Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors

2002 ◽  
Vol 26 (4) ◽  
pp. 334-344 ◽  
Author(s):  
Dina C. Castro ◽  
Bobbie B. Lubker ◽  
Donna M. Bryant ◽  
Martie Skinner
Keyword(s):  
Reading Comprehension ◽  
Low Income ◽  
Oral Language ◽  
Maternal Education ◽  
Word Identification ◽  
First Grade ◽  
Future Research ◽  
Letter Word ◽  
Reading Abilities ◽  
Verbal Analogies

This study investigated the relationship between selected child and family demographic characteristics (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child’s educational attainment), and preschool experience with poor Peruvian first-grade children’s oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students ( N = 137) of five schools in a poor neighbourhood of Lima, Peru participated in the study. Children were given picture vocabulary, verbal analogies, letter-word identification, and reading comprehension tests. Information about the children and their families was gathered through parent interviews. Children whose parents had higher expectations obtained higher scores on picture vocabulary, verbal analogies, letter-word identification and reading comprehension. Children who attended private and public preschools obtained higher scores in letter-word identification than those who did not attend preschool. These findings support previous research on the relevance of family beliefs, above and beyond sociodemographic variables, as contributors to children’s oral language and reading, and provide some evidence of the benefits of preschool among children living in poverty. Future research is recommended to identify the specific strategies used by low-income Peruvian parents with high expectations to support their children’s language and reading; and to determine the relationships between type and quality in Peruvian preschool programmes, and programme practices that may differentially affect children’s language and reading skills.

Early Positive Predictors of Later Reading Comprehension for African American Students

2003 ◽  
Vol 34 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Holly K. Craig ◽  
Carol M. Connor ◽  
Julie A. Washington
Keyword(s):  
African American ◽  
Reading Comprehension ◽  
Low Income ◽  
Oral Language ◽  
Cognitive Skills ◽  
African American Students ◽  
Shape Matching ◽  
First Grade ◽  
American Students ◽  
American Children

Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

scholarly journals The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

2011 ◽  
Vol 44 (4) ◽  
pp. 339-347 ◽  
Author(s):  
Douglas Fuchs ◽  
Donald L. Compton ◽  
Lynn S. Fuchs ◽  
Bobette Bouton ◽  
Erin Caffrey
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Fixed Effects ◽  
Word Identification ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Impulsive Behavior ◽  
Alphabetic Knowledge

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

scholarly journals Are Student Absences Worth the Worry in U.S. Primary Schools?

2017 ◽  
Vol 12 (2) ◽  
pp. 137-165 ◽  
Author(s):  
Seth Gershenson ◽  
Alison Jacknowitz ◽  
Andrew Brannegan
Keyword(s):  
North Carolina ◽  
English Language Learners ◽  
Low Income ◽  
Primary Schools ◽  
English Language ◽  
First Grade ◽  
Educational Process ◽  
Policy Implications ◽  
Future Research ◽  
Nationally Representative

Student absences are a potentially important, yet understudied, input in the educational process. Using longitudinal data from a nationally representative survey and rich administrative records from North Carolina, we investigate the relationship between student absences and academic performance. Generally, student absences are associated with modest but statistically significant decreases in academic achievement. The harmful effects of absences are approximately linear, and are two to three times larger among fourth and fifth graders in North Carolina than among kindergarten and first-grade students in the nationally representative Early Childhood Longitudinal Study. In both datasets, absences similarly reduce achievement in urban, rural, and suburban schools. In North Carolina, the harm associated with student absences is greater among both low-income students and English language learners, particularly for reading achievement. Also, in North Carolina, unexcused absences are twice as harmful as excused absences. Policy implications and directions for future research are discussed.

Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support

2019 ◽  
Vol 39 (4) ◽  
pp. 238-249
Author(s):  
Adrienne Stuckey ◽  
Kizzy Albritton
Keyword(s):  
Early Literacy ◽  
Low Income ◽  
Oral Language ◽  
Instructional Support ◽  
Preschool Age ◽  
Future Research ◽  
Language And Literacy ◽  
Early Language ◽  
Screening Process ◽  
Preschool Age Children

Many recent studies about preschool early language and literacy skills utilize multiple assessments to identify young children who require additional multitiered instructional support. Although the use of a single screening instrument may be efficient but overidentify children in need of intervention, the universal administration of multiple diagnostic assessments can allow for greater precision but strain available local resources. This study explored the use of a multiple-gating screening procedure to identify preschool-age children from low-income backgrounds who exhibit early literacy and language weaknesses and may be in need of additional instructional support. A brief early language and literacy screening measure was administered to all children followed by an oral language diagnostic measure administered to a subset of children based on predetermined criteria. Findings suggest that the multiple-gating procedure decreased the rate of false positives and may be an effective screening approach for early childhood settings. Implications for future research are discussed.

scholarly journals Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties

2011 ◽  
Vol 44 (4) ◽  
pp. 348-357 ◽  
Author(s):  
Amy M. Elleman ◽  
Donald L. Compton ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Bobette Bouton
Keyword(s):  
Reading Comprehension ◽  
Concurrent Validity ◽  
Word Identification ◽  
Dynamic Assessment ◽  
Second Grade ◽  
Children At Risk ◽  
Inference Making ◽  
Reading Abilities ◽  
Standardized Measure ◽  
Better Than

In this study, the authors explore a newly constructed dynamic assessment (DA) intended to tap inference-making skills that they hypothesize will be predictive of future comprehension performance. The authors administered the test to 100 second-grade children using a dynamic format to consider the concurrent validity of the measure. The dynamic portion of the assessment comprised teaching children to be “reading detectives” by using textual clues to solve what was happening in the story. During the DA children listened to short passages and answered three inferential questions (i.e., one setting, two causal). If children were unable to answer a question, they were reminded what a reading detective would do and given a set of increasingly concrete prompts and clues to orient them to the relevant portion of text until they could answer the question correctly. Results showed that the DA correlated significantly with a standardized measure of reading comprehension and explained a small but significant amount of unique variance in reading comprehension above and beyond vocabulary and word identification skills. In addition, results suggest that DA may be better than the standardized measure of reading comprehension at identifying intraindividual differences in young children’s reading abilities.

Exploring the Efficacy of Online Strategy Instruction for Improving the Reading Abilities of Students with Learning Disabilities

2012 ◽  
Vol 27 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Nancy S. Fitzgerald ◽  
Susan P. Miller ◽  
Kyle Higgins ◽  
Tom Pierce ◽  
Dick Tandy
Keyword(s):  
Learning Disabilities ◽  
Oral Reading ◽  
Word Identification ◽  
Strategy Instruction ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Abilities ◽  
Multiple Probe ◽  
Identification Strategy

The purpose of this study was to investigate the effect of using online modules to teach The Word Identification Strategy (Lenz, Schumaker, Deshler, & Beals, 2007) to elementary and middle school students with learning disabilities in reading. The five participants in this multiple probe across participants study were enrolled in an online charter school and received their instruction via the school's Internet-based platform. Baseline, intervention, and maintenance data revealed that all five participants improved in the area of oral reading. Additional standardized and curriculum-based pre- and posttest measures revealed improvements related to oral reading, comprehension, and use of the strategy. Implications for teaching The Word Identification Strategy within an online context are discussed and recommendations for future research in this area are provided.

Examining the Association Between Executive Functions and Developmental Domains of Low-Income Children in the United States and Turkey

2018 ◽  
Vol 122 (1) ◽  
pp. 155-179 ◽  
Author(s):  
Mubeccel Gonen ◽  
Tulin Guler-Yildiz ◽  
Ayca Ulker-Erdem ◽  
Aileen Garcia ◽  
Helen Raikes ◽  
...  
Keyword(s):  
Problem Solving ◽  
Executive Functions ◽  
Low Income ◽  
Motor Development ◽  
Maternal Education ◽  
The United States ◽  
Fine Motor ◽  
Future Research ◽  
Developmental Domains ◽  
The U.S

This study examined the relations between executive functions and developmental domains of preschool children from low-income families through an intercultural perspective in the U.S. and Turkey. A total of 471 children and their primary caregivers participated in the Turkey part of the study, while 286 children and their parents engaged in U.S. sample. Regression analyses revealed that fine motor, problem solving, and executive functions of children between two contexts were significantly different from each other. In the U.S., executive functions predicted communication, problem solving, and fine motor development, whereas in the Turkish sample, executive functions did not predict domain scores. Child gender predicted four of five developmental outcomes in the U.S., whereas maternal education predicted two of five outcomes in Turkey. In addition, invariance testing demonstrated that predictors to outcomes were not significantly different between the two countries. Country differences from the first set of outcomes were explained in the context of the research sites, children’s socialization, and cultural expectations surrounding child development. This study raises questions about relations between executive functions and developmental domains for future research.

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

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