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1.
Zsuzsanna Surányi Valéria Csépe Ulla Richardson Jennifer M. Thomson Ferenc Honbolygó Usha Goswami 《Reading and writing》2009,22(1):41-56
It has been proposed that sensitivity to the parameters underlying speech rhythm may be important in setting up well-specified
phonological representations in the mental lexicon. However, different acoustic parameters may contribute differentially to
rhythm and stress in different languages. Here we contrast sensitivity to one such cue, amplitude envelope onset (rise time),
in dyslexic and normally-developing children in two languages, Hungarian and English, ages from 7 to 11. Dyslexic and control
children received phonological tasks, reading and spelling tasks and auditory processing tasks. While sensitivity to rise
time was related to phonological representation in both languages, clear differences were found between languages. It is suggested
that these differences may reflect differential language-specific weighting of different acoustic cues to rhythm and stress.
相似文献
Valéria CsépeEmail: |
2.
Chiara Valeria Marinelli Paola Angelelli Alessandra Notarnicola Claudio Luzzatti 《Reading and writing》2009,22(3):333-351
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children.
It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However,
it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words),
so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may
also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and
syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli
with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared
with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible
errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid
of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance.
Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical
processing.
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Paola AngelelliEmail: |
3.
We report an eye-movement study that demonstrates differences in regularity effects between adult developmental dyslexic and
control non-impaired readers, in contrast to findings from a large number of word recognition studies (see G. Brown, 1997). For low frequency words, controls showed an advantage for Regular items, in which grapheme-to-phoneme strategies could
be employed, compared with Irregular Consistent and Inconsistent items, in which rime comparisons or whole word recognition
strategies would be advantageous. We propose that in sentential contexts, dyslexic readers do not generate sufficient phonological
cues in the parafovea in order to demonstrate the regularity effects typical of unimpaired readers (e.g., S. Sereno & K. Rayner,
2000). These findings suggest that phonological strategies are sensitive to task demands, and underline the impact of methodology
on the conclusions that are drawn about dyslexic reading ability.
相似文献
Manon Wyn JonesEmail: |
4.
The role of compound awareness in Chinese children’s vocabulary acquisition and character reading 总被引:1,自引:0,他引:1
This study examined compound awareness in relation to Chinese children's vocabulary acquisition and character reading. Two
aspects of compound awareness were investigated: the ability to identify the head of a compound noun and the ability to construct
a new compound word from familiar morphemes. The compound awareness tasks, along with rapid automatized naming (RAN) and phonological
awareness tasks, were administered to 29 first graders and 30 second graders in Mainland China. Results show that (1) compound
awareness develops relatively early among Chinese children and improves with age, (2) compound awareness explains unique variance
in vocabulary and character reading, after controlling for age, RAN, and phonological awareness, and (3) the contribution
made by compound awareness to vocabulary is much larger than the contribution made by phonological awareness. These results
demonstrate that compound awareness plays a central role in Chinese children's literacy development, particularly in vocabulary
acquisition.
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Xi ChenEmail: |
5.
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related
subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and
controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent
contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding
explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were
divided into two subgroups based on high (ORTH+) and low levels (ORTH−) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading
and spelling but the ORTH+ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there
were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There
were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH+ subgroup outperformed ORTH− on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words
or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading.
This supports the view that the ORTH+ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups
in reading experience. Our data, therefore, support the PCVOD model.
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Judith BekebredeEmail: |
6.
Suzanne E. Welcome Christine Chiarello Laura K. Halderman Christiana M. Leonard 《Reading and writing》2009,22(3):353-371
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults
show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient
readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven
divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic
word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers
on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that
skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level
semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word
recognition processes.
相似文献
Suzanne E. WelcomeEmail: |
7.
Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey.
The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main
dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while
Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for
the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both
word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated
that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group.
No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
相似文献
Paola BonifacciEmail: |
8.
The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia
use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants
had to identify serially presented written (target) words from within larger word pools according to their presentation order,
with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused
on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention
of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers
used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly
relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished
ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation
to theories predicting the acquisition and mastery of reading.
相似文献
Paul MillerEmail: |
9.
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were
evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding
phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items
were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated
with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization
effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency
than the computer group. Neither of the groups improved their pseudoword reading.
相似文献
Sini Huemer (née Hintikka)Email: |
10.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
Young-Suk KimEmail: |
11.
12.
We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February
and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects,
indicating that these children relied on grapheme–phoneme conversion. The lexicality effect found in spelling, in June, suggest
that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing
is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the
previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences
that are related to specific characteristics of the corresponding orthographic codes.
相似文献
Sandra FernandesEmail: |
13.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
Young-Suk KimEmail: |
14.
Laurie E. Cutting April Materek Carolyn A. S. Cole Terry M. Levine E. Mark Mahone 《Annals of dyslexia》2009,59(1):34-54
Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is
well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood
about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific
reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different
RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present
study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance
in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD
participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word
fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function.
Implications for understanding the neuropsychological bases for reading comprehension are discussed.
相似文献
Laurie E. CuttingEmail: |
15.
16.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |
17.
This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking
English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while
reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of
performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth
of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen
between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading
comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental
task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading
comprehension of Spanish-speaking ELLs.
相似文献
Michael J. KiefferEmail: |
18.
Felicity Ferguson 《Children‘s Literature in Education》2006,37(3):253-265
The subject of this article is ‘The Royal Readers’, a group of reading anthologies published in Britain by Thomas Nelson between 1872 and 1881 for use in elementary schools. The focus is not on their contribution to the teaching of reading but rather on how they functioned as the tools of an education system conceived primarily as an agent of socialisation. Using examples drawn directly from the texts, it is shown by what means the educators sought to transmit the ideology of imperialism and to define for working-class children – especially boys – a future role in Empire. The article concludes by speculating on the possible impact on pupils of the kind of reading experience offered by these materials.
相似文献
Felicity FergusonEmail: |
19.
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading
speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained
sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups.
In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to
pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter
string. The gains induced by training were specific to the materials used in training and did not induce gains in general
reading speed.
相似文献
Sini HintikkaEmail: |
20.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
相似文献
Nonie K. LesauxEmail: |