by describing benefits, suggesting appropriate activities, materials and expectations, and by providing ongoing feedback. A model for getting fathers involved in literacy activities with their young at risk and exceptional children is described. The four major approaches in this model are early social interaction, reading books, incidental preliteracy activities, and school involvement.  相似文献   

12.
Fifteen reading-disabled boys, classified according to reading subskill deficits, formed three subgroups: Oral Reading, Associative, and Sequential. On the rationale that training procedures emphasizing accuracy and speed of response to letters, syllables, and words would improve reading skills, the children were trained daily for two and one-half months. Two schedules of testing and training allowed for an untrained control group and a follow-up group. The results indicated that the computer-assisted training procedures were not only effective in improving component reading skills, but in addition there was a transfer of training to achievement measures of reading word recognition. This study lends support to the hypothesis that training according to subgroup classification, using training procedures which incorporate an application of the automaticity theory and a combination of task-analytic and process-oriented models, is an effective training approach for reading-disabled children. This research was funded by a grant from the Toronto Hospital for Sick Children Foundation, Toronto, Canada, and a scholarship from the Natural Science and Engineering Research Council, Ottawa, Canada.  相似文献   

13.
The purpose of the present study was to examine associations among children’s emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children’s emergent literacy, EF, and invented spelling skills, this study investigated associations among children’s growth in these targeted skills and explored potential indirect effects from children’s EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children’s phonological awareness was the only early reading skill predictive of later invented spelling skills. Children’s EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children’s residual scores suggested that children’s EF skill at the beginning of the semester was predictive of their later invented spelling skills through children’s letter-sound knowledge.  相似文献   

14.
A simple way to partially compensate for word decoding problems is to let disabled readers have a micro-computer pronounce the words they are unable to read. Using a program developed for the IBM-PC/AT and a Scandinavian multilingual text-to-speech unit, children can read a textfile (of any size) on the monitor and use a mouse to request the immediate pronunciation of a word. In study 1, Grade-2 children did not perform better on a reading comprehension test when using computer-aided reading, but they rated their understanding significantly higher than when using a text. In study 2, the effect of computer-aided reading in special education settings was studied. Results indicated that older children, from grade 4 and up, benefited more from the computer aided reading than did younger ones. However, both experimental and control groups showed gains in several aspects of reading. Some children did not seem to have metacognitive skills enough to benefit from the computer-aided system. These children may initially need more extensive training in how to use the system and how to monitor their own reading. Reasons for letting the computer deliver the decoding aid as morphological segments are discussed.  相似文献   

15.
While it is clear that reading is critical to children's success throughout schooling and reading instruction research has dramatically increased over the past 2 decades, few early childhood providers have the necessary knowledge, skills and/or confidence to effectively implement evidence-based, emergent literacy strategies in their settings. This article explores the impact of the Early Learning Opportunities (ELO) initiative that provided funding to train early childhood providers to utilize the HeadsUp! Reading (HUR) curriculum in their settings. Noteworthy in this initiative was the inclusion of a coaching component designed to increase participants' ability to generalize HUR instructional practices into their classroom. Also important here was the opportunity to evaluate teaching outcomes. Results from this study indicate that all participants benefited from their involvement in the professional development activities, and that those who received coaching had an advantage with respect to growth in knowledge, skills, and confidence in implementing the new strategies into their classrooms. Implications for professional development activities suggest that coaching efforts to support implementation of newly acquired skills in the classroom may improve teacher performance.  相似文献   

16.
The quality of experiences in childcare has significant, lasting impact on children&s social development. With the growing number of young children being served in family childcare settings, it is imperative that the care provides a quality environment that nurtures children&s social development. Empirically supported interventions that specifically target family childcare, however, are lacking. The development and evaluation of a video-based program aimed at training family childcare providers in setting up their childcare environment to promote social development in young children is described. Forty-two family childcare providers were randomly assigned to an intervention group and a wait-list control group. A majority of the participants felt they learned some to very much new, practical information and said they found the interactive discussions particularly helpful. This study illustrates the feasibility of doing training and evaluation research in family childcare settings.  相似文献   

17.
This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children’s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers’ early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.  相似文献   

18.
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.  相似文献   

19.
Dialogic reading (DR) has been identified as an effective strategy for enhancing children’s literacy skills in Western and Asian contexts. Given that storytelling is a shared experience between adults and children, parent–child relationships is hypothesised to be enhanced by DR. Despite this possibility, there has been no systematic attempt to examine the possible impacts of DR on the parent–child relationship. This study bridges this gap in the literature by studying the relationship between adults and children before and after training in the practice of dialogic reading techniques. Forty-eight Cantonese-speaking parents with children aged between 3 and 12 were recruited from schools. They were assessed prior to and after undergoing a four-hour dialogic reading training programme with a two-hour follow-up session using the Parent–Child Relationship Inventory. The results of this study suggest that DR has considerable potential for improving parent–child relationships. The findings are discussed in relation to the situation of Chinese learners in the Hong Kong context.  相似文献   

20.
For children whose everyday speech differs greatly from the School English (SE) they encounter in academic materials and settings, it was hypothesized that greater familiarity with SE would be associated with more successful early reading acquisition. Sentence imitation and reading skills of 217 urban African American students in kindergarten through second grade (ages 5 to 8 years) were assessed. Children in each grade varied widely in the extent to which their imitations of SE sentences included phonological and grammatical forms that are acceptable in African American Vernacular English but not in SE. Higher familiarity with SE (reproducing SE features more often when imitating) was associated with better reading achievement, and these relationships were independent of memory ability.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号