Stages Of Reading Development Research Articles

The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography

BackgroundLetter knowledge is crucial in the first stages of reading development. It supports learning letter‐sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial orthography learning paradigm to explore whether the rate of letter learning modulates children's reading and word identification skills.MethodsIn an initial training phase, 8‐year‐old Spanish children (N = 30) learned nine artificial letters and their corresponding sounds (two vowels and six consonants). The letter learning rate was set according to the number of attempts needed to name at least seven letters (i.e., 80% correct). These ranged from 1 to 4. In a second training phase, children visualized words made up of the trained letters while listening to their pronunciations. Some words included a context‐dependent syllable (i.e., leading to grapheme‐to‐phoneme inconsistency), and others had an inconsistent syllable (i.e., phoneme‐to‐grapheme inconsistency). The post‐test consisted of a reading aloud task and an orthographic‐choice task in which the target word was presented with a distractor equal to the target except for the substitution of a letter.ResultsChildren showed a high accuracy rate in the post‐test tasks, regardless of whether words contained context‐dependent or inconsistent syllables. Critically, the letter learning rate predicted both reading aloud and identification accuracy of words in the artificial orthography.ConclusionsWe provide evidence for the vital role of letter knowledge acquisition ability in children's decoding and word identification skills. Training children on this ability facilitates serial letter‐sound mapping and word identification skills. Artificial orthography paradigms are optimal for exploring children's potential to achieve specific literacy skills.

The Effectiveness of Multisensory Technique towards Reading Skills of Open Syllables by Preschoolers

Unable toreadhas a significant impact on language acquisition that can contribute to children failing at school. Therefore, teachers must utilise methods that are in accordance with the children’s ability during their early stages of reading development to prevent them from experiencing difficulties in a formal school environment. The objective of this study was to observe the effectiveness level of multisensory technique towards children’s skills in reading open syllables. By using structured observation, children were observed using three different multisensory activities such as ‘sand letters’, ‘Alphabet jump’, and ‘tactile alphabet’. 16 open syllables were identified like ‘ma’, ‘ho’, ‘su’, ‘gi’, ‘pa, ‘du’, ‘me’, ‘ga’, ‘do’, ‘bi’, ‘te’, ‘pu’, ‘so’, ‘ri’, ‘ta’ and ‘la’ by using a checklist item from Linus instrument. The study showed that multisensory technique was able to assist in children’s reading skills of open syllables even if they come from different language backgrounds. In addition, this technique helped the children to avoid confusion between Malay and English open syllables with the presence of stimulus during reading activity. This proved that an environment rich with stimulus are important for children’s development. It provides important factors for teachers in delivering meaningful experiences during children’s learning.

Attention extends beyond single words in beginning readers

A common notion is that during the first stages of learning to read, attention is narrowly focused so as to encompass only a single or a few letters. In skilled adult readers, however, attention extends beyond single words. The latter is evidenced by faster recognition of words that have many letters in common with surrounding words, along with correlations between such integration effects and measures of attention. These premises suggest that the distribution of attention gradually increases as a function of reading skill, and that this progression can be mapped by measuring spatial integration effects across the course of reading development. The latter was undertaken in the present study, in which we employed the flanker paradigm combined with the lexical decision task. Children in grades 1―6 (N = 113) were shown central target words flanked by various types of orthographically related and unrelated flanking stimuli. Against expectations, significant effects of flanker relatedness on word recognition speed were found in the youngest children, and this effect was not modulated by reading age. Our results challenge the notion that attention is focused on single letters in beginning readers, and instead suggest that, from the earliest stages of reading development, orthographic processing can extend beyond single words.

Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English

Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English

ASSESSMENT TO IMPROVE READING COMPREHENSION

Reading comprehension is important skill to acquire information and knowledge from any kind sources. Difficulties in reading comprehension for students in learning English as EFL/ESL has forced teacher to apply appropriate principles and strategies. One strategy that believed can help to solve the problem in reading comprehension is assessment. Four Roles Model can be adapted for assessment and used as a framework to address the complex nature of reading comprehension difficulties by considering the reader as: (a) a code-breaker, (b) a text-participator, (c) a text-user, and (d) a text-analyser. Breaking the code emphasised decoding of the words, and encoding of information, understanding the conventions of written, spoken, and visual multimodal texts by recognising and using the surface features of print. There are two kinds table of assessment. Table 1 presents a flexible reading comprehension assessment matrix showing the four roles of the reader with the before, during and after reading phases. Table 2 shows the elements within the matrix can be adjusted to reflect appropriate items suited for different stages of reading development or with a particular focus in mind.

