reading acquisition thesis

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The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition

2001, Developmental Psychology

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To examine how readers of Chinese and English take advantage of orthographic and phonological features in reading, the authors investigated the effects of spelling errors on reading text in Chinese and English using the error disruption paradigm of M. Daneman and E. Reingold (1993) . Skilled readers in China and the United States read passages in their native language that contained occasional spelling errors. Results showed that under some circumstances very early phonological activation can be identified in English, but no evidence for early phonology was found in Chinese. In both languages, homophone errors showed a benefit in measures of later processing, suggesting that phonology helps readers recover from the disruptive effects of errors. These results suggest that skilled readers take advantage of the special features of particular orthographies but that these orthographic effects may be most pronounced in the early stages of lexical access.

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This study examined the similarities and differences in the functioning of component processes underlying first language (L1) and second language (L2) word reading in Chinese. Fourth-grade Chinese children in Singapore were divided into L1 and L2 reader groups based on whether they used Mandarin or English as their home language. Both groups were administered a battery of tasks that assessed their orthographic processing skill (OP), phonological awareness (PA), morphological awareness (MA), oral vocabulary knowledge, as well as the ability to decode characters and multi-character compound words. Separate Structural Equation Modeling (SEM) analyses showed that in the L1 group, over and above all other variables, both OP and MA, as opposed to PA, were significant predictors of word reading, whereas in the L2 group, OP and PA, as opposed to MA, predicted word reading. Multiple-group SEM analysis further revealed that the effects of OP and MA were significantly larger in the L1 than in the L2 group, whereas a converse pattern was found for PA. These findings are discussed in light of the linguistic and language-to-print mapping properties of Chinese as well as the influence of L1 and L2 learners' differential experience on how they learn to read in Chinese.

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A review of reading prosody acquisition and development

• Published: 11 July 2019
• Volume 33 , pages 399–426, ( 2020 )

Cite this article

• Erika Godde   ORCID: orcid.org/0000-0003-4885-9204 1 , 2 , 3 ,
• Marie-Line Bosse   ORCID: orcid.org/0000-0002-9864-380X 1 &
• Gérard Bailly   ORCID: orcid.org/0000-0002-6053-0818 2  

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The present work reviews the current knowledge of the development of reading prosody, or reading aloud with expression, in young children. Prosody comprises the variables of timing, phrasing, emphasis and intonation that speakers use to convey meaning. We detail the subjective rating scales proposed as a means of assessing performance in young readers and the objective features of each as markers of progress. Finally, we review studies that have explored the intricate relations between automaticity, prosody and comprehension.

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Reading prosody development in spanish children.

Oral reading prosody and the relation with reading abilities: A comparison of two rating scales

Completing the Triangle of Reading Fluency Assessment: Accuracy, Speed, and Prosody

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Godde, E., Bosse, ML. & Bailly, G. A review of reading prosody acquisition and development. Read Writ 33 , 399–426 (2020). https://doi.org/10.1007/s11145-019-09968-1

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Make Time for the Read-Aloud. Here’s How

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Reading aloud to students during class time may sound like a simple, almost quaint, endeavor, as if from a bygone era. But literacy experts insist that it’s every bit as relevant now as ever, and they urge English/language arts teachers—especially of early elementary students (although many experts espouse the practice as meaningful throughout K-12)—to make the ritual part of their daily instructional practice.

The “read-aloud” requires a significant commitment by the teacher—beyond simply committing to the act of reading aloud to students routinely. In its most effective form, the read-aloud demands thoughtful advanced preparation. It’s time well-spent, say literacy experts.

“I would argue that, of all components [of reading], read-alouds have one of the longest-standing research bases. There’s a lot of data showing the power of read-alouds,” said Molly Ness, a former teacher, reading researcher, and vice president of academic content at Learning Ally, a nonprofit volunteer organization that supports educators.

Ness’s perspective isn’t new. The Commission on Reading , in 1985, declared read-alouds “the single most important activity for building the knowledge required for eventual success in reading.”

The rationale behind support for the read-aloud is simple: The activity offers an engaging way to pack a big literacy “punch” into a single classroom activity, particularly regarding reading comprehension.

