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1.
PHAST (for Phonological and Strategy Training) is a research-based remedial reading program that attempts to capitalize upon current research on reading disabilities and their remediation. The focus of the program is on the primary obstacles to word identification learning and independent decoding that most disabled readers face and the steps necessary to help these children achieve independent reading skills. A framework of phonologically based remediation was used as a foundation upon which a set of flexible and effective word identification strategies were scaffolded in an integrated developmental sequence. The program uses a combination of direct instruction and dialogue-based metacognitive training, with the pedagogical emphasis shifting from an initial direct instruction, remedial focus to increasingly metacognitive-strategy-based methods. A continuum of intervention over 70 hours provides both (a) remediation of the basic phonological awareness and letter-sound-learning deficits of disabled readers and (b) specific training of five word identification strategies that offer different approaches to the decoding of unfamiliar words and exposure to different levels of subsyllabic segmentation. Explicit instruction in the application and monitoring of multiple word identification strategies and their application to text-reading activities continues throughout the PHAST Program. PHAST training provides the disabled reader with the opportunity to become a flexible reader who approaches new words in or out of context with multiple strategies and has the ability to evaluate the success of their application. The PHAST Program was developed following the controlled evaluation of its components in laboratory classroom settings and recent positive results from their sequential combination. PHAST represents a new integrated approach to programming in this area using instructional components that have already demonstrated their efficacy with children with severe reading disabilities.  相似文献   

2.
Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear predictions of bidirectional relations between lexical orthographic knowledge and word reading skill. We test these predictions in a longitudinal study of 112 English-speaking children in Grades 2 and 3. At two time points, we assessed lexical orthographic knowledge and three aspects of word reading skill: word reading accuracy, word reading efficiency, and phonological decoding. Consistent with theoretical predictions, we found that earlier word reading accuracy, word reading efficiency, and phonological decoding predicted gains in lexical orthographic knowledge. Contrary to theoretical predictions, lexical orthographic knowledge did not predict gains in any of our measured word reading skills.  相似文献   

3.
IT HAS OFTEN been assumed that, given appropriate instruction, children with intellectual disability can reach a level of achievement in reading commensurate with their level of mental development. This paper reviews evidence to the contrary, with particular reference to the skills required for word recognition. Similarities between specific reading disability and reading difficulty in children of low intelligence are noted, especially in deficits in short‐term memory. Much of the research with children with an intellectual disability has focussed on the teaching of sight‐word recognition; however, studies of decoding skills indicate that ability to acquire and use a knowledge of spelling patterns is a major problem underlying difficulty in independent word recognition by these children. Efforts to teach these children more efficient decoding skills have met with only limited success.  相似文献   

4.
The current study examined the construct of word-reading skills within and across English and Chinese. One hundred forty-three 5th graders who were native Chinese (Mandarin) speakers learning English as a second language completed 19 tasks representing phonological awareness, orthographic knowledge, and word decoding in both English and Chinese. Confirmatory factor analyses were conducted within each language, and the results showed that the best-fitting model for both languages was the 3-factor model involving phonological awareness, orthographic knowledge, and word decoding. Across the 2 languages, the language-specific model fit better than other models with 1 or 2 language-general factors. These results suggest that word reading is not a unified, language-general ability within and across English and Chinese among Chinese children learning English as a second language. Instruction and intervention may need to target phonological awareness, orthographic knowledge, and word decoding in each language.  相似文献   

5.
This article addresses questions about instruction for children with severe reading disabilities in 2 ways. First, outcomes from 3 recent studies are examined within the context of a hierarchy of instructional goals derived from current theory about the processes involved in acquisition of reading skill. This analysis suggests that we still have much to learn about effective instruction for children with the most severe reading disabilities. The second part of the article reports preliminary results from a 2½-year prevention project in which 138 children received instruction by 3 different methods. The primary instructional contrast involved the intensity and degree of explicitness of instruction in phonological awareness and phonetic decoding strategies for word reading. Results showed a clear advantage in phonetic reading ability for 1 group of children at the end of the second grade. However, this group did not show corresponding advantages in word-reading vocabulary or reading comprehension. The article concludes with a discussion of weaknesses in current research that suggest questions for future intervention studies.  相似文献   

6.
We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction.  相似文献   

7.
The purpose of this 4-year longitudinal study was to specify the direction of the relationship between RAN and word reading (accuracy and fluency) in Chinese. This is important in light of arguments that the developmental relationships between RAN and reading can disclose changes in the reading processes underlying reading as development proceeds. One hundred thirty-five Mandarin-speaking Chinese children (65 boys, 70 girls; M age = 96.40 months) were assessed on RAN (digits), word-reading accuracy (Character Recognition), and word-reading fluency (One-Minute Reading). The children were assessed on the same measures when they were in Grades 3, 4, and 5. The results of path analysis indicated that the effects between RAN and word reading were unidirectional and subject to the type of reading outcome: Only RAN predicted word reading and only when word reading was operationalized with a reading fluency measure.  相似文献   

8.
In this paper we present an overview of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. In the present studies, 138 children read stories on the computer, in their school, for a half hour per day during a semester. Children were trained to request synthetic-speech feedback (DECtalk) for difficult words by targeting the words with a mouse. Different groups received whole-word feedback, wherein targeted words were highlighted and spoken as a unit, or segmented feedback, wherein segments of words (onsets, rimes, or syllables) were sequentially highlighted and spoken by the computer, requiring the child to pay attention to and blend the segments. Both whole-word and segmented feedback resulted in almost twice the gains in standardized word recognition scores compared to control groups that spent an equal time in their normal remedial reading program. Most important, the computer-trained groups improved their phonological decoding of nonwords at about four times the rate of the control group. However, there was a significant interaction between level of deficit severity and optimal feedback condition. The most severely disabled readers showed the largest phonological decoding gains from syllable feedback, while the largest gains for the less severely disabled readers were from onset-rime feedback. The disabled readers' level of phonological awareness at pre-test was the strongest predictor for gains in word recognition and phonological decoding. Implications of the results for future training programs are discussed.  相似文献   

