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1.
Nathlie A. Badian 《Annals of dyslexia》1992,42(1):159-178
The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more
likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to
examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV
and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by
their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy,
however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were
dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers
or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere
dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school
failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile. 相似文献
2.
The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a
matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification
and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each
group. Results showed that the automatization or “speed” group progressed more than the context group in word and text reading
efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises.
Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found
for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing
reading problems of poor readers in a short period of time. Implications for practice are discussed. 相似文献
3.
Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. The present study explores the heterogeneity and prevalence of latent reading profiles among 769 Finnish- and German-reading students during their first and second school years in three countries (Finland, Germany, and Italy) using latent profile analysis. The results identified three latent profiles among Finnish readers, one of which (sentence-level reading) was identified as developing slowly. Among German-reading students, four latent profiles were discovered, two of which were identified as developing slowly. The results of ordinal logistic regression modeling show that rapid automatic naming (RAN) was significantly related to poorer reading profiles among Finnish- and German-reading students, and that the poorer results in letter-sound connection testing among the German-reading group was also significantly related to poorer reading profiles. Although the educational systems have some differences between Germany and German-speaking areas of Italy, no significant country effect was detected. In addition, a child’s age and spoken language did not significantly affect the student’s reading profile. 相似文献
4.
This paper reports on the progress made by a small group of fourteen 11‐year‐old children who had been originally identified as being precocious readers before they started primary school at the age of five. The data enable comparisons to be made with the performance of the children when they were younger so that a six‐year longitudinal analysis can be made. The children who began school as precocious readers continued to make progress in reading accuracy, rate and comprehension, thereby maintaining their superior performance relative to a comparison group. However, their progress appeared to follow the same developmental trajectory as that of the comparison group. Measures of phonological awareness showed that there are long‐term, stable individual differences that correlated with all measures of reading. The children who were reading precociously early showed significantly higher levels of phonological awareness than the comparison children. In addition, they showed the same levels of performance on this task as a further group of high achieving young adults. A positive effect of being able to read at precociously early age was identified in the significantly higher levels of receptive vocabulary found amongst these children. The analyses indicated that rises in receptive vocabulary resulted from reading performance rather than the other way round. 相似文献
5.
Nathlie A. Badian 《Annals of dyslexia》1993,43(1):90-109
The main aim of the study was to determine whether performance on reading-related cognitive processing tasks would help predict reading progress in children receiving special help. The 86 subjects were initially aged six to eight years and most were followed up after two years. When variance due to IQ and age was accounted for, an orthographic processing task, phonological awareness (phoneme deletion), and digit- naming speed were significant predictors of later reading skills. A strength in phonological awareness differentiated initial poor readers who later made excellent gains in reading from poor readers who did not improve. Children whose reading deteriorated had serious weaknesses on tasks of naming speed and confrontation naming. Their poor lexical retrieval skills had a more deleterious effect on later reading than on initial. Indications were that for children diagnosed as poor readers at age six or seven years, prognosis is better for boys, and for garden- variety poor readers, than for dyslexics. Caution was urged in applying the term dyslexic to children in the first two school grades because many of them will be slow starters who do not have a persistent reading problem. 相似文献
6.
This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological
awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties
participated in Reading Intervention and their progress and attainments were compared with those of a representative control
group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties
showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning.
During the intervention, the intervention group made significantly greater progress than the control group in early word reading,
phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but
during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the
control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational
settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’
additional oral language weaknesses is needed. 相似文献
7.
Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures. 相似文献
8.
