Does Knowing What a Word Means Influence How Easily Its Decoding is Learned?

Michaud, Mélissa; Dion, Éric; Barrette, Anne; Dupéré, Véronique; Toste, Jessica R.

doi:10.1080/10573569.2015.1092003

Cited by 6 publications

(4 citation statements)

References 43 publications

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“…Although code-related skills are the primary way that reading achievement is defined in early grade levels, there would be considerable potential value in measures that reflect students’ growth in vocabulary and syntax. Language is central to reading development; vocabulary is correlated with word reading and some evidence suggests the relation is causal (e.g., Austin et al, 2022; Dyson et al, 2017; Ouellette & Fraser, 2009; Taylor et al, 2011) although this is still a matter of debate (e.g., Duff & Hulme, 2012; Georgiou et al, 2022; Hogaboam & Perfetti, 1978; Michaud et al, 2017). Nevertheless, measures of vocabulary PM could fill an important need for understanding young children’s growth and responsiveness to instruction in a skill area centrally involved in reading acquisition, and may be particularly important for children less familiar with vocabulary common to text and instructional situations.…”

Section: Discussionmentioning

confidence: 99%

The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.

Clemens,

Lee,

Liu

et al. 2023

Journal of Educational Psychology

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Significant attention and legislation have been directed to assessment intervention for students with wordlevel reading disability (WLRD; i.e., dyslexia). Scholars have called for similar attention to preventionoriented approaches in which intervention is provided to students at risk for WLRD from the earliest grades. Progress monitoring is a key aspect of early intervention, and although numerous measures exist for monitoring kindergarten reading development across foundational skill areas, little evidence indicates which measure(s) provide data that best reflect progress toward successful reading outcomes or significant word reading difficulties. In this study, a sample of 426 ethnically and linguistically diverse kindergarten students, considered at-risk for reading difficulties at the start of kindergarten, were monitored across kindergarten with seven measures that included tests of letter name and sound fluency, phoneme segmentation, word and pseudoword reading, and a computer adaptive test. Students' word reading skills were assessed at the end of kindergarten and first grade with standardized tests of word reading, pseudoword decoding, and oral reading. Analyses that included latent variable growth modeling (controlling for emergent bilingual status) and latent profile analyses found that growth in letter-sound fluency during the fall of kindergarten, and word reading fluency during the spring, were the most strongly related to subsequent word reading skills and most clearly distinguished a subgroup of students who demonstrated significant word reading difficulties by the end of first grade. These measures may be ideal indices of progress for low-performing kindergarteners and for signaling a need for intervention intensification within a prevention-oriented framework. Educational Impact and Implications StatementProgress monitoring can provide data to inform the need to intensify instruction for students at risk for word reading difficulties. Although a large number of options exist for monitoring reading progress in kindergarten, monitoring progress with a measure of letter-sound fluency during the fall and a measure of word reading fluency during the spring may provide the strongest indications of a need to intensify preventative interventions.

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Section: Discussionmentioning

confidence: 99%

The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.

Clemens,

Lee,

Liu

et al. 2023

Journal of Educational Psychology

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“…Austin et al (2022), for example, observed that 4th and 5th graders with reading difficulties demonstrated stronger word-reading accuracy, efficiency, and retention when decoding instruction included teaching the meanings of the words, compared to instruction in decoding alone. However, other studies indicated that instruction in word meanings provided no benefit to word reading (Duff & Hulme, 2012;Hogaboam & Perfetti, 1978;McKague et al, 2001;Michaud et al, 2017). It should be noted that most of the studies that observed no benefit included students in either kindergarten or first grade, whereas studies that observed a benefit of vocabulary instruction tended to include students in subsequent grades.…”

Section: Better Integration Of Semantic Information With Decoding Ins...mentioning

confidence: 99%

Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.

Clemens¹,

Mason²,

O'Donnell³

2023

School Psychology

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Language and self-regulation develop bidirectionally, and they synergistically affect most aspects of acquiring reading proficiency. Children and youth from historically marginalized communities tend to have less expansive knowledge of academic vocabulary and dialect common to instruction and academic text (i.e., General American English), and limited self-regulation skills relevant to reading, compared to lessmarginalized peers. In this article, we argue that language and self-regulation are factors in demographicrelated reading opportunity gaps, and that in addition to improving students' access to high-quality explicit phonics instruction, understanding their interactive relationship offers opportunities for schools to reduce disparities in reading outcomes. Impact and ImplicationsLearning to read is a challenging process for most children, however, children from historically marginalized communities are more likely to enter school with less familiarity of language common to instruction and text, and limited self-regulation skills important for reading acquisition, than lessmarginalized peers. These knowledge and skills gaps are bidirectionally related and sources of demographic-related disparities in reading achievement, but represent critical opportunities to reduce inequities across the span of reading development.

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“…Cette sensibilité accrue à la représentativité se manifeste notamment dans l'utilisation des diagrammes de flux (ex. : Gaspard et al, 2021;Michaud, Dion, Barrette, Dupéré et Toste, 2017;Montero-Marin et al, 2021). De tels diagrammes servent à décrire relativement en détails le recrutement et permettent d'estimer la représentativité de l'échantillon.…”

Section: Une Stratégie En Deux Voletsunclassified

Recruter de meilleurs échantillons en éducation

Dion

Borokhovski²,

Cyr

et al. 2022

Didactique

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Pour générer des conclusions valables, les études en éducation doivent reposer sur des échantillons de qualité. En plus d’être d’une taille suffisante, ces derniers doivent être représentatifs, c’est-à-dire être une version miniature de la population. Le présent article méthodologique décrit les défis liés au recrutement d’un échantillon de qualité étant donné l’impossibilité de recruter purement au hasard. Cette impossibilité découle des règles éthiques régissant les sciences sociales en général, incluant la recherche en éducation et en didactique. Nous avançons que malgré son utilité, la stratification (ex. : représenter les filles et les garçons dans des proportions réalistes) ne garantit pas la représentativité. Nous faisons également valoir que l’impératif de reproductibilité (c.-à-d. de démontrer que d’autres échantillons mènent à des résultats similaires) ne dispense pas les chercheurs de constamment s’efforcer de recruter les meilleurs échantillons possibles. À cette fin, l’article propose une stratégie en deux volets qui consiste à 1) définir un bassin de recrutement idéal en fonction des objectifs de recherche et 2) minimiser le taux de refus au sein de ce bassin. En général, les chercheurs ne devraient pas recourir à des échantillons de convenance dont l’unique mérite est d’être facilement accessibles.

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Does Knowing What a Word Means Influence How Easily Its Decoding is Learned?

Cited by 6 publications

References 43 publications

The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.

The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.

Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.

Recruter de meilleurs échantillons en éducation

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