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Reading Development (reading + development)
Kinds of Reading Development Selected AbstractsThe Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual PopulationLANGUAGE LEARNING, Issue 2 2001Valerie Muter Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not significant predictors of reading skill. The findings are discussed in terms of theoretical notions about the structure of phonological awareness and its impact on early reading development. [source] Early Reading Development and DyslexiaCHILD AND ADOLESCENT MENTAL HEALTH, Issue 4 2004Peter J. Hatcher No abstract is available for this article. [source] A thirteen-year follow-up study of young Norwegian adults with dyslexia in childhood: reading development and educational levelsDYSLEXIA, Issue 4 2009Anne Mari Undheim Abstract As part of a larger follow-up study, 75 students were diagnosed with dyslexia at 10 years of age. At the end of secondary school, grades for the whole cohort of 16-year olds were examined. At age 23 the whole study group responded to a questionnaire and the subgroup with dyslexia who responded to this questionnaire were invited to come for testing and interviews. The persistence of dyslexia into young adulthood and educational levels were examined. The results showed that almost all students still suffered dyslexia and showed lower decoding ability. However, they only showed slightly lower educational attainment levels compared with a representative sample of half the cohort (n=530) they were part of. Copyright © 2009 John Wiley & Sons, Ltd. [source] Computer-based training with ortho-phonological units in dyslexic children: new investigationsDYSLEXIA, Issue 3 2009Jean Ecalle Abstract This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10,h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8,h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development. Copyright © 2008 John Wiley & Sons, Ltd. [source] Auditory and speech processing and reading development in Chinese school children: behavioural and ERP evidenceDYSLEXIA, Issue 4 2005Xiangzhi Meng Abstract By measuring behavioural performance and event-related potentials (ERPs) this study investigated the extent to which Chinese school children's reading development is influenced by their skills in auditory, speech, and temporal processing. In Experiment 1, 102 normal school children's performance in pure tone temporal order judgment, tone frequency discrimination, temporal interval discrimination and composite tone pattern discrimination was measured. Results showed that children's auditory processing skills correlated significantly with their reading fluency, phonological awareness, word naming latency, and the number of Chinese characters learned. Regression analyses found that tone temporal order judgment, temporal interval discrimination and composite tone pattern discrimination could account for 32% of variance in phonological awareness. Controlling for the effect of phonological awareness, auditory processing measures still contributed significantly to variance in reading fluency and character naming. In Experiment 2, mismatch negativities (MMN) in event-related brain potentials were recorded from dyslexic children and the matched normal children, while these children listened passively to Chinese syllables and auditory stimuli composed of pure tones. The two groups of children did not differ in MMN to stimuli deviated in pure tone frequency and Chinese lexical tones. But dyslexic children showed smaller MMN to stimuli deviated in initial consonants or vowels of Chinese syllables and to stimuli deviated in temporal information of composite tone patterns. These results suggested that Chinese dyslexic children have deficits in auditory temporal processing as well as in linguistic processing and that auditory and temporal processing is possibly as important to reading development of children in a logographic writing system as in an alphabetic system. Copyright © 2005 John Wiley & Sons, Ltd. [source] Monitoring dyslexics' intelligence and attainments: A follow-up studyDYSLEXIA, Issue 1 2003Michael Thomson Abstract Intelligence (Wechsler Intelligence Scale for Children R and III, 1992) and written language attainment (BAS Word Reading, Neale Analysis of Reading, Vernon Graded Word Spelling) data for around 250 children attending a specialist school for dyslexics are presented. The Wechsler scales data show some evidence for ,ACID' and ,SCAD' profile effects on the subtests, with specifically weak Index scores on Freedom from Distractibility and Processing Speed. The relationship between intelligence and reading development is also examined, with evidence for significant correlations between intelligence and written language and a longitudinal study showing that there is no ,Matthew' or drop-off effect in intelligence. The attainments tests demonstrate that the widening gap between a dyslexic's chronological age and his/her attainments can be closed, and how attainments may be monitored within the context of ,growth curves'. The results are discussed in relation to