Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children

The present study reexamines the adoption of clock reading skills in the primary mathematics curriculum. In many Western countries, the mathematics curriculum adopts a number of age-related stages for teaching clock reading skills, that were defined by early research (e.g., Friedman & laycock, 1989; Piaget, 1969). Through a comparison of Flemish and Chinese student’s clock reading abilities, the current study examines whether these age-related stages are a solid base for teaching clock reading skills. By means of both quantitative (ANOVA’s) and qualitative (textbook analysis) methods, the present study indicates that the alternative way of teaching clock reading skills in China, i.e., at the age of six instead of staggered out over several grades, results in a two years earlier acquisition of clock reading skills. This indicates that the previously age-related stages in children’s acquisition of clock reading are not universal, nor the most effective way to teach these skills to young children

Vocabulary is important for some, but not all reading skills

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children of 8-10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding and regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all reading skills. Results are discussed in terms of current models of reading development

Predictors of exception word and nonword reading in dyslexic children: the severity hypothesis

The classification of dyslexic children into discrete subtypes yields a poor description of the dyslexic population at large. Multiple regression methods were used to examine continuous variation in component reading subskills (nonword and exception word reading) and their underlying cognitive skills within a group of 59 9-15 year-old dyslexic children. Two measures of phonological skills contributed unique variance to nonword reading: phonological processing and verbal short-term memory skills. In contrast, the only unique predictor of exception word reading was reading experience. The results are discussed within a connectionist framework that views the decoding deficit in dyslexia as stemming from poorly specified phonological representations. The extent of the nonword reading deficit is determined by the severity of the underlying phonological impairment. In contrast, exception word reading is influenced more by print exposure

Separating the influences of prereading skills on early word and nonword reading

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills–reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words

ANALISIS KETERAMPILAN MEMBACA PERMULAAN PADA SISWA KELAS 1 DI SDN 1 GIRIMOYO

Beginning reading skills are very important reading skills to be taught to grade 1 students so that students are able to understand and pronounce simple sentences with good and correct intonation, starting from recognizing letters of the alphabet A-Z, recognizing punctuation marks, reading words, spelling words, reading aloud, and read quickly. This research aims to describe: (1) beginning reading skills in grade 1 students at SDN 1 Girimoyo, (2) obstacles faced in beginning reading skills in grade 1 students at SDN 1 Girimoyo, and (3) efforts made to overcome these skills. beginning reading for grade 1 students at SDN 1 Girimoyo. This research uses a qualitative approach and descriptive type. The data source uses two sources, namely primary data sources in the form of school principals, class 1 teachers, and class 1 students. Meanwhile, secondary data is in the form of documentation. The research was carried out from June to July 2023. The data collection techniques used were observation, interviews, documentation, tests and field notes, which were analyzed using research instruments in the form of observation sheets, interview sheets, documentation sheets, test sheets and field notes. Data analysis uses data collection, data reduction, data presentation, and drawing conclusions. Based on the research results, it is clear that, (1) initial reading skills for grade 1 students at SDN 1 Girimoyo have been carried out by reintroducing the letters of the alphabet A-Z, introducing punctuation, reading words, reading aloud and reading quickly. (2) The obstacles they face are difficulty recognizing letters, recognizing and distinguishing punctuation marks, reading aloud, lack of interest in learning to read, and lack of self-confidence among students. Therefore, (3) the efforts made are teaching and motivating students to learn to read, especially beginning reading, to make it easier for them to progress to a higher level, providing literacy books, introducing and explaining the material being taught, providing encouragement to tell stories about what they have read, and providing encouragement. in the form of words of motivation to students to continue learning to read. In the results of this research, it is recommended that beginning reading skills should continue to be applied and taught to lower grade students both at school with the help of teachers and at home with the help of parents, in order to help students read fluently to the next stage

Cognitive flexibility predicts early reading skills

International audienceAn important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the composition

The effects of a school intervention on year 10 students : a cognitive and attitudinal perspective : thesis submitted in partial fulfillment of the requirements for the degree of Master in Education (Guidance)

This study examined the effectiveness of a school's new intervention called The Diploma Programme, which aimed to increase academic achievement by encouraging students to develop into self-regulated learners. The programme monitored and rewarded the study skills punctuality and attendance, social co-operation, class-work and homework completion, and bringing correct equipment, by awarding credits towards a diploma. Participants were 33 self-selected Year 10 students who were placed in three groups based on the Year 10 PAT reading comprehension class percentiles. A questionnaire administered before The Diploma Programme and at the end of the school year, examined students' self-reported changes in study skills, as well as in the attitudinal factors academic motivation, locus of control, and self-efficacy. Diploma credits were also examined for significant difference over the year, within and between the three groups. Results indicated that The Diploma Programme was initially effective in encouraging study skills across reading skill levels, but dropped in effectiveness over the year. Results also indicated that while reading skill level influences both study skills and academic achievement, the internal locus of control factor 'effort' can modify levels of performance. The group with high reading skills achieved the highest academically, tended to use the most study skills and to exhibit the highest levels of academic self-efficacy. However, the group with low reading skills, who reported using more 'effort' than the other groups, achieved higher academically and tended to use more study skills by the end of the year than the group with moderate reading skills. Recommendations made to develop and maintain the effectiveness of The Diploma Programme over the year included changes within The Diploma Programme, as well as changes in classrooms and the wider school

Writing to Read: Evidence for How Writing Can Improve Reading

Analyzes studies showing that writing about reading material enhances reading comprehension, writing instruction strengthens reading skills, and increased writing leads to improved reading. Outlines recommended writing practices and how to implement them