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This study addresses the question of why spellings determined by morphology are relatively hard to acquire by presenting a latent class model of children's acquisition of a doublet of consonants in the spelling of Dutch verbs. This spelling pattern can be determined either by a phonological rule (after a short vowel, a doublet is spelled) or a morphological rule (doublets are spelled in past-tense forms). The results show that the youngest group of spellers identified by latent class analysis predominantly used an alphabetic strategy. They did not spell doublets at all. The latent class model further shows that the acquisition of phonologically determined spellings occurred at a lower average age than the acquisition of morphologically determined spellings. The latter led to overgeneralizations, and a U-shaped developmental pattern was found as a consequence of these overgeneralizations. Children over generalized doublets for different reasons. At younger ages, overgeneralizations of doublets occurred because children treated the doublet as a phonological alternative to the singleton, whereas at older ages, overgeneralizations of doublets were confined to homophones, indicating lexical effects. 相似文献
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Reading-disabled children seem to have considerable difficulties in acquiring phonological recoding skills, which are considered to be very important in becoming a proficient reader. It is hypothesized that speech feedback may support the development of phonological recoding skills. The aim of the present study is to investigate the use of speech feedback during independent word reading and its effects on the remediation of reading skill. Three different conditions for independent practice were employed. For 17 subjects high-quality digitized speech was available on call. When speech feedback was requested either whole-word sound was provided (n = 8) or segmented-word sound was presented (n = 9). A control group (n=14) did not receive speech feedback at all. In a posttest both practised and nonpractised words were presented. Both help call behaviour during practice and changes in reading rate and accuracy from pretest to posttest were analyzed. It was found that speech feedback requests were not dependent on word difficulty. More calls for whole-word sound were made than for segmented-word sound, while latency times for whole-word sound requests were shorter than for segmented-word sound requests. Both forms of speech feedback were equally effective in reading practice words which were initially read incorrectly. However, there was a tendency for the learning effect on nonpractised initially hard-to-read words to be largest when segmented-word sound had been available. It is concluded that, whenever the goal of reading instruction is to memorize particular words, whole-word sound as well as segmented-word sound can be used. However, when more productive skills are aimed at, the most promising way of giving support is to present segmented-word sound, although only a nonsignificant tendency for transfer was found in the present study. 相似文献
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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
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Xiuli Tong Catherine McBride‐Chang Anita M.‐Y. Wong Hua Shu Pieter Reitsma Judith Rispens 《Journal of Research in Reading》2011,34(3):315-332
This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese. 相似文献
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This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
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In order to investigate what issues might be important for experimental training research, a group of experienced remedial
teachers was asked to evaluate the potential effectiveness of various spelling exercises. After addressing some general questions
about spelling exercises for Dutch poor spellers, they made rankings of several sets of exercises on the basis of the expected
effectiveness. The teachers had to give their responses based on their own experiences and with a specific child with poor
spelling in mind. The results show that the teachers emphasize the importance of providing rules in spelling exercises, but
also agree that poor spellers often have serious difficulties in applying these rules in spelling. Furthermore, the rankings
show that exercises with a combination of rule-based strategies and showing the whole orthographic pattern of the word are
considered to be most effective. Learning to memorize the word without showing the spelling of the word was considered to
be the least effective. Surprisingly, individual characteristics of the children did not seem to have any influence on the
ranking of the exercises. It is concluded that exploiting the experience and knowledge of teachers may be good, but is only
the first step for further research on the effectiveness of exercises for poor spellers. 相似文献
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Because multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills, two small‐scale pilot studies have been conducted with a recently‐developed program to examine its efficacy and impact on the motivation of the users. The first study is concerned with the use of the program in kindergarten children (K2). As there is no curriculum for these children, a computer program that is fully adaptive may well boost their independence in learning to read and spell. The main finding in this study was that kindergarten readers learned in up to 16 hours of computer practice as much as is normally attained in the first 3 months of formal reading instruction in the classroom. In the second study, reading‐disabled students with low levels of motivation engaged in computer‐based spelling practice. The most important finding in this study was that the amount of non‐task directed behaviour of those who had practised with the computer significantly decreased during both computer sessions and classroom sessions. In the discussion the way in which computers can be used most efficiently for the instruction of reading and spelling is analysed and suggestions for further research and development are presented. 相似文献
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Individual differences in the quality of phonological representations of kindergarten children may be predictive of Grade
1 phonological awareness and reading development. Three longitudinal studies are presented that attempt to measure variance
in the quality of the phonological structures within lexical items using three tasks: non-word repetition, cued word fluency,
and a gated auditory word recognition task. Nonword repetition was a consistent predictor of later phonological awareness,
even after current phonological awareness and vocabulary knowledge were taken into account. The results of the three studies
provide inconclusive support for the theory that individual differences in the quality of phonological representations play
an important role in the development of explicit phonological awareness and reading acquisition. An important finding of the
third study is that caution needs to be maintained in measuring skills in preschoolers as stability of results can be an issue
when interpreting the relations between variables. However, the present studies do confirm that individual differences in
vocabulary, nonword repetition, and phonological awareness are important factors in predicting the development of reading
related skills. 相似文献
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Reitsma P 《Journal of deaf studies and deaf education》2009,14(2):178-189
There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar alternatives that corresponds to a drawing or a sign (digital video). The other (meaning oriented) exercise was to select the correct sign or picture among three alternatives that corresponds to a written word. Eleven deaf Dutch children with a mean age of 7 years 10 months participated in the study. A first question was whether in single-word exercises the meaning or the spelling of a word should be emphasized. A second question was whether there was any effect of using drawings or signs to refer to the meaning of the word. The results reveal that emphasizing the word spelling is most effective for learning to read for deaf children and the findings also suggest that drawings are more efficient in the current exercises. 相似文献