recent reports (e.g. B.P.S. on Dyslexia, Literacy and Psychological Assessment) on the relationship between intelligence and attainments and it is concluded that this report could be seriously misleading for practising educational psychologists. Copyright © 2003 John Wiley & Sons, Ltd. [source] Advanced Phonics: Teaching Strategies for Poor Readers at Key Stage 2ENGLISH IN EDUCATION, Issue 3 2000Susan Jennings Abstract Poor readers at Key Stage 2 need ongoing support for their reading development. They are frequently weak in the metacognitive skills that enable good readers to make their own progress and they require a repetition of much phonics material from Key Stage 1. Beyond that, they have a need for the further complexities of English to be taught to them as phonics, not as spelling strategies/investigations. Additionally, they have difficulty in tackling polysyllabic words and must be taught appropriate decoding strategies. There is a dearth of teaching materials in this area and little research evidence as to how such material might best be taught. This paper charts the development of a phonics booster programme for poor readers in Year 5. [source] Development of letter position processing: effects of age and orthographic transparencyJOURNAL OF RESEARCH IN READING, Issue 2 2009Maria Ktori This study investigated the relative extent to which developing readers (6- and 9-year-olds) of English (deep) or Greek (transparent) orthography exhibit serial and exterior letter effects in letter position encoding. Participants were given a visual search task that required detection of a pre-specified target letter within a random five-letter string. Stimuli comprised letters either specific to English or Greek, or shared by both orthographies. For native letters, all readers showed significant initial-letter facilitation. In contrast, final-letter facilitation was shown only by English children. Furthermore, Greek 9-year-olds showed significantly more left-to-right facilitation than English 9-year-olds. These results suggest that letter position encoding is adaptive to the nature of the orthography acquired during reading development. [source] Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth gradersJOURNAL OF RESEARCH IN READING, Issue 2 2007Dorit Ravid Employing prosody skilfully, one of the cornerstones of fluent reading, is an indicator of text comprehension. Morphological knowledge has been shown to underlie lexical acquisition and to be related to reading development. The relationship between reading comprehension, prosodic reading and morphological knowledge was investigated in 51 Hebrew-speaking fourth-grade students aged 9,10. Participants were tested on comprehension of two stories and on appropriate prosodic reading of one of them. Their prosodic reading was compared with an agreed prosodic map compiled from experts' reading. Participants were also administered a battery of morphological tasks. All three domains, including almost all of their component parts, were strongly correlated. The multiple regression in steps showed that morphology and reading comprehension each contribute to prosodic reading, while morphology and prosody each contribute to reading comprehension. The connection between reading comprehension and prosodic reading is however moderated by good morphological skills. [source] Early reading in Kannada: the pace of acquisition of orthographic knowledge and phonemic awarenessJOURNAL OF RESEARCH IN READING, Issue 1 2007Sonali Nag Acquisition of orthographic knowledge and phonemic sensitivity are processes that are central to early reading development in several languages. The language-specific characteristics of the alphasyllabaries (Bright, 1996), however, challenge the constructs of orthographic knowledge and phonemic sensitivity as discussed in the context of alphabetic scripts. This paper reports a study of 5,10-year-olds in Kannada, an alphasyllabary that represents print in units called akshara. It was hypothesised that in Kannada, when compared with the developmental pace reported in English early reading, (a) akshara knowledge acquisition would take longer and (b) phoneme awareness would be slower to emerge. The study found these hypotheses to hold true across grades and in both low-achieving and effective schools. The paper discusses the nature of the cognitive demands in akshara reading and the akshara -specific characteristics that set a pace of acquisition of orthographic knowledge and phonemic sensitivity that is quite at variance from what has been documented in the alphabetic scripts. [source] Editorial: Prosodic sensitivity and reading developmentJOURNAL OF RESEARCH IN READING, Issue 3 2006Lesly Wade, Woolley First page of article [source] Reading and genetics: an introductionJOURNAL OF RESEARCH IN READING, Issue 1 2006Kate Nation Recent years have brought about rapid advances in our understanding of how genetic factors influence reading development and reading disorder. The purpose of this special issue is to summarise what has been learned, and to highlight some of the issues and questions currently at the