scholarly journals Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1

2021 ◽  
Vol 11 ◽  
Author(s):  
Gintautas Silinskas ◽  
Kaisa Aunola ◽  
Marja-Kristiina Lerkkanen ◽  
Saule Raiziene
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Skill Levels ◽  
Teaching Of Reading ◽  
Parental Teaching ◽  
Word Spelling ◽  
Good Word ◽  
End Of Grade ◽  
Teaching Time ◽  
Reading And Spelling

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills.

Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography

2021 ◽  
Vol 24 ◽  
Author(s):  
Luís Querido ◽  
Sandra Fernandes ◽  
Arlette Verhaeghe
Keyword(s):  
Literacy Development ◽  
Word Reading ◽  
Orthographic Knowledge ◽  
Intermediate Depth ◽  
Pseudoword Reading ◽  
Word Spelling ◽  
Grade 3 ◽  
End Of Grade ◽  
Reading And Spelling ◽  
Variance Explained

Abstract Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independent contribution of lexical and sublexical orthographic knowledge in European Portuguese, an intermediate depth orthography. This was investigated longitudinally from Grade 2 to 5 with two cohorts of Portuguese children, using common measures of orthographic knowledge, and word and pseudoword reading and spelling tasks. Regression analyses showed that lexical orthographic knowledge assessed at the beginning of Grade 2 predicted word reading at the beginning of Grade 3 (p < .05, variance explained = 6%), word spelling at the end of Grade 2 (p < .05, variance explained = 6%) and pseudoword spelling at the beginning of Grade 3 (p < .05, variance explained = 8%). They also revealed that lexical orthographic knowledge assessed at the beginning of Grade 4 predicted word spelling at the end of Grade 4 (p < .001, variance explained = 21%). Differently, sublexical orthographic knowledge evaluated at the beginning of Grade 2 and of Grade 4 only contributed to pseudoword spelling at the beginning of Grade 3 (p < .01, variance explained = 12%), and to pseudoword reading at the end of Grade 5 (p < .01, variance explained = 9%), respectively. Therefore, orthographic knowledge predicted spelling more often and earlier than reading. Furthermore, the results suggest that the influence of orthographic knowledge may vary during literacy development and, along with findings from other studies, that this influence at the lexical level may depend on orthographic consistency.

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

2015 ◽  
Vol 39 (5) ◽  
pp. 402-412 ◽  
Author(s):  
Eve Kikas ◽  
Gintautas Silinskas ◽  
Piret Soodla
Keyword(s):  
Teacher Perceptions ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Formal Schooling ◽  
End Of Grade ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading And Spelling

This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the level of individual literacy support they provided. The results showed that children’s poor skills in reading at the beginning of Grade 1 were related to both teacher perceptions of children’s skills as being poor and to increased support at the end of Grade 1. In turn, teacher perceptions of children’s skills as being poor at the end of Grade 1 were related to more support at the end of Grade 2. Moreover, children’s reading skills at the beginning of school had an indirect effect via teacher perceptions at the end of Grade 1 on teacher support in Grade 2. The findings underscore the importance of examining the role of teacher perceptions in providing individualized support during literacy activities.

scholarly journals Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages

2021 ◽  
pp. 1-16
Author(s):  
Madelon van den Boer ◽  
Maaike H. T. Zeguers
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Acquisition ◽  
Foreign Languages ◽  
Orthographic Transparency ◽  
Sentence Reading ◽  
End Of Grade

Abstract To capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages. Students fluent in Dutch simultaneously acquired three foreign languages that differed in orthographic transparency and writing system (Spanish, French, Chinese). Cognitive skills at the start of literacy acquisition (Grade 7) were longitudinally related to literacy attainment in each of the foreign languages after two years of instruction (end of Grade 8). Structural equation regression models indicated that three areas (word and sentence vocabulary, and sentence reading) related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills. For word reading the influence of cognitive skills appeared language specific. Across languages, native reading skills seemed to be employed to varying degrees of efficiency to decipher foreign words, more so for foreign languages with a smaller orthographic distance from the native language.

scholarly journals Longitudinal predictors of Chinese word reading and spelling among elementary grade students

2012 ◽  
Vol 34 (6) ◽  
pp. 1245-1277 ◽  
Author(s):  
PUI-SZE YEUNG ◽  
CONNIE SUK-HAN HO ◽  
YAU-KAI WONG ◽  
DAVID WAI-OCK CHAN ◽  
KEVIN KIEN-HOA CHUNG ◽  
...  
Keyword(s):  
Predictive Power ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Naming ◽  
Chinese Word ◽  
Spelling Development ◽  
Phonological Skills ◽  
Elementary Grade ◽  
Word Spelling ◽  
Reading And Spelling

ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.

scholarly journals Effective spelling training is not enhanced by tDCS in adults

2021 ◽  
Author(s):  
Nathan Caruana ◽  
Rebecca Gelding ◽  
Maia Zucco ◽  
Genevieve McArthur
Keyword(s):  
Reading Fluency ◽  
Word Reading ◽  
Facilitatory Effect ◽  
Poor Reading ◽  
Reading Accuracy ◽  
Sham Stimulation ◽  
Adult Reading ◽  
Word Spelling ◽  
Reading And Spelling ◽  
Spelling Word

The aim of this study was to test the effects of tDCS on adult reading and spelling abilities. Experiment 1 examined whether tDCS improved adults' performance on reading and spelling tests. We found no evidence that left temporal tDCS stimulation improved word spelling, word reading accuracy, or word reading fluency compared to sham stimulation. Experiment 2 tested the effect of left-temporal tDCS stimulation on spelling training in adults. There was no evidence for a facilitatory effect of tDCS on spelling training despite its large and significant effects on adults' ability to spell difficult words. These results, paired with previous studies, argue against the use of tDCS as an intervention for poor reading and spelling until we identify a tDCS paradigm that reliably improves reading and spelling skills.

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

2019 ◽  
Vol 53 (1) ◽  
pp. 48-59 ◽  
Author(s):  
Kevin Kien Hoa Chung ◽  
Chun Bun Lam
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Critical Role ◽  
Morphological Awareness ◽  
Chinese Adolescents ◽  
Cognitive Linguistic ◽  
Word Spelling ◽  
L1 And L2 ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

Metacognitive Strategies

2016 ◽  
Vol 50 (2) ◽  
pp. 143-157 ◽  
Author(s):  
Rachel Schiff ◽  
Yohi Nuri Ben-Shushan ◽  
Elisheva Ben-Artzi
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Reading Skills ◽  
Word Reading ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Learning Context ◽  
Reading Tests ◽  
Spelling Instruction ◽  
Word Spelling

This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML that integrates metacognitive strategies (MCML), and (c) a control group. Letter naming, letter sounding, word spelling, and word recognition were assessed at pretest and posttest. Findings from spelling and reading tests as well as interviews indicated that both the ML and MCML groups made statistically significant gains in all measures, whereas the control group did not. However, children with SLI who received training in metacognitive strategies significantly outperformed those who received ML alone in spelling and reading skills. This study provides evidence that children with SLI benefit from applying of metacognitive strategies to spelling practices when acquiring early spelling and reading skills.

THE USE OF E-BOOK TO IMPROVE READING COMPREHENSION AMONG YEAR 4 PUPILS

2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Yee Bee Choo ◽  
Nurul Syazana Zainuddin
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Reading Skills ◽  
Reflective Journal ◽  
Research Participants ◽  
Teaching Of Reading ◽  
Post Test ◽  
The Mean ◽  
Level Of Understanding ◽  
Level Of Motivation

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.

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