Journal of Research in Reading最新文献

{"title":"Reversing the Decline: Evidence From a Quasiexperimental Study on How Classroom Practices Support Adolescents' Reading Motivation and Amount","authors":"Montserrat Cubillos,&nbsp;Mónica Zegers,&nbsp;Julian M. Siebert","doi":"10.1111/1467-9817.70036","DOIUrl":"https://doi.org/10.1111/1467-9817.70036","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reading for pleasure has been declining worldwide, with significant drops in reading motivation and frequency among adolescents. In Chile, national assessments indicate that students' reading motivation and frequency decrease as they progress through school. This study examines the effects of a school-based reading intervention aimed at increasing intrinsic reading motivation and reading amount among Chilean eighth-grade students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasiexperimental design was implemented with 574 eighth-grade students (45% female), aged 13–14 years, from schools with a predominantly medium-low socioeconomic status. The intervention included three groups: full intervention, books only and control. The full intervention included initial teacher training in motivationally oriented practices: self-selected independent reading of popular books, peer recommendations and discussions, absence of summative grading for reading activities, teacher-kept reading records and monthly teacher support meetings. The books-only condition provided book access without additional motivational components. Intrinsic reading motivation and reading amount were the outcomes. Print exposure, language arts grades and home literacy environment were included as covariates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The full intervention produced significant gains in intrinsic reading motivation relative to control; gains in reading amount relative to control were positive but did not reach significance. The books-only condition did not differ from control on either outcome. The full intervention produced significantly greater gains in reading amount than books only; the difference in motivation between intervention groups was not significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Combining book access with motivationally oriented classroom practices can effectively increase students' intrinsic reading motivation and reading amount. Book access alone was insufficient to produce significant gains, highlighting the importance of comprehensive, motivation-focused strategies to promote leisure reading among adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148878417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assess, Adapt and Group: Enhancing Early-Grade Reading Outcomes Through Readiness-Based Differentiated Instruction in Ghana","authors":"Jeongmin Lee,&nbsp;Wael Moussa","doi":"10.1111/1467-9817.70035","DOIUrl":"https://doi.org/10.1111/1467-9817.70035","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In Ghana, students struggle to acquire foundational literacy skills, prompting the government and international donors to identify more effective pedagogical approaches. This study examines the potential of readiness-based differentiated instruction (DI) in Ghana's multilingual, mixed-ability primary schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data include longitudinal reading assessments and surveys from a nationally representative sample of 3559 students and 408 teachers in Grades 2–3 across 198 public primary schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most teachers in our study do not consistently use readiness-based DI methods despite curricular mandates. However, in classrooms where teachers regularly assess student readiness, group students and adapt instruction accordingly, students perform better in various reading outcomes compared with classrooms without such differentiation. These gains range from basic decoding skills, such as letter-sound knowledge and non-word reading, to more advanced skills, such as reading fluency in both English and the local language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall, these benefits of readiness-based DI are comparable with the effects of several months to a full year of schooling in low- and middle-income countries, highlighting the substantive role the approach could play in enhancing literacy outcomes in Ghana and similar contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recontextualizing Literature Circles for Arabic Literacy Classrooms: A Human-Centred Approach to Fostering Belonging","authors":"Karima Almazroui","doi":"10.1111/1467-9817.70034","DOIUrl":"https://doi.org/10.1111/1467-9817.70034","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Literature circles are widely associated with gains in reading comprehension and engagement, yet their application in Arabic literacy classrooms, particularly those shaped by diglossia and bilingualism, remains underexplored. In the United Arab Emirates, many adolescents experience academic Arabic as linguistically distant and emotionally disengaging, with implications for comprehension, motivation and classroom belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This mixed-methods quasiexperimental study examined the effects of peer-led literature circles on reading comprehension and social–emotional engagement among bilingual middle school students in two public schools in the UAE. Over an 8-week