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1.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
2.
The role of preschool phonological awareness in early reading and spelling skills was investigated in the transparent orthography of Turkish. Fifty‐six preschool children (mean age=5.6 years) were followed into Grade 2 (mean age=7.6 years). While preschool phonological awareness failed to make any reliable contribution to future reading skills, it was the strongest longitudinal correlate of spelling skills measured at the end of Grades 1 and 2. Overall findings suggested that phonological awareness may be differentially related to reading and spelling, and that spelling is a more sensitive index of phonological processing skills. In this study, verbal short‐term memory emerged as the most powerful and consistent longitudinal correlate of reading speed. This finding raised important questions about the component processes of reading speed, and the role of memory and morphosyntactic skills in an agglutinative and transparent orthography such as Turkish. 相似文献
3.
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
4.
Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt
to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological
awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated
with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with
letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme
judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor
in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography,
and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development,
phoneme awareness more clearly associates with the products of literacy experience. 相似文献
5.
6.
To examine the effects of computer-based reading and spelling practice on the development of reading and spelling skills, a pretest-training-posttest experiment was conducted in The Netherlands. Eleven girls and 17 boys with written language disorders (on the average, 9 years, 7 months old and performing 2 grades below age expectancy) practiced hard-to-read words under three conditions: reading from the computer screen, copying from the screen, and writing from memory after presentation on the screen. For all words, whole-word sound was available on call during practice. To assess learning effects, both a dictation and a read-aloud task were administered in which nonpracticed control words were also presented. During training, the computer kept record of several aspects of the pupils' learning behavior. It was found that copying words from the screen resulted in significantly fewer spelling errors on the posttest than writing words from memory, and that both forms of spelling practice led to fewer spelling errors than only reading words during practice. All three forms of practice improved to the same degree both the accuracy and fluency of reading the practiced words aloud. The way in which spelling and reading practice, in combination with speech feedback, support the development of phonological skills in children with written language disorders is highlighted in the discussion. 相似文献
7.
The present study aimed to extend understanding of preschoolers’ early spelling using the Vygotskian (Mind in society: the development of higher psychological processes, Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children’s word spelling level beyond the contribution of three internal child measures: early literacy (phonological awareness and letter naming), private speech while spelling (self-directed talk), and behavioral regulation. Children’s private speech during spelling—their tool to regulate thinking—has not yet been studied in the early literacy context. Fifty Israeli preschoolers (M = 68.66 months) of middle-high SES were videotaped while spelling words with their mothers and while spelling these words independently. Children’s phonological awareness, letter naming, and behavioral regulation were assessed individually. Results showed that children’s internal measures (early literacy, private speech while spelling, and behavioral regulation) predicted children’s early spelling (63 % of the variance), and the external measure of maternal spelling support added uniquely (12 %), together explaining 75 % of the variance in children’s spelling level. Findings suggested that mothers adjust their spelling support to meet young children’s existing literacy skills but also coach children to strive toward higher spelling performance. Furthermore, the study illuminates the role of a new measure in the context of children’s early literacy—private speech during spelling. 相似文献
8.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
9.
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. 相似文献
10.
Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later
difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant
phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around
5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production
abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also
holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children
at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to
whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and
whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children
with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were
at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but
reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed
children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech
errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course
of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory
were also explored, and appear to account for some of these findings. 相似文献
11.
It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. 相似文献
12.
To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105-140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems. 相似文献
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14.
Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures. 相似文献
15.
Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time-points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling. 相似文献
16.
The ‘Spello’ program was designed to use interactive speech feedback on a talking-computer system to improve children's spelling and phonological skills. In two versions of the program, the synthesizer pronounced the word to be spelled and the student tried to type in the word correctly. Both versions of the program showed the students which letters were correct in their spelling attempts. One version pronounced only the target word, as often as the child requested. The other version also provided intermediate speech feedback for children's spelling attempts, so they could hear how their own attempts sounded, and compare them to the target word. Twenty-eight children aged seven to fourteen studied 16 words they had misspelled on pretests and 16 words of related word structure. For children ten years or older, training with intermediate speech feedback led to greater benefits in phonological coding skills than training with word-only feedback, reflected in the ability to read nonsense words related in structure to the trained words. Intermediate speech feedback also led to a marginally significant advantage in spelling the trained words. When the groups switched conditions, however, there was no difference in their tested skills after a second week of training. 相似文献
17.
Frances Martin Elizabeth Claydon Adam Morton Sonia Binns Chris Pratt 《Journal of Research in Reading》2003,26(2):191-204
This study examined the use of orthographic and phonological deletion strategies by children in the 6–16‐year age range. Children from Grades 1 to 10 (n=191) were presented either visually or orally isolated words and were asked to pronounce these words using either an orthographic (spelling) strategy following mental deletion of one letter, or a phonological (sounding) strategy following mental deletion of one sound. All children performed additional reading and spelling tasks in which they read and spelt all the words and derivatives from the deletion tasks. Analysis of variance revealed that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Generally the results supported the suggestion that phonological and orthographic processing ability increase with age, and that the increase in these abilities with age is not solely dependent on reading and spelling ability. 相似文献
18.
The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies. 相似文献
19.
Metrical stress sensitivity in young children and its relationship to phonological awareness and reading 总被引：1，自引：0，他引：1
Clare Wood 《Journal of Research in Reading》2006,29(3):270-287
This paper reports two studies of young English‐speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological awareness and early reading development. Initially, 39 children aged 4 and 5 years were assessed on their ability to identify mispronounced words, including words that had their metrical stress pattern reversed. The children were significantly worse at identifying words that had their metrical stress pattern reversed than words that were mispronounced in other ways. The second study was a cross‐sectional comparison of 31 5, 6 and 7‐year‐old children's performance on the metrical stress reversal condition of the mispronunciation task. Measures of the children's written language skills and phonological awareness were also taken. The 7‐year‐old children outperformed the 5‐year‐olds on the metrical stress task. Performance on this measure was associated with most of the measures of phonological awareness and literacy, and was associated with rhyme awareness and spelling ability after age had been taken into account. Moreover, metrical stress sensitivity could account for variance in spelling ability after phonological awareness had been taken into account, and after vocabulary had been taken into account. This suggests that stress sensitivity may influence spelling development in a way that is independent of its contribution to phonological representations. 相似文献
20.
Lisa Lim Joanne Arciuli Susan Rickard Liow Natalie Munro 《Scientific Studies of Reading》2014,18(3):173-191
This study examined whether there are processing differences between children with Down syndrome (DS; n = 22; 7 years 8 months to 13 years 10 months) and typically developing children (TD; n = 22; 6 years 6 months to 10 years 10 months), matched for receptive vocabulary. The TD children performed better on tests of nonverbal intelligence (matrices), phonological awareness (sound deletion), and phonological short-term memory (digit span), as well as spelling accuracy (30 single words). Separate regression analyses revealed that nonverbal intelligence and phonological awareness were the best predictors of spelling accuracy for TD children, whereas receptive vocabulary and phonological short-term memory were the best predictors for children with DS. An examination of spelling errors suggested that although children with DS do use some phonological awareness during spelling, deficits in short-term memory appear to limit success. The implications of these results for intervention studies are briefly discussed. 相似文献