9.
Research has shown that not all children internalize the structure of English orthography as they learn to decode and spell. In fact, many children have difficulty mastering these two skills. In this paper, the relevance of word structure knowledge to decoding and spelling instruction and performance is discussed. It was anticipated that explicit, discussion oriented, and direct decoding instruction based on word origin and structure would result in improved reading and spelling performance. During the instruction, students compared and contrasted letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin. Upper elementary grade students receiving the decoding instruction made significant gains in word structure knowledge and in decoding and spelling achievement.  相似文献   

10.
TWO EXPERIMENTS were designed to investigate possible deficiencies in strategies used for decoding words by children with an intellectual disability. The experiments focused specifically on the use of letter position cues as aids to word identification. In Experiment 1,20 children with an intellectual disability (ID) aged 10 to 12 years were matched with two groups of nondisabled children, one for mental age (MA) and one for chronological age (CA), on a visual search task, with response times to array types (word, pseudoword, or nonword) and target position in positive arrays as the dependent variable. The ID group showed response time advantages only when the target letter was in the initial position of an array; however both nondisabled groups responded faster when the target letter was in either the initial or final position, compared to the medial position, and this pattern occurred for words (MA group) and words and pseudowords (CA group) but not for nonwords. Experiment 2 extended the investigation to the oral reading of isolated words. In substitution errors made by children with an intellectual disability, the incorrect word tended to resemble the test word only in the initial letter. In errors made by MA‐matched children, however, both the initial and final letters tended to be the same as those in the test word, suggesting that these are salient cues to word recognition. The findings are interpreted with reference to previous work on early reading acquisition and to research which suggests a more generalised deficiency in the acquisition and use of strategies by ID subjects in cognitive tasks.  相似文献   

11.
Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed.  相似文献   

12.
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   

13.
Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading ability among children with dyslexia predicts StA reading fluency in the two orthographies: voweled and unvoweled. A comparison was made to three age groups of typically developing children: a group matched by chronological age, a group of children who are two years younger, and a group of children who are 4 years younger. Findings show that diglossia has a strong impact on reading ability in dyslexic children. Moreover, vowelization plays a pivotal role in the reading ability of Arabic-speaking children with dyslexia in both SpA and StA. This role is evident in the different performance patterns of dyslexic participants as compared with controls on word-reading accuracy and fluency for SpA versus StA. Finally, StA word-reading fluency appears to depend on and to be reliably and powerfully predicted by SpA word-level reading ability. These results underscore the role of diglossia and vowelization in the manifestation of dyslexia in Arabic-speaking children.  相似文献   

14.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses. The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS. Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with difficult words, after one semester’s training.  相似文献   

15.
Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first.  相似文献   

16.
We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children’s morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in addition to their phonological awareness, vocabulary, and nonverbal ability as control measures. Path analyses revealed that word reading skills partially mediated the relationship between morphological awareness and reading comprehension at each grade. Further, children’s early morphological awareness partially explained children’s gains in reading comprehension, and their early reading comprehension partially explained their gains in morphological awareness. These findings support the predictions of recent models of reading comprehension: that morphological awareness impacts reading comprehension both indirectly through word reading skills and directly through the language system and that morphological awareness underpins the development of reading comprehension (e.g., Perfetti, Landi, & Oakhill, 2005).  相似文献   

17.
The current study explored whether a reading intervention combining flexibly applied multisyllabic word‐decoding strategies with evidence‐based fluency strategies was effective in improving the science text reading skills of upper‐elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A delayed multiple baseline design was utilized, with a staggered 3‐week baseline followed by 8 weeks of reading intervention. Three students demonstrated small to moderate gains in reading fluency on science instructional passages, but no generalized gains in reading fluency on standardized passages. All students demonstrated direct gains in multisyllabic word‐decoding accuracy on science instructional passages, but no generalized gains in decoding accuracy on standardized passages. Participating students rated the intervention favorably and perceived gains in their reading skills. These findings support the use of science curricular passages when implementing reading interventions to enhance students’ ability to access the curriculum.  相似文献   

18.
Speed, accuracy, and types of errors in decoding lists of words and pseudo words and performance in two phonemic awareness tasks were assessed for German and American children in the first and second grades. German children were significantly better than American children only in pseudo word decoding measures across grades. Between group analyses showed that American children committed more vowel and word substitution errors in both decoding accuracy tasks than German children. Word substitution errors were more likely in word decoding than in pseudo word decoding for children in both languages. Within group analyses indicate that variance in decoding errors and speed accounted for by word substitution versus nonword and vowel versus consonant errors differed dependent on grade and whether real or pseudo words were read. Results suggest successful reading in English depends upon more complex grapheme to phoneme correspondence rules than does reading in German.  相似文献   

19.
Skilled reading involves rapid and automatic word recognition. Through a self‐teaching process, phonological decoding during reading is thought to establish the word‐specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty‐eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency.  相似文献   

20.
Tiers of intervention in kindergarten through third grade   总被引：1，自引：0，他引：1  
This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.  相似文献   

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