摘要:

Hyperlexia is the developmental disorder in which children decode words early but have significant impairments in aural and reading comprehension. Here, the literature describing hyperlexia is reviewed, including associated cognitive characteristics, neurobiological bases, and language and reading abilities. A study of 12 children with hyperlexia is summarized, illustrating the dissociation between decoding and comprehension skills, the superiority of phonologic over orthographic reading strategies, and the limited use of meaningful context to aid decoding. Implications for intervention with children with hyperlexia center on the importance of targeting meaningful comprehension of both aural and written language.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

This article reviews the relationship between phonological awareness and early reading. Follow-up data from a group of first-grade children who had low letter-sound knowledge (n= 38) in kindergarten are presented from a phonological awareness intervention that included three groups: 1) phonological awareness, 2) language activities, and 3) a no-intervention control group. These data indicate that although differences in phonological awareness were not maintained in first grade, the group that received the phonological awareness intervention in kindergarten performed significantly better than their first-grade peers on word recognition and reading decoding measures. The importance of integrating phonological awareness activities into classroom literacy programs, including whole language classrooms, is addressed. Attention is given to the speech-language pathologist's contribution to a classroom literacy program that might better accommodate the needs of children with language/learning disabilities.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

This article examines the influence that oral language deficits may exert on children's ability to learn to read and to develop mature reading skills. Recent research documents deficits in phonological awareness, rapid naming, syntactic and morphological skills, and discourse processing and production in samples of children of different ages who have poor reading skills. Although deficits in expressive syntax and morphology can be observed in young children and some samples of children with reading delays, the majority of the evidence points to deficient phonological awareness as the variable that best discriminates children with reading delay. These deficits endure through young adulthood and continue to limit a student's reading rate, despite the development of satisfactory compensatory strategies. Among the different types of language deficits that can be observed at different points across the age span in poor readers, a phonological core deficit seems to be the most prominent and enduring oral language deficit in children and young adults who struggle with reading.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

A neglected first step in planning language/literacy intervention for students with language/learning disabilities is the assessment of their metapragmatic beliefs about the role of the listener in communicative interactions. Research on children's beliefs about listening and the listener's role in repairing communicative breakdowns is reviewed. In general, students with learning disabilities in the listening role seem to overrely on the Gricean Cooperative Principle that “the speaker is informative, sincere, relevant, and clear.” Implications are framed in ways of using children's literature to enable students to reflect on the interactive roles of speaker and listener, using stories with a theme of “resolving communication breakdowns.”

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

This article begins by comparing the processes involved in comprehending spoken and written language. Two alternative views of comprehension are presented. It is argued that comprehension is more than the processes used to construct meaning. Meaning is the result of transactions that occur between speakers and listeners and readers and texts. This view of reading acknowledges the indeterminacy of language; language is ambiguous and can be interpreted in different ways. Meaning can also be processed at different levels. These different views of comprehension should lead to changes in the way comprehension is assessed and taught.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

摘要:

This article reviews findings concerning the role of linguistic awareness in oral language development and reading and in understanding the reading problems of children with oral language problems. These latter children frequently develop reading problems, and these problems persist over the school years. School clinicians are concerned with two questions: (1) which children with preschool language problems will go on to develop reading problems, and (2) which children will continue to have reading problems over the school years? This article hypothesizes that examination of linguistic awareness in this population will lead to answers to these questions. The findings of studies that have previously examined the relations between oral language and reading problems, and a more recent study of school-age children, are reviewed to come to some tentative conclusions about these questions. The implications of these findings for intervention are presented.

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1997

数据来源: OVID