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"Reading acquisition"
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Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness
This study aimed to determine how Chinese children adapt to Chinese orthography–phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness (PA) exerts not only a direct influence on PRA but also an indirect influence through paired– associate learning (PAL). We also explored whether the association between PA and PAL is affected by the complexity of visual stimuli embedded in PAL. This study recruited 70 s-grade students to participate in various tests, which assessed (a) PA (measured by onset and rhyme awareness), (b) PRA (measured by regularity and consistency of phonetic radicals), (c) PAL (measured by learning performance on strokes; pattern-object and strokes pattern-syllable mapping), and (d) Chinese character recognition ability. Path analyses indicated that (1) character size had a significant positive correlation with PRA but not with PAL, (2) PAL fully mediated the association between PA and PRA, and (3) compared with PAL with a low stroke count, PA had a stronger relationship with PAL with a high stroke count. The results of this study were consistent with previous studies and suggest that PRA is the most important literacy skill for children in the middle of their learning-to-read stage. The results also augment existing literature by revealing that PRA acquisition is increased by PAL supported by PA, rather than by PA alone. Moreover, when the visual complexity of PAL increases, the support of PA to PAL would increase to make up for the working memory shortage.
Journal Article
Book smart : how to develop and support successful, motivated readers
\"Reading aloud to and with young children is an experience that serves a variety of purposes. In Book Smart: How to Support Successful, Motivated Readers, the experience of reading together is used as a vehicle for discussing the varied yet interconnected language and literacy skills that jumpstart the career of a successful reader. Authored by two passionate psychologists and educators, this book is a how-to guide rich with stories, lessons, activities, and ideas aimed at addressing the broad range of interpersonal, social, emotional, and motivational skills that must be fostered in young children. The early chapters in this book will help you get your child ready for school and ready to read, and the later chapters will help you foster your child's lifelong love of reading. Throughout the book, the authors also provide tips for building a special bond with your child through reading together - from giving appropriate praise to modeling persistence. Perhaps most importantly, this book serves as a guide along the path to becoming an independent reader. This journey begins with a discussion of oral language and emergent literacy skills and then moves into the child's early writing attempts, story comprehension, general knowledge development and social-emotional growth. A highly informative but light-hearted read, this book will allow you to bring the joy of reading into your home\"-- Provided by publisher.
Book
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Growth curve analyses showed that (a) word-level phonological and orthographic awareness show greatest growth during the primary grades but some additional growth thereafter, and (b) three kinds of morphological awareness show greatest growth in the first three or four grades but one—derivation—continues to show substantial growth after fourth grade. Implications of the findings for the role of three kinds of linguistic awareness—phonological, orthographic, and morphological—in learning to read and spell words are discussed. A case is made that phonological awareness, while necessary, is not sufficient for learning to read English—all three kinds of linguistic awareness that are growing during the primary grades need to be coordinated and applied to literacy learning. This finding and a review of the research on linguistic awareness support the conclusion that the recommendations of the National Reading Panel need to be amended so that the research evidence supporting the importance of both orthographic and morphological awareness, and not only phonological awareness, is acknowledged. Moreover, evidence-based strategies for teaching each of these kinds of linguistic awareness and their interrelationships need to be disseminated to educational practitioners.
Journal Article
Building literacy with English language learners : insights from linguistics
\"How can linguistics help teachers of English language learners (ELLs) improve their instruction? What specific competencies do ELLs need to build in order to speak, listen, read, and write in a new language? Now revised and expanded with a broader view of literacy, this book has guided thousands of inservice and preservice teachers to understand the processes involved in second-language acquisition and help ELLs succeed. The authors explain relevant linguistic concepts with a focus on what works in today's diverse PreK-12 classrooms. Effective teaching strategies are illustrated with engaging classroom vignettes; the volume also features instructive discussion questions and a glossary. Coverage of timely topics, such as numeracy and the language innovations of text messages. \"-- Provided by publisher.
Book
Visual Skills and Chinese Reading Acquisition: A Meta-analysis of Correlation Evidence
This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a global construct had a medium correlation effect size (r=0.32) associated with Chinese reading acquisition. The various visual processing skills differed in their relation to Chinese reading acquisition in different stages. Visual perception, speed of processing visual information, and pure visual memory had low-to-moderate correlations with Chinese reading acquisition in the lower grades (i.e., below second grade), whereas these relations did not retain their magnitude for children in the higher grades (i.e., second through sixth grades). By contrast, visual—verbal association skill was found to account for 34 and 41 % of the variance in children's Chinese reading acquisition in both lower and higher grade levels, respectively. Greater attention to this construct can significantly benefit reading research and instructional practice. No regional differences between studies in Mainland China and Hong Kong were found in the meta-analysis.
Journal Article
Moving Beyond Phonological Awareness: The Role of Phonological Awareness Skills in Arabic Reading Development
In the current research we investigate the role of early phonological awareness skills on reading development in diglossic Arabic. Two-hundred and six Arabic speaking first graders, composed of 25 at-linguistic risk pupils (LR group) and 181 normally developing readers, representing the found heterogeneity in the classroom participated in this study. For this purpose, phonological training program was developed where we followed the pupils’ development in both phonological awareness skills and reading development in second grade. As indicated by the study results, higher achievements in phonological awareness measures was noted among HG group in first grade. After Training, significant improvement in phonological awareness was noted among both groups, where LR group was able to close the gaps in phonological awareness skills with HG group. When examining the relationship between phonological awareness and reading performance, moderate positive correlation was found within HG group whereas strong positive relationship was encountered with the LR group. Despite the progress in phonological awareness skills and its strong relationship with reading, LR group showed lower reading performance when compared to HG group. The study results are discussed in relation to its scientific and didactic implications on Arabic reading acquisition.
Journal Article
Ending the Reading Wars : Reading Acquisition From Novice to Expert
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of 'reading wars.' Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children's earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work. [Author abstract]
Journal Article