“The read-aloud increases vocabulary and background knowledge, which increases comprehension. And the better you can understand, the more likely you are to read, and it becomes this cycle, an upward spiral of a literary trajectory,” Ness said.

Despite the benefits of read-alouds, it’s unclear how frequently teachers use them in the classroom. Further, research suggests that even when teachers do engage in read-alouds, there’s a tendency not to prepare adequately, thereby limiting the activity’s potential for positive outcomes.

In a survey of approximately 63 preschool, kindergarten, and elementary teachers, 50 to 70 percent of respondents acknowledged not allotting intentional planning time for their read-alouds. Megan McCaffrey , an education professor at Governors State University, led the survey.

Below, literacy experts and teachers share three strategies on how to plan for read-alouds that ignite a passion for the joy of reading while also boosting literacy skills.

1. Examine texts for literacy components

Ness recommends that, well before picking up a text to read to students, teachers consider its potential obstacles and opportunities by asking themselves questions like: Will the vocabulary present a challenge? Do students have the background knowledge to grasp the text’s content? Weighing these elements beforehand can help teachers plan a developmentally appropriate read-aloud accordingly, she explains.

Brittany Brooks, the multilingual learner teacher at Coltrane-Webb STEM Elementary in Concord, N.C., suggests scanning the text for vocabulary students may not know and pre-teaching any unfamiliar terms. She also recommends using visual aids to help the vocabulary stick, especially for students in the early elementary grades and English learners.

Brooks, who wrote about the topic for ASCD , also advises choosing texts whose content matches what is being taught in other classes. With her own students, Brooks strives to integrate content in reading units with what is being taught in social studies.

This strategy mirrors an instructional strategy a growing number of districts are implementing called “ knowledge-building curriculum ,” which is intentionally designed to grow students’ knowledge about topics they’re learning in other classes, including in social studies and science.

2. Choose texts that unlock the joy of reading

While read-alouds aim to boost literacy skills, their goal of sparking the joy of reading is perhaps equally important. Not every student will be attracted to the same text, but there do seem to be some common features in literature that children find engaging, according to recent research on the topic.

A 2023 Harvard study surveyed 66 students, ages 9 to 11, to learn what factors contribute to “ story absorption ”—the mental state a reader experiences when fully immersed in a story. The student respondents reported preferring information that was presented in a narrative format, regardless of whether the text was fiction or nonfiction. Mysteries and fast-paced plots proved to be engaging genres to young readers. Respondents said they were also drawn to characters who are misfits as well as those to whom they could personally relate.

3. Make seating arrangements a high priority

Seating arrangements can impact students’ learning experience. At the very least, all students should be able to see and hear the teacher with ease. To promote the read-aloud as a special ritual, teachers may consider emphasizing students’ physical comfort, some proponents of the practice suggest—perhaps allowing them to stretch out on a rug or use pillows or bean-bag chairs. But ultimately, teachers will need to assess their students individually and as a class before determining how to balance the twin goals of creating an environment for the read-aloud that encourages comfort yet supports students’ ability to focus on the learning activity.

Presenting a read-aloud differs from a standard classroom presentation. Appropriate prosody—reading with expression and meaning, which includes elements like correct pronunciation, appropriate pace, effective pauses, and adopting different dialects—takes practice . Doing it daily, as literacy experts suggest, allows for plenty of practice.

“There are so many reasons to read aloud to students,” Ness said.

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Republic First Bank closes, first FDIC-insured bank to fail in 2024

Updated on: April 27, 2024 / 12:27 PM EDT / CBS/AP

PHILADELPHIA (CBS/AP) -- Philadelphia-based Republic First Bank was closed by state regulators Friday night and its assets were given to the Federal Deposit Insurance Corp., FDIC announced in a news release .

Republic Bank's assets are now being taken over by Lancaster, Pennsylvania-based Fulton Bank effective immediately. Fulton is also assuming all deposits.

Republic First Bank is a regional lender operating in Pennsylvania , New Jersey and New York. The company did business as Republic Bank and had roughly $6 billion in assets and $4 billion in deposits as of Jan. 31.

Republic Bank's 32 branches will reopen as branches of Fulton Bank as early as Saturday. Republic First Bank depositors can access their funds via checks or ATMs as early as Friday night, the FDIC said.

