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21.
Relating print and speech: the effects of letter names and word position on reading and spelling performance 总被引:3,自引:0,他引:3
From an early age, children can go beyond rote memorization to form links between print and speech that are based on letter names in the initial positions of words (Treiman & Rodriguez, 1999; Treiman, Sotak, & Bowman, 2001). For example, children's knowledge of the name of the letter t helps them learn that the novel word TM is pronounced as team. Four experiments were carried out to determine whether letter names at the ends of words are equally useful. Four- and five-year-olds derived little benefit from such information in reading (Experiments 1 and 3) or spelling (Experiment 2), although adults did (Experiment 4). For young children, word-final information appears to have less influence on reading and spelling performance than does word-initial information. The results help delineate the circumstances under which children can go beyond a logographic approach in learning about print. 相似文献
22.
Effect of speech task on intelligibility in dysarthria: a case study of Parkinson's disease 总被引:2,自引:0,他引:2
This study assessed intelligibility in a dysarthric patient with Parkinson's disease (PD) across five speech production tasks: spontaneous speech, repetition, reading, repeated singing, and spontaneous singing, using the same phrases for all but spontaneous singing. The results show that this speaker was significantly less intelligible when speaking spontaneously than in the other tasks. Acoustic analysis suggested that relative intensity and word duration were not independently linked to intelligibility, but dysfluencies (from perceptual analysis) and articulatory/resonance patterns (from acoustic records) were related to intelligibility in predictable ways. These data indicate that speech production task may be an important variable to consider during the evaluation of dysarthria. As speech production efficiency was found to vary with task in a patient with Parkinson's disease, these results can be related to recent models of basal ganglia function in motor performance. 相似文献
23.
Conley CM Derby KM Roberts-Gwinn M Weber KP McLaughlin TE 《Journal of applied behavior analysis》2004,37(3):339-349
This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture-matching intervention. Benefits to students and the practicality of employing the word-level teaching methods are discussed. 相似文献
24.
Bentrovato S Devescovi A D'Amico S Wicha N Bates E 《Journal of psycholinguistic research》2003,32(4):417-430
The effects of sentence context and grammatical gender on lexical access were investigated in Italian using a timed word-naming paradigm. Large main effects of both sentence context and the gender of the article were observed; the interaction between gender and semantics was significant over subjects. Strong facilitation by both gender and semantics was observed, relative to a neutral-control baseline condition. Results are compared with (1) a prior study with the same design, using a picture-naming paradigm, except that objects described by written words were replaced by pictures (Bentrovato, Devescovi, D'Amico, & Bates, 1999); (2) a separate norming study of timed word reading in a list format, using the same stimuli (D'Amico, Devescovi, & Bates, 2001); and (3) a prior study of German comparing word and picture naming in short, semantically neutral phrases (Jacobsen, 1999). Differences in methodology and in findings between the Italian word naming and the German word naming are compared and discussed. Findings of the present study are interpreted in support of interactive-activation models in which different sources of information are combined on-line to predict, anticipate, or preactivate lexical targets. 相似文献
25.
知识图对阅读的作用研究现状述评 总被引:1,自引:0,他引:1
知识图作为辅助阅读的一种方式,其辅助作用已为大量的研究所证实。本文介绍了知识图的概念和种类及其影响因素等方面研究的基本发现和结论。但目前对知识图作用的研究还停留在对辅助作用的方式的探讨上,对机制问题的研究数量和质量上都需加强。 相似文献
26.
We review the recently published report by the Committee on the Prevention of Reading Difficulties in Young Children from a behavior analytic perspective. The authors prescribe what children should learn to be successful readers based on the correlates of reading and the developmental progression of reading errors. The report offers no discussion of theoretical models that can be used by teachers and parents to reform reading instruction or specific procedures that have been shown to be effective at promoting various reading skills. We discuss these omissions in terms of the level of research included in the review, the authors' structural approach to synthesizing this research, and the constructivist orientation common to many early childhood educators. The paper concludes by identifying models and strategies from the behavior analysis literature that can be used to guide instruction and offers a modest suggestion for future reviews of reading research. 相似文献
27.
Edward J. Kameenui 《Journal of Behavioral Education》1999,9(1):5-22
The author examines two significant issues, the adjudication of evidence and the architecture of instruction in the context of research on beginning reading. In particular, he reflects on his participation as a member of the National Research Council's committee that published the recent report entitled Preventing Reading Difficulties in Young Children (1998). The National Academy of Sciences panel of experts process is contrasted with a more explicit process for codifying scientific evidence and including quantitative experimental research as the primary source of evidence. In addition, the author argues for the importance of attending to the architecture of instruction in beginning reading. 相似文献
28.
Maryanne Cattaneo 《Journal of Behavioral Education》1999,9(1):65-71
In this paper, the report by the Committee on the Prevention of Reading Difficulties in Young Children is discussed from a practitioner's perspective. The many and notable strengths are described, including the comprehensive review of the topic, the balanced manner of the report's conclusions, and the way in which the report was written. The weaknesses of the report also are presented. 相似文献
29.
John W. Schuster Ed.D. Timothy E. Morse Ed.D. Ann B. Griffen M.S. Tim Wolery B.S. 《Journal of Behavioral Education》1996,6(4):511-533
A multiple probe across behaviors design, replicated across participants, assessed the effectiveness of constant time delay in teaching appropriate peer reinforcement and grocery words to 3 elementary students with moderate intellectual disabilities. Additionally, pretests and posttests assessed the acquisition of the participants' observational learning (acquisition of peers' grocery words) and instructive feedback (related information supplied by the teacher in the consequent event). Results indicate that the participants learned (a) how to appropriately reinforce peers, (b) to read their grocery words, (c) some of the targeted stimuli of their peers, and (d) much of the instructive feedback that was associated with each of the grocery words. Maintenance data indicate that the participants maintained their target grocery words at high levels of accuracy. 相似文献
30.
不同年级学生自然阅读过程信息加工活动特点研究 总被引:7,自引:3,他引:7
探讨不同年级学生自然阅读过程的信息加工活动特点,包括两个实验。实验1结果表明,低年级学生自然阅读后再复述文章时需要重读原文的时间比高年级学生要多,据此初步推知,低年级学生自然阅读过程可能主要是单一的语言解码信息加工活动,高年级学生自然阅读过程可能同时进行了语言解码与组织连贯的信息加工活动,以后者为主。实验2比较不同年级的学生在自然阅读、理解任务阅读与记忆任务阅读三种情况下对文章信息保持的效果,结果 相似文献