The role of achievement beliefs and behaviours in spontaneous reading acquisition

2006 ◽  
Vol 16 (6) ◽  
pp. 569-582 ◽  
Author(s):  
Sanna Fyrstén ◽  
Jari-Erik Nurmi ◽  
Heikki Lyytinen
Keyword(s):  
Reading Acquisition ◽  
Achievement Beliefs

The role of phoneme and onset-rime awareness in second language reading acquisition

2011 ◽  
Vol 34 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Corinne A. Haigh ◽  
Robert Savage ◽  
Caroline Erdos ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Reading Acquisition ◽  
Second Language Reading

scholarly journals The Dramatic Impact of Explicit Instruction on Learning to Read in a New Writing System

2021 ◽  
Vol 32 (4) ◽  
pp. 471-484
Author(s):  
Kathleen Rastle ◽  
Clare Lally ◽  
Matthew H. Davis ◽  
J. S. H. Taylor
Keyword(s):  
Teaching Method ◽  
Explicit Instruction ◽  
Reading Acquisition ◽  
Writing System ◽  
The Novel ◽  
Writing Systems ◽  
Learning To Read ◽  
The Impact ◽  
Novel Words

There is profound and long-standing debate over the role of explicit instruction in reading acquisition. In this research, we investigated the impact of teaching regularities in the writing system explicitly rather than relying on learners to discover these regularities through text experience alone. Over 10 days, 48 adults learned to read novel words printed in two artificial writing systems. One group learned spelling-to-sound and spelling-to-meaning regularities solely through experience with the novel words, whereas the other group received a brief session of explicit instruction on these regularities before training commenced. Results showed that virtually all participants who received instruction performed at ceiling on tests that probed generalization of underlying regularities. In contrast, despite up to 18 hr of training on the novel words, less than 25% of discovery learners performed on par with those who received instruction. These findings illustrate the dramatic impact of teaching method on outcomes during reading acquisition.

Reading Between the Lines: Neurocognition and Reading Acquisition in Remote Indigenous Australia

2019 ◽  
Vol 50 (3) ◽  
pp. 460-478 ◽  
Author(s):  
Melissa Renee Freire ◽  
Kristen Pammer
Keyword(s):  
Reading Acquisition ◽  
Indigenous Populations ◽  
Sociocultural Factors ◽  
Indigenous Australians ◽  
Academic Progression ◽  
Elementary Schooling ◽  
Indigenous Australia ◽  
Sociocultural Development ◽  
The Relationship

Successful academic progression relies on a child’s ability to develop proficient reading skills. In Australia, the majority of children achieve this milestone during elementary schooling. Yet Australian Indigenous children, particularly those living in remote and rural regions of Australia, consistently struggle to meet national benchmarks for reading, as evidenced by national benchmark data. There has been extensive debate about whether sociocultural factors impinge on academic achievement for Indigenous Australians, but little discussion regarding the possible role of neurocognitive factors. In this review, we consider limited available research on neurocognitive mechanisms associated with reading for Indigenous populations and argue for an urgent need to consider the relationship between neurocognitive and sociocultural development when examining reading acquisition outcomes for this population. We also discuss the plausibility of targeting the potential neurocognitive strengths of certain Indigenous populations to scaffold reading acquisition and identify opportunities for furthering this line of research.

The Relationship between Conceptual Tempo, Phonological Awareness, and Word Recognition in Beginning Readers

1981 ◽  
Vol 13 (2) ◽  
pp. 173-185 ◽  
Author(s):  
William E. Tunmer ◽  
Claire M. Fletcher
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Acquisition ◽  
First Grade ◽  
Beginning Readers ◽  
Highly Correlated ◽  
The Relationship ◽  
Conceptual Tempo

An alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition is presented. The discussion yields three hypotheses, which are the focus of the present study: (1) conceptual tempo is related to phonological awareness; (2) the relationship between phonological awareness and reading ability (in beginning readers) is stronger than the relationship between conceptual tempo and reading ability; and (3) conceptual tempo and phonological awareness are differentially related to the recognition of real and synthetic words. Thirty-seven first grade children were individually administered tests of verbal intelligence, conceptual tempo, phonological awareness, and reading ability. The data indicate that phonological awareness is significantly correlated with conceptual tempo, that phonological awareness is related to synthetic word recognition, and that synthetic word recognition is highly correlated with real word recognition. The results are explained in terms of a model of reading acquisition that emphasizes the role of metalinguistic abilities in learning to read.

scholarly journals Developmental Changes in the Role of Different Metalinguistic Awareness Skills in Chinese Reading Acquisition from Preschool to Third Grade

PLoS ONE ◽  
2014 ◽  
Vol 9 (5) ◽  
pp. e96240 ◽  
Author(s):  
Tong-Qi Wei ◽  
Hong-Yan Bi ◽  
Bao-Guo Chen ◽  
Ying Liu ◽  
Xu-Chu Weng ◽  
...  
Keyword(s):  
Reading Acquisition ◽  
Developmental Changes ◽  
Third Grade ◽  
Metalinguistic Awareness ◽  
Chinese Reading
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