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1.
Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. 相似文献
2.
Suzanne Adlof Gwen Frishkoff Jennifer Dandy Charles Perfetti 《Reading and writing》2016,29(3):475-500
Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as “frontier words” (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies. We present two studies that took a different approach, controlling both familiarity and the nature of the familiarizing episode. We controlled familiarity with novel words through pre-exposure (“pre-familiarization”) in isolation, to induce form-based familiarity, or in sentences that provided few clues to meaning, to induce partial semantic knowledge. The number of pre-exposures varied (0, 1, or 4). After the pre-familiarization phase, we presented the words in several highly informative sentences to support meaning acquisition. Participants included both adults and typically developing children, ages 9–12. Participants’ self-rated familiarity with target words, and their knowledge of the words’ meanings and orthography were each measured at baseline, immediately after learning, and 1 week later. Orthographic and semantic word learning showed contrasting effects of pre-familiarization. For orthographic learning, it was the number, rather than the type, of pre-familiarizations that mattered most. By contrast, the number of pre-familiarizations had little impact on word semantic learning; further, pre-familiarization in low-constraint sentences did not consistently boost subsequent learning. These findings suggest that familiarity with a word prior to instruction does not necessarily improve word-learning outcomes, and they highlight the importance of repeated exposures to high quality contexts for robust word learning. 相似文献
3.
Usha Goswami Costas Porpodas Sally Wheelwright 《European Journal of Psychology of Education - EJPE》1997,12(3):273-292
Two experiments were conducted to compare the development of orthographic representations in children learning to read English and Greek. Nonsense words that either shared both orthography and phonology at the level of the rhyme with real words (comic-bomic), phonology only (comic-bommick), or neither (dilotaff) were created for each orthography. Experiment 1 compared children’s reading of bisyllabic and trisyllabic nonsense words likebomic vs.bommick, taffodil vs.tafoddyl, and found a significant facilitatory effect of orthographic rhyme familiarity for English only. Experiment 2 compared children’s reading of trisyllabic nonsense words that either shared rhyme phonology with real words (tafoddyl) or did not (dilotaff). Significant facilitation in reading accuracy was found for shared rhyme phonology in English, with a significant speed advantage in Greek. These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies. 相似文献
4.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
5.
Duo Liu 《Reading and writing》2017,30(8):1813-1834
The present study investigated the influence of morphological structure information on the memorization of Chinese subordinate and coordinative compound words using the memory conjunction error paradigm. During the Study Phase, Hong Kong Chinese college students were asked to either judge the word class (Exp. 1, N = 25) or the orthographic structure (Exp. 2, N = 26) of a set of Chinese compound words (Old words). During the Test Phase, the participants were presented with half of the Old words that they had previously seen during the Study Phase and a set of New words, which shared or did not share morphemes with the Old words, and were asked to determine whether they had seen these words in the Study Phase. Half of the New words shared the same compounding structure with the Old words (either subordinate or coordinative) and the other half did not. The participants made more memory errors when both the Old words and the New words were coordinative compounds compared to situations in which the Old words and the New words were subordinate compounds or where the structures of the Old words and the New words were incongruent. The involvement of the processing of morphological structure information during word memorization was supported by the findings. The different characteristics of the two compounding structures were discussed and a morphological structure layer in the mental lexicon was proposed to interpret the results. 相似文献
6.
Hua-Chen Wang Lyndsey Nickels Kate Nation Anne Castles 《Scientific Studies of Reading》2013,17(5):369-384
The aim of this study was to explore the reading and language skills that are associated with orthographic learning and to examine whether the effects of these factors are influenced by word regularity. Grade 2 and 3 children learned the phonology and meaning of novel words and were subsequently exposed to their orthography, with either regular or irregular mappings. At the participant level, phonological decoding skill, orthographic knowledge, and vocabulary knowledge were associated with orthographic learning for both word types. However, at an item level, reading novel words correctly did not directly relate to the successful acquisition of the representations of those novel words. In addition, item-specific vocabulary knowledge was a predictor of success in orthographic learning, but only for irregular words. The findings are discussed in relation to the self-teaching hypothesis (Share, 1995). 相似文献
7.
