... Stuart et al. (200344. Stuart, M., Doctor, E., Olisa, J. and Dodds, P. 2003. ... “Reconceptua... more ... Stuart et al. (200344. Stuart, M., Doctor, E., Olisa, J. and Dodds, P. 2003. ... “Reconceptualizing the development of sight word reading and its relationship to recoding”. In Reading acquisition , Edited by: Gough, PB, Ehri, LC and Treiman, R. Hillsdale, NJ: Lawrence Erlbaum. ...
ABSTRACT This paper evaluates three word-level teaching programmes delivered by trained Learning ... more ABSTRACT This paper evaluates three word-level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime-based, phoneme-based, and ‘mixed’ (rime and phoneme-based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset-rime and phoneme manipulation, spelling, and word and non-word reading were measured before and after the nine-week intervention. High rime neighbourhood (HRn) non-words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non-words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset-rime- or grapheme-phoneme-based decoding strategies. Results showed greater phonological onset-rime skills, letter-sound knowledge and non-word reading skills in all LSA-taught intervention groups. There was no difference between the HRn and LRn non-words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime-taught group. It was concluded that LSAs can enhance literacy development for 6-year-old poor readers. There appears to be no simple association between rime- or phoneme-based teaching intervention and changes in the size of unit used by children following interventions.
A training study was conducted to investigatethe relationship between phoneme segmentationability... more A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less phonemically aware. A series ofpost-tests was implemented to discover thenature of the internal orthographicrepresentations which the children had createdfor the words learned. The results of thesepost-tests demonstrated that the children whowere most phonemically aware had alsointernalised the most detailed orthographicrepresentations, despite needing fewerlearning trials. Salient letters fororthographic storage were predictable from thechildren's phoneme segmentation abilities. This paper provides strong support for thethesis that phonemic awareness is related toorthographic storage as well as alphabeticreading techniques.
We report two training studies designed to investigate the relation between phonological awarenes... more We report two training studies designed to investigate the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Effects of visual memory and of teaching methods are also explored.In our first study, novice five-year-old readers able to segment initial phonemes and with good knowledge of mappings between sounds and letters learned words more easily from repeated exposure to texts. Results suggested that visual memory influenced word learning in non-segmenting but not in segmenting children. Spelling regularity did not affect ease of learning. Nouns were easier to learn than function words.In the second study, although phonological awareness and sound-to-letter mapping knowledge still exerted a significant influence, all novice five-year-olds were able to learn words more easily if these were taught out-of-context singly on flashcards.Results support the view that mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological segments detected in the spoken word to letters in the printed word.
A training study was conducted to investigatethe relationship between phoneme segmentationability... more A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less
Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 2... more Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, ...
Two groups of 8-to 10-year-olds differing in rapid automatized naming speed but matched for age, ... more Two groups of 8-to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN ...
... Stuart et al. (200344. Stuart, M., Doctor, E., Olisa, J. and Dodds, P. 2003. ... “Reconceptua... more ... Stuart et al. (200344. Stuart, M., Doctor, E., Olisa, J. and Dodds, P. 2003. ... “Reconceptualizing the development of sight word reading and its relationship to recoding”. In Reading acquisition , Edited by: Gough, PB, Ehri, LC and Treiman, R. Hillsdale, NJ: Lawrence Erlbaum. ...
ABSTRACT This paper evaluates three word-level teaching programmes delivered by trained Learning ... more ABSTRACT This paper evaluates three word-level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime-based, phoneme-based, and ‘mixed’ (rime and phoneme-based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset-rime and phoneme manipulation, spelling, and word and non-word reading were measured before and after the nine-week intervention. High rime neighbourhood (HRn) non-words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non-words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset-rime- or grapheme-phoneme-based decoding strategies. Results showed greater phonological onset-rime skills, letter-sound knowledge and non-word reading skills in all LSA-taught intervention groups. There was no difference between the HRn and LRn non-words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime-taught group. It was concluded that LSAs can enhance literacy development for 6-year-old poor readers. There appears to be no simple association between rime- or phoneme-based teaching intervention and changes in the size of unit used by children following interventions.
A training study was conducted to investigatethe relationship between phoneme segmentationability... more A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less phonemically aware. A series ofpost-tests was implemented to discover thenature of the internal orthographicrepresentations which the children had createdfor the words learned. The results of thesepost-tests demonstrated that the children whowere most phonemically aware had alsointernalised the most detailed orthographicrepresentations, despite needing fewerlearning trials. Salient letters fororthographic storage were predictable from thechildren's phoneme segmentation abilities. This paper provides strong support for thethesis that phonemic awareness is related toorthographic storage as well as alphabeticreading techniques.
We report two training studies designed to investigate the relation between phonological awarenes... more We report two training studies designed to investigate the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Effects of visual memory and of teaching methods are also explored.In our first study, novice five-year-old readers able to segment initial phonemes and with good knowledge of mappings between sounds and letters learned words more easily from repeated exposure to texts. Results suggested that visual memory influenced word learning in non-segmenting but not in segmenting children. Spelling regularity did not affect ease of learning. Nouns were easier to learn than function words.In the second study, although phonological awareness and sound-to-letter mapping knowledge still exerted a significant influence, all novice five-year-olds were able to learn words more easily if these were taught out-of-context singly on flashcards.Results support the view that mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological segments detected in the spoken word to letters in the printed word.
A training study was conducted to investigatethe relationship between phoneme segmentationability... more A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less
Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 2... more Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, ...
Two groups of 8-to 10-year-olds differing in rapid automatized naming speed but matched for age, ... more Two groups of 8-to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN ...
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Papers by Morag Stuart