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1.
Brook E. Sawyer Laura M. Justice Ying Guo Jessica A.R. Logan Stephen A. Petrill Katherine Glenn‐Applegate Joan N. Kaderavek Jill M. Pentimonti 《Journal of Research in Reading》2014,37(1):65-83
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development. 相似文献
2.
Whether we know it or not, the environment teaches children how to read. The symbols, pictures, and print in our classrooms are a foundation for later reading. Children need useful and practical information communicated through visual messages.Sandra L. Gordon and Beth C. Anderson are Associate Professors in the Education Department at Moorhead State University in Minnesota. 相似文献
3.
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
4.
Jessica Galliussi Luciano Perondi Giuseppe Chia Walter Gerbino Paolo Bernardis 《Annals of dyslexia》2020,70(1):141-152
Over the last years, several studies have suggested a possible link between dyslexia and deficits in low-level visual processing (e.g., excessive crowding). At the same time, specially designed “dyslexia-friendly” fonts appeared on the market. This class of fonts presents two main features: the particular graphic characteristics of the letterform designed to avoid confusion between similarly shaped letters, and wider inter-letter and inter-word spacing to limit crowding. The literature testing the efficacy of “dyslexia-friendly” fonts in improving reading accuracy and increasing reading speed is controversial. We evaluated the impact of letterform (with vs. without dyslexia-friendly graphic features), inter-letter spacing (standard vs. increased), and inter-word spacing (standard vs. increased) on reading accuracy and speed. Two groups of 64 children each, with and without dyslexia, read aloud 8 equivalent texts. The data collected failed to show any effect from the letterform. As regards spacing, the data showed that reading speed is impaired by an increase in inter-letter spacing not combined with an adequate increase in inter-word spacing. 相似文献
5.
Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. 相似文献
6.
Lori E. Skibbe Julie L. Thompson Joshua B. Plavnick 《Early Childhood Education Journal》2018,46(4):419-426
Preschoolers’ (n?=?32) attention to print and pictures was documented during an electronic storybook reading session. Children (M?=?51.06 months; SD?=?7.34 months) looked at a 12-page book that contained three types of pages, each of which was presented four times over the course of the book: (1) silent presentation of print, (2) print that was read aloud, and (3) print that was both read aloud and highlighted. Our research objectives were to analyze whether the way in which print was presented related to the ways in which children attended to print and pictures during the reading session. Gaze fixation duration to print and pictures was assessed using a Tobii X2-60 portable eye tracking unit, which captured corneal reflection data for each child. Children’s total fixation duration to print was greatest when print was read aloud and highlighted as compared to when it was presented silently or read aloud. In addition, children looked at print more when it was displayed silently than when the computer read the story to children, although this difference was much smaller in magnitude. Children attended to pictures more than print across pages, but this difference was most notable when the story was read aloud. Results demonstrate the potential utility of nonverbal print referencing strategies during book reading. 相似文献
7.
Research Findings: This study examines the amount of attention to print paid by Taiwanese mothers and children during joint book reading over time and the relationship between the use of print referencing by Taiwanese mothers and the print concepts skills of their children measured at age 3;0. A total of 42 Taiwanese mother–child pairs from middle-class families participated in this study. Mother–child interactions during joint book reading were video recorded and analyzed when the children were 1;2, 2;2, and 3;0. The mothers’ use of print referencing strategies correlated positively and significantly with children’s use of print referencing both synchronically and diachronically during joint book reading. Significant positive correlations were also found between children’s performance on a print concepts test at 3;0 and print referencing strategies used by their mothers when the children were 2;2 and 3;0. Practice or Policy: It is suggested that parents and preschool and kindergarten teachers increase their use of print referencing strategies when they read books to young children. 相似文献
8.