forefront of research. This paper sets the scene for the special issue by introducing relevant methodology and background information. [source] The role of letter knowledge and phonological awareness in young Braille readersJOURNAL OF RESEARCH IN READING, Issue 3 2002Brown, Fiona Barlow Research into sighted children's reading shows that letter recognition skill predicts phonological awareness skill. Congenitally,blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross,sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. [source] The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual PopulationLANGUAGE LEARNING, Issue 2 2001Valerie Muter Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not significant predictors of reading skill. The findings are discussed in terms of theoretical notions about the structure of phonological awareness and its impact on early reading development. [source] Reading, complexity and the brainLITERACY, Issue 2 2008Usha Goswami Abstract Brain imaging offers a new technology for understanding the acquisition of reading by children. It can contribute novel evidence concerning the key mechanisms supporting reading, and the brain systems that are involved. The extensive neural architecture that develops to support efficient reading testifies to the complex developmental processes that underpin the acquisition of literacy. Here, I provide a brief overview of recent studies, analysed within a cognitive framework of reading development. [source] Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexiaTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 2 2008Catherine McBride-Chang Background:, This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of interest were syllable awareness, tone detection, rapid automatised naming, visual skill, and morphological awareness. Method:, We recruited 36 children whose sibling had been previously diagnosed with dyslexia (familial risk group) and 36 children who were initially reported to have difficulties in preschool literacy acquisition by either teachers or parents and subsequently found to demonstrate clinical at-risk factors in aspects of language by paediatricians (language delayed group); the mean age of these groups was approximately 61 months. Thirty-six children with no such risk factors were matched by age, IQ, and parents' education to the at-risk groups. All children were tested on cognitive skills and Chinese word recognition. Results:, Compared to the controls, children in the language delayed group scored significantly lower on all measures, whereas children in the familial risk group performed significantly worse only on tone detection, morphological awareness, and Chinese word recognition. In regression analyses, word recognition was best explained by morphological awareness, tone detection and visual skill. Conclusions:, Language-related measures are strongly associated with early reading development and impairment in Hong Kong Chinese children. Tests of tone detection and morphological awareness may be important clinical tools for diagnosing risk for reading problems in young Chinese children. In contrast, Chinese language delay may be associated with broader cognitive impairments as found previously in various Indo-European languages (e.g., Bishop & Snowling, 2004). [source] Annotation: Genetics of Reading and Spelling DisorderTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 8 2001Gerd Schulte-Körne Recent advances in understanding the genetics of reading and spelling disorder are reviewed and, based on theoretical models of reading development, different related phenotypes such as phonological and orthographic processing are examined. Family and twin studies show a moderate to high familiality and heritability. Segregation analyses suggest a major gene effect, with reduced penetrance in females, as well as a polygenic model. Linkage analyses and an association study have identified possible loci on chromosomes 6 and 15. These results suggest that reading and spelling disorder should be regarded as a complex disorder, strongly influenced by genetic factors. However, the role of environmental factors should also be considered as the clinical implications of the genetic findings in terms of aetiology and intervention still require far more exploration. [source] Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading SkillCHILD DEVELOPMENT, Issue 2 2003Margaret J. Snowling The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years. In the high-risk group, 66% had reading disabilities at age 8 years compared with 13% in a control group from similar, middle-class backgrounds. However, the family risk of dyslexia was continuous, and high-risk children who did not fulfil criteria for reading impairment at 8 years performed as poorly at age 6 as did high-risk impaired children on tests of grapheme,phoneme knowledge. The findings are interpreted within an interactive model of reading development in which problems in establishing a phonological pathway in dyslexic families may be compensated early by children who have strong language skills. [source] | |||||||||||||