intervention, students in the experimental group participated in structured literature circles using curriculum-aligned and culturally relevant Arabic texts. Quantitative outcomes were analysed using paired and independent-sample <i>t</i>-tests, whereas qualitative data from student journals, classroom observations and teacher interviews were examined through thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students participating in literature circles demonstrated statistically significant gains in vocabulary knowledge, inferential comprehension and cause–effect reasoning compared with peers receiving traditional instruction (<i>p</i> &lt; 0.001), with large effect sizes. Qualitative findings indicated increased reader agency, greater dialogic participation, enhanced linguistic confidence and stronger perceptions of classroom belonging. Students reported feeling more willing to speak, interpret and engage with Arabic texts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest that literature circles may offer a promising human-centred approach to literacy instruction in diglossic and bilingual contexts. By integrating dialogic interaction with culturally responsive texts, literature circles may support both comprehension processes and students' sense of belonging, positioning reading as a socially meaningful and emotionally grounded practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148386089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reciprocal Crosslinguistic Relations Between Morphological Awareness and Reading Comprehension in Chinese–English Adolescents and Young Adults","authors":"Adrian Pasquarella,&nbsp;Bita Moradi","doi":"10.1111/1467-9817.70030","DOIUrl":"https://doi.org/10.1111/1467-9817.70030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We examined the associations between first (L1) and second language (L2) morphological awareness and reading comprehension skills in adolescent and young adult Chinese and English speakers. We hypothesised that crosslinguistically, morphological awareness was mutually related to reading comprehension</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 117 Chinese–English bilinguals (mean age = 18.33 years, <i>SD</i> = 2.19) completed measures of Chinese character reading, vocabulary, reading comprehension and English decoding, vocabulary and reading comprehension, plus nonverbal reasoning and a demographic and language use questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A baseline model that included age, length of immigration, nonverbal reasoning and within-language word-level reading, vocabulary and morphological awareness was compared against alternative structural equation models that included additional one-way cross-language paths (i.e., L1 -&gt; L2 or L2 -&gt; L1) and two-way paths (i.e., L1 -&gt; L2 and L2 -&gt; L1) from morphological awareness to reading comprehension. Model comparisons suggested that the reciprocal cross-language model fit the data best. In the preferred model, Chinese morphological awareness was related to English reading comprehension (<i>b</i> = 0.15, <i>p</i> = 0.04) and English morphological awareness was related to Chinese reading comprehension (<i>b</i> = 0.14, <i>p</i> &lt; 0.001). Additionally, Chinese vocabulary (<i>b</i> = 0.52, <i>p</i> &lt; 0.001) and Chinese morphological awareness (<i>b</i> = 0.49, <i>p</i> &lt; 0.001) were significant predictors of Chinese reading comprehension (<i>R</i>² = 0.84). Furthermore, English decoding (<i>b</i> = 0.11, <i>p</i> = 0.001), English vocabulary (<i>b</i> = 0.56, <i>p</i> = &lt;0.001), English morphological awareness (<i>b</i> = 0.30, <i>p</i> = &lt;0.001) and nonverbal reasoning (<i>b</i> = 0.14, <i>p</i> = &lt;0.001) were significant predictors of English reading comprehension (<i>R</i>² = 0.74).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We discuss the dynamic nature of crosslinguistic relationships and the implications for development and instruction for multilingual learners.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Underlying Mechanisms of Semantic Preview Benefit in Chinese Reading From a Co-Occurrence Perspective: An Eye Movement Study","authors":"Zhang Lijuan,&nbsp;Liu Zhiwei,&nbsp;Zhao Sainan,&nbsp;Wang Jingxin","doi":"10.1111/1467-9817.70033","DOIUrl":"https://doi.org/10.1111/1467-9817.70033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research shows that skilled readers' parafoveal processing may benefit from semantically related previews compared with semantically unrelated previews (semantic preview benefit, SPB), suggesting that they can extract high-level semantic information from parafoveal processing. However, it is unclear whether this effect occurs because of the semantic associations between the preview and target words or due to the contextual fit of the preview word. The present study investigates the underlying mechanisms of the SPB effect from a co-occurrence perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eighty skilled readers (<i>M</i> = 20 years, SD = 2.11) participated in this experiment. We orthogonally manipulated semantic relatedness (related vs. unrelated) and preview plausibility (plausible vs. implausible). Semantic relatedness was implemented in terms of the statistical co-occurrence frequency of the preview and target words in each sentence context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We observed a significant preview plausibility effect, with lower skipping rates and shorter fixation times on target words in plausible than implausible preview conditions. Furthermore, the effect of semantic relatedness was significant for plausible but not implausible previews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Both preview plausibility and semantic relatedness appear to influence the SPB, although preview plausibility appears to play an especially important role. Crucially, these findings provide evidence that sentence-level contextual information plays an important role in early word recognition and validate the effectiveness of applying the co-occurrence association approach to the study of word processing during sentence reading.