If you have a Republic Bank ATM or debit card, or a check, you can still use them. If you have a loan with Republic, you should still make payments as normal.

"Depositors of Republic Bank will become depositors of Fulton Bank so customers do not need to change their banking relationship in order to retain their deposit insurance coverage," the FDIC said. "Customers of Republic Bank should continue to use their existing branches until they receive notice from Fulton Bank that it has completed systems changes that will allow its branch offices to process their accounts as well."

The bank's failure is expected to cost the deposit insurance fund $667 million, but the FDIC said Fulton Bank acquiring Republic First Bank was the cheapest resolution.

Anyone with less than $250,000 in any bank account insured by the FDIC is protected even if that person's bank fails.  

Why did Republic First Bank fail?

The lender is the first FDIC-insured institution to fail in the U.S. in 2024. The last bank  failure  — Citizens Bank, based in Sac City, Iowa — was in November 2023 .

In a strong economy, an average of only four or five banks close each year.

Rising interest rates and falling commercial real estate values, especially for office buildings grappling with surging vacancy rates following the pandemic, have heightened the financial risks for many regional and community banks. Outstanding loans backed by properties that have lost value make them a challenge to refinance.

Last month, an investor group including Steven Mnuchin, who served as U.S. Treasury secretary during the Trump administration, agreed to pump more than $1 billion to rescue New York Community Bancorp, which has been hammered by weakness in commercial real estate and growing pains resulting from its buyout of a distressed bank.

How to contact the FDIC and Fulton Bank

The FDIC says customers with questions about the acquisition can contact the FDIC at 1-877-467-0178. 

The call center is open from 9 a.m. to 6 p.m. ET on Saturday and from 12 p.m. to 6 p.m. on Sunday, 8 a.m. to 8 p.m. on Monday and 9 a.m. to 5 p.m. on days afterward.

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Paramount Global chief Bob Bakish exits amid scramble to agree merger

Bakish’s departure confirmed amid reported tensions between him and Shari Redstone, current controlling shareholder

The boss of Paramount Global, the media empire behind CBS, MTV and Channel 5, is leaving with immediate effect as its owners scramble to finalize a blockbuster merger.

Bob Bakish’s exit from the firm was confirmed on Tuesday as Paramount continues negotiations with Skydance Media, a production company, regarding a tie-up.

It follows reports of tensions between Bakish and Shari Redstone, Paramount’s current controlling shareholder, as she looks to relinquish her seat at the top of the struggling entertainment conglomerate.

Paramount owns the Paramount Pictures film studio – a Hollywood powerhouse which has churned out hits including Mission: Impossible and The Godfather for over a century – as well as other media assets including Nickelodeon, Comedy Central, Showtime and the Paramount+ streaming network.

The firm, which was formed when CBS merged with Viacom in 2019, has been hit hard by the decline of cable TV, and the high cost of entering the streaming wars. Its shares have halved over the past year.

It has been in talks with Skydance, which has backed Paramount movies such as Top Gun: Maverick, for months. Skydance is led by David Ellison, the producer and son of Larry Ellison, the billionaire tech tycoon.

Bakish was one of the most senior executives in US media, having first joined Viacom in 1997. He received $31.3m in total compensation last year, down from $32m in 2022.

For now, he will be replaced by three executives, Paramount said: George Cheeks, the head of CBS; Chris McCarthy, who leads Showtime, MTV and Paramount Media Networks; and Brian Robbins, president of Paramount Pictures and Nickelodeon.

The trio will work as part an “office of the CEO”, Paramount said.

Redstone, chair of Paramount’s board, said: “Paramount Global includes exceptional assets and we believe strongly in the future value creation potential of the company. I have tremendous confidence in George, Chris and Brian.

“They have both the ability to develop and execute on a new strategic plan and to work together as true partners. I am extremely excited for what their combined leadership means for Paramount Global and for the opportunities that lie ahead.”

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Redstone thanked Bakish “for his many contributions over his long career, including in the formation of the combined company as well as his successful efforts to rebuild the great culture Paramount has long been known for. We wish him all the best.”

Paramount’s announcement of the news did not include a statement from Bakish.

