Download or read book The Concurrent and Longitudinal Relationships Between Orthographic Processing and Spelling in French Immersion Children written by Sheila Cira Chung and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Longitudinal Relationships Among Phonological Awareness Verbal Working Memory Lexical Access and Reading Achievement in English speaking Children Placed in French Immersion written by Eric Grandmaison and published by . This book was released on 1996 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Text Messaging and Literacy The Evidence written by Clare Wood and published by Routledge. This book was released on 2013-08-22 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Well thought out and timely. This is the leading group in the world working on texting and literacy, and they have a strong track record of publications. It would also be the first book, as they say, to deal with the subject at an academic level. The focus on education is important, as this is where most of the anxieties lie. It will be a major st
Download or read book Visual Processing and Spelling Development written by Keaden Shebaylo and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Writing is a skill that has become intertwined with daily life, and spelling is an essential skill for writing. In order to optimize the teaching of spelling, a detailed understanding of its development and the factors that affect that development is indispensable. Numerous influences on spelling development have been identified and studied in depth thus far, but one aspect that merits further consideration is visual processing. The present study employed a longitudinal structural equation modeling methodology in order to consider the concurrent and predictive effects of visual processing abilities on both spelling and orthographic processing. Results demonstrated significant concurrent and predictive relationships among these variables, primarily when children are in grades one and two. A significant predictive link was found between exogenous visual attention at the end of grade one and spelling at the beginning of grade two. Additional significant predictive relationships were found between coherent motion detection at the beginning of grade two and orthographic knowledge at the end of grade two as well as between exogenous visual attention at the beginning of grade two and orthographic knowledge at the end of grade two. Concurrent relationships were found, but were limited to grade one. These results have implications for the theoretical understanding of the influence of visual processes on the development of both spelling and orthographic knowledge. Furthermore, these results could potentially contribute to the development of an intervention for spelling that includes a magnocellular dorsal stream training component.
Download or read book The Hitchhiker s Guide to Writing Research written by Xinghua Liu and published by Springer Nature. This book was released on 2023-11-01 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together the work of established scholars from around the world to celebrate and honor the many ways in which Steve Graham has contributed to the advancement of teaching and researching writing. Focusing on writing development and writing instruction in different contexts of education, original contributions in this book critically engage with theoretical and empirical issues raised in Steve Graham’s influential body of work and significantly extend our understandings of the importance of writing in developing learners’ literacy and the roles of writing in teaching and learning processes. This book is organized around themes central to Steve Graham's work, including theories and models of writing, effective instructional methods in teaching writing, surveys on teaching and learning writing, and systematic review studies on writing. Apart from regular chapters, the book also features personal and scholarly reflections revealing the powerful ways in which Steve Graham’s work has influenced our thinking in the field of writing research and continues to open up new avenues for future research endeavors.
Download or read book Routledge International Handbook of Visual motor skills Handwriting and Spelling written by Yanyan Ye and published by Taylor & Francis. This book was released on 2023-08-22 with total page 485 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling explores the potentially controversial field of early literacy education. It aims to offer scholars and practitioners an analysis of how and why handwriting skills benefit early literacy learning, especially spelling acquisition, and how this can enrich experiences for children and educators. Offering global perspectives from the field, the volume integrates current theories with up-to-date research and practice, revealing how we can best support children’s early literacy learning with handwriting and visual-motor skills interventions. Key topics covered include: The fundamentals of handwriting skills and literacy acquisition; Global literacy and spelling; Dysgraphia, handwriting difficulties, and dyslexia; Spelling and writing in the digital age; Home learning environment and spelling; Instruction and interventions for spelling and writing. This comprehensive survey will be essential reading for scholars and students of developmental psychology, education, and literacy research.
