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"Early Reading"
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The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?
We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6—10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.
Journal Article
Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.
Journal Article
The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills
An early home literacy environment is essential to children’s later reading development. However, few studies have explored the home literacy environment’s influence on Chinese reading in preschoolers across a wide age range. The present study mainly investigated the effects of the home literacy environment on Chinese word reading in 3- to 6-year-old children. Additionally, children’s literacy interest, which is important for reading development and interacts with the home literacy environment, was also measured. Two hundred twenty-three children were recruited and completed a Chinese character recognition task, and their parents were asked to rate the children’s home literacy environment. The results showed that the home literacy environment changed significantly with children’s age, suggesting that the home literacy environment may change over time. Hierarchical regression analyses revealed that the effect of the home literacy environment on Chinese word reading showed different patterns across age groups. Specifically, parent reading instruction and children’s interest in print played unique roles in the Chinese word reading of 4-year-old children. Moreover, home reading resources independently contributed to 6-year-olds’ word reading skills, with a marginally significant effect of parent reading instruction. The results provided important evidence for the home literacy model in early Chinese word reading development and highlighted the necessity of incorporating children’s literacy interest into investigations of the home literacy environment.
Journal Article
Seeing the mouth: the importance of articulatory gestures during phonics training
Substantial evidence exists suggesting that access to articulatory gestures during instruction improves students’ phonological awareness skills, but researchers have yet to explore the role of articulatory gestures in initial phonics instruction. The purpose of this study was to examine if visual access to articulatory gestures (i.e., mouth cues) of the instructor increases the acquisition and retention of grapheme-phoneme correspondences (GPC). A secondary purpose was to examine if strategic incremental rehearsal (SIR) is an effective method for teaching GPC to preschoolers. A multiple probe across behaviors with an embedded adapted alternating treatments design was used to examine intervention effects. Results provide strong evidence of the importance of students having visual access to their teachers’ articulatory gestures during GPC training.
Journal Article
Evaluation of a School-Based Headsprout Intervention for Improving Literacy
Headsprout Early Reading is a computer-based program designed on behavioral principles to enhance the basic skills that underpin the initial development of reading. In a within and between groups design, and using primary schools within Northern Ireland that had a currently high proportion of disadvantaged pupils, children who were behind their peers in progress with reading were randomly allocated to an intervention group (n = 79), where the target was to work through 80 reading training episodes within a school year, or a teaching as usual group (n = 44). Reading skills were assessed in all children before, at the midpoint, and after the intervention using a flashcard-based phonics identification test with three levels of difficulty, and before and after intervention using a standardized reading assessment, which generated a sentence reading age and a phonics reading age. Both groups showed increased scores on all measures over the 6 months of the study, but the intervention group showed markedly greater improvement. Importantly, the mean scores on sentence reading age and phonics reading age for the intervention group increased by over 17 months and 12.1 months, respectively, as opposed to 7.6 months and 7.8 months with the control group. These findings also validated the use of the flashcard-based phonics identification test with this population. This study indicates that widespread use of Headsprout Early Reading in mainstream education could be highly effective.
Journal Article