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Learning To Read In English: Vocabulary Knowledge, Phonological Awareness In Relation To Oral Reading Fluency In Chinese-English Bilinguals, Michelle (Ruyun) Huo
Learning To Read In English: Vocabulary Knowledge, Phonological Awareness In Relation To Oral Reading Fluency In Chinese-English Bilinguals, Michelle (Ruyun) Huo
Theses and Dissertations (Comprehensive)
Second language (L2) acquisition has received increasing interest due to the large number of people immigrating or learning an L2 (e.g., Statistics Canada, 2016). Word reading fluency has been found to be a strong predictor of text reading fluency and comprehension (Fuchs, Fuchs, Hosp & Jenkins, 2001). For people learning to read in L2, skills such as oral reading fluency serve as an indicator of overall reading competence in their L2. The current study examined oral reading fluency in relation to vocabulary knowledge, rapid naming (RAN) and phonological awareness in English and Mandarin in Chinese-English bilinguals. Participants included 40 Chinese-English …
Social Factors Influencing Early Reading Development From Kindergarten To Grade One In English-Speaking Public Schools In Ontario And Quebec, Katherine Wood
Social Factors Influencing Early Reading Development From Kindergarten To Grade One In English-Speaking Public Schools In Ontario And Quebec, Katherine Wood
Theses and Dissertations (Comprehensive)
This research study examines the influence of providing parents with early literacy or socio-emotional instruction on their children’s performance in reading and social skill development. Parents were offered four interactive workshops designed to assist them in identifying everyday opportunities to reinforce either early reading skills or early social skills development. Two reading skills approaches were explored, traditional text reading and traditional text reading with computer-assisted learning opportunities. These two reading approaches were contrasted with a set of social development workshops derived from social-emotional learning models. Children’s performance was measured at three time intervals from early kindergarten to early in grade …
Vocabulary And Reading Comprehension Intervention: A Focus On Students In The Late Elementary Grades, Melissa L. Dol
Vocabulary And Reading Comprehension Intervention: A Focus On Students In The Late Elementary Grades, Melissa L. Dol
Theses and Dissertations (Comprehensive)
Literacy skills are key to success in school, career, and everyday life. Despite school curricula being strongly focused on literacy development (Ministry of Education, 2006), many children continue to fall behind the expected literacy skill levels for their grade (Education Quality and Accountability Office, 2012a, 2012b; National Center for Education Statistics, 2011). The present study evaluated a literacy intervention, Better Reading for School Success (BRSS), accompanied by a parent/guardian literacy workshop and weekly tips regarding how parents and/or guardians can promote literacy skill development at home. The BRSS was also evaluated as a subsection of family literacy afterschool programs, ‘Get …
Assessing Phonology, Syntax & Working Memory Using Erp: Towards An Understanding Of The Underlying Cause Of Developmental Dyslexia, Courtney Patterson
Assessing Phonology, Syntax & Working Memory Using Erp: Towards An Understanding Of The Underlying Cause Of Developmental Dyslexia, Courtney Patterson
Theses and Dissertations (Comprehensive)
Event-related brain potentials (ERPs) were recorded from 20 children with dyslexia and controls matched on age, sex, nonverbal reasoning, and handedness (ages 8-12 years) as they listened to and read sentences that varied in syntactic complexity and the working memory load they induced [subject-subject (SS) and subject-object (SO) relative clause sentences]. In each modality, control children demonstrated amplitude differences between the brainwave potentials elicited to each sentence type. When listening, controls, and children with dyslexia did not differ in the N400 effect elicited in response to the relative verb of SO sentences, thus indicating auditory sentential processing occurred in a …