Discovering and accounting for limitations in applications of theories of word reading acquisition

Thompson, G. Brian

doi:10.3389/fpsyg.2014.00579

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…The fact that so few OD children had achieved full letter sound knowledge competency at the end of their primary education, given its key role in decoding skills for hearing (Shapiro, Carroll, & Solity, 2013) and deaf children (Goldberg & Lederberg, 2015;Kyle & Harris, 2011), can be seen as cause for concern. For some able and precocious readers, there is evidence that full letter sound knowledge is not essential to achieve reading competence (Thompson, 2014;Thompson, Connelly, Fletcher-Flinn, & Hodson, 2009). However, it remains an empirical question as to whether children who find reading a challenging and difficult skill to acquire need component skills such as letter sound knowledge to be taught explicitly.…”

Section: Do Od and Hhod Children Differ In Literacy Outcomes And Perfmentioning

confidence: 99%

Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia

Herman

Kyle

Roy

2019

Reading Research Quarterly

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Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe‐to‐profoundly prelingually deaf children ages 10 and 11 years, all communicating with spoken language, and compared with equivalent data from 20 hearing children with a history of dyslexia matched on reading ability. Children were given a large battery of tasks assessing word and nonword reading, spelling, vocabulary, and reading‐related skills, including letter sound knowledge, phonological awareness, rapid automated naming, and verbal short‐term memory. Striking similarities were observed for word reading, nonword reading, and spelling across groups, and associations between the measures and reading‐related skills were similar. However, differences between the two groups emerged in the strength of association between literacy and vocabulary. Regression analyses confirmed vocabulary as a key predictor of literacy in the oral deaf group. These results suggest that not only children with a history of dyslexia but also oral deaf children who struggle with reading should receive specialist literacy support. Reading interventions for oral deaf children should target phonological and language skills within a fully integrated approach.

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Section: Do Od and Hhod Children Differ In Literacy Outcomes And Perfmentioning

confidence: 99%

Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia

Herman

Kyle

Roy

2019

Reading Research Quarterly

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“…In line with this, it is proposed that interventions should target a combination of phonological awareness, in particular phoneme awareness, and explicit teaching of phoneme/grapheme mapping to be effective (Adams, ; Høien & Lundberg, ; Rack, ; Snowling, ; but see e.g. Thompson, ).…”

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confidence: 99%

Effects of a Randomized Reading Intervention Study Aimed at 9‐Year‐Olds: A 5‐Year Follow‐up

Wolff

2016

Dyslexia

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The present paper reports on a 5-year follow-up of a randomized reading intervention in grade 3 in Sweden. An intervention group (n = 57) received daily training for 12 weeks in phoneme/grapheme mapping, reading comprehension and reading speed, whereas a control group (n = 55) participated in ordinary classroom activities. The main aim was to investigate if there were remaining effects of the intervention on reading-related skills. Previous analyses showed that the intervention group performed significantly better than the control group on spelling, reading speed, reading comprehension and phoneme awareness at the immediate post-test with sustained effects 1 year later. Results from the 5-year follow-up show that the only significant difference between the intervention (n = 47) and the control group (n = 37) was on word decoding. There was also a significant interaction effect of group assignment and initial word decoding, in the way that the lowest-performing students benefitted the most from the intervention. Another aim was to examine if the children identified in a screening (n = 2212) as poor readers in grade 2 still performed worse than typical readers. The analyses showed that the typically developing students (n = 66) outperformed the students identified as poor readers in grade 2 on working memory, spelling, reading comprehension and word decoding. Copyright © 2016 John Wiley & Sons, Ltd.

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“…The theory is that pupils use the initial letters of the word plus contextual cues and illustrations to work out the meaning of the word but as they continue with reading of Big Books they will infer the phonological rules of decoding especially through acquisition of sub-lexical knowledge through frequent exposure to text. For a review of the acquisition of word reading and implicit phonological recoding in a text-centered way of teaching reading, see Fletcher-Flinn and Thompson ( 2010 ) and Thompson ( 2014 ).…”

Section: Introductionmentioning

confidence: 99%

The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools

Tse

Nicholson

2014

Front. Psychol.

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The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

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Discovering and accounting for limitations in applications of theories of word reading acquisition

Cited by 8 publications

References 16 publications

Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia

Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia

Effects of a Randomized Reading Intervention Study Aimed at 9‐Year‐Olds: A 5‐Year Follow‐up

The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools

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