Download or read book Literacy Development in Canadian French Immersion Students written by Klaudia Krenca and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overarching goals of this dissertation were to examine the extent to which lower-level oral language skills facilitate phonological awareness and to investigate the importance of higher-level oral language skills in the development of reading comprehension among children enrolled in Canadian French immersion programs. The first study investigated how lexical restructuring can stimulate children's phonological awareness in their first (L1) and second (L2) languages. Sixty-two emerging English (L1) - French (L2) bilingual children were taught new English and French word pairs differing minimally in phonological contrast. The results indicated that lexical specificity in English at the beginning of Grade 1 mediated the relationship between English vocabulary and English phonological awareness both concurrently and longitudinally. Furthermore, a longitudinal relationship was established among French vocabulary, French lexical specificity, and French phonological awareness at the end of Grade 1. Notably, cross-language transfer from English was a better predictor of development in French phonological awareness, especially for words that contained phonological contrasts common to both languages. The second study was designed to understand the extent to which second graders' comprehension monitoring predicts reading comprehension in the third grade. The ability to monitor one's comprehension was assessed by the proficiency to detect internal inconsistencies in orally presented stories among 115 emerging bilingual children. The concurrent results revealed that in Grade 3, children's comprehension monitoring served as a unique predictor of reading comprehension within English and French, over and above the contribution of word reading and vocabulary. This relationship was not observed in Grade 2. Moreover, the longitudinal analyses indicated that Grade 2 children's comprehension monitoring in English made a significant contribution to English reading comprehension in Grade 3, even after controlling for word reading, vocabulary, and the autoregressor variable. However, this relationship was not established in the L2. Overall, the results from this study lay the groundwork for the development of screening measures that can be used by educators to support phonological foundations of literacy. Furthermore, the findings suggest there is a need to include support for higher-level language skills, such as the ability to monitor one's comprehension, in the early stages of bilingual reading instruction.
Download or read book Longitudinal Relationships Between Reading and Spelling in Early Elementary Grades written by Ekaterina Petrovna Forrester and published by . This book was released on 2013 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although considerable research has focused on the nature of reading-spelling relationships and its implications for practice, most of the literature is outdated, having been published in 1980s and 1990s. Moreover, limitations in the research base inhibit the full understanding of how reading and spelling development influence each other at different stages and whether reading-spelling relationships might differ in certain at-risk populations compared to typically developing readers. Several researchers suggested the existence and provided evidence for stages of reading and spelling development (Frith, 1985; Ehri, 1989; Henderson & Beers, 1980; Shanahan & Lomax, 1986). The present study examined the reading-spelling relationship hypothesis suggested by Uta Frith (1985) to determine whether evidence can be provided to support specific directionality of influences between reading and spelling. Using a sample of 386 elementary school students who were followed from first through fourth grade, a cross-lagged panel analysis explored across-time reciprocal influences of reading and spelling in Grades 1 and 3. The results indicated that during the alphabetic stage the relationship between reading and spelling was significantly influenced by other early literacy skills, specifically students' knowledge of letter names and the ability to read words correctly. Additionally, students' ability to use alphabetic knowledge in decoding was a causal determinant of their ability to use this knowledge in spelling at later time points. During the orthographic stage, orthographic knowledge in reading facilitated the orthographic knowledge acquisition in spelling. While the results of this study provided additional support for the Frith's hypothesis of the orthographic knowledge transfer, it was not able to provide evidence for the alphabetic knowledge transfer hypothesis that suggests that alphabetic knowledge is first acquired in spelling and then facilitates alphabetic knowledge acquisition in reading. Instead, reading was found to be an antecedent and facilitator of both alphabetic and orthographic knowledge. Differences between typically developing and struggling readers were also examined. The implications of these findings for reading and spelling instruction and future directions for research are discussed.
Download or read book Predictors of Early Reading in a Second Language written by Marla Endler and published by . This book was released on 2008 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: English (L1) pre-reading skills in Kindergarten were examined to determine the predictors of word reading in French (L2) in Grade 1. Sixty-nine English-speaking children from an Anglophone community who were being schooled in French immersion participated in a one-year longitudinal study. Children were followed from Kindergarten (prior to formal literacy instruction) to the end of Grade 1 (after one year of literacy instruction). Independent variables included English and French oral language, letter knowledge, phonological awareness (PA), rapid automatized naming (RAN), and phonological memory (PM) in Kindergarten. The dependent variable was word reading in French and also English at the end of Grade 1.Results showed that English phonological awareness (CTOPP Elision) and English letter recognition were the only consistent and unique predictors of French and English word reading. Other measures of phonological awareness in English and French, as well as letter-sound knowledge. PM and RAN in English, were correlated with Grade 1 word reading; however, they were not unique predictors. Oral language proficiency did not predict English or French word reading at the end of Grade 1.Concurrent development of basic literacy skills in French and English was examined to determine the extent to which literacy skills develop in parallel between the two languages. The analyses of reading and spelling outcomes at the end of Grade 1 demonstrate that these skills appear to develop in parallel, despite the lack of formal instruction in English. This finding suggests cross-linguistic transfer of skills from L2 to L1.Children with weaker phonological awareness skills in Kindergarten were significantly below their peers in reading in Grade 1. This indicates that children with weak phonological skills may be identified as early as Kindergarten, thus providing an opportunity to implement intervention programs at an earlier point in time. This earlier intervention has a strong preventative application for children who might otherwise struggle with reading in later grades.
Download or read book Word Morphology and Written Language Acquisition Insights from Typical and Atypical Development in Different Orthographies written by Lynne G. Duncan and published by Frontiers Media SA. This book was released on 2019-06-05 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Research Topic explores the processing of morphemes, the smallest units of language that bear meaning and that combine to form more complex words. The articles gathered under this Research Topic investigate typical and atypical morphological processing by children and adolescents in ten different languages. These articles provide cross-linguistic and cross-script evidence of the early sensitivity of children to the morphemic structure of words, irrespective of whether they are struggling readers or typically developing. All in all, the collection allows for a better understanding of how morphological processing skills develop, providing valuable clues as to how this competence can be used as a tool to improve literacy acquisition in struggling readers.
Download or read book Applied Psycholinguistics written by and published by . This book was released on 2005 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Orthography and Literacy written by R. Malatesha Joshi and published by Routledge. This book was released on 2013-05-13 with total page 1203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Download or read book The Multilingual Internet written by Brenda Danet and published by Oxford University Press. This book was released on 2007 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: Devoted to analysing internet related CMC in languages other than English, this volume collects 18 new articles on facets of language and internet use, all of which revolve around several central topics: writing systems, the structure and features of local languages and how they affect internet use, gender issues, and so on.
Download or read book Txtng The Gr8 Db8 written by David Crystal and published by OUP Oxford. This book was released on 2009-07-09 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a long hard look at the text-messaging phenomenon and its effects on literacy, language, and society. Young people who seem to spend much of their time texting sometimes appear unable or unwilling to write much else. Media outrage has ensued. "It is bleak, bald, sad shorthand," writes a commentator in the UK Guardian. "It masks dyslexia, poor spelling, and mental laziness." Exam answers using textese and reports that examiners find them acceptable have led to headlines in the tabloids and leaders in the qualities. Do young people text as much as people think? Do adults? Does texting spell the end of literacy? Is there a panic in the media? David Crystal looks at the evidence. He investigates how texting began and who uses it, why and what for. He shows how to interpret its mix of pictograms, logograms, abbreviations, symbols, and wordplay, and how it works in different languages. He explores the ways similar devices have been used in different eras and discovers that the texting system of conveying sounds and meaning goes back a long way, all the way in fact to the origins of writing - and he concludes that far from hindering literacy, texting may turn out to help it. Contents List
Download or read book Literacy Acquisition written by R. Malatesha Joshi and published by . This book was released on 2003 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
