Beginning to read in Turkish: A phonologically transparent orthography

1997 ◽  
Vol 18 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Banu Öney ◽  
Aydin Yücesan Durgunoğlu
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Listening Comprehension ◽  
Recognition Performance ◽  
First Grade ◽  
Literacy Acquisition ◽  
Letter Recognition ◽  
Transparent Orthography ◽  
The Impact

AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.

Audiovisual Speech Processing in Relationship to Phonological and Vocabulary Skills in First Graders

2021 ◽  
pp. 1-19
Author(s):  
Liesbeth Gijbels ◽  
Jason D. Yeatman ◽  
Kaylah Lalonde ◽  
Adrian K. C. Lee
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Visual Cues ◽  
First Graders ◽  
First Grade ◽  
Vocabulary Knowledge ◽  
Visual Speech ◽  
The Impact

Purpose It is generally accepted that adults use visual cues to improve speech intelligibility in noisy environments, but findings regarding visual speech benefit in children are mixed. We explored factors that contribute to audiovisual (AV) gain in young children's speech understanding. We examined whether there is an AV benefit to speech-in-noise recognition in children in first grade and if visual salience of phonemes influences their AV benefit. We explored if individual differences in AV speech enhancement could be explained by vocabulary knowledge, phonological awareness, or general psychophysical testing performance. Method Thirty-seven first graders completed online psychophysical experiments. We used an online single-interval, four-alternative forced-choice picture-pointing task with age-appropriate consonant–vowel–consonant words to measure auditory-only, visual-only, and AV word recognition in noise at −2 and −8 dB SNR. We obtained standard measures of vocabulary and phonological awareness and included a general psychophysical test to examine correlations with AV benefits. Results We observed a significant overall AV gain among children in first grade. This effect was mainly attributed to the benefit at −8 dB SNR, for visually distinct targets. Individual differences were not explained by any of the child variables. Boys showed lower auditory-only performances, leading to significantly larger AV gains. Conclusions This study shows AV benefit, of distinctive visual cues, to word recognition in challenging noisy conditions in first graders. The cognitive and linguistic constraints of the task may have minimized the impact of individual differences of vocabulary and phonological awareness on AV benefit. The gender difference should be studied on a larger sample and age range.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Classroom Noise and Children Learning Through a Second Language

2005 ◽  
Vol 36 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Peggy Nelson ◽  
Kathryn Kohnert ◽  
Sabina Sabur ◽  
Daniel Shaw
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Signal To Noise Ratio ◽  
Recognition Performance ◽  
Recognition Task ◽  
English Word ◽  
Noise Condition ◽  
English Only ◽  
Task Behavior ◽  
The Impact

Purpose: Two studies were conducted to investigate the effects of classroom noise on attention and speech perception in native Spanish-speaking second graders learning English as their second language (L2) as compared to English-only-speaking (EO) peers. Method: Study 1 measured children’s on-task behavior during instructional activities with and without soundfield amplification. Study 2 measured the effects of noise (+10 dB signal-to-noise ratio) using an experimental English word recognition task. Results: Findings from Study 1 revealed no significant condition (pre/postamplification) or group differences in observations in on-task performance. Main findings from Study 2 were that word recognition performance declined significantly for both L2 and EO groups in the noise condition; however, the impact was disproportionately greater for the L2 group. Clinical Implications: Children learning in their L2 appear to be at a distinct disadvantage when listening in rooms with typical noise and reverberation. Speech-language pathologists and audiologists should collaborate to inform teachers, help reduce classroom noise, increase signal levels, and improve access to spoken language for L2 learners.

scholarly journals The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills

2018 ◽  
Vol 39 (5) ◽  
pp. 289-303 ◽  
Author(s):  
◽  
Y. D. Chiu
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Processing ◽  
Oral Language ◽  
Structural Equation ◽  
Listening Comprehension ◽  
Equation Model ◽  
Simple View Of Reading ◽  
Simple View ◽  
Grade 3

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

scholarly journals The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties

2020 ◽  
pp. 073194872095812
Author(s):  
Miriam McBreen ◽  
Robert Savage
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Preliminary Evidence ◽  
Reading Performance ◽  
Students At Risk ◽  
Quasi Experimental ◽  
The Impact

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties ( n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

The Relationship Between Speech-Language Impairments and Reading Disabilities

1993 ◽  
Vol 36 (5) ◽  
pp. 948-958 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Disabilities ◽  
Language Impairments ◽  
Rapid Automatized Naming ◽  
Reading Tests ◽  
Standardized Measures ◽  
Language Tests ◽  
Written Word

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills

2021 ◽  
pp. 002221942110362
Author(s):  
Emily J. Solari ◽  
Ryan P. Grimm ◽  
Alyssa R. Henry
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
First Grade ◽  
Discrete Groups ◽  
Latent Classes ◽  
Linguistic Comprehension ◽  
Comprehension Development ◽  
The Impact ◽  
Reading Decoding

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field’s understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and disabilities. A sample of first-grade readers ( N = 314) were assessed at three timepoints across the first-grade year. These data were utilized to derive empirical latent classes based on reading comprehension performance across the first-grade year. Reading subcomponent skill assessments (phonological awareness, word reading, decoding, linguistic comprehension, and reading fluency), measured in the fall of first grade, were compared across latent classes to examine how they related to growth across the first-grade year. Results suggest that there were four distinct latent classes with differential reading comprehension development, each of which could also be distinguished by the subskill assessments. These findings are presented within the context of the broader reading research base and implications for practice are discussed.

Sign in / Sign up

Export Citation Format

Share Document