1. Families and Reading 2. Emergent Literacy 3. Learning to Read Words 4. Skilled Word Reading 5.... more 1. Families and Reading 2. Emergent Literacy 3. Learning to Read Words 4. Skilled Word Reading 5. Reading Fluency 6. Vocabulary 7. Theoretical Models of Reading Comprehension 8. Components of Reading Comprehension 9. Motivation to Read 10. Linguistic Variation and Reading 11. Why Reading?: The Psychosocial Benefits of Reading
Publisher Summary This chapter discusses the varied literatures describing influences from word-l... more Publisher Summary This chapter discusses the varied literatures describing influences from word-level constraint and sentence constraint. The chapter focuses on the research describing on-line processing of words, rather than memory for or explicit decisions about those words. The chapter also discusses how various theories of lexical processing might (or not) account for these influences. Studies of contextual constraint have the potential to lend information relevant for determining the locus and manner in which context influences the processing of words. As a result, such studies assist in deciding among alternative theories of lexical processing. The view of lexical processing that is eventually decided upon, contextual constraint emerged as an important factor in the processing of words and needs to be included in any theory of lexical processing.
Language Speech and Hearing Services in Schools, Jul 1, 2016
Children from low-socioeconomic status families often perform poorly on standardized vocabulary a... more Children from low-socioeconomic status families often perform poorly on standardized vocabulary assessments. The primary purpose of the study was to determine whether lexical diversity as measured by D (Malvern, Richards, Chipere, & Durán, 2004) serves as a valid measure of vocabulary in at-risk, low-income, predominantly African American kindergartners. Kane's (1992) argument-based approach was used to validate D. Six assumptions were examined. Kindergartners (N = 210) from a high-poverty, low-achievement region of the United States were recorded narrating a wordless picture book and assessed using the Expressive Vocabulary Test, Second Edition (Williams, 2007), and the Kaufman Test of Educational Achievement, Second Edition-Listening Comprehension subtest (Kaufman & Kaufman, 2004). D was distributed normally and did not vary as a function of language sample length or child ethnicity. D was significantly but weakly related to the Expressive Vocabulary Test, Second Edition, indicating some distinction between D and the Expressive Vocabulary Test, Second Edition, scores. Further, D was only marginally related to the Kaufman Test of Educational Achievement, Second Edition-Listening Comprehension subtest. Although evidence was somewhat mixed, the study supported the view that D is a potentially valid measure of lexical diversity among low-income, predominantly African American kindergartners and could be a useful supplement to standardized vocabulary measures.
This study aimed to develop and validate a measure of emergent reading motivation designed for pr... more This study aimed to develop and validate a measure of emergent reading motivation designed for prekindergarten children, called the Emergent Reading Motivation Scale (ERMS). The development of the ERMS was to overcome the limitation that current existing reading motivation measures are not developmentally appropriate for young children. Fifty-six native-English speaking children who were enrolled in a prekindergarten program participated in the study. The ERMS had 17 items that were drawn from reading self-concept, reading performance goal, and reading learning goal. The scale was administered through two sock puppets. For each item, the puppets represented contrasting behaviors regarding reading motivation. The children were asked to choose the puppet that was most like themselves. Results suggested that the ERMS is an age-appropriate reading motivation measure for prekindergarten children and has a three-factor structure as assumed even though its internal consistency is moderate and is of limited predictive power of emergent literacy skills.
One of the most noticeable transformations in children’s oral reading that occurs as they become ... more One of the most noticeable transformations in children’s oral reading that occurs as they become skilled readers is the development of good reading prosody. We discuss research carried out in our laboratories that describes the nature of these changes in reading prosody. We describe the consistent patterns observed across studies in spectrographically measured prosody features. We discuss where reading prosody fits theoretically in the general development of reading skills. We discuss how researchers have translated their understanding of reading prosody into the development of reading fluency rating scales, and evaluate the validity of the scales. Finally, we discuss open questions in our understanding of reading prosody, particularly with regard to the place of prosody in classroom assessment of reading skill.