At the same time, the firm released its earnings for the latest quarter. Revenue rose 5% to $7.69bn in the first quarter, while operating losses narrowed to $417m, from $1.23bn a year ago.

Executives did not take questions on a conference call with analysts. “Paramount Global has the greatest content in the world,” said Cheeks. “That is the most important point.”

At the end of the brief call, it played the theme tune to Mission: Impossible.

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Opinion The leakage of universities’ prestige amid protests is most welcome

Do not emulate the Chicago politician who said he would not “cast asparagus” at opponents. Do cast aspersions at “elite” (just a synonym for “expensive”) institutions of what is still called, despite an ocean of contrary evidence, higher (than what?) education.

Parents paying $89,000 for a child’s year at Columbia University might be nonplussed about the university’s explanation of its recourse to remote learning: “Safety is our highest priority.” Clearly education is not.

Otherwise, the university, instead of flinching from firm measures to make the campus conducive to learning, would have expelled all students participating in the antisemitic encampment that panicked Columbia into prioritizing “safety.” Imagine how stern the institutional responses would be, nationwide, if the antisemitic and anti-American disruptors of education were violating really important norms by, say, using inappropriate pronouns.

Given academia’s nearly monochrome culture, most universities have many infantile adults. These are faculty members who have glided from kindergarten through postdoctoral fellowships (these often support surplus PhDs, who are being manufactured faster than the academic job market can absorb them). To such professors, the 99.9 percent of the world adjacent to campuses is as foreign as Mongolia.

Still, suppose you want to hire a recent college graduate for your business. Suppose one of your applicants attended Harvard while it was becoming an incubator of antisemitic agitations. And suppose the other applicant attended a large public university. The public-university graduate is at least marginally less apt to be enthusiastic about Hamas , which aspires to complete the Holocaust .

Or suppose you seek a young doctor to join your medical practice. You might reasonably hesitate before hiring someone from UCLA’s medical school. There a recent pro-Hamas guest lecturer in a mandatory course on “ Structural Racism and Health Equity ” led students in a “Free Palestine” chant, directed them to get on their knees and touch the floor in a “prayer” to “mama earth,” and warned the future doctors against the “crapitalist lie” of “private property.”

The leakage of prestige from politicized universities is overdue and wholesome. Those schools that once were preeminent and now are punchlines might soon have a bruising rendezvous with real politics, which, unlike the sandbox radicalism of campus playgrounds, can be serious.

Government policies have encouraged the growth of universities’ endowments and funded their research, because institutions of higher education have hitherto been considered valuable contributors to the nation’s welfare. These policies can be changed if policymakers reassess the merits of an education sector that is hospitable to vicious extremism and adversarial toward U.S. national values. Wealthy private universities, echoing progressive clamors for more aggressive taxing of the rich, should not be surprised or scandalized if government heeds the clamors by turning its covetous gaze toward their endowments.

Frederick Hess of the American Enterprise Institute has an explanation of the self-satisfied adolescents engaged in histrionic campus politics: Their clenched fists indicate that they have too much time on their hands. Hess notes that a recent survey of four-year college students found that 64 percent claim to put “a lot of effort” into school work. But fewer than a third of these toilers in the academic salt mines say they devote even two hours a day to studying.

In 1961, full-time students studied an average of about 40 hours per week ; by 2003, the figure was 27 hours. It is likely fewer two decades later. Time-use data from the Bureau of Labor Statistics show that, from 2003 to 2014, full-time college students devoted an average of 2.8 hours a day to classroom instruction, homework and other educational activities.

Unsurprisingly, the decline of studiousness has coincided with rampant grade inflation. At Yale in the 2022-2023 academic year, only prodigies of underachievement managed to miss the bounty: Almost 80 percent of grades were A’s or A-minuses.

The decline in students’ academic efforts has also coincided with the rise of their performative politics. “Activism” — an interestingly contentless category — can fill the vacuums in the lives of bored students who are unchallenged by unexacting academic standards and who have been indoctrinated by teachers to think highly of themselves as political moralists.

Back at Columbia (which, when it was King’s College , gave the nation Alexander Hamilton), a revolutionary evicted from university housing is suffering for his idealism. The 27-year-old student in the School of Social Work says he now must find off-campus housing that will accommodate his emotional support rabbit.

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