Why Can't John Read? Perhaps He's Not a Good Listener

Berger, Natalie

doi:10.1177/002221947801101005

Cited by 25 publications

(7 citation statements)

References 3 publications

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“…Additional support for the hypothesis that all readers use phonological information, but that some use it less effectively, comes from a recent article by Booth, MacWhinney, and Perfetti (1999). Their study consisted of presenting second-and sixthgrade children with different nonword primes by flashing the primes on a screen for a duration too brief to allow for complete processing.…”

Section: Phonological Awarenessmentioning

confidence: 99%

“…In a longitudinal study, Mann and Liberman (1984) found that kindergarten children who would later be more skilled readers outperformed future less skilled readers on a word-string memory task. Listening comprehension problems have also been noted in less skilled readers (Berger, 1978), as have difficulties repeating and comprehending long or complex sentences (Mann, Liberman, & Shankweiler, 1980). On the other hand, less skilled readers perform similarly to more skilled readers on memory tasks that are not recoded phonologically, such as doodles that cannot be recoded as words (Katz et al, 1981), tones (Holmes & McKeever, 1979), and environmental sounds (Brady et al, 1983).…”

Section: Short-term Memorymentioning

confidence: 99%

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A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level

Thompkins

Binder

2003

Reading Research Quarterly

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S We examined the relations among phonological awareness, short‐term memory, orthographic ability, contextual information, and reading skill in a study of 60 functionally illiterate adults enrolled in Adult Basic Education programs. Using a multiple regression analysis, the results indicated that phonological awareness, orthographic ability, and context each accounted for a unique portion of the variance in reading skill. To compare the relative strengths and weaknesses of these adult readers to children, we tested 99 children and matched them to the adults on reading level. We then divided the adults and children into more and less skilled readers. Although the more skilled readers out‐performed the less skilled readers on most of the tasks, tasks that relied on general world knowledge or experience tended to favor the adult readers. Adults seem to be relying less on phonological decoding, which is an area of weakness for them, and more on remembering specific words and patterns, which is an area of relative strength. Examinamos las relaciones entre conciencia fonológica, memoria a corto plazo, habilidad ortográfica, información contextual y habilidad lectora mediante el estudio de 60 analfabetos funcionales adultos inscriptos en programas de educación básica de adultos. Los resultados de un análisis de regresión múltiple indicaron que la conciencia fonológica, la habilidad ortográfica y el contexto dieron cuenta, cada uno, de una porción única de la varianza en habilidad lectora. Para comparar fuerzas y debilidades relativas de los lectores adultos con respecto a los niños, evaluamos a 99 niños y los apareamos con los adultos por nivel de lectura. Luego dividimos a los adultos y niños en grupos de lectores de mayor y menor habilidad. Si bien los lectores de mayor habilidad se desempeñaron mejor que los de menor habilidad en la mayoría de las tareas, aquellas tareas que dependían de conocimiento del mundo o experiencia tendieron a favorecer a los adultos. Los adultos parecen depender menos de la decodificación fonológica, que es un área de debilidad para ellos y más de la memoria de palabras y patrones específicos, que es un área de fuerza relativa. Wir untersuchten die Relationen zwischen phonologischem Bewußtsein, Kurzzeitgedächtnis, orthografischer Fähigkeit, kontextualer Information, und der Lesekenntnis in einer Studie mit 60 funktionell illiteraten Erwachsenen bei dem Erlernen von Basisprogrammen für Erwachsene. Bei der Anwendung einer multiplen Regressionsanalyse zeigten die Ergebnisse auf, daß ein phonologisches Bewußtsein, die orthographische Leistung und der Kontext jeweils über einen eigenen Anteil in der Lesebefähigung gemäß der Abweichungerhebung verfügt. Um die relativen Stärken und Schwächen dieser erwachsenen Leser mit denen der Kinder zu vergleichen, prüften wir 99 Kinder und verglichen sie mit den Erwachsenen auf Leseeinstufung. Wir unterteilten dann die Erwachsenen und Kinder in mehr oder minder befähigte Leser. Erwachsene scheinen sich weniger auf phonologisches Entschlüsseln zu verla...

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Section: Phonological Awarenessmentioning

confidence: 99%

Section: Short-term Memorymentioning

confidence: 99%

A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level

Thompkins

Binder

2003

Reading Research Quarterly

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“…Not surprisingly. listening comprehension problems have also been noted for children with reading disability (e.g.. Berger. 1978;Kotsonis & Patterson.…”

Section: Reading Disability and Difficulties With Language Processingmentioning

confidence: 96%

Reading disability: The role of language deficiencies.

Mann¹,

Brady²

1988

Journal of Consulting and Clinical Psychology

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Learning to read presents a considerable obstacle for approximately 4-10% of normal elementary school children, despite what would appear to be a favorable background of intellectual abilities and classroom experience. Such "reading disability" hinders educational progress and, as a consequence, can effect $elf~esteem, social status, and occupational choice. Some important new discoveries are showing that many instances of reading disability are rooted in some problem in the language domain

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“…For example, Stanovich (1985) cited studies showing significant correlations between listening comprehension ability and reading skill after third grade. Berger (1978) suggests that students who are struggling to sound out each unfamiliar word may be engaged in behavior that is incompatible with processing the meaning of a message. In addition, Flood and Salus (1982) note that data support a strong relationship between metalinguistic and reading abilities, such as the apparent difficulty poor readers have with anaphoric references (Barnitz, 1980).…”

Section: Awareness Stagementioning

confidence: 99%

Alternative To Failure : A Junior High School Language Development-Based Curriculum

Despain

Simon

1987

Journal of Childhool Communication Disorders

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Concurrently in their developmental history, youngsters have to cope with the hormonal shocks of early adolescence and the shift from six years of sheltered neighborhood school experiences to the more impersonalized context of middle school. The accelerated pace and increased verbal demands of this new educational context can propel marginal students to their level of incompetence. This article describes the first three years of a pilot program that identifies at-risk sixth graders prior to junior high entrance. On the basis of data from the annual achievement test, a communication screening and sixth-grade teacher referral, students are placed in smaller sections of junior high school science, social studies and English. Teachers in these sections incorporate the development of communication and study skills into course content. Using "effective schools" research, learning strategy instruction, and principles of collaborative consultation, a cohesive program has been designed that presents challenges without pressure. The result has been increased attendance, decreased detention and retention, and the accumulation of student skills required for success in high school. &dquo;THE BUSES arrive each day at school. The doors open, students enter, and the school day is managed by the programmed ringing of school bells. In this regimen-

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Why Can't John Read? Perhaps He's Not a Good Listener

Cited by 25 publications

References 3 publications

A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level

A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level

Reading disability: The role of language deficiencies.

Alternative To Failure : A Junior High School Language Development-Based Curriculum

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