1. Families and Reading 2. Emergent Literacy 3. Learning to Read Words 4. Skilled Word Reading 5.... more 1. Families and Reading 2. Emergent Literacy 3. Learning to Read Words 4. Skilled Word Reading 5. Reading Fluency 6. Vocabulary 7. Theoretical Models of Reading Comprehension 8. Components of Reading Comprehension 9. Motivation to Read 10. Linguistic Variation and Reading 11. Why Reading?: The Psychosocial Benefits of Reading
Publisher Summary This chapter discusses the varied literatures describing influences from word-l... more Publisher Summary This chapter discusses the varied literatures describing influences from word-level constraint and sentence constraint. The chapter focuses on the research describing on-line processing of words, rather than memory for or explicit decisions about those words. The chapter also discusses how various theories of lexical processing might (or not) account for these influences. Studies of contextual constraint have the potential to lend information relevant for determining the locus and manner in which context influences the processing of words. As a result, such studies assist in deciding among alternative theories of lexical processing. The view of lexical processing that is eventually decided upon, contextual constraint emerged as an important factor in the processing of words and needs to be included in any theory of lexical processing.
Language Speech and Hearing Services in Schools, Jul 1, 2016
Children from low-socioeconomic status families often perform poorly on standardized vocabulary a... more Children from low-socioeconomic status families often perform poorly on standardized vocabulary assessments. The primary purpose of the study was to determine whether lexical diversity as measured by D (Malvern, Richards, Chipere, & Durán, 2004) serves as a valid measure of vocabulary in at-risk, low-income, predominantly African American kindergartners. Kane's (1992) argument-based approach was used to validate D. Six assumptions were examined. Kindergartners (N = 210) from a high-poverty, low-achievement region of the United States were recorded narrating a wordless picture book and assessed using the Expressive Vocabulary Test, Second Edition (Williams, 2007), and the Kaufman Test of Educational Achievement, Second Edition-Listening Comprehension subtest (Kaufman & Kaufman, 2004). D was distributed normally and did not vary as a function of language sample length or child ethnicity. D was significantly but weakly related to the Expressive Vocabulary Test, Second Edition, indicating some distinction between D and the Expressive Vocabulary Test, Second Edition, scores. Further, D was only marginally related to the Kaufman Test of Educational Achievement, Second Edition-Listening Comprehension subtest. Although evidence was somewhat mixed, the study supported the view that D is a potentially valid measure of lexical diversity among low-income, predominantly African American kindergartners and could be a useful supplement to standardized vocabulary measures.
This study aimed to develop and validate a measure of emergent reading motivation designed for pr... more This study aimed to develop and validate a measure of emergent reading motivation designed for prekindergarten children, called the Emergent Reading Motivation Scale (ERMS). The development of the ERMS was to overcome the limitation that current existing reading motivation measures are not developmentally appropriate for young children. Fifty-six native-English speaking children who were enrolled in a prekindergarten program participated in the study. The ERMS had 17 items that were drawn from reading self-concept, reading performance goal, and reading learning goal. The scale was administered through two sock puppets. For each item, the puppets represented contrasting behaviors regarding reading motivation. The children were asked to choose the puppet that was most like themselves. Results suggested that the ERMS is an age-appropriate reading motivation measure for prekindergarten children and has a three-factor structure as assumed even though its internal consistency is moderate and is of limited predictive power of emergent literacy skills.
One of the most noticeable transformations in children’s oral reading that occurs as they become ... more One of the most noticeable transformations in children’s oral reading that occurs as they become skilled readers is the development of good reading prosody. We discuss research carried out in our laboratories that describes the nature of these changes in reading prosody. We describe the consistent patterns observed across studies in spectrographically measured prosody features. We discuss where reading prosody fits theoretically in the general development of reading skills. We discuss how researchers have translated their understanding of reading prosody into the development of reading fluency rating scales, and evaluate the validity of the scales. Finally, we discuss open questions in our understanding of reading prosody, particularly with regard to the place of prosody in classroom assessment of reading skill.
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