Word Recognition Skills Of Children Research Articles

Cross Linguistic Transfer of Phonological Awareness and Word Recognition: An Exploratory Study on English Language Learners

Bilingual studies on cross-linguistic transfer of phonological awareness and word recognition emphasize the relevance of nature of language and orthography. The current study was designed to examine the significance of language and orthographic structure for phonological awareness and word recognition skills in children who are native speakers of Malayalam language learning English at school. The association of phonological awareness and word recognition in 30 Malayalam speaking preschool English Language Learners (ELL’s) was tested using a set of stimuli in both English and Malayalam. Results revealed that word recognition was associated with phoneme awareness in English whereas in Malayalam, all the three levels tested in this study (rhyme, syllable and phoneme awareness) showed association with word recognition. However, considering the cross-linguistic associations, Malayalam word recognition was related to all levels of phonological awareness in English whereas no strong association was observed for word recognition in Malayalam with phonological awareness in English. Regression analysis revealed phoneme awareness in English as a strong predictor of word recognition in both the languages. These findings highlight the cross-linguistic transfer of phonological awareness between English and Malayalam supporting the Transfer Facilitation Model (TFM). Pedagogical implications of these findings on ELLs are discussed.

Motor-enriched learning for improving pre-reading and word recognition skills in preschool children aged 5\u20136\u2009years \u2013 study protocol for the PLAYMORE randomized controlled trial

BackgroundResults from previous studies suggest that bodily movements, spanning from gestures to whole-body movements, integrated into academic lessons may benefit academic learning. However, only few studies have investigated the effects of movement integrated into reading practice. The PLAYMORE study aims to investigate the effects of two interventions focusing on a close and meaningful coupling between bodily movement and academic content on early pre-reading and word recognition skills in children. Further, the study aims to compare two interventions involving either hand movements (i.e. using arms and hands) or whole-body movements (i.e. using the whole body). Potential mediating factors underlying the link between bodily movement on early pre-reading and word recognition skills will be explored.Methods/designThe PLAYMORE study will be conducted as a three-armed randomized controlled trial including children aged five to six years recruited from four schools in the Copenhagen area, Denmark. Stratified by class, children will be randomly allocated to one of three 8-week intervention/control periods: 1) teaching involving whole-body movements, 2) teaching involving hand movements (i.e. arms and hands) or 3) teaching involving minimal motor movements (i.e. seated on a chair using paper and pencil). Outcome measurements, including pre-reading and word recognition skills, will be collected before and after the intervention period to assess the intervention effects. This study protocol follows the SPIRIT guidelines.DiscussionThe PLAYMORE study will add to the current knowledge concerning the link between bodily movement and academic performance with important details about pre-reading and word recognition skills in preschool children. If effective, evaluation of the implementation of the PLAYMORE program should be conducted in order to investigate whether the effects can be transferred into standard school settings. The PLAYMORE study will lay the foundation for future research that have the potential to inform the political and scientific debate and importantly, to provide teachers with detailed information of how to implement movements effectively during teaching in order to support and motivate children in the process of learning to read.Trial registrationThe study was retrospectively registered in ClinicalTrials.gov (NCT04618822) the 5th of November 2020.

Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability.

The aim of this study was to determine whether metacognitive strategy training in the use of rime spelling units would be an effective intervention strategy for children with reading disability. Thirty-six disabled readers were randomly assigned to 1 of 2 training groups, a rime analogy training group or an item-specific training group. Posttreatment measures were taken at the completion of the training, and 1-year follow-up data were obtained from the 2 training groups and a sample of 20 normally developing readers. Systematic strategy training in the use of rime spelling units produced generalized achievement gains and transfer to uninstructed materials and was more effective than training that focused on item-specific learning and sentence-level strategies. The superior posttreatment performance of the rime analogy group over the item-specific group was maintained.

Word recognition skills of children with phonological disorders

There has been little research on word recognition skills of phonologically disordered children, although recent work has shown they tend to perform more poorly than age peers on phoneme-identification tasks using synthetic speech stimuli. Six phonologically disordered preschool-aged children and six typically developing controls were asked to identify CVC words in which either the final consonant or the medial vowel had been removed in steps. The stimuli were digitized natural productions of familiar words. For the silent-center task, the phonologically disordered children were significantly less accurate than peers for the two conditions with the least acoustic information. For the gating task, the phonologically disordered children were significantly less accurate than peers for the two conditions with the most acoustic information. They were less accurate than peers at identifying digitized words with no acoustic information deleted, although they were not less accurate with live voice. This suggests that perceptual representation of final consonants for the phonologically disordered children is so fragile that even such a small degradation as a reduction in bandwidth affects their performance. Divergent patterns of group differences for the two tasks are probably related to differences in the nature of acoustic cues for medial vowels and final consonants.

Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability.

Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability.

Latin American Immigration and U.S. Schools

Latin American Immigration and U.S. Schools

Malfeasance of Method: A Response to Goldenberg

The methodology and conclusions reported by Claude Goldenberg in his article “Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills” (Anthropology & Education Quarterly 18(3): 149–179) are critiqued on three points: the methodology is not ethnographic, home-school cultural compatibilities are not demonstrated, and the model of literacy acquisition is not supported by current theory and research.

Overcorrection of oral reading errors. A comparison of individual- and group-training formats.

Overcorrection procedures have been found to be effective in increasing the reading proficiency of mentally retarded children. Evidence for the efficacy of overcorrection as a remediation procedure has been derived from studies using an individualized 1: 1, teacher-student, training format. In this study, an alternating-treatments design was used to measure the differential impact of an overcorrection procedure on the oral reading of four moderately mentally retarded children under individual-and group-training formats and a no-remediation control condition. During overcorrection, the teacher supplied the correct word when the child made an error and the child was then required to say the correct word five times before rereading the sentence in which it had occurred. Children made fewer oral reading errors under the two training formats when compared with the no-remediation control condition, but all children performed equally well under individual-and group-training formats. However, the generalization probe data suggest that the group-training format may increase the children's word recognition skills through incidental learning.