Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches in Greek

2001 ◽  
Vol 16 (4) ◽  
pp. 549-568 ◽  
Author(s):  
Timothy C. Papadopoulos
Keyword(s):  
Word Reading ◽  
Reading Acquisition ◽  
Instructional Approaches ◽  
Cognitive Correlates

scholarly journals Cognitive Correlates of Japanese Language (Hiragana) Reading Abilities among School-Aged very Low Birth Weight Children

2017 ◽  
Vol 7 (2) ◽  
pp. 33
Author(s):  
Motohiro Isaki ◽  
Tadahiro Kanazawa ◽  
Toshihiko Hinobayashi ◽  
Hiroyuki Kitajima
Keyword(s):  
Birth Weight ◽  
Low Birth Weight ◽  
Word Reading ◽  
Very Low Birth Weight ◽  
Naming Task ◽  
Reading Test ◽  
Cognitive Correlates ◽  
Multiple Stepwise Regression Analysis ◽  
Reading Abilities ◽  
Attention Tasks

Previous studies have examined that the reading abilities of Very Low Birth Weight (VLBW) children are poorer than those of Normal Birth Weight (NBW) children. However, little is known about the cognitive functions that have been used to explain the reading problems in VLBW children. This study investigated that the effects of attention function on reading abilities in VLBW children. 23 VLBW children (mean age 9.1 years old) and 23 NBW children (mean age 9.2 years old) completed a reading test (containing word reading and non-word reading tasks), attention tasks, a phonological task and a naming task. The group differences were significant for the non-word reading task and attention tasks. Moreover, there were significant correlations between scores on the reading test and those on attention tasks. Multiple stepwise regression analysis suggested the reading scores were influenced by attention. These results of the present study suggest that attentional dyslexia is a characteristic of reading among VLBW children.

Phonological recoding skills and learning to read: A longitudinal study

1984 ◽  
Vol 5 (3) ◽  
pp. 201-207 ◽  
Author(s):  
A. F. Jorm ◽  
D. L. Share ◽  
R. Maclean ◽  
R. G. Matthews
Keyword(s):  
Longitudinal Study ◽  
Reading Achievement ◽  
Word Reading ◽  
Reading Acquisition ◽  
Nonsense Word ◽  
Phonological Recoding ◽  
Verbal Intelligence ◽  
Learning To Read ◽  
Sight Word ◽  
Sight Word Reading

ABSTRACTThe study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.

Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

1989 ◽  
Vol 21 (3) ◽  
pp. 197-217 ◽  
Author(s):  
D. Ray Reutzel ◽  
Linda K. Oda ◽  
Blaine H. Moore
Keyword(s):  
Reading Ability ◽  
Word Reading ◽  
Reading Readiness ◽  
Instructional Approaches ◽  
Print Awareness ◽  
Print Concepts ◽  
Instructional Methodologies ◽  
Reading Abilities ◽  
Study Results ◽  
Experimental Group

This study investigated the effectiveness of three instructional approaches for developing kindergarteners' print concepts and print awareness. The study also sought to determine if developing children's print concepts exerted an influence upon their reading readiness and word reading ability at the end of kindergarten. Three intact kindergarten classrooms participated in the study with a total of 132 kindergarten students. The three instructional treatments consisted of (a) a “traditional readiness” approach—the control, (b) an “immersion in print approach—an experimental group, and (c) an “immersion in print + teacher-led instruction” approach—an experimental group. Teachers were trained and provided the appropriate instructional methodologies and materials. They were also monitored regularly to check for compliance. A series of posttests assessing print awareness, readiness and word reading were administered at the conclusion of the study. Results indicated that “teacher-led” print concept lessons resulted in significantly greater print concept development, although increasing children's print concepts did not lead to improved reading readiness nor improved word reading ability among young readers. Finally, it was shown that an immersion in print, whether or not “teacher-led” print lessons were offered, resulted in significantly better readiness and word reading abilities at the end of kindergarten than did the “traditional readiness” approach.

scholarly journals University Students with a Significant Historyof Reading Difficulties:What Is and Is Not Compensated?

2007 ◽  
Vol 17 (2) ◽  
Author(s):  
Rauno Parrila ◽  
George Georgiou ◽  
Julie Corkett
Keyword(s):  
University Students ◽  
Reading Disability ◽  
Phonological Processing ◽  
Word Reading ◽  
Reading Acquisition ◽  
History Of Reading ◽  
The Status ◽  
History Of ◽  
Recent Diagnosis ◽  
Reading Decoding

This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks.

Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition

2020 ◽  
Vol 79 ◽  
pp. 43-62
Author(s):  
Nathan H. Clemens ◽  
Kejin Lee ◽  
Maria Henri ◽  
Leslie E. Simmons ◽  
Oi-man Kwok ◽  
...  
Keyword(s):  
Progress Monitoring ◽  
Word Reading ◽  
Reading Acquisition
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