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1.
How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?
Connie Qun Guan Jianrong Zhao Rosa Kit Wan Kwok Ye Wang 《Journal of Research in Reading》2019,42(2):239-267
This 4‐year longitudinal study examined the extent to which morphological awareness, syntactic processing, working memory (WM) and reading skills predict unique variances developmentally in three genres of Chinese writing (narration, argumentation and exposition) among 246 young Mandarin‐speaking children. Hierarchical regression analyses were conducted using the writing performance of three genres at the fourth year as the dependent variables. After controlling for reading skills and WM, morphological awareness was uniquely associated with all three types of writing genres longitudinally, while syntactic processing made a significant longitudinal contribution to narrative and argumentative writing during the earlier years. With the autoregressive effect of writing controlled, WM was uniquely associated with narrative writings across all four years, and with argumentative and expository writing in the later years. Reading skills were uniquely related to concurrent narrative and expository writing. 相似文献
2.
Lucy Cragg 《教育心理学》2006,26(1):55-72
This study investigated written language production in 10‐year‐old children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed age‐appropriate spelling skills, and their narratives did not differ from those produced by control children in terms of length or syntactic complexity. However, their narratives captured less of the story content, and contained a less sophisticated story structure. These findings are discussed within a framework that sees weaknesses in aspects of oral language placing constraints on aspects of written language production. 相似文献
3.
This study examined the relationship of different measures of syntactic complexity with rated quality for two genres of text
produced by middle school students. It was hypothesized that different measures would be associated with distinct aspects
of syntactic complexity; words per clause with greater use of structures more typical of expository texts, and clauses per
T-unit with structures more typical of conversational or narrative registers. A sample of 41 seventh and eighth grade students
from suburban middle schools composed a narrative and persuasive essays. Texts were rated for quality and coded for syntactic
features including words per clause and clauses per T-unit. Syntactic complexity as measured in words per clause was positively
correlated with quality for essays but not for narratives. Clauses per T-unit was positively correlated with quality for narratives,
but negatively correlated with quality for essays. The relationships between syntactic complexity and text quality were thus
found to be dependent both on the genre of the text, and the measure of syntactic complexity used. 相似文献
4.
Kelsey E. Klein 《欧洲特需教育杂志》2013,28(2):202-219
Narratives require the integration of many different linguistic skills and can be used as an ecologically valid measure of child language development. This study investigated the narrative skills of 18 six- to seven-year-old prelingually deaf children who received simultaneous bilateral cochlear implants (CI) between 5 and 18 months of age. No significant differences were found on any of the narrative measures between this group and a matched group of normal-hearing children. Measures taken of the children at 3, 6, 9, 12, 24, 36 and 48 months post-implantation, and measures from their parents were examined as possible predictors of narrative skills 72 months post-implantation. Child auditory skills, expressive language and receptive language were significant predictors of later narrative skills. A greater use of auditory-verbal language relative to visually supported language by parents and educators was associated with increased language complexity in child narratives. These results strongly suggest that early bilateral CI is associated with improved language outcomes for children with severe congenital hearing loss. 相似文献
5.
The current study explores the contributions of written vocabulary and syntax to informational writing quality in Grades 5 through 8. Various aspects of language skills (receptive to written, oral register to academic register) have differing relationships with narrative and informational writing achievement across development. In this study, we explore one relatively understudied aspect of language (written language in the oral register) during a key transition period. Specifically, we find support for the role of vocabulary and syntax skills in informational writing quality in early and later middle school; that the role may differ according to students’ skill level; and we explore the role of written vocabulary and syntax in the gender gap between girls’ and boys’ informational writing quality.
相似文献6.
