Search results for "Reading"

Influence of language immersion in the reading comprehesion. Study of three learning models in the plurilingual valencian reality

2017

[EN] Throughout the last twenty years, the implementation of bilingual programmes in the Autonomous Region of Valencia has produced diverse results. This calls for an in-depth research to ascertain the actual impact on pupils. Numerous studies, at international level, confirm thatlinguistic immersion is the most successful method for language learning. However the belief that the teaching of the Valencian language is detrimental to learning Castillian Spanish has been an important underlying obstacle. This paper presents research carried out in four schools in Valencia and Teruel to statistically evaluate the influence of different language teaching programmes on Reading comprehension in Ca…

Long-Term Intervention Effects of Spelling Development for Children With Compromised Preliteracy Skills

2013

The aim of this longitudinal study was to build a model of the predictive values (poor phonological awareness, low letter knowledge, and slow naming speed) of spelling in 3 contrasting reading groups: a regular and a computer-assisted remedial intervention and mainstream instruction. The participants were 7-year-old Finnish school beginners (N = 166). The interventions took place in 4 weekly sessions of 45 min each over a period of 28 weeks in groups of 5 during Grade 1. We compared postintervention spelling development across the groups. The children who received systematic phonics-based training via the computer-assisted intervention reached the postinstruction level of the mainstream gro…

Self-Regulation and Link Selection Strategies in Hypertext

2010

This article explores the role of self-regulation in strategies that readers use to decide the order in which to read the different sections of a hypertext. This study explored 3 main strategies for link selection based on (a) link screen position, (b) link interest, and (c) the semantic relation of a link with the section just read. This study followed Winne's (1995, 2001) model of self-regulated learning to try to explain why some readers select hyperlinks based on strategies that lead to lower levels of comprehension (i.e., screen position and personal interest). Results from 2 studies revealed that readers with low prior knowledge base their decisions on what to read next on a default s…

Learning to read: English in comparison to six more regular orthographies

2003

Reading performance of English children in Grades 1–4 was compared with reading performance of German-, Dutch-, Swedish-, French-, Spanish-, and Finnish-speaking children at the same grade levels. Three different tasks were used: numeral reading, number word reading, and pseudoword reading. The pseudowords shared the letter patterns for onsets and rimes with the number words. The results showed that with the exception of English, pseudowords in the remaining orthographies were read with a high level of accuracy (approaching 90%) by the end of Grade 1. In contrast to accuracy, reading fluency for pseudowords was affected not only by regularity but also by other orthographic differences. The …

On-line assessment of comprehension processes

2009

In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of students from fifth to tenth grades (11 to 16 years old). Comprehension strategies are registered on-line using reading times and visits to relevant sections of the text during the question-answering process. Data show that the computerbased version draws similar results to those provided by the paper-and-pencil version. In addition, we identify the…

Deviance, did you get it? An experiment in reading to learn

1991

Abstract This article reports an experiment in which an attempt was made to test reading a scientific text under as natural study conditions as possible. After reading a lengthy text from a Sociology textbook in English, five out of 25 Finnish college students understood a basic concept the way it had been defined by a sociologist; 4 weeks later, after going over the text the second time in Finnish, the number increased to 12. However, even after the second reading of the text in their first language, only half of the students had learnt the basic concept. This indicates that the problems in studying were not only linguistic problems; they seem also to have been study skill problems in gene…

Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention

2017

ABSTRACTWe explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus business as usual instruction (n = 2). Results indicate that students at some risk on Spanish pseudoword reading appeared to benefit the most from playing the game. Analysis of gains suggests a potentially small, but meaningful educational effect…

Illusory conjunctions in French: The nature of sublexical units in visual word recognition

2005

The respective influence of orthographic redundancy (Seidenberg, 1987) and syllable boundaries (Rapp, 1992) on reading units in French was tested in three experiments, using the illusory conjunction paradigm (Prinzmetal, Treiman, & Rho, 1986). Bigram boundaries were defined according to bigram frequencies. The data showed that the syllable effect was attenuated or cancelled when syllable boundaries did not coincide with bigram boundaries. Reading units were defined by syllable and orthographic information. The implications of such findings for the dual route theory and the PDP model are discussed.

2020

Abstract Difficulties in phonological processing and speech perception are associated with developmental dyslexia, but there is considerable diversity across people with developmental dyslexia (e.g., dyslexics with and without phonological difficulties). Phonological and morphological awareness are both known to play an important role in reading acquisition. Problems in morpho-phonological information processing could arguably be associated with developmental dyslexia, especially for Finnish, which is a rich morphologically language. We used MEG to study the connection between morpho-phonology in the Finnish language and familial risk for developmental dyslexia. We measured event-related fi…

Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia

2005

Abstract Brain imaging results illustrative of the search for neuronal markers of dyslexia are reviewed. Event-related potentials (ERPs) are shown to be effective indices of auditory processes involved in speech perception and thus, apparently also helpful in uncovering the neuronal basis of language problems associated with difficulties in reading. Results from the authors' laboratory show that, even at a very early age, brain responses (ERPs) to speech sounds can differentiate children with and without risk for dyslexia and also show reliable predictive correlations to later language development and reading acquisition. The review also covers dyslexia research in which other brain imaging…