摘要:

ABSTRACTThe paper summarises the pilot study and the first two phases of a longitudinal study which set out to prevent the emergence of written language difficulties, by addressing the ability of pre‐schoolers to make phonological judgements. It describes the assessment procedure which was used with 240 nursery‐class children, aged 4 years 5 months, and the activities which were designed to give these children experience in attending to the sound structure of languagebeforethe assessment was carried out. Following assessment 41 children were identified as having poor rhyme awareness and were targeted for one‐to‐one training. In the second phase of the study, also discussed here, 21 were given training in the skills supporting phonological awareness and the remainder were assigned to a control group for equivalent training in categorisation skills. It is intended that the literacy skills of both groups will be assessed when the children are 7 ye

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00082.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTStudies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy developmen

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00083.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTThe study investigated whether the rhetoric of uninterrupted, sustained, silent reading (USSR/ERIC) was evident in primary classrooms where the practice was professed to operate. Nine primary schools in three different counties were surveyed, and the sample included both urban and rural schools. Structured interviews were undertaken with the headteacher and two members of staff in each school, followed by classroom observations, focusing on what do teachers do in practice during USSR/ERIC.From both interviews and observations it was evident that teacher interpretation of how the sessions should be organised and managed was not specifically that of the rhetoric, with only one school closely following the prescribed model. Whilst the value of a quiet reading time was generally acknowledged and much good practice observed in sessions, it would appear that many models which operate under the guise of ‘uninterrupted sustained silent reading’ are governed by teacher preference or pupil n

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00084.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTRecently, teachers have been described as lacking an organised and consistent understanding of how children acquire literacy. Arguments about falling standards have been aired in the media, and links drawn between methods currently in favour in UK schools, and an apparent failure of children to acquire ‘basic skills'. Proposals have now been made by the Department for Education which give greater prominence to more structured, skill‐based primary teaching which, it is claimed, will raise standards and better prepare children to meet the demands they face as they move into secondary school. This study analyses teachers’ conceptual maps of literacy teaching as the preliminary phase of a research programme aimed at describing and enhancing pupils’ functional use of literacy across the curriculum. The analysis is based on a four‐quadrant model of adult‐child proximation. Using a questionnaire format, important similarities and contrasts were found between the views of primary and secondary teachers. However, the study does reveal that teachers have complex models of literacy which underpin their work and do not adhere to simplistic, uni‐dimens

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00085.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTThe results of longitudinal studies suggest that although dyslexic children improve their reading skills with time, they do not outgrow their disability (Spreen, 1982). This paper compares the development of reading and spelling in a group of dyslexics and non‐dyslexics over a five‐year period. In addition to addressing the issue of the relative rates of development of reading in the two groups, a central focus of the paper is the extent to which dyslexia can be said to represent a stable disability. How many of the children classified as dyslexic at age eight would be reclassified as dyslexic at age thirteen? Three distinct groups emerged: ‘stable',‘transient’ and ‘late emerging dyslexics'. The ‘stable’ dyslexics were children classified as dyslexic at both ages, the transient were those classified only at the younger age, and the ‘late emerging’ were those classified at age thirteen. Regression analysis was used as the technique of identificati

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00086.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

ABSTRACTThe aim of this study was to determine whether 11‐year‐old children in Singapore, from English Dominant or English Non‐Dominant backgrounds, read better orally when words were presented in list or text. The children read words in passage and in list form presented in counterbalanced order. In a study of good, average and poor readers, Nicholson (1991) found that context was of more benefit to poorer readers and to younger readers. With the English Non‐Dominant readers in the present study regarded as less proficient readers of English, these children should be expected to show the greatest gains from passage presentations. Error analyses showed that English Non‐Dominant readers performed less well in list readings relative to text readings, while the English Dominant readers produced no difference in performance for these conditions. This indicates that readers with less exposure to English relied more on contextual information than the more experienced readers. Thus, Goodman's (1965) idea of enlightened guessing was again questioned in this study for the case of bilingual readers. Additionally, reading miscues were found to vary in type according to whether the same words were being read in list or i

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00087.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00088.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Book reviewed in this article:READ, GAVIN (1994)Specific Learning Difficulties (Dyslexia): A handbook for study and practice.EDWARDS, JANICE (1994)The Scars of Dyslexia.HATCHER, P. J. (1994)Sound Linkage.MILES, T.R. (1993) Dyslexia:The Pattern of Difficulties.COOKE, A. (1993) Tackling Dyslexia:The Bangor Way.WILLOWS, D., KRUK, R.S. and CORCOS, E. (Eds.) (1993)Visual Processes in Reading and Reading Disabilities.GOODWYN, A. (ed.) (1995)English and Ability.HULME, CHARLES, and SNOWLING, MARGARET (eds) (1994)Reading Development and Dyslexia.ELLEY, WARWICK B. (ed.) (1994)The IEA Study of Reading Literacy:CHAUDRON, MARTINE and DE SINGLY, FRANCOIS (eds) (1993)Zdentitk, Lecture, Ecriture.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1996.tb00089.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY