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THE EFFECTS of PHONOLOGICAL AWARENESS, RAPID-NAMING, and VISUAL SKILLS on EARLY ELEMENTARY STUDENTS' READING FLUENCY by HOYEON

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THE EFFECTS of PHONOLOGICAL AWARENESS, RAPID-NAMING, and VISUAL SKILLS on EARLY ELEMENTARY STUDENTS' READING FLUENCY by HOYEON THE EFFECTS OF PHONOLOGICAL AWARENESS, RAPID-NAMING, AND VISUAL SKILLS ON EARLY ELEMENTARY STUDENTS’ READING FLUENCY By HOYEON KIM A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2004 ACKNOWLEDGEMENTS I would like to express my sincere gratitude to all those who encouraged me go forward and helped me complete this dissertation. First of all, I would like to thank my advisor, Dr. Vivian Correa. She provided a motivating, enthusiastic, and critical atmosphere and endless support and encouragement in difficult times. She always kept an eye on the progress of my work and always was available whenever I needed her advice. Her warmth, enthusiasm, and dedication have been truly inspirational. It has been my great pleasure to conduct this dissertation under her guidance. Furthermore, I owe much gratitude to the other members of my Ph. D committee, Dr. Martha League, Dr. Holly Lane, and Dr. David Miller who have shown me the way of research. They also monitored my work and took a tremendous effort in reading my dissertation and providing me with valuable comments. They could not even realize how much I have learned from them. I would like to express my special thanks to Dr. Algina. He let me audit his SEM course and provided me a possibility to change my methodology into a more challenging method. He even took a great effort in providing input for data analysis for this study. I am deeply indebted to the department of special education for providing an opportunity to work with undergraduate students as a field advisor for their internship. I’ve learned so much from this experience as a teacher and researcher. Especially, ii working under a guidance of Dr. Martha League was grateful. I specially thank her wholeheartedly for the many things she has done for me. My friends have helped me not to get lost during the painful and long journey of this dissertation emotionally. Without their warm smile and kind words, my journey wouldn’t have been easy. Needless to say, I am grateful to all of my colleagues, professors, and staff members at the Department of Special Education. They always made my days in UF much brighter and easier in so many ways. Thanks a lot! I feel a deep sense of gratitude for my father and mother who have formed my vision and taught me the good things that really matter in my life. Without their faith in me, never-ending love, and great support, I wouldn’t have lived such a happy life with lots of dreams. I also would like to thank my sister, brother, and relatives who have shown their concerns and love during the critical time in my life. Last and foremost, my special thanks go to my husband, Jaemin Jung, whose endless love, encouragement, and concerns enabled me to complete this work. I can’t imagine my life without him. Since 1977, when we both were 8 years old, we’ve been together as each other’s best friend and husband and wife. One of the best experiences that we lived through in this period is that we both got Ph. D. degrees from the University of Florida. My journey seems to be very easy because we travel together. Jaemin, you are the best and the one who completes me. iii TABLE OF CONTENTS page ACKNOWLEDGEMENTS................................................................................................ ii LIST OF TABLES............................................................................................................ vii LIST OF FIGURES ......................................................................................................... viii ABSTRACT....................................................................................................................... ix CHAPTER 1 INTRODUCTION TO THE PROBLEM .....................................................................1 Rationale for the Study .................................................................................................5 Importance of Early Identification and Intervention.............................................5 Ongoing Debate.....................................................................................................5 A Continuing Attention on Phonological Awareness Research............................6 New Trends of Reading-Related Vision Research................................................8 A Rising Attention on Rapid-Naming Skills.......................................................10 Problems with Prior Research .............................................................................11 Why Reading Fluency? .......................................................................................13 Scope of the Study......................................................................................................13 Delimitations .......................................................................................................14 Limitations...........................................................................................................14 Brief Definition of Terms ...........................................................................................14 2 LITERATURE REVIEW ...........................................................................................16 Theoretical Framework...............................................................................................17 Connectionism.....................................................................................................17 Seidenberg and McClelland’s Connectionist Model...........................................18 Seidenberg and McClelland’s Model on Orthographic Deficits .........................19 Adams’ Reading Process Model .........................................................................21 Ehri’s Theory of the Development of Word Recognition...................................23 Prealphabetic phase .............................................................................................24 Partial alphabetic phase .......................................................................................24 Full alphabetic phase ...........................................................................................25 Consolidated alphabetic phase ............................................................................25 Deficit Theories Involving Reading Disabilities ........................................................26 iv A Core Deficit of Phonological Awareness ........................................................26 Double-Deficit Hypothesis .........................................................................................28 A Visual Deficit Hypothesis................................................................................29 Temporal Visual Processing Theory ...................................................................33 Components of Successful Reading ...........................................................................34 Reading Fluency .........................................................................................................34 Definition.............................................................................................................34 Component ..........................................................................................................35 Factors of reading dysfluency .............................................................................36 Reading Comprehension .....................................................................................37 Definition.............................................................................................................38 Level of reading comprehension .........................................................................38 Factors of reading comprehension.......................................................................38 Significant Predictors of Reading Success .................................................................39 Linguistic Predictors............................................................................................40 Phonological awareness.......................................................................................40 Rapid naming.......................................................................................................43 Vision-Related Predictors....................................................................................46 Eye movement..............................................................................................46 Visual processing .........................................................................................48 Implication for Research.............................................................................................50 Conclusions.................................................................................................................52 3 METHODS.................................................................................................................54 Introduction.................................................................................................................54 Research Questions .............................................................................................54 Hypotheses ..........................................................................................................55 Methods ......................................................................................................................56
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