摘要:

Because it permits self‐teaching, phonological receding (the efficient translation of letters or letter groups into sound) is arguably the key skill acquired in learning to read an alphabetic writing system. Deficits in this skill are the most common source of children's reading difficulties. In addition, poor readers tend to perform at a lower level than good readers on a wide variety of phonological processing tasks. These findings have been widely interpreted as implying a latent phonological processing ability as a distal cause of variation in reading skill. Clearly, such an interpretation does not imply that all phonological processing skills contribute directly to the phonological receding process. This paper outlines a series of studies conducted at the University of Queensland. This work consistently suggests that children's phonological sensitivity contributes more directly than other phonological processing abilities to the development of phonological receding skill

ISSN:0004-9530    

DOI:10.1080/00049539608259516

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

We summarise our research into four issues: children's early hypotheses about how print represents speech, levels of phonemic awareness in children at the beginning of their school careers, the effectiveness of preschool training in phonemic awareness in promoting subsequent literacy acquisition, and characteristics of children who are at risk for reading difficulties because of a family history of literacy problems. All four research questions are cast in the framework of the nature‐nurture debate by focusing on what resources the child brings to the task of learning to read. We conclude that these resources are limited, and that the nature of these limitations does not support those theorists, associated with the “whole language” approach to reading instruction, who hold that learning to read is governed by the same processes as learning to speak. We note some educational implications of our findings, in particular the importance of directly teaching children about the segmental structure of the speech s

ISSN:0004-9530    

DOI:10.1080/00049539608259517

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This paper reports investigations of the extent to which novice readers (Grades 1 and 3) and adult readers used different types of letter‐sound units when reading aloud. Although differences in performance of children and adults were observed, all age groups used grapheme‐phoneme units more frequently than they used bodies. Both children and adults were better at reading nonwords constructed from real word‐bodies than at reading nonwords whose bodies did not exist in English words, except that Grade 1 children derived significantly less benefit from word bodies than did older readers. Word reading accuracy showed that these differences between Grade 1 and older readers were not attributable to unfamiliarity with the words containing the body units. Beginning readers can apply grapheme‐phoneme correspondences by the end of Grade 1. Their skills improve so that accuracy in reading monosyllabic nonwords in Grade 5 is only slightly below adult performance. The contribution of body‐level units increases from Grade 2 onwards, and is likely to be due to expansion of the orthographic inpu

ISSN:0004-9530    

DOI:10.1080/00049539608259518

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Although much has been learned about the nature and etiology of impairments in sublexical translation skills, less is known about the difficulties of children who are poor at recognising words as whole orthographic units. In the research described here, an attempt was made to look closely at the process these poor readers go through when trying to acquire new lexical information. Groups of poor readers were required to learn the pronunciations of a set of “irregular” nonsense words over a series of training sessions. There was an imperfect correspondence between the orthographic and phonological forms of these items, so grapheme‐phoneme conversion rules could not be used (e. g.,machtwas pronounced “mot”). The results indicated that this learning task distinguishes between poor readers with a specific lexical deficit and those with a different type of reading difficulty. Ways in which this kind of task might usefully be employed in future research in this area are

ISSN:0004-9530    

DOI:10.1080/00049539608259519

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Our sample consisted of 420 children who were making normal progress in learning to read (35 girls and 35 boys at each of the ages from 7 to 12 years inclusive, from a variety of schools in Sydney). They were given a set of 30 exception words, 30 nonwords, and 30 regular words to read aloud. As predicted by a dual‐route account of learning to read, the correlations between regular word and exception word reading accuracy and between regular word and nonword reading accuracy were higher than the correlation between exception word and nonword reading accuracy; also as predicted by this account, regular word reading accuracy was higher than exception word and nonword reading accuracy.We present our data as age‐related norms which can be used in conjunction with our materials to assess how well children in this age range who appear to have reading difficulties are acquiring the lexical and nonlexical reading procedures as they learn to r