In this 1-year longitudinal study, the authors explored the development of narrative skills between the oral and written form. The authors aimed to assess the predictive power of textual narrative competence on early narrative text writing skills taking into account the impact of spelling ability. Eighty children (M age?=?5.3 years, age range?=?4.9–5.7 years; SD?=?0.29) were followed longitudinally until entering the first grade of primary school. During kindergarten, they were tested with an oral story production task and in first grade with a written story production task. Narratives were evaluated in terms of structure, cohesion and consistency. In the first grade, children were also submitted to a dictation task to evaluate their spelling competence. Repeated measures ANOVAs were performed in order to examine narrative competence development, also considering gender differences, and regression analyses were implemented to evaluate the predictive capability of textual abilities expressed by oral narratives on textual abilities expressed by writing. The results showed some significant differences when scores in kindergarten were compared to scores in primary school. Moreover, the ability to tell well-structured, cohesive and consistent stories predicts the ability to write stories with the same qualities in the sample of participants without spelling difficulty. Instead, the predictive link is not apparent considering those children with difficulties in orthographic ability. This research allows us to reflect about how the medium of writing might interfere, on the basis of the level of mastery, with the opportunity to express narrative skills in the transition from the oral to written code. The central role of writing instrument functionality opens the way to practical implications. 相似文献
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Dorota K. Celinska 《Learning disabilities research & practice》2004,19(2):83-98
This study investigated personal narratives produced by children with and without learning disabilities in the context of naturalistic conversation. The high‐point analysis was applied to compare the referential and evaluative aspects of children's personal narratives. Participants were 60 students in Grades 4 and 5 in public suburban schools, with an almost equal number of boys and girls. The participants with learning disabilities were matched individually with typically achieving peers for chronological age, grade, ethnicity, and gender. Despite significant differences in expressive semantic and syntactic skills, both groups produced narratives that were equivalent in terms of length, structural organization, and global coherence. Group differences centered around the decreased inclusion of high points in narratives produced by girls with learning disabilities, indicating that these girls may struggle with generating coherent personal narratives and communicating their own perspective on the recounted personal experiences. This specific narrative performance is accounted for by the unique profile of cognitive and academic characteristics demonstrated by girls with learning disabilities. Practical implications for the multifaceted assessment of referential and evaluative narrative functions are discussed, and interventions for enhancing narrative skills are suggested. The study's findings are also discussed in the context of previous research and directions for future inquiries. 相似文献
9.
Anne K. van Bysterveldt Marleen F. Westerveld 《International Journal of Disability, Development & Education》2017,64(3):249-269
Personal narrative ability is crucial for social–emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be largely intelligible to unfamiliar listeners. Personal narratives were elicited using photo prompts, comprising a set of the child’s own photographs and a standard set of photographs and accompanying verbal prompts, utilising a clinical language sampling protocol. Personal narratives were analysed on quality, syntactic complexity, verbal fluency and intelligibility. Examiner behaviour was evaluated for measures of syntactic complexity, mean turn length in utterances and number of utterances. Results indicated significant difficulties in producing quality personal narratives in both photo conditions. Examiner behaviour was negatively correlated to the participants’ spoken language performance. Clinical implications are highlighted. 相似文献
10.
Jon F. Miller John Heilmann Ann Nockerts Aquiles Iglesias Leah Fabiano David J. Francis 《Learning disabilities research & practice》2006,21(1):30-43
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross‐language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages. 相似文献
11.
Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my genre then idea, Organize my notes, Write (POW) + Setting, Tension, rising Action, Climax, Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial. 相似文献
12.
Hooper SR Swartz CW Wakely MB de Kruif RE Montgomery JW 《Journal of learning disabilities》2002,35(1):57-68
This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms of chronological age, ethnicity, gender, socioeconomic status, special education status, or presence of attention problems or receptive vocabulary capabilities; however, they did differ in reading decoding ability, and this variable was controlled for in all analyses. Dependent measures included tasks tapping an array of executive functions grouped conceptually in accordance with a model of executive functioning reflecting the following domains: initiate, sustain, set shifting, and inhibition/stopping. Analysis of covariance (ANCOVA) procedures revealed statistically significant group differences on the initiation and set shift domains, with the sustaining domain approaching significance. Children with writing problems performed more poorly in each of these domains, although the effect sizes were small. A multiple regression that employed these four factors and the reading decoding variable to predict the primary trait score from the written narratives revealed a statistically significant regression function; however, reading decoding contributed most of the unique variance to the writing outcome. These findings point out the importance of executive functions in the written language process for elementary school students, but highlight the need to examine other variables when studying elementary school-age children with written expression problems. 相似文献
13.
Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic coding, and finger sequencing), dyslexia (impaired pseudoword reading, spelling, phonological and orthographic coding, rapid automatic naming, and executive functions; inhibition and rapid automatic switching), and oral and written language learning disability (same impairments as dyslexia plus morphological and syntactic coding and comprehension). Two case studies illustrate how these differential diagnoses can be made within a conceptual framework of a working memory architecture and generate treatment plans that transformed treatment nonresponders into treatment responders. Findings are discussed in reference to the importance of (a) considering individual differences (diagnosis of impaired hallmark phenotypes) in planning and evaluating response to instruction and modifying instruction when a student is not responding; (b) recognizing that teaching may change epigenetic gene expression at one stage of schooling, but not the underlying gene sequences that render individuals still vulnerable as curriculum requirements increase in nature, complexity, and volume in the upper grades; and (c) using evidence-based diagnoses of specific learning disabilities that are consistent across states for free and appropriate education K to 12 and for accommodations throughout higher education and professional credentialing. 相似文献
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The aim of this study was to identify the specific contribution of executive functions to pre-academic skills (emergent literacy, phonological awareness and orthographic knowledge, and emergent mathematic knowledge) over and above cognitive and linguistic underpinning abilities such as naming, short-term memory and vocabulary. The study was designed to examine the following questions: (1) Are executive functions related to pre-academics skills in general or are they related to specific pre-academic skills? (2) Does the magnitude of the relationship between executive functions and pre-academics skills change with the progress in pre-school age? 54 children between the ages of 5 and 6 years old from 4 different kindergartens participated in the project. A wide range of pre-academic skills, cognitive, linguistic and executive functions tasks were administered. The results demonstrated that executive functions contributed significantly to both emergent literacy and emergent mathematic knowledge. In addition, the current study also suggests that the role of executive functions increases with the growth of child’s pre-academic development. Finally, the strongest contribution of executive functions was found to orthographic knowledge. 相似文献
16.
Kim YS Otaiba SA Puranik C Folsom JS Greulich L Wagner RK 《Learning and individual differences》2011,21(5):517-525
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. 相似文献
17.
Elaine Reese Sebastian Suggate Jennifer Long Elizabeth Schaughency 《Reading and writing》2010,23(6):627-644
This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction.
Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory
and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but
narrative quality did not uniquely predict their reading skill 1 year later. Study 2 consisted of 39 children (M = 7:0 years) who had experienced 2 years of reading instruction on average. At this age, the quality of children’s narratives
uniquely predicted their reading skill concurrently and 1 year later, even after controlling for their receptive vocabulary
and early decoding. These findings have implications for theories of the oral language foundations of reading and for assessment
in the early years of reading instruction. 相似文献
18.
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
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甘沁 《乐山师范学院学报》2013,28(5):118-121
本文按年级分组横向考察了西南某重点大学英语专业学生写作句法复杂性的发展模式。句法复杂性用单位长度和字句密度两个维度来衡量,分别用平均T单位长度、平均子句长度和平均T单位子句数、平均T单位从句数、平均子句从句数作为单位长度和子句密度的测量指标。研究表明:句法单位长度随年级增长呈现上升发展的趋势;子句密度呈现随年级先增加后降低的发展趋势;子句密度的发展速度明显慢于单位长度的发展。运用二语习得理论分析背后的原因,为外语教学提出建议。 相似文献