ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00277.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTPupils from middle‐class homes devoted an average of 7.2 per cent of leisure time to reading. The relationship between home environment, attitude to reading and motivations for reading on the one hand and leisure‐time reading on the other, was examined. The addition of these sets of variables to previously established correlates of leisure‐time reading, achievement, sex, and library membership increased the proportion of variance accounted for in leisure‐time reading by a significant amount (10.1 per cent). Correlations tended to be low, since leisure reading is a relatively sporadic type activity. From the perspective of developing the reading habit, the results suggest that what parentsdois more important than what theyare; the emphasis placed on reading in the home, on academic development and on intellectuality was related to leisure‐time reading. Attitude to reading correlated more highly with leisure‐time reading than any of the other variables included in the study; the correlation between attitude and time was significant even after controlling for sex, reading achievement and library membership. Among the motivational variables, reading for enjoyment was related to leisure‐time reading whereas reading for utilitarian or escapist re

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00278.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTNine‐year‐old children were given a test of dark‐interval threshold (DIT), and two parallel forms of the Neale Analysis of Reading Ability, one at low and the other at high illumination. DIT was measured by determining the shortest interval which caused a white disc viewed in a tachistoscope to disappear when the experimenter switched briefly to a second (black) field for an interval which ranged from 20 ms to 300 ms. A reasonable range of individual differences in DIT was found. There was a significant interaction (p<0.05) between DIT and illumination level in their effect on reading accuracy. Children who had a short DIT read more accurately in high than in low illumination, and the performance was reversed for long DIT sub

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00279.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTThe impact of illustrations on the reading performance of children with reading difficulties has been examined. Nineteen children from the first year of three comprehensive schools each read illustrated and unillustrated fictional passages at three levels of difficulty. The reading performance was assessed using miscue analysis, Goodman and Burke (1972) and a two‐way analysis of variance was applied to analyse the results.Reading performance was assessed in the area of: total errors, time taken to read the passages, comprehension, grammatical relationships and errors excluding omissions and insertions. The results suggested that, in the majority of these aspects of the reading process, there was a statistically significant interaction between illustration and difficulty levels. At the lower level of difficulty, reading performance in the illustrated conditions was superior to that in the unillustrated conditions. At the higher level of difficulty the reverse trend was apparen

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00280.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTData are presented which show striking differences between the characteristics of oral reading errors made to content and function words. Content word errors tend to be graphically similar but contextually unacceptable, whereas the reverse is true for errors made to function words — which are contextually acceptable but graphically dissimilar. This was true for two samples: for one child reading a total of 2,588 words, and for 12 children reading about 450 words each. There were however differences between the samples, and reasons for these are discussed. It is argued that some errors are better viewed not as errors in word recognition, but as post‐recognition errors — that is, errors which occur even when the word has been correctly identified. The errors in this study are also compared with those made by an adult with acquired deep dyslexia reading words in isolation, and similarities between the two sets of errors were observed. Finally it is concluded that teachers and researchers should (1) categorize errors into visual, semantic, derivational and function word errors, (2) should calculate the proportion of function word errors, and (3) bear in mind that oral reading errors may occur even when words are correctly recog

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00281.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTCan good and poor readers be differentiated by their use of word‐naming and lexical access codes? Poor readers experience extreme difficulty in decoding nonsense words, indicating that they cannot use the spelling to sound rules which underlie the indirect phonological route to word pronunciation. However, recent evidence suggests that poor readers do use a phonological route for lexical access in word and picture naming tasks which rely upon the production of a phonological code. Is this also true of other tasks, which are not dependent upon phonological representation? Two such tasks are described in the present study: one involving picture‐word interference, and the other involving a lexical decision paradigm. Results showed that poor readers do use a phonological route to lexical access independent of task demand. A review of findings in this area to date shows several inconsistencies, and an attempt is made to resolve these by drawing on Stanovich's (1980) interactive‐compensatory model of re

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00282.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

ABSTRACTThe aim of this paper is to sensitise research workers and other test users to an ongoing controversy concerning the relative merits of conventional test theory and Rasch scaling in the construction of reading tests.Supporters of Rasch scaling readily acknowledge its limitations in mapping the complexities of human reading behaviours. Despite this, the technique's practical and theoretical advantages in certain aspects of reading are seen as outweighing the acknowledged limitations. Currently an increasing number of test constructors and publishers are adopting Rasch procedures in developing reading tests. This does not mean that the approach is educationally valid. A great deal of further research is required.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00283.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00284.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Book reviewed in this article:HARRIS, M. AND COLTHEART, M. (1986)Language Processing in Children and Adults: An Introduction.THOMSON, M. (1984)Developmental Dyslexia.PAVLIDIS, G. Th. And FISHER, D.F. (1986)Dyslexia: Its Neuropsychology and Treatment.GRONER, R., McCONKIE, G. and MENZ, C. (eds.). (1985)Eye Movements and Human Information Processing.LUNZER, L., GARDNER, K., DAVIES, F. and GREENE, T. (1984)Learning from the Written Word.DAVIES, F. and GREENE. T. (1984)Reading for Learning in the Sciences.FYFE, R. and MITCHELL, E. (1985)Reading Strategies and their Assessment.DAIUTE, C. (1985)Writing and Computers.MOORE, P. (1986)Using Computers in English: A Practical Guide.DUFFY, THOMAS M. and WALLER, ROBERT (eds) (1985)Designing Usable Texts.HARTLEY, JAMES (1985)Designing Instructional Text‐2nd Edition.GILLIAN KLEIN (1985)Reading into Racism. Bias in Children's Literature and Learning.CATHERINE WALLACE (1986)Learning to Read in a Multicultural Society. The Social Context of Second Language Literacy.LEVINE, K. (1986)The Social Context of Litera

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00285.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1987.tb00286.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY