The Experts below are selected from a list of 86205 Experts worldwide ranked by ideXlab platform
Charles Hulme - One of the best experts on this subject based on the ideXlab platform.
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Learning to Read in chinese evidence for reciprocal relationships between word Reading and oral language skills
2019Co-Authors: Charles Hulme, Lulin Zhou, Xiuli Tong, Arne Lervag, Kelly BurgoyneAbstract:This study investigates the longitudinal predictors of the development of Chinese word Reading skills and potential bidirectional relationships between Chinese word Reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of Reading in 143 primary-school children living in mainland China. Initial levels of Reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial Reading levels predicted growth in Reading. Initial Reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of Learning to Read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word Reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by Learning to Read.
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Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese
2015Co-Authors: Lulin Zhou, Fiona J. Duff, Charles HulmeAbstract:We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children’s subsequent attempts to learn to Read the words. Teaching the pronunciations of words helps children to learn to Read those same words, and teaching the pronunciations and meanings improves Learning still further. These results provide evidence that both phonological and semantic knowledge are causal influences on Learning to Read words aloud in Chinese. It appears that Learning to Read words in Chinese may entail a greater reliance on mappings from orthography to semantics than Learning to Read words in alphabetic orthographies.
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the interface between spoken and written language developmental disorders
2014Co-Authors: Charles Hulme, Margaret J SnowlingAbstract:We review current knowledge about Reading development and the origins of difficulties in Learning to Read. We distinguish between the processes involved in Learning to decode print, and the processes involved in Reading for meaning (Reading comprehension). At a cognitive level, difficulties in Learning to Read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in Learning to Read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).
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Learning to Read what we know and what we need to understand better
2013Co-Authors: Charles Hulme, Margaret J SnowlingAbstract:The authors review current knowledge about the cognitive processes underlying the early stages of word Reading development. Recent findings in a variety of alphabetic languages converge on the conclusion that there are 3 "cognitive foundations" for Learning to Read: letter-sound knowledge, phonemic awareness, and rapid automatized naming skills. Deficits in each of these skills appear causally related to problems in Learning to Read, and deficits in letter-sound knowledge and phonemic awareness appear to be remediable by suitable teaching. The authors argue that this evidence has important practical implications for early education and for the diagnosis and treatment of children with Reading difficulties.
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the causal role of phoneme awareness and letter sound knowledge in Learning to Read combining intervention studies with mediation analyses
2012Co-Authors: Charles Hulme, Fiona J. Duff, Julia M Carroll, Claudine Owyercrane, Margare J SnowlingAbstract:There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of Learning to Read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and Reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level Reading and spelling skills. Improvements in letter-sound knowledge and phoneme awareness at the end of the intervention fully mediated the improvements seen in children’s word-level literacy skills 5 months after the intervention finished. Our findings support the conclusion that letter-sound knowledge and phoneme awareness are two causal influences on the development of children’s early literacy skills.
Margaret J Snowling - One of the best experts on this subject based on the ideXlab platform.
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the interface between spoken and written language developmental disorders
2014Co-Authors: Charles Hulme, Margaret J SnowlingAbstract:We review current knowledge about Reading development and the origins of difficulties in Learning to Read. We distinguish between the processes involved in Learning to decode print, and the processes involved in Reading for meaning (Reading comprehension). At a cognitive level, difficulties in Learning to Read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in Learning to Read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).
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Learning to Read what we know and what we need to understand better
2013Co-Authors: Charles Hulme, Margaret J SnowlingAbstract:The authors review current knowledge about the cognitive processes underlying the early stages of word Reading development. Recent findings in a variety of alphabetic languages converge on the conclusion that there are 3 "cognitive foundations" for Learning to Read: letter-sound knowledge, phonemic awareness, and rapid automatized naming skills. Deficits in each of these skills appear causally related to problems in Learning to Read, and deficits in letter-sound knowledge and phonemic awareness appear to be remediable by suitable teaching. The authors argue that this evidence has important practical implications for early education and for the diagnosis and treatment of children with Reading difficulties.
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the cognitive bases of Learning to Read and spell in greek evidence from a longitudinal study
2006Co-Authors: Dimitris S Nikolopoulos, Charles Hulme, Nata Goulandris, Margaret J SnowlingAbstract:We conducted a longitudinal study examining the role of phonemic awareness, phonological processing, and grammatical skills in the development of Reading and spelling abilities in Greek. A battery of cognitive, linguistic, and literacy tasks was administered to 131 primary school children (65 7-year-olds and 66 9-year-olds) and was repeated in the following year (8- and 10-year-olds, respectively). Phoneme awareness, speech rate, and rapid automatized naming (RAN) were concurrent predictors of Reading rate at Time 1 (T1), and speech rate was a longitudinal predictor of Reading rate at Time 2 (T2) when Reading at T1 was controlled. The predictors of spelling differed from those of Reading; phoneme awareness and speech rate predicted concurrent attainments at T1, and phoneme awareness was a robust longitudinal predictor. Despite the differences in the degree of transparency between the Greek and English orthographies, phoneme awareness predicts variations in Learning to Read and spell in both languages.
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phonological skills are probably one cause of success in Learning to Read a comment on castles and coltheart
2005Co-Authors: Charles Hulme, Margaret J Snowling, Marketa Caravolas, Julia M CarrollAbstract:Castles and Coltheart (2004) argued that the causal link between children's underlying phonological awareness and success in Learning to Read remains unproven. We argue that the balance of evidence does favor such a causal link. We also argue, however, that Learning to Read depends on broader language skills and that, like other aspects of development, it needs to be seen in the context of a multicausal system.
