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1.
To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels.  相似文献   

2.
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.  相似文献   

3.
Orthographic consistency in different languages is likely to have an effect on phonological recoding skills, which are basic to the acquisition of reading. To explore this issue, we investigated word and nonword reading in German- and English-speaking 7- to 12-year-old children. Comparability of the stimuli across the 2 languages was strictly controlled: The German and English words used were common to both languages. Nonwords were derived by exchanging consonantal onsets between short words and by recombining syllables in long words. An identical set of CVCVCV nonwords was also presented to both language groups. At ages 7, 8, and 9, English-speaking children made a higher proportion of errors than their German-speaking peers when reading nonwords and words of low frequency. This was the case even when word-recognition ability was equated between the 2 language groups. By age 12, both groups had equally fast nonword-recognition latencies, but English-speaking readers were still less accurate when recoding long and complex nonwords. Only the younger English-speaking readers made substantial numbers of errors with CVCVCV nonwords. Vowels, which are the most inconsistent feature of English orthography, were often mispronounced in English but hardly ever in German, where they are consistent. Word-substitution errors occurred more frequently in English than in German. We suggest that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding, whereas high consistency, as in German, allows phonological recoding into syllables on-line. This makes the teaching of phonological recoding relatively straightforward and allows the acquisition of basic reading skills to proceed at a faster pace. Differences in the teaching of reading might in turn contribute to differences in recoding skills.  相似文献   

4.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.  相似文献   

5.
ABSTRACT

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New Zealand school. The program involved one-to-one tutoring with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow.  相似文献   

6.
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   

7.
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness (syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades 1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension, but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others.  相似文献   

8.
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   

9.
《教育心理学家》2013,48(3):109-121
Relations between phonological processing and speech perception skills in reading-disabled children and adults are considered. Following Wagner and Torgesen (1987), phonological processing is comprised of at least three distinct though interrelated abilities--phonemic awareness, phonological recoding in lexical access, and short-term verbal memory skills. Speech perception skills may also represent two domains, speech perception and short-term memory. Studies of speech perception and word reading are critiqued. The interactions of speech perception, phonological processing skills, and word-reading abilities with development are considered in a preliminary model of reading. Although studies of phonological processing and speech perception in poor readers have thus far developed separately, experimenters in these isolated domains could benefit from the research findings in each and the unique paradigms each uses to investigate deficits in poor readers.  相似文献   

10.
This study examined the reading skills of children who have deficient decoding skills in the years following the first grade and traced their progress across 20 sessions of a decoding skills intervention called Word Building. Initially, the children demonstrated deficits in decoding, reading comprehension, and phonemic awareness skills. Further examination of decoding attempts revealed a pattern of accurate decoding of the first grapheme in a word, followed by relatively worse performance on subsequent vowels and consonants, suggesting that these children were not engaging in full alphabetic decoding. The intervention directed attention to each grapheme position within a word through a procedure of progressive minimal pairing of words that differed by one grapheme. Relative to children randomly assigned to a control group, children assigned to the intervention condition demonstrated significantly greater improvements in decoding attempts at all grapheme positions and also demonstrated significantly greater improvements in standardized measures of decoding, reading comprehension, and phonological awareness. Results are discussed in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the self-teaching role of alphabetic decoding for improving word identification, reading comprehension, and phonological awareness skills.  相似文献   

11.
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   

12.
Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children.  相似文献   

13.
The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.  相似文献   

14.
The contribution of morphological awareness to reading comprehension in Hebrew was studied in 298 second grade students who practiced two types of inflections, plural and possessive. Reading tasks at the beginning and end of the school year indicated that all improved on all tests in that period. Orthographic word recognition and morphological awareness predicted reading comprehension at the end of year. Students with low (LPD) and high (HPD) phonological decoding skills clearly differed qualitatively in reading comprehension. In the HPD students it was predicted by awareness of possessive inflections; in the LPD students it was predicted by orthographic word recognition ability. The results highlight the importance of examining the different components of morphological awareness in readers with different levels of phonological decoding ability.  相似文献   

15.
Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8‐year‐old treatment poor responders with severe and persisting reading difficulties participated. A 9‐week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation.  相似文献   

16.
The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected.  相似文献   

17.
This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude.  相似文献   

18.
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   

19.
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.  相似文献   

20.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills.  相似文献   

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