ISSN:0004-9530    

DOI:10.1080/00049539608259520

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This research was designed to provide insight into the contribution of orthographic processes to skilled reading and spelling. Instead of defining orthographic knowledge in the manner dictated by dual‐route frameworks, the research attempted to assess the quality and precision of skilled readers' lexical representational system. Measures of repetition and neighbour priming were derived from masked priming paradigms and used to predict reading comprehension and a number of measures of spelling performance in a sample of 62 skilled readers. Reading comprehension was predicted primarily by a measure of memory processing span. The best unique predictors of spelling were average lexical classification time, and measures of repetition priming. Skilled spellers showed enhanced repetition priming, particularly for nonword stimuli. The results are compatible with the restricted interactive model of reading skill, which assumes that skilled reading and spelling relies on a functionally autonomous lexical system defined by precise lexical representations that can be retrieved with minimal contextual suppor

ISSN:0004-9530    

DOI:10.1080/00049539608259521

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Orthographic knowledge can be regarded as stored information about the regularities and exceptionalities of the spelling system, and orthographic processing skill as the ability to use such information efficiently in a range of reading and spelling tasks. This paper focuses on the role of orthographic processing skill in adults' reading proficiency. A case study is discussed in which orthographic processing skill was perfected despite phonological deficiencies, allowing highly skilled silent reading. Data are also presented which indicate that orthographic skill plays a significant independent role in fluent reading aloud of connected text. The importance of studying the various aspects of orthographic processing capability and their contribution to the process of attaining adequate literacy competence is stressed.

ISSN:0004-9530    

DOI:10.1080/00049539608259522

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The inhibitory and facilitatory effects of context on word recognition were investigated in 24 8‐to 10‐year‐old children with a specific reading disability in comparison with a group of 24 children matched for reading ability and a group of 24 children matched for chronological age. To avoid confounding the effects of reading level with those of word difficulty, target words of equivalent relative familiarity for each participant were presented in congruous, neutral, and incongruous sentence contexts. In agreement with previous studies, there was clear evidence of both general inhibitory and facilitatory effects. In contrast to previous findings, however, reading level did not have a major impact on the inhibition of word recognition in incongruous contexts compared with neutral contexts, although it may have led to greater facilitation in congruous contexts compared with neutral contexts. Although further research is required, these results suggest that if reading‐age appropriate materials are selected, less skilled readers and those with a reading disability may not be as influenced by context as has been claimed pre

ISSN:0004-9530    

DOI:10.1080/00049539608259523

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Children from a community‐based longitudinal study identified as reading disabled in Grade 2 (7–8 years of age) were followed up in Grade 6 to investigate persistence and change in reading problems and to identify the factors involved in this process. Hypotheses were tested regarding the influence of cognitive and psychosocial factors. Reading disability was quite stable in this sample, with only about 28% of children estimated to be reading within the normal range by Grade 6. Evidence from detailed assessment of subsamples of “recovered” and “nonrecovered” readers suggested that the factors that appeared to play a role in “recovery” were IQ, language abilities, working memory, and the adoption of a phonological “word decoding” approach when reading and spelling. The results supported the importance of the development of phonological skills in learning to read and spell. The existence of behavioural problems and lower socioeconomic status also discriminated between boys with persistent reading disability and recovered boys, but not girls. This finding suggests that different mechanisms may be influential in the development and resolution of reading disability in males and females. The results of the study point to the importance of early identification and treatment or remediation for both behavioural problems and

ISSN:0004-9530    

DOI:10.1080/00049539608259524

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Evidence from a large number of laboratories indicating a transient/magnocellular deficit in dyslexics is cited as a background to addressing the question of the significance of such a visual processing deficit in learning to read. This question is considered in terms of possible direct contributions to difficulty in learning to read based on multiple regression studies and in terms of the reading errors that would be expected if a transient/magnocellular deficit hindered the ability to learn to read. Evidence supporting both positions is discussed. Finally, it is suggested that a complete model of dyslexia may have to account for both the reading of single words (which most current models address) and the reading of continuous text (which most current models do not address).

ISSN:0004-9530    

DOI:10.1080/00049539608259525

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY