Young Children's Concepts about Print and Reading: Toward a Model of Word Reading Acquisition

1987 ◽  
Vol 22 (2) ◽  
pp. 237 ◽  
Author(s):  
Richard G. Lomax ◽  
Lea M. McGee
Keyword(s):  
Word Reading ◽  
Reading Acquisition ◽  
Concepts About Print

scholarly journals An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence

1989 ◽  
Vol 21 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Jeanne M. Burns ◽  
Donald J. Richgels
Keyword(s):  
Word Reading ◽  
Reading Proficiency ◽  
Invented Spelling ◽  
Spelling Test ◽  
Phonological Knowledge ◽  
Spelling Ability ◽  
Task Requirements ◽  
Concepts About Print ◽  
Word Writing ◽  
Letter Sound

This study examined whether conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Thirty-two 4-year-olds with scores of 116 or higher on the Stanford-Binet Intelligence Test were classified as Non-spellers and Inventive Spellers based on their spellings of 10 words on the Invented Spelling Test. All subjects were administered 11 different tasks which examined alphabet knowledge, word segmentation, sound/letter association, and reading knowledge. Results indicated that all subjects displayed a similar ability when required to recite the alphabet, recognize uppercase letter names, segment words into syllables, and identify basic concepts about print. Inventive Spellers demonstrated superiority at letter/sound identification and segmentation of words by phonemes. Although significant differences were observed between Non-spellers and Inventive Spellers on wordknowledge tasks, dramatic differences among Inventive Spellers were evident. Forty-four percent of the Inventive Spellers were found to be Proficient Word Readers whereas the remaining 56% displayed reading proficiency at a similar level as the Non-spellers. A relation was found between spelling ability and conscious use of phonological knowledge; however, word reading appeared to be a related (but separate) ability from word writing.

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.

Early Literacy: A Developmental and Comparative Analysis

1996 ◽  
Vol 20 (1) ◽  
pp. 49-60
Author(s):  
G. Robinson ◽  
C. M. Rutten
Keyword(s):  
Comparative Analysis ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
Word Reading ◽  
Literacy Skills ◽  
Developmental Model ◽  
Developmental Sequence ◽  
Skill Levels ◽  
Concepts About Print ◽  
Better Than

In two experiments, the acquisition of literacy skills by three to six year olds was examined to (1) assess a possible developmental sequence of knowledge about print and word reading, and (2) compare the skill levels of good and poor six year old readers using a developmental model.The first experiment involved 30 three, four and five year olds from a preschool and primary school who were assessed on a battery of tasks designed to measure five aspects of awareness of print and word reading concepts. The five aspects assessed were concepts about print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge and word reading. Analysis of the data showed a developmental expansion of print related concepts and skills with age.In the second experiment, using similar methodology, 25 good six year old readers performed significantly better than 22 poor six year old readers across all component measures and a developmental lag reading disability model was thus implied.

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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