首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.  相似文献   

2.
This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was also explored. Results showed that fourth grade morphological awareness did not make a significant unique direct effect on fifth grade reading comprehension, controlling for phonological decoding, word reading, and reading vocabulary. Fourth grade morphological awareness did, though, make a unique moderate total contribution to fifth grade reading comprehension with reading vocabulary, but not word reading, mediating the relationship when controlling for phonological decoding. In contrast, phonological decoding made a nonsignificant total contribution to reading comprehension with neither word reading nor reading vocabulary mediating the relationship when controlling for morphological awareness. Alternative models were also explored, showing the importance of including both predictors in a model of ELL reading comprehension, primarily to include the support of phonological decoding to word reading and the support of morphological awareness to reading comprehension via reading vocabulary. Results highlighted the importance of morphological awareness in facilitating reading comprehension via improving reading vocabulary knowledge, and also the potential of interventions involving morphological instruction to support reading achievement for Spanish-speaking ELLs.  相似文献   

3.
Abstract

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1.  相似文献   

4.
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development.  相似文献   

5.
The present study sought to clarify the relations amongst serial decoding, irregular word recognition, listening comprehension, facets of oral vocabulary and reading comprehension in two cohorts of children differing in reading level. In the process, the components of the simple view of reading were evaluated. Students in grades 1 (n = 67) and 6 (n = 56) were assessed on measures of phonological awareness, decoding, irregular word recognition, listening comprehension, oral vocabulary, and reading comprehension. Even when all other measures were controlled, vocabulary was found to explain reading comprehension in grade 6 but not grade 1. Vocabulary also predicted decoding in grade 6 and irregular word recognition in both grades. These results are interpreted as supporting a not-so-simple view of the constructs underlying reading comprehension that acknowledges complex connections between print skills and oral language.  相似文献   

6.
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers.  相似文献   

7.
Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.  相似文献   

8.
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading.  相似文献   

9.
Engen  Liv  Høien  Torleiv 《Reading and writing》2002,15(7-8):613-631
In the present study the mainfocus is on the impact of phonologicalawareness on reading comprehension. The studyinvolved 1300 children in Grade 1. Syllableawareness, phoneme awareness, word decodingand reading comprehension were each assessedwith two or three subtests. The results wereanalyzed by structural modeling. Due to themarked skewness observed for some of themanifest variables, separate analyses wereperformed for students with average worddecoding performance and for students with poorword decoding. Both among average and poordecoders, phonological awareness had a directimpact on reading comprehension, indicatingthat phonological factors play an independentrole in the processing of text. One possibleway to explain this observation is that atleast two critical factors in comprehension,vocabulary and short-term memory, are bothdetermined in part by phonological ability. Itmight also be the case that phonologicalawareness partly reflects metacognitiveprocesses assumed to be involved in readingcomprehension.  相似文献   

10.
A sample of 169 German children were tested in general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool. These tests were used as independent measures predicting performance on second grade reading comprehension, word discrimination, and word decoding speed. Tests of verbal ability, memory capacity, and phonological awareness were also given over a year later in elementary school. After determining that the influence of verbal ability, memory capacity, and phonological awareness on reading comprehension was comparable when measured in preschool and elementary school, the effects of all preschool measures on the three dependent reading measures were assessed. These analyses revealed differential main effects and interactions for the three dependent measures. However, a significant three-way interaction among lexical access, memory capacity, and phonological awareness was found for all three reading measures. These results indicate that the interaction and subsequent effects of these linguistic skills precedes and influences reading acquisition. This is contrary to the view that these skills interact as a result of reading experience. The implications of these results, as well as comparisons of conducting such studies with German rather than English speaking children are discussed.  相似文献   

11.
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   

12.
The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula.  相似文献   

13.
This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. A Chinese character recognition task was the Mandarin L1 reading metric. English L2 word reading was assessed by English real word reading and nonword decoding tasks. The importance of the auditory processing measures to reading was different in the two languages. Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness; while the reverse seems true for English L2 word reading in Mandarin-speaking children. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English.  相似文献   

14.
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

15.
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory.  相似文献   

16.
Speaking up for vocabulary: reading skill differences in young adults   总被引：4，自引：0，他引：4  
This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (a) Does the simple view of reading capture all nonrandom variation in reading comprehension? (b) Does orally assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the lexical quality hypothesis? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, and experience with print. In this heterogeneous sample, decoding ability clearly played an important role in reading comprehension. The simple view of reading gave a reasonable fit to the data, although it did not capture all of the reliable variance in reading comprehension as predicted. Orally assessed vocabulary knowledge captured unique variance in reading comprehension even after listening comprehension and decoding skill were accounted for. We explore how a specific connectionist model of lexical representation and lexical access can account for these findings.  相似文献   

17.
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8?years old, across 1?year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children.  相似文献   

18.
Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and fifth-grade Hebrew speakers at an elementary school in Israel. Students were given morphological awareness tests and tests for word recognition and reading comprehension. Three types of morphological awareness were analyzed: inflection, derivation and construct formation. Overall, students with low morphological awareness in derivation and construct formation showed relatively poor achievement in word recognition and comprehension. All three types were found to correlate with reading comprehension in readers with high morphological awareness. These readers also exhibited good reading skills. The results are discussed with regard to the special characteristics of Hebrew morphology and reading process, which aid morphological decomposition.  相似文献   

19.
The lexical decision (LD) and naming (NAM) tasks are ubiquitous paradigms that employ printed word identification. They are major tools for investigating how factors like morphology, semantic information, lexical neighborhood and others affect identification. Although use of the tasks is widespread, there has been little research into how performance in LD or NAM relates to reading ability, a deficiency that limits the translation of research with these tasks to the understanding of individual differences in reading. The present research was designed to provide a link from LD and NAM to the specific variables that characterize reading ability (e.g., decoding, sight word recognition, fluency, vocabulary, and comprehension) as well as to important reading-related abilities (phonological awareness and rapid naming). We studied 99 adults with a wide range of reading abilities. LD and NAM strongly predicted individual differences in word identification, less strongly predicted vocabulary size and did not predict comprehension. Fluency was predicted but with differences that depended on the way fluency was defined. Finally, although the tasks did not predict individual differences in rapid naming or phonological awareness, the failures nevertheless assisted in understanding the cognitive mechanisms behind these reading-related abilities. The results demonstrate that LD and NAM are important tools for the study of individual differences in reading.  相似文献   

20.
The simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1–3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-min word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modeling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号