Eye movements in developing readers: From basic research to classroom application. Parts of symposium 7 at the 20th European Conference on Eye Movements in Alicante, September 21, 2019.

Eye-movement recording has made it possible to achieve a detailed understanding of oculomotor and cognitive behavior during reading and of changes in this behavior across the stages of reading development. Given that many students struggle to attain even basic reading skills, a logical extension of eye-movement research involves its applications in both the diagnostic and instructional areas of reading education. The focus of this symposium is on eye-movement research with potential implications for reading education.Christian Vorstius will review results from a large-scale longitudinal study that examined the development of spatial parameters in fixation patterns within three cohorts, ranging from elementary to early middle school, discussing an early development window and its potential influences on reading ability and orthography. Ronan Reilly and Xi Fan will present longitudinal data related to developmental changes in reading-related eye movements in Chinese. Their findings are indicative of increasing sensitivity to lexical predictability and sentence coherence. The authors suggest that delays in the emergence of these reading behaviors may signal early an increased risk of reading difficulty.Jochen Laubrock’s presentation will focus on perceptual span development and explore dimensions of this phenomenon with potential educational implications, such as the modulation of perceptual span in relation to cognitive load, as well as preview effects during oral and silent reading --and while reading comic books.Video stream: https://vimeo.com/362645755

Age-related differences in processing speed in children

The present study investigated children's capabilities of utilizing analytic strategies in Chinese character learning across different stages of reading development. It employed an associative learning paradigm with pseudocharacters and invented characters as stimuli, which were assigned to regular and irregular conditions based on print-sound-meaning regularity. Participants were 165 Chinese children (65 kindergarteners, 53 primary second graders and 47 primary fifth graders). Repeated measures ANOVA results showed a significant condition x grade interaction effect in pseudocharacter learning, suggesting that regularity exerted different levels of influences on pseudocharacter learning performance across age groups. Further paired-sample t-test results indicated that kindergarteners' learning of pseudocharacters did not benefit from print-sound-meaning regularity as did their older counterparts. The study has lent support to phase/stage models of literacy development which posit that beginning readers rely on a holistic word learning method, which gradually morphs into an analytic approach to word learning as experience in reading develops.

The developmental transition from holistic to analytic character learning in child readers of Chinese

The present study investigated children's capabilities of utilizing analytic strategies in Chinese character learning across different stages of reading development. It employed an associative learning paradigm with pseudocharacters and invented characters as stimuli, which were assigned to regular and irregular conditions based on print-sound-meaning regularity. Participants were 165 Chinese children (65 kindergarteners, 53 primary second graders and 47 primary fifth graders). Repeated measures ANOVA results showed a significant condition x grade interaction effect in pseudocharacter learning, suggesting that regularity exerted different levels of influences on pseudocharacter learning performance across age groups. Further paired-sample t-test results indicated that kindergarteners' learning of pseudocharacters did not benefit from print-sound-meaning regularity as did their older counterparts. The study has lent support to phase/stage models of literacy development which posit that beginning readers rely on a holistic word learning method, which gradually morphs into an analytic approach to word learning as experience in reading develops.

Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication

AbstractThis article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy.

The Developmental Lexicon Project: A behavioral database to investigate visual word recognition across the lifespan

With the Developmental Lexicon Project (DeveL), we present a large-scale study that was conducted to collect data on visual word recognition in German across the lifespan. A total of 800 children from Grades 1 to 6, as well as two groups of younger and older adults, participated in the study and completed a lexical decision and a naming task. We provide a database for 1,152 German words, comprising behavioral data from seven different stages of reading development, along with sublexical and lexical characteristics for all stimuli. The present article describes our motivation for this project, explains the methods we used to collect the data, and reports analyses on the reliability of our results. In addition, we explored developmental changes in three marker effects in psycholinguistic research: word length, word frequency, and orthographic similarity. The database is available online.

초등영어 교과서 읽기 텍스트의 어휘 난이도

This study examines the difficulty of reading text in elementary school English textbooks. Four elementary school English textbook series published by three publishers were evaluated by Word Critical Factor (WCF). WCF considers cognitive demands for word recognition; it assesses the match of linguistic content in the text with the phonetically regular and high-frequency words that are associated with particular stages of reading development. For the analysis, all of the words that appeared in the reading and writing sections from four elementary school English textbooks were analyzed by two criteria, that is, the ratio of high frequency words and phonetically regular words among 100 running words, and the number of unique words in each textbook. The results showed that all four textbooks’ difficulty levels were very high considering the learner’s reading ability. This was due to the textbooks having a low repetition of words and also the complicated vowel patterns that were above the reading abilities of students. All of these factors combined are what have caused the difficulties presented in English textbooks. In conclusion, although the reading text introduces a variety of genres and activities for the development of reading skills, most reading text could not assist the reader’s cognitive processing.

Developmental changes associated with cross-language similarity in bilingual children

ABSTRACTThe main goal of the present study was to investigate how the degree of orthographic overlap between translation equivalents influences bilingual word recognition processes at different stages of reading development. Spanish–Basque bilingual children with ages ranging from 8 to 15 years were tested in an explicit translation recognition task with a large set of items. Critically, the degree of cross-language similarity (i.e. the cognate status) between the references and the correct targets was manipulated along a continuum in order to investigate how the reliance on cross-language orthographic overlap varies as a function of reading experience. Results showed that younger children were significantly more sensitive to the cognate status of words than older children while recognising translation equivalents, and that this difference did not depend on the speed of response of the participants. These results demonstrate that the influence of cross-language similarity progressively diminishes as a function of increased exposure to print together with the maturation of the mechanisms responsible for language interference suppression, as suggested by developmental models of bilingual lexical access.

The Impact of Orthographic Consistency on German Spoken Word Identification

An auditory lexical decision experiment was conducted to find out whether sound-to-spelling consistency has an impact on German spoken word processing, and whether such an impact is different at different stages of reading development. Four groups of readers (school children in the second, third and fifth grades, and university students) participated in a lexical decision experiment. They were presented with spoken monosyllabic words that had either orthographically consistent rimes (i.e., there is only one spelling for the phonological rime) or orthographically inconsistent rimes (i.e., there are words with the same phonological rime but a different rime spelling). Results reveal that sound-to-spelling consistency influences spoken word processing in early and advanced stages of reading development in German. This finding indicates that word spelling knowledge gets intertwined with knowledge about phonological word forms early during reading acquisition.

Children Develop Initial Orthographic Knowledge During Storybook Reading

We examined whether young children acquire orthographic knowledge during structured adult-led storybook reading even though minimal viewing time is devoted to print. Sixty-two kindergarten children were read 12 storybook “chapters” while their eye movements were tracked. Results indicated that the children quickly acquired initial mental graphemic representations of target nonwords. This learning occurred even though they focused on the target nonwords approximately one fourth of the total time while viewing the pages. Their ability to acquire the initial orthographic representations of the target nonwords and their viewing time was affected by the linguistic statistical regularities of the words. The results provide evidence of orthographic learning during structured storybook reading and for the use of implicit linguistic statistical regularities for learning new orthographic word forms in the early stages of reading development.

Lateralization of the arcuate fasciculus and its differential correlation with reading ability between young learners and experienced readers: A diffusion tensor tractography study in a chinese cohort

As Chinese reading engages a different neural network from alphabetic language reading, we investigate whether leftward lateralization of the arcuate fasciculus (AF), as observed in the Western population, is also present in the Chinese population and if it does, whether it is associated with better reading ability. Diffusion tensor tractography analysis on 75 Chinese subjects of three age groups (first graders, fourth graders, and college students) showed that 70-83% of them had leftward lateralization of the AF. The pattern of lateralization did not differ significantly among the three groups, suggesting that lateralization of the AF is formed at an early age and before one enters first grade. Among the first graders, who had just started to learn to read, subjects with strongly leftward lateralized AF scored significantly higher than those with other defined lateralization patterns in Chinese (P = 0.001) and English (P = 0.036) reading tasks. This association was not observed among the fourth graders and college students who were experienced Chinese readers. Among the fourth graders, females were found to obtain significantly higher Chinese (P = 0.033) and English reading scores than males (P = 0.002). Our study suggests a differential effect of leftward lateralization of the AF on reading ability at different stages of reading development in the Chinese population.

