Children's Reading Development

2015 ◽  
Keyword(s):  
Reading Development ◽  
Children's Reading ◽  
Children’S Reading

Children's reading of words, pseudohomophones, and other nonwords

2002 ◽  
Vol 55 (2) ◽  
pp. 543-565 ◽  
Author(s):  
Veronica Laxon ◽  
Jackie Masterson ◽  
Alison Gallagher ◽  
Julia Pay
Keyword(s):  
High Frequency ◽  
Reading Development ◽  
Low Frequency ◽  
Error Rates ◽  
Age Group ◽  
Neighbourhood Effects ◽  
Nonword Reading ◽  
Children's Reading ◽  
Children’S Reading ◽  
High Frequency Words

In Experiment 1 children aged 8-9 and 9-10 years were tested for neighbourhood and pseudohomophone effects in nonword reading. Neighbourhood effects (N effects) were robust irrespective of group or type of nonword. Pseudohomophones were read more accurately than other nonwords but this finding was robust only for the younger 8-9-year-olds. High-frequency words were read more accurately than low-frequency words, but the reverse applied to pseudohomophones based on high- and low-frequency words, although this was not robust. Error rates for the 9-10-year-olds in Experiment 1 were low, and so it was difficult to interpret the lack of a pseudohomophone advantage for reading nonwords in this age group. Experiment 2 was therefore carried out, which consisted of a replication of the first study with a further group of 9- 10-year-olds, but pronunciation latencies were measured, as well as accuracy. All the effects obtained in Experiment 1 were replicated but, in addition, an advantage for pseudohomophones in terms of pronunciation latencies was observed. The implications for accounts of reading development are discussed.

scholarly journals Flea market voices on literacy in Botswana

2018 ◽  
Vol 3 (2) ◽  
pp. 61-71
Author(s):  
Arua E Arua
Keyword(s):  
Reading Development ◽  
Top Down ◽  
Policy Makers ◽  
Teaching Of Reading ◽  
Reading Materials ◽  
Reading Culture ◽  
Flea Markets ◽  
Children's Reading ◽  
Flea Market ◽  
Children’S Reading

This paper presents the views of some flea market vendors and clients, especially those whose voices are never heard, on the literacy and education issues that affect Botswana. Although small, the sample of respondents used for this study is representative of the kinds of people that populate flea markets. However, a large percentage of the respondents are male, thus indicating that male voices are dominant even in this setting. The findings of the study, which are similar to those in the literacy literature on Botswana, include the following: children lack interest in reading; parents have not been involved in their children’s reading development; and there are inadequate library and other resources to support a reading culture in Botswana. Some respondents advocate direct teaching of reading to their children, procuring reading materials for them and sending them to good private schools as ways of improving their children’s reading. Overall, the study shows that there is need to complement the top-down approach with the bottom-up approach, as there are valuable lessons policy makers can glean from canvassing the views of those in non-traditional government structures such as the flea markets.

Schools involving parents in their children’s reading development

1986 ◽  
Vol 9 (2) ◽  
pp. 38-60 ◽  
Author(s):  
Derek Toomey
Keyword(s):  
Relevant Literature ◽  
Reading Development ◽  
Reading Programs ◽  
Home Reading ◽  
Children’S Learning ◽  
School Learning ◽  
Socialization Skills ◽  
Children's Reading ◽  
Children’S Reading ◽  
Children's Learning

Abstract Parents have considerable influence on their children’s learning in the processes of general socialization. Much of this learning is relevant to school learning and differences between families in these matters can cause substantial differences in children’s school achievements. This applies to children’s learning to read. Systematic studies have shown that schools can have considerable success in involving parents in assisting the reading development of low competence readers by using simple techniques of modelling and reinforcement which are part of parents’ general socialization skills. These studies are reviewed. The implications of the “natural learning approach” for home-reading programs is analyzed – and relevant literature is examined to portray two further approaches: a) schools involving parents in activities which are Generally supportive of their children’s reading development; b) parents being trained to develop their children’s cognitive/reading skills during reading episodes. These models have not yet been systematically evaluated.

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