scholarly journals First Graders' Use of Analogy in Word Reading

1998 ◽  
Vol 30 (3) ◽  
pp. 389-403 ◽  
Author(s):  
Chiung-Chu Wang ◽  
Janet S. Gaffhey
Keyword(s):  
Word Reading ◽  
First Graders ◽  
Letter Identification ◽  
Word Decoding ◽  
Word Test ◽  
First Time

This study investigated first graders' use of analogy in word decoding. All students were given three tasks, Letter Identification, Ohio Word Test, and Dictation, from Clay's Observation Survey (1993). They were asked to read three types of words - analogous, non-analogous, and misanalogous - twice. The first time, children were asked to read the words and received no help from the researcher. The second time, they were shown and told clue words before reading. Students read more words correctly after exposure to analogous clue words. In addition, the Dictation task accounted for a large proportion of variance on the decoding of analogous words. This study clarified the results of previous research, specifically, the helpfulness of clue words in decoding by analogy and the abilities of first graders that may contribute to this strategy.

Developmental Changes in Word Recognition: An Information-Processing Account

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling
Keyword(s):  
Word Recognition ◽  
Conceptual Knowledge ◽  
Context Effect ◽  
Word Reading ◽  
Contextual Information ◽  
Developmental Changes ◽  
Learning To Read ◽  
Young Readers ◽  
Single Word Reading ◽  
First Time

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.

A Hyperlexic-Like Reading Style Is Associated With Increased Autistic Features in Girls With ADHD

2017 ◽  
Vol 23 (8) ◽  
pp. 767-776 ◽  
Author(s):  
Jakob Åsberg Johnels ◽  
Christopher Gillberg ◽  
Svenny Kopp
Keyword(s):  
Social Communication ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Difficulties ◽  
Autism Spectrum ◽  
Word Decoding ◽  
Full Sample ◽  
Adhd Diagnosis ◽  
Girls With Adhd ◽  
Better Than

Objective: Hyperlexic-like reading (defined as word decoding much better than comprehension) has been associated with autism spectrum disorder (ASD). Here we study correlates of a hyperlexic-like reading style (HPL) in ADHD, a condition known to co-occur both with reading difficulties and ASD. Method: We compared 10 girls with an ADHD diagnosis plus HPL with 26 with ADHD minus HPL. Results: Girls with HPL scored marginally lower in reading comprehension but did not differ from non-HPL girls in IQ, vocabulary, or in the severity of ADHD ratings. However, in addition to scoring much better on word decoding, HPL readers also displayed higher levels of social-communication deficits on the ADOS-G and the ADI-R. Moreover, correlation analysis in the full sample revealed an association between increasing autistic features and word reading. Conclusion: The study underscores the heterogeneity of reading skills in ADHD, and shows the relevance of subclinic autistic features for understanding this variability.

Phonological and morphological awareness in first graders

1993 ◽  
Vol 14 (2) ◽  
pp. 177-195 ◽  
Author(s):  
Joanne F. Carlisle ◽  
Diana M. Nomanbhoy
Keyword(s):  
Phonological Awareness ◽  
Internal Structure ◽  
Research Study ◽  
Word Reading ◽  
First Graders ◽  
Morphological Awareness ◽  
The Other ◽  
Linguistic Knowledge ◽  
Older Students ◽  
Learning To Read

ABSTRACTPhonological awareness is thought to be related to children's success in learning to read because it indicates an awareness of the internal structure of words. Morphological awareness, which has been found to be related to reading achievement for older students, may offer a more comprehensive measure of linguistic sensitivity because it entails not only phonological awareness, but also other aspects of linguistic knowledge. The research study reported herein was designed to investigate the extent to which phonological awareness contributes to the morphological awareness of first graders and to determine the extent to which phonological and morphological awareness account for variance in word reading. Two tasks of morphological awareness were used, one assessing judgments of morphological relations and the other assessing the production of inflected and derived forms.

Contrasting Effects of Letter-spacing in Alexia: Further Evidence that Different Strategies Generate Word Length Effects in Reading

1995 ◽  
Vol 48 (3) ◽  
pp. 573-597 ◽  
Author(s):  
Cathy J. Price ◽  
Glyn W. Humphreys
Keyword(s):  
Word Length ◽  
Word Reading ◽  
Word Identification ◽  
Letter Identification ◽  
Strategic Adaptation ◽  
Functional Deficit ◽  
Reading Experiment ◽  
Normal Word ◽  
Flanker Interference ◽  
Length Effects

The reading behaviour of two alexic patients (SA and WH) is reported. Both patients are severely impaired at reading single words, and both show abnormally strong effects of word length when reading. These two symptoms are characteristic of letter-by-letter reading. Experiment 1 examined the pattern of errors when the patients read large and small words. Further experiments examined the effects of inter-letter spacing on word naming (Experiments 2a and 2b) and the identification of letters in letter strings (Experiment 3). For both patients, letter identification was better for widely spaced letters in letter strings, and this effect was most pronounced for the central letters in the strings. This is consistent with abnormally strong flanker interference in letter identification. However, inter-letter spacing affected word reading behaviour in the two patients in different ways. SA's word reading improved with widely spaced letters; WH's word reading was disrupted. This suggests that these patients adopted different strategies when reading words. We conclude that several reading behaviours can elicit word length effects, and that these different behaviours can reflect strategic adaptation to a common functional deficit in patients. We discuss the implications both for understanding alexia and for models of normal word identification.

scholarly journals Varieties of Alexia From Fusiform, Posterior Inferior Temporal and Posterior Occipital Gyrus Lesions

2004 ◽  
Vol 15 (1-2) ◽  
pp. 35-50 ◽  
Author(s):  
Yasuhisa Sakurai
Keyword(s):  
Visual Analysis ◽  
Word Reading ◽  
Temporal Cortex ◽  
Inferior Temporal Cortex ◽  
Letter Identification ◽  
Pure Alexia ◽  
Cortex Lesion ◽  
Word Images ◽  
Whole Word ◽  
Reading Impairments

Reading impairments of three alexia patients, two pure alexia and one alexia with agraphia, due to different lesions were examined quantitatively, using Kanji (Japanese morphogram) words, Kana (Japanese phonetic writing) words and Kana nonwords. Kana nonword reading was impaired in all three patients, suggesting that widespread areas in the affected occipital and occipitotemporal cortices were recruited in reading Kana characters (corresponding to European syllables). In addition, the findings in patient 1 (pure alexia for Kanji and Kana from a fusiform and lateral occipital gyri lesion) and patient 2 (pure alexia for Kana from a posterior occipital gyri lesion) suggested that pure alexia could be divided into two types, i.e. ventromedial type in which whole-word reading, together with letter identification, is primarily impaired because of a disconnection of word-form images from early visual analysis, and posterior type in which letter identification is cardinally impaired. Another type of alexia, alexia with agraphia for Kanji from a posterior inferior temporal cortex lesion (patient 3), results from deficient whole-word images of words per se, and thus should be designated “orthographic alexia with agraphia”. To account for these impairments, a weighted dual-route hypothesis for reading is suggested.

scholarly journals Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography

2007 ◽  
Vol 10 (1) ◽  
pp. 52-67 ◽  
Author(s):  
Juan E. Jiménez ◽  
Isabel Hernández-Valle ◽  
Gustavo Ramírez ◽  
Mª del Rosario Ortiz ◽  
Mercedes Rodrigo ◽  
...  
Keyword(s):  
Word Recognition ◽  
Reading Disabilities ◽  
Word Reading ◽  
Low Frequency ◽  
Training Group ◽  
Control Group ◽  
Word Decoding ◽  
Transparent Orthography ◽  
Computer Based ◽  
Computer Speech

This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre- and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography.

scholarly journals Word Decoding Abilities of 1st Graders with Developmental Dyslexia Considering Reading Severity and Word and Syllable Structure

2021 ◽  
Vol 26 (3) ◽  
pp. 589-600
Author(s):  
Haerim Yu ◽  
Hyoeun Won ◽  
Soyeong Pae
Keyword(s):  
Grain Size ◽  
Developmental Dyslexia ◽  
Listening Comprehension ◽  
Word Reading ◽  
Syllable Structure ◽  
Group Differences ◽  
Word Decoding ◽  
Korean Children ◽  
Lexical Route ◽  
Severe Group

Objectives: This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.Methods: Twenty Korean 1st graders with developmental dyslexia participated in 40 word-reading tasks individually. All of them had severe decoding difficulties, even with normal listening comprehension (KORLA; Pae et al., 2015) and intelligence (K-CTONI-2; Park, 2014). The group differences by decoding difficulties were compared considering the meaning of words, the number of syllable-final graphemes, and the position of each grapheme in a syllable.Results: Both the severe and less-severe group in Korean word-decoding difficulties revealed the gaps between word reading and nonword reading. Both groups had decoding difficulties when a word had syllable-final graphemes, while the severe group had even lower performances in word readings with 2 syllable-final graphemes. Both groups showed similar performances in reading syllable-initial graphemes while the severe group had lower performances both in reading syllable-medial vowel graphemes and syllable-final consonant graphemes compared to the less-severe group.Conclusion: Korean 1st graders with developmental dyslexia seemed to be in urgent need of decoding support considering word and syllable structure. Triggering the non-lexical route with non-words considering the grain size of syllable-medial vowel graphemes and syllable-final graphemes would facilitate word decoding abilities of severely dyslexic Korean children.

Predicting Dyslexia in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Crystle N. Alonzo ◽  
Autumn L. McIlraith ◽  
Hugh W. Catts ◽  
Tiffany P. Hogan
Keyword(s):  
Logistic Regression ◽  
Quantile Regression ◽  
Phonological Awareness ◽  
Early Identification ◽  
Word Reading ◽  
Language Disorder ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Letter Identification ◽  
Reading Abilities

Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

Sign in / Sign up

Export Citation Format

Share Document