The role of phonology in visual word recognition

The goal of this paper is to investigate the role phonology plays for visual word recognition and the change this role undergoes in the course of reading acquisition by providing data on German readers at different stages of reading proficiency. Erroneous responses in a semantic decision task, which employs words that are either homophonous or graphemically similar to a word of a previously introduced semantic field, were compared at different stages of reading development (i.e. in second- and fourth-grade school children and adults). In all age groups, subjects committed significantly more errors with homophones than with words graphemically similar to a word related to the given semantic field. The results show that phonological recoding plays an important role for visual word recognition not only with beginners but also in skilled readers and, hence, corroborate phonological models of reading.

How Might a Stage Model of Reading Development be Helpful in the Classroom?

Teachers involved in literacy instruction are continuously involved in decision‐making about the methods of instruction and the curriculum materials to employ with their students, and how to respond to their students' efforts along the road to skilled reading. There are various cues to which they may respond, but recent research suggests that some of these cues are not as useful as was first thought. Further, many teachers consider themselves ill‐equipped by their teacher‐training to make considered decisions in the best interests of all the students in their care. Attention to the stages of reading development can provide a framework for teachers to enable interpretation of student reading performance and appropriate assistance to those in need.

Foreword

Foreword

An Integrated Taxonomy of Student Reading and Learning Development

Universities and colleges place entry requirements on the students who join their courses which incorporate implicit conditions, such as literacy skills, as well as subject‐specific academic abilities. As a consequence reading skills are often taken for granted in the teaching of tertiary students. Biggs and Collis have presented a well‐argued, and empirically validated, taxonomy of student learning development. Chall has identified the stages of reading development through which individuals may pass during their lives. This study links these two models of intellectual development in order to produce an integrated taxonomy of the reading and learning development of students. The combined classification is used to discuss practical ideas for tutors in facilitating their students’ intellectual development. The suggestions propounded include the increased use of transferable skills courses, customised reading lists and devolved responsibility for administering access to textbooks.

Dyslexia: a practitioner's handbook

About the Author. Other Books by Gavin Reid. Foreword. Preface. Chapter 1 Defining Dyslexia. Defining Dyslexia. Purpose of Definitions. How Should We Define Dyslexia? Definitions. Barriers to Implementing Policy. Rose Review and Dyslexia. Education for Learners with Dyslexia. Different Perspectives and Agenda. Chapter 2 Explaining Dyslexia: The Range of Research. Causal Modelling Framework. Genetic Factors. Neurobiological Factors. Visual and Temporal Processing. Magnocellular Visual System. Procedural Timing. Hemispheric Symmetry. Processing Speed. Phonological Processing. Phonological Awareness and Multisensory Programmes. Morphological Processing. Glue Ear. Cognitive Skills. Metacognition. Environmental Factors. Additional Language Learning. Dyslexia in Different Orthographies. Self-disclosure in Adults. Chapter 3 Assessment: Issues and Considerations. Points to Consider. Discrepancy Criteria. Listening Comprehension. Componential Model of Reading. Curriculum Focus. Why an Assessment? How-the Assessment Process. Effect of an Assessment. Assessment-Points to Consider. Some Other Considerations. Assessment and Inclusion. The Bilingual Learner. Chapter 4 Identifying Needs. Factors that can Prompt Concern. Linking Assessment with the Planning of Intervention. Comorbidity. Assessing Performances. Criteria: Summary. Whose Responsibility. Early Identification. Models of Identification. Expert/Intervention-Attainment. Barriers to Learning. Whole-school Involvement. Chapter 5 Assessment: Approaches and Resources. The Use of Tests-Points to Ponder. Cognitive Measures. Assessment of Processing Skills. Comprehensive Test of Phonological Processing (CTOPP). Woodcock Reading Mastery Tests. Gray Oral Reading Tests (Gort-4). Standardised/Psychometric Criteria. Standardisation. Psychometric. Wechsler Individual Achievement Test (WIAT). Comment. Phonological Representation and Assessment. Screening. Curriculum Assessment. Miscue Analysis. Assessment in Context. Metacognitive Assessment. Multiple Intelligences Approaches. A Components Approach. Observational Assessment. Observational Framework. Systematic Observation. Summary. Chapter 6 Reading-Social, Cultural and Government Perspectives. The Social Context for Literacy. Literacy and Culture. Defining Literacy. Critical Literacy. Challenging Assumptions. Government Initiatives. Literacy Standards and International Comparisons. Pisa Study. Literacy Initiatives. Chapter 7 The Acquisition of Literacy. What is Reading? Factors to Consider. Reading as a Process. Reading Skills. Reading Practice. Developing Reading Skills. Key Factors. The Development of Reading. Stages of Reading Development. Limitations of the Stage Model of Reading. Reading and Memory. Relationship between Phonology and Orthography. Dyslexia and Different Orthographies. Chapter 8 Reading Models and Methods. Bottom-Up and Top Down Models. Connectionist Models. Balance Model of Reading. Method of Teaching Reading. Developing Reading Skills. Teaching Reading-the Debate. Reading Interventions. Methodological Issues in Reading Intervention Research. Factors to Consider in Developing and Using Reading Approaches. The Literacy Experience. Framework for Teaching. Summary. Chapter 9 The Acquisition of Literacy: Spelling. Why is Spelling Difficult? Systems Involved in Spelling. Spelling Skills. Spelling Development. Spelling Policy. Spelling Strategies. Spelling Materials. Chapter 10 Expressive Writing. The Importance of Writing. Relationship between Writing and Spelling. Expressive Writing: The Process. Cognitive Skills Associated with Writing. Writing in the Curriculum. Developing Metacognitive Skills through Writing. Metacognitive Strategies for Writing. Strategies for Writing. Motivation and Writing. Planning. Pre-writing Framework. Developing Ideas. Handwriting. Summary. Chapter 11 Teaching Approaches: Points to Consider. The Context. Assessment and the Curriculum. The Learner. Programmes and Approaches-Some Considerations. Over-learning. Principles. Issues. Chapter 12 Supporting Literacy: Individualised Programmes. Criteria for Selection. Alpha to Omega. Orton-Gillingham. Procedure. The Hickey Multisensory Language Course. Bangor Dyslexia Teaching System. Tackling Dyslexia. Alphabetic Phonics. The Slingerland Programme. Letterland. Reading Recovery. Toe By Toe: Multisensory Manual for Teachers and Parents. Comment-Issues to Consider. Chapter 13 Supporting Literacy: Approaches and Strategies. Phonics Instructional Approaches. Language Experience. Other Support Approaches. Phonological Approaches. High-interest Books-History. Start to Finish Books. Differentiated Texts. Visual Factors. Motor Aspects. Assisted Learning. Summary. Chapter 14 Supporting Learning. Effective Learning. Key Points About Learning. The Learning Process. Realising Potential. Zone of Proximal Development. Developing Learning Skills. Learning Strategies. Multiple Intelligences. Study Skills. Set Goals. Feedback. Memory-Some Strategies. The Role of Self-esteem. Creativity and the 'Gifted' Dyslexic Student. Summary. Chapter 15 Inclusion: Curriculum Access. The Context. Responding to the Diverse Needs of Students. The Challenges. Meeting Curriculum Objectives. Index for Inclusion. Tensions and Contradictions. Assessment, Need and Accountability. Removing Barriers to Achievement. Interventions and Inclusion. Making the School Inclusive. Equity. Principles of Inclusion. An Inclusive School. Healthy Schools. Supporting Inclusion. Staff Support and Training. Student Advocacy. Dyslexia and Self-advocacy. Staff Support. Key Factors. Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum. Responsibility. Features of Secondary Schools. Differentiation and Curricular Development. Differentiation and Assessment. Subject Areas. Multiple Intelligences in Secondary Schools. Physical Education. Staff Development. Challenges: Key Areas. Chapter 17 Inclusion: Further and Higher Education and the Workplace. Further and Higher Education. The Workplace. Concluding Comment. Chapter 18 Issues and Concerns. Issue 1. Multilingualism. Issue 2. The Use of Computers and Technology. Issue 3. Overlap, Continuum and Intervention. Issue 4. Alternative Therapies. Issue 5. Training and Professional Development. Comment on Issues. Chapter 19 The Role of Parents. Parental Concerns. Parental Support. Parents' Challenges. Parents as Partners. Appendix 1 Some Tests for Dyslexia that Can Be Used by Teachers. Appendix 2 Further Contacts. References. Index.