不同英语认读教法对儿童词汇认读能力的影响 总被引：1，自引：0，他引：1
本研究通过三种不同英语认读教法,对早期半浸入式双语教育环境下64名儿童的英、汉两种语言词汇认读能力进行考察。结果表明,不同英语认读教法对双语儿童两种语言的词汇认读产生了不同影响:在字母拼读教学条件下,儿童英语词汇认读水平显著高于音标认读与整词认读条件;在整词认读教学条件下,儿童汉语词汇认读水平显著高于字母拼读与音标认读条件;在传统音标教学条件下,儿童两种语言词汇认读水平均最低,表明音标教学不利于儿童的英语词汇认读能力的提高,而且可能对儿童母语认读水平造成不利影响。 相似文献
9.
Franklin R. Manis Patricia A. Szeszulski Liana K. Holt Kathryn Graves 《Annals of dyslexia》1988,38(1):139-153
In this paper we apply a developmental model of reading to the question of dyslexic subtypes. Groups of normal readers (n=40)
and dyslexic children (n=50), matched on reading level and IQ, were given a comprehensive test battery measuring level of
development of visual, phonological, and orthographic skills. As a group, dyslexics deviated from normal readers of equivalent
reading achievement primarily in phonological skills (spelling-to-sound translation and phonemic analysis), although limited
differences in knowledge of word-specific spellings were also observed. Dyslexics were superior to the younger normal readers
in visual processing of print. Analysis of individual data by reference to the reading level control group revealed three
major subgroups: a group with a specific deficit in phonological processing of print (52 percent), a group with deficits in
processing both the phonological and orthographic features of printed words (24 percent), and a group with phonological deficits
in language (8 percent). The remainder of the sample (16 percent) had specific deficits in visual or orthographic processing
of print, in spelling, or did not differ from the control group. The data support the view that most developmental dyslexics
have a specific language disorder involving some aspect of phonological processing. However, small subgroups with very different
configurations of reading and nonreading difficulties may exist as well.
This research was supported by an NICHD grant to the first author (USPHS grant 1 R23 HD20231). 相似文献
10.
Uršula Podobnik 《Teaching Artist Journal》2017,15(2):51-63
Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we still need to emphasize that certain activities are not in balance with the needs, abilities, and potentials of a preschool child. At the same time some other possibilities are not being used enough (e.g., visual art). The present research introduces this aspect and presents training prewriting skills based on visual art activities given that visual art represents one of the primary media that every child spontaneously uses in his or her preschool years. 相似文献
11.
Research Findings: Environmental print provides children with their earliest print experiences. This observational study investigated the frequency of mother–child environmental print referencing and its relationship with emergent literacy. A total of 35 mothers and their children (ages 3–4 years) were videotaped interacting in an environmental print–rich play setting. The frequency of environmental print referencing of letters and words was measured. Children were assessed on emergent literacy skills (letter name and sound knowledge, print concepts, phonological awareness, name and letter writing, environmental print reading). In all, 69% of mothers referenced environmental print. After child age, home literacy teaching, and maternal education were controlled for, greater maternal referencing of environmental print was positively related to print concepts and name and letter writing. Child environmental print referencing was positively related to name and letter writing as well as to maternal environmental print referencing. Mothers used a range of mediation strategies to support children's interactions with environmental print. Practice or Policy: Maternal referencing of environmental print may be a useful way to scaffold emergent literacy in young children. 相似文献
12.
13.
Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements. 相似文献
14.
Laura M. Justice Lori Skibbe Andrea Canning Chris Lankford 《Journal of Research in Reading》2005,28(3):229-243
This study used eye‐gaze analysis to determine the extent to which pre‐school children visually attended to print when looking at two storybooks, to contrast visual attention to print for a print‐salient versus a picture‐salient storybook, and to study individual differences in pre‐schoolers' visual preferences. Results indicated that pre‐school children infrequently attended to print: in a traditional picture‐salient storybook, 2.7% of their fixations focused on print and 2.5% of their time was spent looking in regions of print. The children fixated more frequently on print and spent more time looking in print regions when reading a print‐salient storybook, within which 7% of fixations focused on print and 6% of time was spent in print zones. Effect size estimates showed this difference to be consistent with a very large effect. Little variation in visual attention to print was observed across the ten children, and children's alphabet knowledge was not associated with the variance in children's visual attention to print. Educational implications are discussed. 相似文献
15.