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a cross linguistic comparison of children Learning to Read in english and dutch
2004Co-Authors: Tanya K Patel, Margaret J Snowling, Peter F. De JongAbstract:The authors report on a cross-linguistic investigation of the Reading skills of 6- to 11-year-old children of English (an opaque orthography) and of Dutch (a transparent orthography). Dutch children were relatively more accurate and faster than English children of the same age at Reading words and nonwords and also faster to complete phoneme deletion tasks, but the language differences were smaller than expected and modified by age. The predictors of individual differences in Reading were similar in the 2 languages; phoneme awareness (as measured by accuracy and response time measures) was a significant predictor of Reading, whereas rapid naming of colors, animals, and objects was not. The authors conclude that phoneme awareness is a predictor of individual differences in Reading skill in transparent as well as opaque orthographies.
Peter F. De Jong - One of the best experts on this subject based on the ideXlab platform.
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a cross linguistic comparison of children Learning to Read in english and dutch
2004Co-Authors: Tanya K Patel, Margaret J Snowling, Peter F. De JongAbstract:The authors report on a cross-linguistic investigation of the Reading skills of 6- to 11-year-old children of English (an opaque orthography) and of Dutch (a transparent orthography). Dutch children were relatively more accurate and faster than English children of the same age at Reading words and nonwords and also faster to complete phoneme deletion tasks, but the language differences were smaller than expected and modified by age. The predictors of individual differences in Reading were similar in the 2 languages; phoneme awareness (as measured by accuracy and response time measures) was a significant predictor of Reading, whereas rapid naming of colors, animals, and objects was not. The authors conclude that phoneme awareness is a predictor of individual differences in Reading skill in transparent as well as opaque orthographies.
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Developmental changes in the manifestation of a phonological deficit in dyslexic children Learning to Read a regular orthography.
2003Co-Authors: Peter F. De Jong, Aryan Van Der LeijAbstract:In a longitudinal study, the development of phonological processing abilities was studied in 19 dyslexic, 17 weak, and 19 normal Readers Learning to Read in Dutch. Among other abilities, phonological awareness and rapid automatized naming were assessed in kindergarten, in 1st grade, and in 6th grade. Dyslexic and weak Readers had impairments in rapid naming from kindergarten through 6th grade. Their impairments in phonological awareness at the level of phonemes became manifest in 1st grade and tended to disappear at the end of primary school. However, in a second cross-sectional study, including 13 dyslexic and 25 normal Readers, dyslexic children's awareness of phonemes was hampered when task demands increased. The various manifestations of a phonological deficit follow distinct developmental pathways. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Aryan Van Der Leij - One of the best experts on this subject based on the ideXlab platform.
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Developmental changes in the manifestation of a phonological deficit in dyslexic children Learning to Read a regular orthography.
2003Co-Authors: Peter F. De Jong, Aryan Van Der LeijAbstract:In a longitudinal study, the development of phonological processing abilities was studied in 19 dyslexic, 17 weak, and 19 normal Readers Learning to Read in Dutch. Among other abilities, phonological awareness and rapid automatized naming were assessed in kindergarten, in 1st grade, and in 6th grade. Dyslexic and weak Readers had impairments in rapid naming from kindergarten through 6th grade. Their impairments in phonological awareness at the level of phonemes became manifest in 1st grade and tended to disappear at the end of primary school. However, in a second cross-sectional study, including 13 dyslexic and 25 normal Readers, dyslexic children's awareness of phonemes was hampered when task demands increased. The various manifestations of a phonological deficit follow distinct developmental pathways. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Margare J Snowling - One of the best experts on this subject based on the ideXlab platform.
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the causal role of phoneme awareness and letter sound knowledge in Learning to Read combining intervention studies with mediation analyses
2012Co-Authors: Charles Hulme, Fiona J. Duff, Julia M Carroll, Claudine Owyercrane, Margare J SnowlingAbstract:There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of Learning to Read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and Reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level Reading and spelling skills. Improvements in letter-sound knowledge and phoneme awareness at the end of the intervention fully mediated the improvements seen in children’s word-level literacy skills 5 months after the intervention finished. Our findings support the conclusion that letter-sound knowledge and phoneme awareness are two causal influences on the development of children’s early literacy skills.
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paired associate Learning phoneme awareness and Learning to Read
2007Co-Authors: Charles Hulme, Kristina Goetz, Debbie Gooch, Joh W Adams, Margare J SnowlingAbstract:We report two studies examining the relations among three paired-associate Learning (PAL) tasks (visual–visual, verbal–verbal, and visual–verbal), phoneme deletion, and single-word and nonword Reading ability. Correlations between the PAL tasks and Reading were strongest for the visual–verbal task. Path analyses showed that both phoneme deletion and visual–verbal PAL were unique predictors of a composite measure of single-word Reading and of irregular word Reading. However, for nonword Reading, phoneme deletion was the only unique predictor (and visual–verbal PAL was not a significant predictor). These results are consistent with the view that Learning visual (orthography) to phonological mappings is an important skill for developing word recognition skills in Reading and that individual differences in this ability can be tapped experimentally by a PAL task.