Thirteen 6-year-old children who had been physically abused by their parents were assessed in school for language development, educational attainments and social adjustment, and compared with children from some of the same school classes who served as a comparison group. All the abused children had attended the Family Centre of the National Society for the Prevention of Cruelty to Children (NSPCC) in Manchester before starting school, and they and their parents had received social work support and supervision from the special unit team. Ten of the 13 abused children had made measurable progress in reading. There were no significant differences between the groups in language development or number skills, but the abused group did contain more high (maladjusted) scores on the Bristol Social Adjustment Guide. Monitoring educational progress and social adjustment in school would seem to be a useful method of following the progress of such children. Most of the children in this group are so far making progress within the ordinary school system despite the disturbances which have affected their home life. 相似文献
9.
L S Siegel 《Journal of learning disabilities》1992,25(10):618-629
The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness. 相似文献
10.
The purpose of this study was to investigate the effect of impaired reading skills and visual discomfort on the reading rate and comprehension of university students when reading texts presented at a high school (Grade 9) or university (Grade 12) level of difficulty. Groups included impaired readers (n=18) and normal readers with (n=13) or without visual discomfort (n=19). Regardless of text difficulty the impaired reader group had a significantly slower reading rate and poorer comprehension than the normal reader control group. However, when reading rate and comprehension were compared at the assessed reading level of each group, no group differences were found. The normal reading visual discomfort group had poorer reading comprehension than other normal readers with presentation of university‐level text only. It was concluded that poor word decoding skills may exacerbate comprehension difficulties in impaired readers. In contrast, the comprehension difficulties found for normal readers with visual discomfort occurred because of the somatic and perceptual difficulties induced with exposure to the repetitive striped patterns found on text pages. The types of strategy needed to increase the reading efficiency and produce greater academic success in university students with impaired reader skills or visual discomfort are discussed. 相似文献
11.
The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a comparison group of similarly poor readers that participated in the school’s reading support program focused on reading comprehension strategies. The intervention group improved morphological awareness to a greater extent than the comparison group and also showed a clear advantage in their reading accuracy and reading comprehension. The results suggest that morphological instruction develops awareness of the morphemic structure of words that contributes to extracting meaning from texts. 相似文献
12.
P. G. Aaron 《Reading and writing》1989,1(4):291-308
This study tested the hypothesis that when a stringent criterion of normal IQ is applied in the selection of dyslexic readers, and when dyslexics, nondyslexic poor readers, and normal readers are matched on reading comprehension — rather than word reading — significant differences among these groups can be demonstrated. Two groups of poor readers from primary grades, one with normal IQ (dyslexics) and the other with below-average IQ (nonspecific reading disabled, NSRD) were matched for reading comprehension with a group of younger normal readers. The dyslexic group was found to be inferior to the other two groups in tests of decoding and spelling. The dyslexic readers were more context-dependent for word recognition than the other two groups. The NSRD group did not differ from the normal readers in these aspects but had the worst performance on a test of inferential comprehension. It was concluded that dyslexics differ from normal readers and low-IQ poor readers in word and nonword reading skills and context-dependency for reading. A group of six adult dyslexics were also found to be deficient in decoding skills. A lack of unanimity in the use of certain terminology, a substantial age difference between low-IQ poor readers and normals, and the difference in the criteria used for matching the different groups could be factors that can explain the disagreements seen between the findings of the present study and those reported by some other studies. Potential problems associated with reading-age matched experimental design are discussed. 相似文献
13.
Lisa Lynch Angela J Fawcett & Roderick I Nicolson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):333-348
There is widespread concern over literacy standards in UK schools and growing evidence that problems become increasingly intractable as children grow older. Computer-based reading instruction may provide a 'fresh start' that helps a child to rediscover the path to literacy. Recent controlled studies demonstrated that infant and junior school children could be given very cost-effective support using RITA, a computer-based literacy support system that assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. The present study evaluated the effectiveness of RITA in secondary school with 8 children (mean age 11.7 years) who were initially very seriously disadvantaged in terms of literacy skills (mean reading age 7.3 years). The RITA intervention over a 10 week period led to effective and cost-effective literacy gains. Significant overall improvements were made in the skills targeted, including reading standard scores, and reading speed, accuracy and comprehension. All children reacted positively to the RITA lessons, and most made good progress towards their Individual Education Plans. It is suggested that computer-assisted reading support can be effective in supporting the majority of children with reading failure, even in secondary school. 相似文献
14.
