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11.
Barbara R. Foorman Yaacov Petscher M. Denise Bishop 《Learning and individual differences》2012,22(6):792-798
We know that knowledge of word structure—morphology—relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how students' winter scores in morphological knowledge, spelling, text reading efficiency, and reading comprehension predicted spring scores in reading comprehension. Reading comprehension was measured by a computeradaptive, interim reading assessment. Bivariate relations were examined and a strong relation between morphological knowledge and reading comprehension was observed in all grades except grade 10. Multilevel analyses showed that morphological knowledge added 2%–9% unique variance beyond the autoregressor in predicting spring reading comprehension at the student level and that over 90% of the large variability between classrooms was explained by performance on these component skills. Educational implications were discussed. 相似文献
12.
From a larger longitudinal study of 610 fourth graders in 17 inner city schools, 40 students were randomly selected from 10
classrooms rated high (i.e., top quartile) or low (i.e., bottom quartile) in quality of writing instruction in grades 3 and
4. The written compositions of these students were scored in three ways: (1) according to a rating scale within a reliable
scoring rubric, (2) according to countable surface features such as words correctly sequenced, and (3) according to the frequency
of specific phonological, morphosyntactic, and orthographic errors in the children’s writing. A multivariate analysis of variance
was conducted to examine whether quality of writing instruction in grades 3 and 4 predicted students’ writing performance
at the end of grade 4. Students who received high quality instruction in fourth grade wrote longer compositions with more
correctly spelled words than those who had poor quality writing instruction. There was a tendency for two years of quality
instruction to be better than one, and, among students who had poor quality instruction in grade 3, compositions were longer
in grade 4 when they received quality instruction in fourth grade. Foundational problems of language formulation, production
and representation, however, were ubiquitous across the sample. Although these students were within the average range on standardized
reading tests, spelling and writing were not developing at average levels. The study confirms the urgent need for more and
better writing instruction for high risk, minority children. 相似文献
13.
Foorman Barbara R. Chen Dung-Tsa Carlson Coleen Moats Louisa Francis David J. Fletcher Jack M. 《Reading and writing》2003,16(4):289-324
This investigation examined the extent to whichcurricular choice and incorporation of phonemicawareness (PA) into the kindergarten curriculumaffects growth in kindergarten literacy skillsand first-grade reading and spelling outcomesin 114 classrooms in 32 Title 1 schools for4,872 children (85% African American). Literacy curricula were described as havingmore or less teacher choice and more or less PAand were implemented with ongoing professionaldevelopment. Observations of curriculumfidelities and ratings of student behavior werealso obtained. Alphabetic instruction withoutPA was not as effective as alphabeticinstruction with PA. However, effectiveinstruction in PA and alphabetic codingappeared to be as much a consequence of ongoingprofessional development as it was a functionof prescribed PA activities. Results providelarge-scale classroom support for findings onPA reported by the National Reading Panel[(2000). Teaching children to read: An evidence-basedassessment of the scientific research literature onreading and its implications for reading instruction.Washington, DC: National Institute of Child Health andHuman Development]. 相似文献
14.
Yaacov Petscher Barbara R. Foorman Adrea J. Truckenmiller 《Journal of research on educational effectiveness》2017,10(2):408-423
The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled trial was used whereby 529 students in Grades 4–8 and 10 were randomly assigned to one of two conditions, both of whom took a computerized adaptive assessment of reading comprehension. Participants in the experimental condition had ability scores estimated as a function of an item response model, which accounted for item-dependence effects in the reading assessment, whereas control students took a version where item-dependence effects were not controlled. Results indicated that examinees in the experimental condition took fewer passages (average Hedges' g = 0.97) and had more reliable estimates of their reading comprehension ability (average Hedges' g = 0.60). Findings are discussed in the context of potential time savings in assessment practices without sacrificing reliability. 相似文献
15.
Wagner RK Puranik CS Foorman B Foster E Wilson LG Tschinkel E Kantor PT 《Reading and writing》2011,24(2):203-220
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency
were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups,
a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization
(use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean
length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting
fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between
first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect
sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization
variables; and minimal effect sizes were found for spelling and punctuation variables. 相似文献
16.
Schatschneider C Carlson CD Francis DJ Foorman BR Fletcher JM 《Journal of learning disabilities》2002,35(3):245-256
It is widely accepted that deficits in phonological awareness skills are related to reading difficulties. Recently, another source of reading difficulty has been identified that involves naming speed, and combined impairments in phonological skills and naming speed will produce more severe reading deficits than single deficits in either of these cognitive skills. The purpose of this study was to investigate the consequences of grouping children based on the presence or absence of deficits in these skills. We demonstrate that the greater severity of reading impairment found in children with a double deficit could be due in part to a statistical artifact caused by grouping children based on their performance on two correlated continuous variables. This artifact also makes it difficult to establish the relative impact of deficits in naming speed on reading ability independent of deficits in phonological awareness. 相似文献
17.
Twenty first graders and twenty second graders were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by word, child by child basis. A multivariate analysis of variance was conducted on difference scores among segmentation, reading, and spelling. Generally, differences favored segmentation and were maximized when final sounds were deleted and minimized when medial sounds were deleted. In addition, graphical analyses showed a greater probability of correct reading and spelling given correct segmentation than incorrect segmentation. Results were interpreted to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relation between reading and segmentation of consonant blends and medial sounds. 相似文献
18.
Exploratory data analysis was used to examine changes in individual reading and spelling patterns during first grade. Subjects were from classrooms receiving, on average, 45 minutes compared to 15 minutes of daily letter-sound instruction. Subjects spelled and read 60 words in October, February, and May, and deleted sounds from spoken words. Spelling and reading responses progressed from nonphonetic, to phonetic, to correct. Additionally, knowledge of a word's spelling informed its reading, while the converse was less apparent. Finally, those slow to improve in phoneme deletion were also slow to spell and read phonetically, especially among subjects receiving less instruction in letter-sound relations. 相似文献
19.
Barbara R. Foorman 《Educational Psychology Review》1994,6(1):25-47
Connectionist models of reading, in particular Seidenberg and McClelland's (1989) parallel distributed processing model of word recognition, are described and contrasted with the top-down, bottom-up, and interactive models of reading from the traditional, symbol-manipulation paradigm of information processing. Connectionism emphasizes: (1) a single, rather than dual, mechanism for processing words, and (2) distributed representations and weighted connections between units rather than symbolic rules for mapping letters and sounds. Implications for the teaching of reading are discussed. 相似文献
20.
The components of effective reading instruction are the same whether the focus is prevention or intervention: phonemic awareness and phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. Findings from evidence-based research show dramatic reductions in the incidence of reading failure when explicit instruction in these components is provided by the classroom teacher. To address the needs of children most at risk of reading failure, the same instructional components are relevant but they need to be made more explicit and comprehensive, more intensive, and more supportive in small-group or one-on-one formats. The argument is made that by coordinating research evidence from effective classroom reading instruction with effective small-group and one-on-one reading instruction we can meet the literacy needs of all children. 相似文献