《Scientific Studies of Reading》2013,17(4):335-355
This study investigated the knowledge and strategies that nonliterate adults use to identify print. Participants were 20 low-socioeconomic status Brazilian adults ranging in age from 20 to 74 years. Participants' ability to identify common environmental signs displaying varying degrees of contextual information was investigated along with their ability to learn to read simplified spellings of words written to contain two types of cues, either phonetic cues linking letters to sounds or visual cues enhancing the distinctiveness of each spelling's appearance. Their ability to invent phonetic spellings was also tested. The results showed a clear dissociation between the tasks. Participants learned to read the phonetic spellings more easily than the visual spellings, indicating that they were capable of using alphabetic cues to read words. They also used their letter knowledge to spell some of the sounds in words. However, they did not use letter knowledge to read or remember words in environmental signs. They read the signs only when presented in their full context, not when printed in isolation, and they failed to notice altered letters in the signs. These results argue strongly against the hypothesis that environmental print reading provides an important foundation for learning about the alphabetic system. More likely, reading signs and labels alphabetically emerges as a result of learning to read. 相似文献
16.
《Australian Journal of Learning Difficulties》2013,18(2):111-125
Although children with speech impairment are at increased risk for impaired literacy, many learn to read and spell without difficulty. Around half the children with speech impairment have delayed acquisition, making errors typical of a normally developing younger child (e.g. reducing consonant clusters so that spoon is pronounced as ‘poon’). A smaller group make disordered speech errors that are atypical of normal development (e.g. marking all consonant clusters with /f/ so bread is pronounced as ‘fed’). Profiles of surface speech errors may provide a way of identifying underlying deficits that account for differences in literacy development. This paper investigates the relationship between type of speech impairment, phonological awareness and literacy acquisition. Thirteen children, aged 5;2–7;9, with either delayed or disordered speech and six typically developing controls were compared on tasks measuring onset-rime awareness, letter knowledge, phonological rule knowledge, real and non-word reading. Children with delayed speech development performed like typically developing controls on all phonological awareness and reading measures. Children with speech disorder, who consistently made errors atypical of normal development, had difficulties on all phonological awareness tasks with the exception of syllable awareness. They showed no measurable emergent reading ability. The results suggest the need to differentiate between speech delay and disorder when planning intervention, particularly for literacy skills. 相似文献
17.
Much attention has focused on technology acceptance in the classroom, with little investigation into how parents make decisions about their children’s use of portable technology to support reading development in the home. Applying the Unified Theory of Acceptance and Use of Technology, this study identifies predictors of parents portable technology adoption intentions to support children’s reading development in the home. Participants were parents from two elementary schools within 46 classrooms in the southeastern United States. Phase one of data collection included 120 parents who responded to a validated survey that identified predictors and behavioral intention to adopt technology. The regression model explained 64% of parents have intentions to use portable technology to develop their children’s reading skills, with social influence and attitude as the most important predictors. Surveys indicated 99% of children used portable technology to support reading in the home, therefore phase two included explanatory interviews to examine adoption predictors. Interview data specified social influence ensued from the child’s school and parent community; attitude resulted from children’s affinity to use technology. Though parents’ intentions indicated continued portable technology use, parents preferred their child read print books. Interview data also revealed parents perceived an increase in performance expectancy when their child used portable technology. This study highlights the need for teachers and school administrators to be cognizant of educational requests on home learning, influences of the broader parent community on parent intentions to adopt educational technology, and children’s enjoyment reading with portable technology. 相似文献
18.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
19.
《Scientific Studies of Reading》2013,17(2):101-132
Adults and children with reading impairment (N = 67) were administered a rapid auditory task, a rapid visual task, and a battery of orthographic and phonological tasks. Our results support a differential development model of reading disability that argues that deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may result from a reading delay condition that can be overcome with increased reading exposure (Harm & Seidenberg, 1999). 相似文献
20.
Dyslexia and the double deficit hypothesis 总被引：1，自引：4，他引：1
Nathlie A. Badian 《Annals of dyslexia》1997,47(1):69-87
The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits
will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis
to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we
extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading
was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal
IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low
verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double
deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of
whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions
were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate. 相似文献