摘要:

ABSTRACTThis paper assesses the value that can be put on the reading (National Curriculum En 2) Standard Assessment Task scores as indicators of what children are achieving in reading and whether reading standards are rising. The results of a cross‐sectional study of a sample of all the Year 2 children (171 in 1991; 171 in 1992) from five randomly selected primary schools within one Local Education Authority (LEA) are presented. Pupils’ scores on The Primary Reading Test (PRT) (France, 1981) and the reading Standard Assessment Task score elicited by them in the previous half term are compared. Results show an improvement in the attainment level of children in 1992 compared to those in 1991 on Standard Assessment Tasks with a higher percentage achieving Level 3 and fewer on Level 1. However, examination of the means for each year group indicates that the mean PRT score for each Standard Assessment Task level is significantly lower in 1992 than 1991. Conclusions, based on such a small study, are tentative. However, it would seem that there is a need to view apparently rising standards, as measured solely by the Standard Assessment Task results, with a degree of caut

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00063.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTForty‐six children aged 12–16 were shown a page of meaningless text covered in random order by different plastic overlays, including seven that were various colours and one that was clear. By successive pairwise comparison each child selected the overlay that provided the greatest perceptual clarity of the text. The children with below‐average reading ability were more likely to chose a coloured overlay, and they reported more perceptual difficulty on tasks devised by Irlen (1983). In separate sessions with and without the overlay of their choice, the children read for 15 minutes and performed a visual search task. The overlay had little effect on reading initially, but after about 10 minutes the children who chose a coloured overlay read more slowly without the overlay than with it. These children reported more symptoms of visual discomfort and showed signs of tiring when they read without the overlay. The visual search performance of the children who chose a coloured overlay was initially impaired but improved to normal levels when the overlay was used. Fourteen children aged 8–16 acted as chronological or reading age‐matched controls, and undertook the reading and visual search tasks using a clear overlay which had no effect on pe

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00064.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTA longitudinal study investigated the relationship between cognitive abilities at age four and reading at age seven. Reading ability was significantly positively correlated with knowledge of grapheme‐phoneme correspondence, visual memory, auditory sequential memory, and Draw‐a‐man scores (intelligence). Once age (20ro) and intelligence (12%) were partialled out, auditory sequential memory scores at age four accounted for 13% of the variance in reading scores with visual sequential memory scores predicting a further 5%. Implications of results are disc

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00065.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTThe role of speech and inner speech in reading is contentious and the study of inner speech in reading is fraught with methodological problems. An approach sometimes used is the ‘e‐cancelling’ method, where subjects are instructed to mark all incidences of the letter ‘e’ in a text so that inferences can be made from underlining ‘e's that would be silent versus those that would be sounded in speech. However, this method does not work well in the French language and, in attempting to use letter cancelling approaches with French children aged 7–8 years, we have used other vowels as targets. In this paper we present some results about the effects on rate of reading and comprehension of various tasks intended to induce attention to the sound of parts of the text. Our conclusion, in line with that of Liva (1987) and other researchers, is that, at this early stage of reading development, reference to the sound of text does not inhibit

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00066.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTThis work describes a questionnaire survey conducted in a county in central Portugal. The intention was to ascertain preschool teachers’ opinions about early literacy development and its place in preschool education, and to investigate the skills and knowledge seen by teachers as important for early reading and writing development.The results show that, overall, teachers regard preschool education as important for future literacy acquisition, but the majority do not think that early literacy activities should always be part of the preschool curriculum. Concerning the skills that they perceive as important in terms of literacy development, greater emphasis was attributed to verbal, perceptual (auditory and visual) and fine motor skills. Letter/sound knowledge and phonological awareness were considered the least important. Various inferences are drawn, and recommendations for future policy decisions are offere

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00067.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACTThe purpose of this study was to examine the metacognitive reading strategies of five children, four to six years of age, who were reading fluently prior to formal instruction in grade one. Fluency was judged on whether the children could conduct meaningful reading (Smith, 1988) with relative smoothness (Duffy and Roehler, 1989). Methods of this case study included semi‐structured interviews, role playing, observations and informal miscue analyses of oral reading. The children's personal characteristics and home environments provided a context for their reading strategies, and particular attention was given to the caregiver‐child interactions which may have facilitated the development of metacognitive reading strategies.Findings suggest that each of the children utilized a variety of metacognitive reading strategies and showed individual preferences for certain strategies, as indicated by the number of times these strategies were used. The children also responded differently to particular research methods, a finding which supports the employment of a variety of methods when studying young children. Findings from this study also draw a relationship between caregiver‐child interactions and the development of particular metacognitive reading strat

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00068.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00069.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:WOLFENDALE, SHEILA (ed.) (1993)Assessing Special Educational Needs.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00070.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1995.tb00071.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY