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Descriptors:
Syllables; Reading Difficulties; Phonemes; Grade 2; Naming; Role; Alphabets; Finno Ugric Languages; Task Analysis; Language Processing; Dyslexia; Reading Instruction; Elementary School Students

Abstract:
The role of letters and syllables in typical and dysfluent second grade reading in Finnish, a transparent orthography, was assessed by lexical decision and naming tasks. Typical readers did not show reliable word length effects in lexical decision, suggesting establishment of parallel letter processing. However, there were small effects of word syllable structure in both tasks suggesting the presence of some sublexical processing also. Dysfluent readers showed large word length effects in both tasks indicating decoding at the letter-phoneme level. When lexical access was required in a lexical decision task, dyslexics additionally chunked the letters into syllables. Response duration measure revealed that dysfluent readers even sounded out the words in phoneme-by-phoneme fashion, depending on the task difficulty. This letter-by-letter decoding is enabled by the transparent orthography and promoted by Finnish reading education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Phonetics; Alphabets; Spelling; Kindergarten; Speech Communication; Second Language Learning; Emergent Literacy; Phonological Awareness; English Language Learners; Spanish Speaking; English (Second Language); Second Language Instruction; Multivariate Analysis; Grade 1; Correlation; Hispanic American Students

Abstract:
This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students' individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Dyslexia; Handwriting; Alphabets; Writing (Composition); Spelling; Comparative Analysis; Differences; Difficulty Level; Cognitive Processes

Abstract:
It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Neurology; Reading Research; Mandarin Chinese; Alphabets; Second Language Learning; Native Language; English; Written Language; Orthographic Symbols; Phoneme Grapheme Correspondence; Brain Hemisphere Functions

Abstract:
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Semantics; Verbs; Nouns; Comparative Analysis; Language Processing; Task Analysis; Syllables; Alphabets; Word Frequency; Age; Language Acquisition; Imagery; Associative Learning; Regression (Statistics); Reaction Time; Psycholinguistics

Abstract:
We analyzed the differential processing of nouns and verbs in a lexical decision task. Moderate and high-frequency nouns and verbs were compared. The characteristics of our material were specified at the formal level (number of letters and syllables, number of homographs, orthographic neighbors, frequency and age of acquisition), and at the semantic level (imagery, number and strength of associations, number of meanings, context dependency). A regression analysis indicated a classical frequency effect and a word-type effect, with latencies for verbs being slower than for nouns. The regression analysis did not permit the conclusion that semantic effects were involved (particularly imageability). Nevertheless, the semantic opposition between nouns as prototypical representations of objects, and verbs as prototypical representation of actions was not tested in this experiment and remains a good candidate explanation of the response time discrepancies between verbs and nouns. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Supplementary Education; Tutoring; Children; Alphabets; Reading Difficulties; Phonological Awareness; Males; Preschool Children; Early Childhood Education; At Risk Students; Effect Size; Vocabulary

Abstract:
Background: Providing preschoolers at-risk for reading difficulties with additional support is of increasing interest in early childhood education. However, the research on programming in preschool for this additional support is limited and yields inconclusive findings. Objective: The current studies explore different grouping configurations in a supplemental tutoring program for at-risk preschoolers in order to provide early childhood educators with guidance on grouping strategies for use in their supplemental instruction. Methods: Two grouping configurations are examined via two studies. In Study 1, 45 at-risk preschoolers (18 boys, 27 girls) were selected and randomly assigned to a one-on-one tutoring or paired tutoring condition. In Study 2, 54 at-risk children (31 boys, 23 girls) were selected and randomly assigned to one of two pairing conditions: with a highly-skilled peer or with a similarly low-skilled peer. In each study, children received tutoring that supplemented the classroom instruction twice a week over the academic year. Results: In Study 1, children in both conditions made similar gains on the alphabet knowledge and phonological awareness measures and the one-on-one group outperformed the paired group on receptive vocabulary but the effect size was small. In Study 2, the children in the matched-pairing condition evidenced a trend toward greater gains than those paired with high-skilled peer on the phonological awareness measure but not on alphabet knowledge and receptive vocabulary measures. Conclusion: The results of studies hold promise for achieving optimal outcomes by providing supplemental instruction to the maximum number of preschoolers using a dyad model instead of the typical one-on-one model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Programs; Computer Assisted Instruction; Beginning Reading; Alphabets; Reading Fluency; Reading Comprehension; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Intervention; Educational Research; Foreign Countries

Abstract:
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30-100 minutes a day, 5 days a week, for 4-16 weeks, includes three series. The "Fast ForWord[R] Language" series and the "Fast ForWord[R] Literacy" series aim to build cognitive skills such as memory, attention, processing, and sequencing. They also strive to build language and reading skills, including listening accuracy, phonological awareness, and knowledge of language structures. The "Fast ForWord[R] to Reading" series (also known as the "Fast ForWord[R] Reading" series) aims to increase processing efficiency and further improve reading skills such as sound-letter associations, phonological awareness, word recognition, knowledge of English language conventions, vocabulary, and comprehension. The program is designed to adapt the nature and difficulty of the content based on individual student's responses. The What Works Clearinghouse (WWC) identified 342 studies that investigated the effects of "Fast ForWord"[R] on the reading skills of beginning readers. The WWC reviewed 25 of those studies against group design evidence standards. Seven studies (Borman, Benson, & Overman, 2009; Scientific Learning Corporation, 2004, 2005a, 2005b, 2005c, 2006, 2007) are randomized controlled trials that meet WWC evidence standards without reservations, and two studies (Overbay & Baenen, 2003; Scientific Learning Corporation, 2008) are quasi-experimental designs that meet WWC evidence standards with reservations. Those nine studies are summarized in this report. Sixteen studies do not meet WWC evidence standards. The remaining 317 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Borman, Benson, & Overman, 2009; (2) Research details for Scientific Learning Corporation, 2004; (3) Research details for Scientific Learning Corporation, 2005a; (4) Research details for Scientific Learning Corporation, 2005b; (5) Research details for Scientific Learning Corporation, 2005c; (6) Research details for Scientific Learning Corporation, 2006; (7) Research details for Scientific Learning Corporation, 2007; (8) Research details for Overbay and Baenen, 2003; (9) Research details for Scientific Learning Corporation, 2008; (10) Outcome measures for each domain; (11) Findings included in the rating for the alphabetics domain; (12) Findings included in the rating for the reading fluency domain; (13) Findings included in the rating for the comprehension domain; (14) Description of subgroup findings for the alphabetics domain; and (15) Description of subgroup findings for the reading fluency domain. A glossary of terms is included. (Contains 14 tables and 23 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 1; Elementary School Students; Screening Tests; Alphabets; Phonemic Awareness; Reading Comprehension; Listening Comprehension; Word Recognition; Verbal Communication

Abstract:
The First Grade Baseline Evaluation is an optional tool that can be used at the beginning of the school year to help teachers get to know the reading and language skills of each student. The evaluation is composed of seven screenings. Teachers may use the entire evaluation or choose to use those individual screenings that they find most beneficial for their students. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Baseline Evaluation is designed to be given individually to students. It can be used to provide a baseline of a student's reading skills at the beginning of the school year. Because the assessed skills will continue to develop over time, this evaluation may be used multiple times throughout the year to monitor progress. This will allow a teacher to tailor instruction most appropriately. The First Grade Baseline Evaluation addresses skills based on "Indiana's Academic Standards--Grade 1." The evaluation covers skills in: (1) Letter Identification; (2) Letter Sound Identification; (3) Phonemic Awareness; (4) Sight Word Identification; (5) Dictation; (6) Reading Comprehension; and (7) Listening Comprehension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 1; Elementary School Students; Screening Tests; Alphabets; Computation; Classification; Phonemic Awareness; Word Recognition; Decoding (Reading); Numbers; Addition; Subtraction; Phonics; Comprehension

Abstract:
The First Grade Pre-Screening is designed to be used at the start of the first grade school year so that teachers can obtain information about their incoming students. This information is intended to give teachers insight about what math and reading skills a student may or may not have at the beginning of the year. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Pre-Screening is designed to be given in a short amount of time and to provide a simple snapshot of a student's skills. It is a first step in a relationship between the student and the first grade teacher. As the school year begins, daily interactions will allow the teacher to learn even more about the student. This will allow him or her to tailor instruction most appropriately. The First Grade Pre-Screening addresses skills based on "Indiana's Academic Standards--Kindergarten." The inventory covers skills in: (1) Counting; (2) Sorting and Classifying; (3) Patterns; (4) Phonemic Awareness; (5) Decoding and Word Recognition; (6) Identifying Numerals; (7) Adding and Subtracting; (8) Identifying Letters; (9) Phonics; and (10) Comprehension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Summer Programs; Reading Programs; Intervention; Kindergarten; Grade 1; Elementary School Students; At Risk Students; Reading Difficulties; Alphabets; Reading Fluency; Reading Achievement; Program Effectiveness; Educational Research

Abstract:
The study reviewed in this report examined the impact of a summer literacy program on kindergarten and first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study took place through a limited expansion of an existing summer program for high-risk students that was modified to include moderate-risk students. Study authors randomly assigned 49 kindergarten students (25 intervention, 24 comparison) and 51 first-grade students (26 intervention, 25 comparison) identified as moderate-risk to either an intervention group that was invited to participate in the summer reading program, or a comparison group that did not receive the intervention. The final analytic sample consisted of 46 kindergarten students (24 intervention, 22 comparison) and 47 first-grade students (23 intervention, 24 comparison). The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the summer school intervention on student outcomes in the fall of the implementation year for students in both kindergarten (effect size on the alphabetic assessment = 0.69) and first grade (effect size on the reading fluency assessment = 0.61). The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome Measures for each domain; and (3) Study findings for each domain. A glossary is included. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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