ISSN:0888-4080    

DOI:10.1002/acp.2350020102

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractA recent intervention study demonstrated a powerful method for helping children with difficulty in sound categorization to learn to read and to spell. The aim of this project is to explain the underlying reasons for its success. The project is divided into three stages, Pretests, Training and Post‐tests, which cover a period of 3 years. The subjects were young beginning readers, who were pre‐tested on the strategies used in the successful teaching method, and then followed in school for 3 years to see how their skill in these strategies affected their progress in reading and spelling. They were divided into four matched groups in the second term of the project for a short training study. Phonological awareness when the child started school proved to be critical for success in early reading, and in spelling 2 years later. Memory for letter strings becomes increasingly important for spelling. Beginning readers who were taught the connection between the two strategies made early gains in reading t

ISSN:0888-4080    

DOI:10.1002/acp.2350020103

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractSome of the recent cognitive research on phonemic awareness and phonological skills in short‐term memory of dyslexic children is related to the development of specific teaching programmes aimed at circumventing theoretical ‘deficits’. Data on a 2‐year follow‐up of the reading attainments of dyslexic children are presented, along with data on reading and spelling of non‐words, multi‐syllable words and words learned under visual inspection versus simultaneous oral spelling conditions. Dyslexia is viewed as a developmental phenomenon, with children's performance chang

ISSN:0888-4080    

DOI:10.1002/acp.2350020104

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractPrevious studies show that 7–8‐year‐old poor comprehenders differ from good comprehenders, matched in age and decoding skill, primarily in their failure to make high‐level inferences, despite adequate text recall. The impact of inference awareness training on reading comprehension in two such groups was compared with the effects of two other treatments. Inference‐trained children were instructed over 4 weeks in making inferences from text and generating questions. Other groups were trained either in rapid decoding or in standard comprehension exercises. Less skilled comprehenders given inference training improved significantly more than those given decoding practice, and slightly, but not significantly, more than those given comprehension exercises. Skilled comprehenders showed little improvement regardless of treatment condition. The results are discussed in relation to possible sources of comprehension failure, and implications for re

ISSN:0888-4080    

DOI:10.1002/acp.2350020105

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractForty children were studied as they began to learn to read at 5 years old and as they developed their skill up to 7 years old. At each year they were tested for ability on 44 variables which measured ability in reading, spelling, vocabulary, short‐term memory, visual perception and discrimination, auditory‐visual integration, language knowledge, phonological awareness, grammatical knowledge, rote knowledge and ordering ability, and performance on the Weschler Intelligence Scale for Children. The data for the whole group of children were analysed in several ways: (1) At each year the patterns of associates of reading skill were determined (with and without control for IQ); (2) the abilities at one point in time which were associated with later reading skill were charted for the whole group, for a subset of children who at 5 years old started with no reading skill, and for another group of children who were progressing rapidly at 7 years old. Cross‐lagged correlation comparisons were made to investigate causal paths. These analyses allowed us to chart the course of reading development and the interactive ways in which associated skills such as spelling, reading, phonological awareness and syntactic knowledge grow from each other differentially at different stages of development. The nature of reading skill changes rapidly in the first 3 years of acquisition. In information processing terms it begins as an undifferentiated skill associated with knowledge of the letters of the alphabet, phonological awareness, and visual symbolic short‐term memory processes. It then changes in character, being associated with holistic visual pattern recognition skills. By 6 years old phonological awareness and verbal short‐term memory processes are by far the strongest associates. By 7 years old the better readers' skills are associated with analytic visual perceptual analysis, the learning of new symbol‐sound associations, and sound blending skill. Reading has become a multifaceted ability tapping a wide range of different skills from language comprehension to analysis of the order of elements in a v

ISSN:0888-4080    

DOI:10.1002/acp.2350020106

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractData from two studies on large samples of 7‐, 11‐ and 13‐year‐old children were used to estimate the regression relationship between reading, spelling and maths achievement and IQ. Using these regression equations the number of children obtaining achievement scores more than two standard deviations below that expected were identified. It was found that there was a significant excess of underachievers for reading and spelling at 11 years but not for maths. This ‘hump’ was also found for the reading of non‐words. It was concluded that the issue of whether such a ‘hump’ can be found is only a minor facet of the debate about the nature of reading failure, and that more direct studies of the processing of written text are likely to pr

ISSN:0888-4080    

DOI:10.1002/acp.2350020107

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractThere are a number of different ways to present text on computer‐controlled displays, and these vary in their relative readabilities. ‘Electronic pages’ can be made to be almost as readable as high‐quality printed pages. Alternative text display formats can make use of some of the flexibility inherent in computers—for example, by presenting text that appears to move upwards from the bottom of the screen or from right to left along a single line. Research has shown, however, that the most viable alternative to the standard page format, both as a tool for the study of reading processes and as a means to promote reading efficiency, is the rapid, serial visual presentation (RSVP) technique. In RSVP the text is divided into small units of one or a few words that are presented successively for brief durations to a common location on a screen. Text presented in this way can be read rapidly and with good comprehension, while the need for eye movements is eliminated. The data from several studies indicate that RSVP can actually improve the comprehension abilities of less‐skilled readers. The present paper explores reasons for this apparent advantage of RSVP for some readers, and proposes ways in which the method might be applied in instruction

ISSN:0888-4080    

DOI:10.1002/acp.2350020108

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350020101

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY