scholarly journals A Bilingual Perspective on the Possible Universality of Phonological Awareness Skills Across Two Languages

2020 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Victor Martinelli ◽  
Bernardette Brincat
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Reading Performance ◽  
Pragmatic Language ◽  
Statistical Regression ◽  
Language Abilities ◽  
Reading Tests ◽  
Components Analysis ◽  
Reading Measures ◽  
Single Word Reading

Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading across Maltese and English in bilingual children. The view that the phonological skills underpinning reading development across alphabetic languages may not differ substantially between different orthographies is supported.

Detecting Different Types of Reading Difficulties: A Comparison of Tests

2012 ◽  
Vol 36 (2) ◽  
pp. 112-133 ◽  
Author(s):  
Danielle M. Moore ◽  
Melanie A. Porter ◽  
Saskia Kohnen ◽  
Anne Castles
Keyword(s):  
Test Performance ◽  
Word Reading ◽  
Word Identification ◽  
Reading Difficulties ◽  
Reading Level ◽  
Irregular Word ◽  
Reading Measures ◽  
Comparison Of Tests ◽  
Single Word Reading ◽  
The Impact

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler Individual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.

Bilingual Spanish/English–Speaking Children's Sentence Reading Comprehension

2012 ◽  
Vol 19 (2) ◽  
pp. 58-65
Author(s):  
Sandra Levey ◽  
Henriette W. Langdon ◽  
Deborah Rhein
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Receptive Vocabulary ◽  
Early Screening ◽  
Reading Tests ◽  
Sentence Reading ◽  
Number Of Factors ◽  
English Speaking ◽  
Word Discrimination ◽  
Single Word Reading

A number of factors were examined to determine which were associated with 40 bilingual Spanish/English–speaking children's sentence reading comprehension (SRC). In our study, 40 bilingual Spanish/English–speaking children, age ranged from 8.07 to 14.96 years, completed nonword repetition, spoken language, receptive vocabulary, single word reading (SWR), and novel word discrimination tests, with all language and reading tests administered in English. Parents' occupations, the report of the language used in interaction with friends (English vs. Spanish), age, and academic grade were also considered as possible factors for SRC. Our results found that receptive vocabulary and SWR accounted for intact SRC. Findings revealed that 13 of the 40 bilingual children (32.5%) presented with SRC difficulties. However, only 2 of these 13 children were identified with reading difficulties prior to their participation in this study, suggesting that early screening is essential to prevent later literacy difficulties.

Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence

2003 ◽  
Vol 73 (4) ◽  
pp. 407-440 ◽  
Author(s):  
H. Lee Swanson ◽  
Guy Trainin ◽  
Denise M. Necoechea ◽  
Donald D. Hammill
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Meta Analysis ◽  
Age Groups ◽  
Reading Performance ◽  
Rapid Naming ◽  
Real Word ◽  
Pseudoword Reading ◽  
Size Restriction ◽  
Moderate Range

This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN) were low (.38) and loaded on different factors. PA and RAN were moderately correlated with real-word reading (.48 and .46, respectively). Other findings were that (a) real-word reading was correlated best (r values were .60 to .80) with spelling and pseudoword reading, but correlations with RAN, PA, vocabulary, orthography, IQ, and memory measures were in the low-to-moderate range (.37 to .43); and (b) correlations between reading and RAN/PA varied minimally across age groups but were weaker in poor readers than in skilled readers. The results suggested that the importance of RAN and PA measures in accounting for reading performance has been overstated.

The Effects of Phonological Awareness Training on the Reading Performance by Child EFL Learners in China

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Bing Sun ◽  
Bingxia Zhu ◽  
Jinfen Chen ◽  
Hui Zhou
Keyword(s):  
Phonological Awareness ◽  
Early Reading ◽  
Reading Performance ◽  
Awareness Training ◽  
Efl Learners ◽  
English Reading ◽  
Post Test ◽  
Reading Measures ◽  
Grade One ◽  
Phonological Awareness Training

AbstractThe present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes participated in the study. The treatment class received a 10-week English phonological awareness training, while the contrast class did not receive any training. Both pre-test and post-test were administered to all participants, including English assessment, phonological awareness measures and English reading measures. The results show that the treatment class outperformed the contrast class in the post-test in reading measures and phonological awareness measures; phonological awareness positively correlated with children’s early reading performance; phoneme tasks were strong predictors of Child EFL learners’ early reading performance.

What Strategies Do Less-Skilled Adult Readers Use to Read Words, and How Aware Are They of These Strategies?

2020 ◽  
Vol 71 (1) ◽  
pp. 73-89
Author(s):  
Janet McHardy ◽  
Elaine Chapman ◽  
Marnie O’Neill
Keyword(s):  
Reading Strategies ◽  
Word Reading ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Adult Readers ◽  
Reading Tests ◽  
Reading Behaviors ◽  
Direct Observations ◽  
Effective Reading Strategies ◽  
Unknown Words

Less-skilled adult readers have been found to be limited in their awareness and use of effective reading strategies. In this study, we aimed to (a) identify the strategies used by less-skilled adult readers that best predict word reading performance on standardized reading tests and (b) identify the word reading strategies that less-skilled adult readers reported using, as well as the extent to which these reports correlated with direct observations of reading behaviors. Results indicated that readers relied on six main strategies to read unknown words, but only two significantly contributed to prediction of actual word reading performance. These were also the two strategies that were most poorly understood by the readers. The findings emphasize the need for programs to incorporate methods to increase metacognitive awareness and strategy use in adults with reading difficulties.

Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia

2020 ◽  
Vol 29 (4) ◽  
pp. 2039-2048
Author(s):  
Kimberly G. Smith ◽  
Anna E. Ryan
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Word Reading ◽  
Silent Reading ◽  
Single Word ◽  
Reading Tests ◽  
Reading Accuracy ◽  
Connected Text ◽  
Text Reading ◽  
Single Word Reading

Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.

Dyslexia

2017 ◽  
Author(s):  
Linda Siegel
Keyword(s):  
Genetic Basis ◽  
Word Reading ◽  
Structural Characteristics ◽  
Great Difficulty ◽  
Reading Performance ◽  
Evidence Based ◽  
Reading Tests ◽  
Cognitive Difficulties ◽  
Based Instruction ◽  
The Continuum

Dyslexia, or a reading disability, occurs when an individual has great difficulty at the level of word reading and decoding. Comprehension of text, writing, and spelling are also affected. The diagnosis of dyslexia involves the use of reading tests, but the continuum of reading performance means that any cutoff point is arbitrary. The IQ score does not play a role in the diagnosis of dyslexia. Dyslexia is a language-based learning disability. The cognitive difficulties of dyslexics include problems with recognizing and manipulating the basic sounds in a language, language memory, and learning the sounds of letters. Dyslexia is a neurological condition with a genetic basis. There are abnormalities in the brains of dyslexic individuals. There are also differences in the electrophysiological and structural characteristics of the brains of dyslexics. Hope for dyslexia involves early detection and intervention and evidence-based instruction.

scholarly journals Paradigmatic and extraparadigmatic morphology in the mental lexicon

2009 ◽  
Vol 4 (1) ◽  
pp. 26-40 ◽  
Author(s):  
Jussi Niemi ◽  
Matti Laine ◽  
Juhani Järvikivi
Keyword(s):  
Lexical Decision ◽  
Word Reading ◽  
Reading Performance ◽  
Decision Task ◽  
Word Level ◽  
Processing Cost ◽  
Additional Processing ◽  
Single Word Reading ◽  
Semantic Properties ◽  
Visual Lexical Decision

The present study discusses psycholinguistic evidence for a difference between paradigmatic and extraparadigmatic morphology by investigating the processing of Finnish inflected and cliticized words. The data are derived from three sources of Finnish: from single-word reading performance in an agrammatic deep dyslectic speaker, as well as from visual lexical decision and wordness/learnability ratings of cliticized vs. inflected items by normal Finnish speakers. The agrammatic speaker showed awareness of the suffixes in multimorphemic words, including clitics, since he attempted to fill in this slot with morphological material. However, he never produced a clitic — either as the correct response or as an error — in any morphological configuration (simplex, derived, inflected, compound). Moreover, he produced more nominative singular errors for case-inflected nouns than he did for the cliticized words, a pattern that is expected if case-inflected forms were closely associated with their lexical heads, i.e., if they were paradigmatic and cliticized words were not. Furthermore, a visual lexical decision task with normal speakers of Finnish, showed an additional processing cost (longer latencies and more errors on cliticized than on case-inflected noun forms). Finally, a rating task indicated no difference in relative wordness between these two types of words. However, the same cliticized words were judged harder to learn as L2 items than the inflected words, most probably due to their conceptual/semantic properties, in other words due to their lack of word-level translation equivalents in SAVE languages. Taken together, the present results suggest that the distinction between paradigmatic and extraparadigmatic morphology is psychologically real.

scholarly journals Word Reading in Boys With Isolated Oral Clefts: Comparison to Unaffected Average and Dyslexic Readers Using the Dual-Route Model

2019 ◽  
Vol 57 (3) ◽  
pp. 310-320
Author(s):  
Emily Hope Kuhlmann ◽  
Amy Lynn Conrad
Keyword(s):  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Word Reading ◽  
Reading Performance ◽  
Single Word ◽  
Reading Impairment ◽  
Dual Route ◽  
Dual Route Model ◽  
Single Word Reading ◽  
Isolated Cleft Palate

Objective: To examine word reading performance between boys with isolated cleft lip and/or palate (iCL/P), unaffected average reading (uAR), and unaffected impaired reading (uIR), using the dual-route model. Design: Case/control study. Setting: University children’s hospital. Participants: Males, between the ages of 8 to 11 years, with iCL/P (n = 26), uIR (n = 33), or uAR (n = 28). Methods: Single word reading and achievement were evaluated. Analyses of variance and analyses of covariance evaluated group differences in achievement. Medical records were reviewed for iCL/P participants for audiology and speech history. Spearman ρ correlations were calculated between hearing, speech, and reading achievement for the iCL/P group. Main Outcome Measure(s): Reading performance was evaluated using select subscales from the Woodcock Johnson Reading Mastery Test, 3rd Edition and the Test of Orthographic Competence. Results: Participants with iCL/P had higher than expected rates of reading impairment, differing across cleft type (0% iCL, 50% isolated cleft lip and palate [iCLP], 71.4% isolated cleft palate only [iCP]). On measures of word reading accuracy, iCL/P participants outscored uIR participants, with uAR participants scoring the highest. This pattern was specific to nonlexical reading tasks. Participants in the uAR and iCL/P groups outscored uIR participants on lexical tasks, with no significant differences between uAR and iCL/P. Evaluation of speech and hearing revealed no significant relationship to single word reading or achievement measures in the iCL/P group. Conclusions: Boys with iCL/P are at a higher risk of reading impairments, particularly within the iCP subset. Regular screening should be encouraged, with skills from both lexical and nonlexical routes assessed.

Development of First-Graders’ Word Reading Skills

2016 ◽  
Vol 50 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Eunsoo Cho ◽  
Donald L. Compton ◽  
Jennifer K. Gilbert ◽  
Laura M. Steacy ◽  
Alyson A. Collins ◽  
...  
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Unique Contribution ◽  
Static Assessment ◽  
Reading Measures

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

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