Lisa Limbrick Kevin Wheldall Alison Madelaine 《International Journal of Disability, Development & Education》2012,59(4):341-358
This study examined whether boys and girls in the early school years differed in reading and related skills, and their rates of progress. Gender ratios were calculated to ascertain whether there were more boys than girls who struggle with different facets of reading, and whether the variability of boys’ scores resulted in more boys being identified as poor readers, as evidenced by previous studies. A sample of 335 students in Years 1 and 2 were administered six reading and related assessments. Boys and girls did not significantly differ on any of the measures, and differences in gains were negligible. Boys did not consistently demonstrate significantly greater variability in scores (with the exception of single-word reading and spelling in Year 1 only). These differences, however, did not affect gender ratios for poor performance. Gender ratios were relatively low across measures, but increased with years of schooling. Implications of the results are discussed. 相似文献
15.
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis 总被引：15，自引：0，他引：15
We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7-year-old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. These results show that interventions to boost phonological skills need to be integrated with the teaching of reading if they are to be maximally effective in improving literacy skills. 相似文献
16.
The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG (n?=?13) received 50?min of daily computer program-based training for a period of approximately 10 weeks. Students in the first control group (n?=?11) received the school’s regular instructional programme. A second control group was composed of 14 average readers. The students’ English skills were examined in pre-test, post-test and follow-up measurements. The TRG students saw an acceleration in decoding-related skills. The educational implications of the results are discussed. 相似文献
17.
Peter Bale 《Journal of Research in Reading》1981,4(2):123-135
An investigation into the relationship between reading difficulty and maladjustment indicated that a significantly greater number of backward readers than normal readers were antisocial. The higher incidence of maladjustment was found in those backward readers with perceptual motor problems. The backward readers were also significantly more restless and uncontrolled in their behaviour. The relationship of restless hyperactive behaviour with perceptual motor difficulties is associated with an inability by the backward reader to ignore distracting stimuli and focus upon relevant perceptual information. As the restless hyperactive behaviour was present from an early age but the antisocial behaviour did not develop until he or she was experiencing difficulty with reading, it is probable that the backward reader's poor concentration and impulsive behaviour contribute both to the reading difficulty and to the development of antisocial tendencies. 相似文献
18.
Hollis S. Scarborough 《Reading and writing》1991,3(3-4):219-233
In a longitudinal study of the relation between preschool development and later reading abilities, children with dyslexic parents and/or older siblings were compared to children with no family incidence of dyslexia. Many children from dyslexic families developed reading problems by the end of the second grade, and these poor readers were characterized chiefly by weaker early syntactic and phonological skills and by less frequent exposure to books during their preschool years than the preschoolers who became normal readers. Some implications of the results for etiological theories of dyslexia are discussed. 相似文献
19.
Torppa M Tolvanen A Poikkeus AM Eklund K Lerkkanen MK Leskinen E Lyytinen H 《Annals of dyslexia》2007,57(1):3-32
The present findings are drawn from the Jyv?skyl? Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four measurement points during the first two school years. In the total sample, we examined whether heterogeneous developmental paths can be identified based on profiles of word recognition and reading comprehension. Secondly, we studied what kind of early language and literacy skill profiles and reading experiences characterize the children with differing reading development in the follow-up sample. The mixture modeling procedure resulted in five subtypes: (1) poor readers, (2) slow decoders, (3) poor comprehenders, (4) average readers, and (5) good readers. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and the controls, and they were overrepresented in slow decoders subtype. Differences between the subtypes were found in the early language and literacy skill development, as well as in the reading experiences of the reading subtypes. 相似文献
20.
Kit‐Ling Lau 《Journal of Research in Reading》2006,29(4):383-399
This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think‐aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think‐aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献