The Contribution of Naming Speed to the Simple View of Reading

The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough, P.B. & Tunmer, W.E. (1986). Remedial and Special Education 7, 6–10]), and phonological awareness. In grade 3, word decoding was measured with the Woodcock [(1998). Woodcock Reading Mastery Tests – Revised. Circle Pines, MN: American Guidance Services]. Word Identification and Word Attack subtests, listening comprehension with the Woodcock (1991) [Woodcock Language Proficiency Battery – Revised. Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures assessed phonological awareness. Reading comprehension was assessed in grades 3, 4, and 5 with the Woodcock (1998) Passage Comprehension subtest and in grade 5 with the Gates–MacGinitie reading test. The Simple View was evaluated twice: first, with a pseudoword measure for decoding (Grapheme–Phoneme-conversion product) and, second, with a word identification measure for decoding (word recognition product). Hierarchical regression and commonality analyses indicated that the decoding and listening comprehension products accounted for considerable variance in reading comprehension. Naming speed had a small but significant effect after accounting for the Grapheme–Phoneme-conversion product (2–3%), but little effect after accounting for the word-recognition product (0–2%). Subgroup analyses indicated that naming speed had its primary effect for less able readers. Commonality analyses supported the interpretation that naming speed contributes after the Grapheme–Phoneme-conversion product but not after the word recognition product because naming speed has already had its effect upon word recognition. These results indicate that it is important how the Simple View decoding term is defined, and that the Simple View may be incomplete, especially for less able readers.     

Speech development patterns and phonological awareness in preschool children

To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105-140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems.     

Reading and spelling acquisition in European Portuguese: a preliminary study

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.

喀什地区生态足迹计算与探讨

运用生态足迹法对喀什地区的生态承载力进行分析,得出喀什地区的人均生态承载力为1.26954 hm2,人均生态足迹足迹为4.4001 hm2,人均生态赤字为3.1305 hm2,喀什地区人均生态足迹需求远远高于人均生态承载力,生态赤字严重化,对此提出提高土地单位面积的产量,调整该区域进出口贸易等对策.     

专利质量问题及其应对策略研究

通过分析当前专利质量问题的表现及成因,认为专利质量问题的实质是,大量的问题专利的存在导致大量的专利效力不确定及其引发的有关问题。因此,提高专利质量、解决专利质量问题就是减少不当授权,减少专利效力的不确定性。无效宣告、法院诉讼等事后解决专利效力的方式并不十分有效,而决定专利效力的关键环节———专利审查才是解决问题的根本所在。因此,应进一步加大审查投入,克服专利审查中信息不足和对专利申请人的申请行为进行有效规制。     

吉林省生态足迹动态分析与预测

生态足迹模型是度量可持续发展的一种方法,运用它对吉林省可持续发展状况的评价和未来发展趋势进行研究,为吉林省可持续发展提供决策依据。利用生态足迹模型研究了吉林省1978-2002年生态足迹和生态承载力,运用回归分析对吉林省2004-2016年生态足迹和生态承载力做出了预测。结果表明：1978-2002年,吉林省人均生态足迹从1.090 hm2增加到2.457 hm2,年平均增长率达到3.45%;人均生态承载力从1.210 hm2下降到1.096hm2,年均下降率为0.4%。除1978、1980年存在生态盈余,其余年份均是生态赤字,且生态赤字总体呈扩大趋势。2004-2016年,吉林省人均生态足迹年平均增长率将达到1.99%,人均生态承载力下降率达0.5%。探讨了生态足迹模型存在的一些问题以及尚需研究的内容。     

Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language

The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between reading and its predictors within and across the two languages was investigated. Between group differences were similar in L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing. Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance in L1 speeded word reading.