Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school

European Journal of Psychology of Education - This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent...     

Remediating the core deficits of developmental reading disability: a double-deficit perspective

The double-deficit hypothesis (Wolf, 1997; Wolf & Bowers, 1999, this issue) contends that deficits in phonological awareness and deficits in visual naming speed represent two independent causal impediments to reading acquisition for children with developmental reading disabilities (RD). One hundred and sixty-six children with severe RD from 7 to 13 years of age were classified into three deficit subgroups according to a double-deficit framework. A total of 140 children with RD, 84% of the sample, were classified; 54% demonstrated a double deficit (DD), 22% a phonological deficit only (PHON), and 24% a visual-naming speed deficit only (VNS). Diagnostic test profiles highlighted the joint contributions of the two core deficits in depressing written language acquisition. The children in the DD group were more globally impaired than those in the other subgroups, and the VNS group children were the highest achieving and most selectively impaired readers. Following 35 hours of word identification training, sizable gains and significant generalization of training effects were achieved by all subgroups. A metacognitive phonics program resulted in greater generalized effects across the domain of real English words, and a phonological training program produced superior outcomes within the phonological processing domain. The greatest non-word reading gains were achieved by children with only phonological deficits.     

Language abilities, reading acquisition, and developmental dyslexia: a discussion of hypothetical and observed relationships.

Tests of a model of the expected relationships between language abilities and reading achievement measures from the beginning of kindergarten through third grade are discussed. At kindergarten, more global language abilities influenced early, wholistic measures of reading achievement, including letter and number naming. At Grade 1, these earlier accomplishments had a direct effect on word recognition, but a second direct effect was also apparent for word and pheneme segmentation measured in kindergarten. Comprehension at Grade 1 was influenced primarily by word recognition abilities at the same time. At Grade 2, comprehension influenced word recognition; at Grade 3, word recognition and comprehension were essentially independent. These findings are considered in the context of Frith's three-phase hypothesis of reading acquisition. A rationale for testing the potential of training in auditory segmentation to modulate the effects of developmental dyslexia is presented.     

The cognitive profile of adult dyslexics and its relation to their reading abilities

The question of which cognitive impairments are primarily associated with dyslexia has been a source of continuous debate. This study examined the cognitive profile of Hebrew-speaking compensated adult dyslexics and investigated whether their cognitive abilities accounted for a unique variance in their reading performance. Sixty-nine young adults with and without dyslexia were administered a battery of tests measuring their reading skills and a number of cognitive abilities. The dyslexics were found to exhibit a generally poor cognitive profile, including their attention, visual working memory, naming, visual perception and speed of processing abilities, with the exception of high executive functions skills. Furthermore, naming speed, visual working memory and attention were significantly associated with decoding and fluency measures and predicted group difference after controlling for phonological skills. The findings point to the contribution of cognitive factors to decoding rate and possibly to the ability of utilizing rapid orthographic processes, thus effecting dyslexics’ reading performance.     

A developmental review of response time data that support a cognitive components model of reading

The present article provides a review of numerous studies that measured response times for cognitive tasks related to six components of the reading process. The component processes were single-letter recognition, multi-letter unit identification, word and pseudoword identification, semantic access/concept activation, phrase and sentence comprehension, and text comprehension. The response time data are presented in tables and summarized in the text. The data provide support for a componential view of reading.     

The search for subtypes of specific reading disability: Reflections from a cognitive perspective

An overview of the literature on developmental dyslexia is offered, moving historically from attempts to identify a single underlying deficit to more recent efforts to define different subtypes of this developmental disorder. Two approaches to the subtyping problem are illustrated and briefly discussed. It is suggested that many of the remaining questions in dyslexia research could be more profitably addressed within the context of a coherent model of reading behaviour. In the latter half of this review, the potential implications of some aspects of the interactive reading theories for the study of reading dysfunction are explored. Preparation of this review was supported by funds from the Medical Research Council of Canada, the Ontario Mental Health Foundation/COMSOC Provincial Lottery Grants Program, and The Hospital for Sick Children Foundation.     

Examining the effects of home literacy and numeracy environment on early reading and math acquisition

The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills.     

Paired reading: a structured approach to raising attainment in literacy

Competency in reading is a key factor in literacy attainment. If pupils can read proficiently this allows them to access the curriculum in all subjects and helps them to become confident, successful, motivated learners. Paired reading has long been recognised as an effective approach for supporting reading in schools. It helps to build relationships and encourages self-esteem and motivation. By the pupil reading aloud, either independently or in tandem with their partner, they gain confidence and research suggests that fluency and accuracy improve. However, for pupils who have gaps in their phonological knowledge this approach has limited success as it relies almost exclusively on visual or auditory memory. This research looks at a more structured approach to paired reading that combines both the 'look-say' approach (whole word recognition) of the more traditional paired reading programmes with phonic teaching, to create a tool to improve reading.     

Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf

Specific characteristics of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.     

