ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00287.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTAverage and advanced readers from the fourth and sixth grades read visually presented words as rapidly as possible. Target words were preceded by a related prime word, an unrelated word, or a neutral warning stimulus. Related trials constituted 75% of the word prime trials for half of the subjects in each group, and only 25% for the other half. All groups were sensitive to this proportion manipulation, showing only faster naming times for related targets in the 25% condition. In the 75% condition, subjects showed inhibition for unrelated targets, as well as facilitation for related targets. The results indicate that the ability to use context deliberately to facilitate word recognition reaches asymptote for the average reader by the sixth grade at the latest, and perhaps by the fourth. This ability does not appear to be one that shows further improvements at higher levels of reading skill. Some possible reasons for the discrepancies between this research and that using incomplete sentence contexts are considered.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00288.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Investigations of sentence context effects on word recognition presuppose a neutral context which is used as the point of reference for the assessment of facilitation and inhibition. The effects of three neutral contexts on the pattern of word recognition times were observed. Forty skilled native‐language readers of Finnish named frequent and less frequent words, preceded by congruous (C), invariant neutral (NI), non‐linguistic neutral (N2), syntactic prose neutral (N3), and incongruous (I) contexts. Only inhibition effects materialised with N1, which is closely equivalent to presenting targets in isolation. N2 and N3 yielded a facilitation‐dominant pattern. The data suggest that the interpretation of context effects depends largely on the kind of neutral context employed.RÉSUMÉFacilitation et inhibition de la reconnaissance de mots en lecture adulte: les effets de contextes neutres dqférentsLa question des effets du contexte au niveau de la phrase sur la reconnaissance visuelle des mots a suscité un tràs grand intérêt dans le cadre des recherches portant sur la lecture en langue maternelle du fait de ses implications pour la structure générale du systàme de traitement du langage. On considàre le plus souvent que les effets du contexte phrastique sont à dominante facilitatrice: le contexte influe sur l'appréhension courante des mots en aidant surtout celle‐ci et non pas en l'inhibant. Un contexte congruent, facilitateur, agit au moyen d'une propagation automatique de l'activation. Un contexte incongru n'a pas le temps de produire des effets inhibiteurs A moins que la reconnaissance du mot n'ait été ralentie par dégradation du stimulus, utilisation d'items de faible fréquence, ou savoir–lire insuffisant.L'examen des types de facilitation et d'inhibition dans le cadre de l'effet du contexte phrastique en général présuppose un contexte neutre que l'on utilise comme élément de référence vis‐à‐vis des contextes congruents et non congruents. De façon àétudier les effets de différents contextes neutres sur la reconnaissance de mot mesurée dans une tâche de dénomination, on a présentéà des lecteurs ayant le finnois pour langue premiàre des mots fréquents et des mots moins fréquents dans des contextes congruents (C), incongruents (I), et dans trois contextes neutres (N). N1 comportait une phrase invariable équivalent à‘Le mot que vous devez dire à haute voix au bout de cette ligne est’ N2 en groupes de lettres ‘x’ séparés par des espaces; et N3 était une suite syntaxique, grammaticale mais sans respect des contraintes sémantiques. Les stimuli ont été présentés en séries ascendantes sur un écran d'ordinateur à raison de 3 mots par seconde. Les sujets faisaient une lecture silencieuse du contexte. Le dernier mot de la chaine contextuelle était suivi d'une coupure (/) qui indiquait au sujet qu'il devait réaliser la tâche de dénomination sur le mot suivant (le dernier mot de la chaîne).A l'analyse de variance 2 (fréquence de la cible) x 5 (type de contexte), les deux effets principaux sont apparus significatifs à p<0.001, mais sans aucune interaction. Les comparaisons qui ont été effectuées montrent que N1 produit des temps de dénomination qui ne se distinguent pas de ceux obtenus dans la condition de congruence, et que l'effet d'inhibition (N1 contre I) est significatif à p<10.001 pour les cibles fréquentes et moins fréquentes. Par ailleurs, N2 et N3 ne parviennent pas à produire d'effet inhibiteur, et les effets facilitateurs (C contre N2, C contre N3) ne sont significatifs que dans le cas des mots les plus fréquents.Il apparaît donc, dans un dispositif expérimental donné, que les effets du type de contexte fluctuent entre une dominante facilitatrice ou inhibitrice suivant la facon dont on définit le contexte neutre. L'examen des contextes N2 et N3 laisse penser que N2 et N3 pourraient impliquer des demandes de traitement et des stratégies conduisant B surestimer les effets facilitateurs. Si on considàre N1 comme une base valide, les donntés recueillies donnent à penser qu'une dominance de facilitation n'est peut‐être pas

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00289.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTDuring the past five years a comprehensive research project called ‘The prevention of reading difficulties’ has been designed and carried out in the Netherlands. This project included a longitudinal study to investigate the development of various sub‐skills in word recognition, reading comprehension and spelling over a period of three years.Two samples, including 12 schools each, were drawn at random. The data have been analysed by means of the general LISREL‐model. The results of the two groups largely agree with each other. With respect to the reading prerequisites two factors are found, a general factor and an auditory factor. The influence of the general factor appears clearly stronger than the other one.After 3 to 4 months of formal reading instruction, decoding speed and spelling turn out to be distinguishable factors. The influence of spelling on decoding skills supports the view that at this initial stage accuracy in the analysis and blending of words is a prerequisite to learning to decode quickly. It may be concluded that after eight months of reading instruction decoding skills, reading comprehension and spelling are clearly distinguishable factors. Decoding skills influence reading comprehension. However, the path coefficients are not so high as to be able to attribute differences in reading comprehension almost completely to differences in decoding skills.The distinctive character of the three factors of decoding, comprehension and spelling is revealed much more clearly than in cross‐sectional research. These results correspond with the assumption that cross‐sectionally found causal effects often decrease or disappear all together in favour of ‘memory effects’ in longit

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00290.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTOral reading errors were collected from two young beginning readers (6 years old) as they read to their class teacher throughout a school year. The data were collected from the naturalistic setting of an infant classroom. The errors of substitution were analysed for graphophonic, syntactic and semantic similarity and examined to determine whether the observed response was a previously read word. The study demonstrated that the two boys frequently used a previously read word as a substitution although there was less reliance upon this source towards the end of the year. The graphophonic cue system was used throughout the year, with first letter similarity particularly in evidence. However, finer discriminations over time were also noted. The contextual constraints of syntax and semantics were in evidence throughout the year and the use of these cues had increased by the end of the year. The evidence from this in–depth case study was used to question previously postulated developmental phases of readin

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00291.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTIn this study 26 third grade and 36 fifth grade students, experienced in computer‐assisted instruction, were randomly assigned to one of two treatment conditions: computer screen displayed text or traditional printed page text. According to assigned treatment condition, subjects either read a story from the computer screen or printed page booklet. There were no statistically significant differences between the two treatment conditions on measures of reading comprehension. On the attitude survey subjects reported greater interest in the story when reading from the computer, however, they reported that the story was more difficult when reading from the computer screen. The results of the study suggest that extended reading of prose materials on computer screens is feasible for children as young as eight years of ag

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00292.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00293.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00294.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00295.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00296.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY