The Relationship of Eyemovement Measures to Psychomotor Skills and other Elemental Skills Involved in Learning to Read

1972 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
R. G. Stennett ◽  
P. C. Smythe ◽  
June Pinkney ◽  
Ada Fairbairn
Keyword(s):  
Reading Instruction ◽  
Beginning Reading ◽  
Psychomotor Skills ◽  
Psychomotor Tests ◽  
Learning To Read ◽  
Key Skills ◽  
Good Reading ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship

The results of the three studies reported indicate that a measure of simple oculomotor skill, relatively uncomplicated by cognitive and motivational factors, can be obtained by photographing Ss' eyemovements as they read digits with a set for speed. This simple oculomotor skill is apparently well developed in students who are beginning reading instruction. Simple psychomotor tests probably cannot be used as substitutes for direct eyemovement measures and neither such tests nor measures of simple oculomotor skill relate very well to several measures of the elemental sub-skills involved in learning to read. Efficient eyemovement behavior during reading is primarily a result rather than a cause of good reading. Studies which attempt to isolate the key skills explaining the variability in children's success in beginning reading can, therefore, safely ignore measures of eyemovement.

Modality Preference as a Model for Differentiating Beginning Reading Instruction: A Review of the Issues

1981 ◽  
Vol 4 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Barbara Larrivee
Keyword(s):  
Reading Instruction ◽  
Beginning Reading ◽  
Measurement Instruments ◽  
Instructional Programs ◽  
Learning To Read ◽  
Differential Instruction ◽  
Differentiating Instruction ◽  
Marked Preference ◽  
Beginning Reading Instruction ◽  
Modality Preference

This paper reviews accumulated research pertinent to the issue of modality preference as a method for differentiating beginning reading instruction. Research is considered here in the following categories: Studies providing differential instruction based on modality preference; related studies comparing auditory and visual modes as mediational channels; and studies dealing with the extent to which auditory and visual capacities are related to success in beginning reading. The following conclusions are presented: 1) Regardless of the measure used to classify learners, only a relatively small percentage of children showed a marked preference for either modality; 2) most current measurement instruments did not demonstrate the necessary reliability to be used in decisions concerning differential assignment of children to instructional programs; and 3) differentiating instruction according to modality preference apparently did not facilitate learning to read.

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

Conceptual Reasoning in Reading: A Complex Seriation of Meaning

1987 ◽  
Vol 31 (2) ◽  
pp. 161-172
Author(s):  
Alan J. Watson ◽  
Kenneth E. Sinclair
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Developmental Change ◽  
Extended Period ◽  
Student Responses ◽  
Learning To Read ◽  
Conceptual Reasoning ◽  
Relationship Of ◽  
The Relationship

A cognitive developmental view of learning to read was tested with 100 Year 4 children by examining the relationship of conceptual reasoning (multiple seriation and perceptual regulations), oral language (vocabulary and grammatic prediction) and reading (word recognition and comprehension). Regression analysis showed that multiple seriation and perceptual regulations, though related, are distinct in their contributions to the variance in reading. Backward regression indicated that reasoning contributed to the variance in reading independently of the influence of oral language. Qualitative aspects of student responses suggest ways in which reading involves the reasoning tasks studied. The findings, by suggesting the importance of non-language mental structuring activity for children's reading, indicate that language learning explanations of reading may not be sufficient. The study calls for longitudinal follow-up to examine the dynamic of developmental change over the extended period needed for learning to read.

Beginning reading instruction

1993 ◽  
Vol 19 (7) ◽  
pp. 601-665
Author(s):  
Dina Feitelson ◽  
Adriana G. Bus
Keyword(s):  
Reading Instruction ◽  
Beginning Reading ◽  
Beginning Reading Instruction

Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read: Response to Bowers & Bowers (2018)

2018 ◽  
Vol 71 (7) ◽  
pp. 1501-1505 ◽  
Author(s):  
Kathleen Rastle ◽  
J S H Taylor
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
First Year ◽  
Writing System ◽  
Learning To Read ◽  
Artificial Language Learning ◽  
Initial Stage ◽  
Stages Of Learning ◽  
Based Instruction ◽  
The Relationship

We previously reported an artificial language learning study designed to compare methods of reading instruction that emphasise learning the relationship between spelling and sound versus learning the relationship between spelling and meaning. Behavioural and neural data supported emphasis on spelling-sound knowledge, and we therefore advocated use of phonics in the initial stages of learning to read. Bowers and Bowers argue that these conclusions are not justified because we (a) mischaracterised the English writing system and (b) mischaracterised the meaning-based instruction used in schools. In this article, we respond to the first point by showing that the novel words used previously were a good approximation to the types of written words that children are exposed to in the first year of reading instruction. We respond to the second point by showing that while enhancements to meaning-based instruction can assist pupils to infer the meanings of unfamiliar words, these methods actually disadvantage long-term learning of those words. We conclude by suggesting that reading instruction should be based on an understanding of the writing system, properly characterised across the trajectory of learning. This means emphasis on spelling-sound regularities in the initial stage of learning to read and increasing emphasis on spelling-meaning regularities as children gain greater experience with text.

Sign in / Sign up

Export Citation Format

Share Document