Remediation of a serious lack in reading fluency often takes the form of repeated reading exercises. The present study examines whether transfer of training effects to untrained (neighbour) words can be enhanced by training with an orthographic focus as compared with emphasising semantics. The effect of oral versus silent reading during training is studied as well. Two groups of reading‐disabled children (mean age=7 years, 11 months) were given repeated reading training with limited exposure duration (350 ms) in which 15 target words were repeated 20 times in exercises focused on either orthography (N=26) or semantics (N=25). The children were required to either read the target words aloud or perform the exercises silently, but this requirement appeared to have no effect on the training results. The results show that untrained neighbour words benefited more from training targets with an orthographic focus than from exercises with a semantic emphasis. 相似文献
8.
Background
Letter knowledge is crucial in the first stages of reading development. It supports learning letter-sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial orthography learning paradigm to explore whether the rate of letter learning modulates children's reading and word identification skills.Methods
In an initial training phase, 8-year-old Spanish children (N = 30) learned nine artificial letters and their corresponding sounds (two vowels and six consonants). The letter learning rate was set according to the number of attempts needed to name at least seven letters (i.e., 80% correct). These ranged from 1 to 4. In a second training phase, children visualized words made up of the trained letters while listening to their pronunciations. Some words included a context-dependent syllable (i.e., leading to grapheme-to-phoneme inconsistency), and others had an inconsistent syllable (i.e., phoneme-to-grapheme inconsistency). The post-test consisted of a reading aloud task and an orthographic-choice task in which the target word was presented with a distractor equal to the target except for the substitution of a letter.Results
Children showed a high accuracy rate in the post-test tasks, regardless of whether words contained context-dependent or inconsistent syllables. Critically, the letter learning rate predicted both reading aloud and identification accuracy of words in the artificial orthography.Conclusions
We provide evidence for the vital role of letter knowledge acquisition ability in children's decoding and word identification skills. Training children on this ability facilitates serial letter-sound mapping and word identification skills. Artificial orthography paradigms are optimal for exploring children's potential to achieve specific literacy skills.9.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
10.
The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading
and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically
found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school students (mean age = 17;
8, SD = 4 months) attending schools in Iran were tested on reading and spelling of words and nonwords. The word stimuli differed
in terms of reading transparency (transparent when all phonemes have corresponding letters vs. opaque when short vowels were
not marked with a letter) and spelling polygraphy (nonpolygraphic phonemes vs. polygraphic phonemes). The nonwords were transparent
and nonpolygraphic. The reading results showed that both transparent and opaque words were read faster than nonwords, and
that transparent words were read faster than opaque words. Moreover, both transparent and opaque words were affected by word
frequency. These findings suggest that skilled readers of Persian relied on lexical processes to read words. In contrast,
the spelling results failed to show a word-advantage effect suggesting that skilled spellers of Persian rely on nonlexical
processes to spell words. Moreover, orthographic complexity also affected spelling. Specifically, nonpolygraphic words were
spelled faster than polygraphic words for both transparent and opaque words. Taken together, the findings showed that skilled
reading and spelling in Persian rely on different underlying processes. 相似文献
11.
A modified Stroop Test (single-letter, letter-cluster, and whole-word colorinconsistent stimuli) showed greater interference for the more automatic orthographic coding unit—the word—than for the less automatic coding units—single letters and letter-clusters—in developing readers in second, fourth, and sixth grade (N=72, Study 1). A developmental trend was observed from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword level orthographic-phonological correspondences in sixth graders. A previous finding that whole word coding > letter coding > letter cluster coding in relative rate of development was replicated (N=300, Study 2). Multiple orthographic codes—for whole words, single letters, and letter clusters—were correlated with both reading and writing but patterns of correlations with the component reading and writing skills changed from first to third grade; by third grade whole word coding was not correlated with reading and writing skills but letter cluster coding was correlated with all reading and most writing skills. Cue validity —categorization of letters on the basis of differentiating rather than distinctive features—improved from second to sixth grade and may account for developmental gains in letter cluster coding. Level of cue validity was correlated with speed of sentence comprehension (N=60, Study 3). The theoretical and practical significance of multiple orthographic codes for orthographic-phonological connections in word recognition and for literacy acquisition in general is discussed.This research was supported, in part, by Grant No. 25858-01 awarded to the first author from the National Institute of Child Health and Human Development.Study 1 is based on a presentation at the 1990 meeting of the American Education Research Association. Study 2 is based on a presentation at the 1991 meeting of the American Education Research Association. Study 3 is based on a presentation at the 1989 meeting of the American Education Research Association.The authors thank the participating children from the Shoreline Public Schools (Study 1), Bellevue, Northshore and Seattle Public Schools (Study 2), and the Mukiteo Public Schools (Study 3). They also thank Sylvia Mirsepassi for secretarial assistance. 相似文献
12.