Reading graphs: Contributions to an integrative concept of literacy

In contrast to past educational research that views graph-related activities in terms of mental ability, I offer a conceptualization of graphing as a semiotic activity. This move provides a more viable account not only of individual experiences, familiarity and socio-cultural factors during graph reading, but also of errors committed by students and 'experts' alike. I outline a model of semiotic activity that contains two elements not present in other semiotic theories: the process of parsing the perceptual field to construct relevant signs and the grounding of a sign through the dialectic of sign-to-referent and referent-to-sign movements. This model of semiotic activity also implies an integration of research on graphing (and other sign-related activities) into a more general concept of literacy.     

核心素养视阈下高职语文阅读教学策略探究

核心素养是社会发展与时代变革下对人才培养提出的新要求。在高职人才培养过程中语文阅读教学至关重要,它是高职生获取专业知识、发展专业技能的重要途径,并在很大程度上促进高职生核心素养的养成。在核心素养背景下,高职语文阅读教学策略的提出为高职语文教育提供了新的教学思路。     

Process skills acquisition,cognitive growth,and attitude change of ninth grade students in a scientific literacy course

This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self-concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.     

The effect of a structured story reading intervention,story retelling and higher order thinking for English language and literacy acquisition

The purpose of this study was to investigate the effectiveness of structured story reading intervention, Story reTelling and higher order thinking for English Language and Literacy Acquisition (STELLA), delivered to 38 Hispanic English language learners (ELL) placed in an enhanced transitional bilingual programme over 2 years from first to second grade as compared with 34 control students placed in a typical practice transitional bilingual programme during the same time period. Both treatment and comparison ELL students' retellings of two stories in Spanish and English were measured by five story elements. Findings were that (a) students receiving intervention outperformed their comparison peers in all five story elements in English and Spanish of both stories; (b) students showed stronger ability in their native language in four of five story elements; and (c) students performed at a higher level in the narrative‐informational story than a narrative story in both languages. Educational implications are discussed.     

Early intervention with children of dyslexic parents: Effects of computer-based reading instruction at home on literacy acquisition

The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter–sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic awareness and letter knowledge. Trained at-risk children (n = 31) made more progress than untrained at-risk controls (n = 26) and kept up with untrained not-at-risk controls (n = 16). However, the headstart of the trained group did not affect beneficially first and second grade reading and spelling proficiency. Following the start of phonics-based instruction at school, the trained at-risk children could not be discriminated from the untrained at-risk controls, and they were delayed relative to the not-at-risk controls. In order to promote long-term benefits and prevent undoing the advantage of early intervention, delivery should be both home- and school-based and more effort needs to be put in throughout first grade.     

认知语言学角度下英语阅读中隐喻思维的应用

隐喻不仅仅是语言,也是人们认知活动的工具与结果,是人们交际、思维与认知的重要方式。隐喻是修辞手段,也是人们的基本思维模式。本文主要基于认知语言学角度来谈谈英语阅读中隐喻思维的应用。     

Determinants of literacy proficiency: a lifelong-lifewide learning perspective

The aim of this article is to investigate the predictive capacity of major determinants of literacy proficiency that are associated with a variety of contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to data for 18 countries. The results show that even after accounting for all factors education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy-related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented by some post-secondary education.     

Effects of a positive youth development approach to literacy through young adult literature in the secondary remedial reading class: an action research study

The purpose of this action research study was to determine if a bibliotological approach to literacy with at-risk students met the educational expectations of a remedial reading course while simultaneously accelerating literacy practices and promoting positive youth development. Twenty-four tenth grade students enrolled in a remedial reading course in the southwestern USA participated in a nine-week instructional design that utilized young adult literature as a medium through which to practice literacy skills and strategies while exploring positive youth development simultaneously. Measurement protocols included diagnostic assessments of reading, surveys, Likert-scale inventories, and journals as a way of eliciting students’ voices. Data was analyzed through paired t-tests, Bonferroni Correlation, and typological and inductive coding. Through this approach, all students experienced an increase in self-efficacy, which led to positive youth development and growth in literacy proficiency and practices. Suggestions for future research include the study of this approach in multiple remedial contexts, with multiple young adult texts, and for greater lengths of time. Additionally, a follow-up inquiry to determine potential lasting impact is warranted.     

Fitting derivational morphophonology into a developmental model of reading

Oral language is the foundation on which literacy initially builds. Between early developing oral language skills and fluent reading comprehension emerge several types of metalinguistic ability, including phonological and morphological awareness. In this study, a developmental sequence is proposed, beginning with receptive language followed by phonological awareness, morphological awareness, and a new metalinguistic task measuring oral morphophonological accuracy (MPA), followed by decoding and culminating in reading comprehension. MPA is a measure of accurate primary stress placement in the production of derived words with non-neutral, stress changing suffixes (e.g., -ity). A path analysis with data from 76 third graders was used to evaluate the direct and indirect effects of these variables. The developmental model was confirmed, and a metalinguistic continuum, with MPA emerging after both PA and MA, was supported. Decoding and receptive language were the best unique predictors of reading comprehension. Surprisingly, MPA was more important to decoding than was PA, whereas MA was only indirectly implicated in both decoding and reading comprehension.