The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities

Wise, Justin C.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen W.; Wolf, Markus

doi:10.1044/1092-4388(2007/076)

Cited by 212 publications

(180 citation statements)

References 31 publications

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“…Mothers who read more books to their children and those who asked more questions extending the reading did not necessarily have children with greater phonological awareness at the end of preschool. Given the well-documented link between phonological awareness and vocabulary skills (Avons et al, 1998;Bowey, 2001;Gathercole et al, 1999;Jusczyk, 1993;McBride-Chang et al, 2005;Metsala, 1999;Wise et al, 2007), this study contributes to the literature on reading acquisition by determining that, at least for this low-income and ethnically diverse group of families, frequency and quality of book-reading practices are not directly linked to development of phonological awareness even when controlling for children's vocabulary. In the past, studies that found a link between phonological awareness and book-reading practices (Raz & Bryant, 1990) did not control for vocabulary.…”

Section: Discussionmentioning

confidence: 96%

“…Children with larger vocabularies have better phonological awareness skills (Avons, Wragg, Cupples, & Lovegrove, 1998;Bowey, 2001;Gathercole, Service, Hitch, Adams, & Martin, 1999;Jusczyk, 1993;McBride-Chang et al, 2005;Metsala, 1999;Wise, Sevcik, Morris, Lovett, & Wolf, 2007). As vocabulary expands, there is growing pressure to discriminate among similar sounding words, which leads to increasingly segmented lexical representations (Metsala & Walley, 1998).…”

Section: Abstract Phonological Awareness Vocabulary Maternal Elabormentioning

confidence: 99%

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The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

Leyva

Sparks

Reese

2012

Journal of Literacy Research

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The relation between preschoolers' phonological awareness and the frequency and quality of parents' book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children's phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books and reminisced with their children at the beginning of preschool using a questionnaire. They were also videotaped while reading a book and talking about a past event with their preschoolers. The quality of book-reading and reminiscing practices was measured via these videotapes by the number of openended questions mothers asked to extend the reading or conversation. Children's receptive and expressive vocabulary skills were assessed at the beginning of preschool as a control variable. Quality of reminiscing, but not book-reading practices, predicted preschoolers' phonological awareness skills at the end of preschool, even after controlling for beginning-of-preschool phonological and vocabulary skills and demographic variables. Reported frequency of book-reading and reminiscing practices bore no relation to phonological awareness skills. The link between quality of reminiscing practices and phonological awareness deserves further exploration, but might be explained by indirect links with other linguistic and cognitive skills.

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Section: Discussionmentioning

confidence: 96%

Section: Abstract Phonological Awareness Vocabulary Maternal Elabormentioning

confidence: 99%

The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

Leyva

Sparks

Reese

2012

Journal of Literacy Research

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“…To measure children's reading, we used the Test of Word Reading Efficiency, (TOWRE; , which correlates strongly with children's overall reading performance (Wise et al, 2007), vocabulary (Ricketts et al, 2007), and NWR ability (Nation & Hulme, 2010). Syntactic comprehension was assessed using a task that reveals considerable individual differences in typically developing children's performance (Dick et al, 2004;Leech et al, 2007).…”

Section: The Present Studymentioning

confidence: 99%

Articulating Novel Words: Children's Oromotor Skills Predict Nonword Repetition Abilities

Krishnan

Alcock

Mercure³

et al. 2013

J Speech Lang Hear Res

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Purpose: Pronouncing a novel word for the first time requires the transformation of a newly encoded speech signal into a series of coordinated, exquisitely timed oromotor movements. Individual differences in children's ability to repeat novel nonwords are associated with vocabulary development and later literacy. Nonword repetition (NWR) is often used to test clinical populations. While phonological/auditory memory contributions to learning and pronouncing nonwords have been extensively studied, much less is known about the contribution of children's oromotor skills to this process. Method: Two independent cohorts of children (7-13 years, N = 40, and 6.9-7.7 years, N = 37) were tested on a battery of linguistic and non-linguistic tests, including NWR and oromotor tasks. Results: In both cohorts, individual differences in oromotor control were a significant contributor to NWR abilities; moreover, in an omnibus analysis including experimental and standardized tasks, oromotor control predicted the most unique variance in NWR. Conclusions: Results indicate that nonlinguistic oromotor skills contribute to children's NWR ability, and suggest that important aspects of language learning and consequent language deficits may be rooted in the ability to perform complex sensorimotor transformations.Oromotor skill predicts non-word repetition ability

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“…On a déjà bien attesté l'association entre l'étendue du vocabulaire et le rendement en lecture orale ou en compréhension de la langue écrite (Nation & Cocksey, 2009), que ce dernier soit mesuré concurremment ou ultérieurement (Chiappe, Chiappe, & Gottardo, 2004;Lindsey, Manis, & Bailey, 2003;Sénéchal, Ouellette, & Rodney, 2006). Par ailleurs, Wise, Sevcik, Morris, Lovett et Wolf (2007b) rapportent des résultats qui donnent à penser que l'étendue du vocabulaire expressif pourrait être plus utile que celle du vocabulaire réceptif au dépistage des élèves à risque de difficultés en lecture.…”

Section: Les Faiblesses Dans Le Traitement Du Langage Oralunclassified

Une analyse des facteurs de risque dans l’apprentissage de la lecture chez l’enfant

Desrochers

Carson

Daigle

2012

enfance

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Le but de cet article est de discuter des facteurs de risque associés aux difficultés que les enfants d’âge scolaire peuvent éprouver dans l’apprentissage de la lecture. D’entrée de jeu, nous posons que l’instruction publique obligatoire expose les enseignants à toute la diversité des aptitudes à cet apprentissage. On estime que l’enseignement universel, en classe ordinaire, répond aux besoins d’environ 75% des apprentis lecteurs. Mais qu’en est-il des autres? Quels sont les facteurs qui, chez eux, peuvent nuire à l’apprentissage de la lecture? Pour tenter une réponse à cette question, nous faisons d’abord le portrait des principales habiletés qui président au développement des normo-lecteurs. Puis, nous distinguons deux classes de facteurs de risque : les risques individuels et les risques environnementaux. Les risques connus et centrés sur les caractéristiques de l’individu sont associés à l’hérédité, aux déficits sensoriels, aux capacités cognitives générales et aux faiblesses dans le traitement de la langue orale ou écrite. Les facteurs connus et centrés sur le milieu d’apprentissage renvoient principalement aux activités d’enrichissement ou de formation dans le foyer familial ou à l’école. Nous discutons de leur nature et de leur impact sur l’apprentissage de la lecture.

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The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities

Cited by 212 publications

References 31 publications

The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

Articulating Novel Words: Children's Oromotor Skills Predict Nonword Repetition Abilities

Une analyse des facteurs de risque dans l’apprentissage de la lecture chez l’enfant

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