Hong Li Jie Zhang Linnea Ehri Yu Chen Xiaotong Ruan Qiong Dong 《Reading and writing》2016,29(7):1363-1381
Previous research has shown that the presence of English word spellings facilitates children’s oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more direct semantic-orthography mapping but less consistent orthography and pronunciation correspondence in Chinese. The current study aims to examine whether semantic and phonological information provided by character radicals affects oral vocabulary learning of Chinese children. Twenty-four second graders studied made-up associations between 12 spoken labels and pictures accompanied either by accurate phonological information characters, misleading phonological information characters, or no orthography. Half of phonologically accurate or misleading characters were semantically accurate or misleading. Pictures prompted recall of spoken labels without orthography present on tests. Results showed that exposure to characters which accurately represent sounds and meanings during learning did not enhance recall of the spoken labels compared to no orthography in early trials. But exposure to characters, which misrepresent sounds and meanings, significantly impeded vocabulary learning compared to no orthography. 相似文献
13.
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean
Young-Suk Kim 《Contemporary educational psychology》2011,36(3):177-189
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition. 相似文献
14.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing. 相似文献
15.
Ken Spencer 《Literacy》1999,33(2):72-77
There is an increasing number of studies which demonstrate that readers in more transparent orthographies than English, such as Italian, Spanish, Turkish, Greek and German have little difficulty in decoding written words, while English children have many more problems. Increasingly, lack of orthographic transparency in English is seen as having a powerful negative effect on the development of reading skills in English-speaking children. There is evidence that English-speaking children who fail to acquire reading skills may fall into two distinct categories: those who would succeed in languages, other than English, that have greater orthographic consistency; and, those who would still have problems even with perfect orthographic transparency. The first, larger, group are let down by the interaction of poor teaching methods and an incomprehensible system of orthography. At Hull University’s Institute for Learning, word factors associated with poor spelling and reading have been identified. We have found three factors which account for the relative ease with which pupils can spell words: frequency of the word in the English language, length of the word, and the presence of “tricky” letters or letter combinations. Data is presented illustrating our predictive model of spelling which enables word difficulty to be calculated from the characteristics of English words. The implications the model has for teaching and learning English is elaborated, with particular reference to the most common 150 words in the English language. 相似文献
16.
Meredith McKague Chris Davis Chris Pratt Michael B. Johnston 《Journal of Research in Reading》2008,31(1):55-76
Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning. 相似文献
17.
Charles Perfetti 《Scientific Studies of Reading》2013,17(4):357-383
The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and reliable meaning retrieval. Low-quality representations lead to specific word-related problems in comprehension. Six lines of research on adult readers demonstrate some of the implications of the LQH. First, large-scale correlational results show the general interdependence of comprehension and lexical skill while identifying disassociations that allow focus on comprehension-specific skill. Second, word-level semantic processing studies show comprehension skill differences in the time course of form-meaning confusions. Studies of rare vocabulary learning using event-related potentials (ERPs) show that, third, skilled comprehenders learn new words more effectively and show stronger ERP indicators for memory of the word learning event and, fourth, suggest skill differences in the stability of orthographic representations. Fifth, ERP markers show comprehension skill differences in meaning processing of ordinary words. Finally, in text reading, ERP results demonstrate momentary difficulties for low-skill comprehenders in integrating a word with the prior text. The studies provide evidence that word-level knowledge has consequences for word meaning processes in comprehension. 相似文献
18.
The present study examines the role of orthographic complexity on Italian children’s word reading. Two experiments are reported
in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion
rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately
than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but
not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line
with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006).
Psychonomic Bulletin & Review, 13, 346–352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed
and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first
years of reading instruction. 相似文献
19.
《Learning and Instruction》2007,17(6):577-594
The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4.8 and M = 6.5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a 9-month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors. 相似文献
20.
This study examined distributional statistical learning of positional, phonetic, and semantic regularities of an artificial orthography in Chinese children aged 8–10 years: 29 with dyslexia, 29 age-matched controls, and 30 reading-level matched controls. Despite having positional regularity learning performance comparable to the controls, the children with dyslexia were poorer at learning left-right structured characters than top-bottom structured characters in high- and low-consistency conditions. Moreover, they showed difficulties in mapping a given sound or meaning to a specific character compared with the typically developing controls. These findings suggest that children with dyslexia have deficits in some, though not all, aspects of statistical learning of character orthography, which may reflect their difficulties in coping with distractors and inconsistency of orthographic input. 相似文献