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-Linguistic Transfer of Phonological Awareness and Reading Skills in Russian–Uzbek Bilingual Children","authors":"Shakhlo Nematova,&nbsp;Henry Brice,&nbsp;Sarah Akkad,&nbsp;Mary-Claire Ball,&nbsp;Kaja Jasińska","doi":"10.1111/1467-9817.70031","DOIUrl":"https://doi.org/10.1111/1467-9817.70031","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Bilingualism and biliteracy impact the development of phonological awareness and reading. However, existing research is Indo-European-centric, limiting our understanding of reading development in diverse linguistic environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Addressing this gap, this study examined the relation between phonological awareness and reading in monolingual and bilingual/biliterate children in Uzbekistan, where both Uzbek and Russian are widely spoken. One hundred two Uzbek–Russian bilingual and 98 Uzbek monolingual (6–10 years; Grades 1–4) children in Uzbekistan completed phonological awareness and reading tasks. All children attended a bilingual school; however, the language of instruction was primarily Uzbek for Uzbek children and Russian for Uzbek–Russian bilinguals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Overall, children demonstrated stronger reading skills in their respective language of instruction; however, bilingual children showed stronger reading skills than monolinguals, despite being instructed in their second language. This suggests that bilingual children demonstrate a reading advantage when tested in instructional languages, but not in non-instructional languages. Bilinguals' phonological awareness significantly predicted cross-linguistic reading performance, specifically from the instructional language (Russian) to the non-instructional language (Uzbek).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Phonological awareness is a significant cross-linguistic predictor of reading skills, even when the languages have overlapping but competing orthographies, providing support for interactive cross-linguistic transfer in reading.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affirming and Undermining Motivations and Adolescents' Reading Comprehension: Moderator Effects of Reading Level and Motivation-Enhancing Educational Characteristics","authors":"Paul de Maat,&nbsp;Roel van Steensel","doi":"10.1111/1467-9817.70032","DOIUrl":"https://doi.org/10.1111/1467-9817.70032","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Undermining motivations are relatively new to reading motivation research. In the current study, we first tried to answer the question whether relations between reading comprehension, affirming and, particularly, undermining reading motivations (Avoidance, Perceived Difficulty in Reading) differed for secondary schoolers from different educational tracks (prevocational vs. general/pre-university). Second, we analysed whether educational characteristics moderated the relation between affirming/undermining motivations and comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used data from 3390 Dutch 15-year-olds participating in PISA 2018. Students completed a reading test assessing different comprehension processes (locating information, understanding, reflecting/evaluating) in various genres and formats and a questionnaire measuring affirming reading motivations (Intrinsic Motivation, Perception of Competence in Reading), undermining reading motivations (Avoidance, Perceived Difficulty in Reading) and perceptions of motivation-supporting educational characteristics: Teacher-Directed Instruction, Teacher Feedback, Teachers' Stimulation of Reading Engagement, Teacher Enthusiasm and Student Co-operation. Data were analysed using multilevel regression analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found positive relations between affirming motivations and reading comprehension and negative relations between undermining motivations and reading comprehension; associations were comparable for students from the prevocational and general/pre-university tracks. Additionally, we found a negative relation between Teachers' Stimulation of Reading Engagement and reading comprehension and a positive relation between Teacher Enthusiasm and reading comprehension, but no moderator effects of educational characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings call for further experimental and longitudinal research. Such research might tease out the direction of the relations between undermining motivations and reading comprehension and determine what types of interventions are effective in reducing undermining motivations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Medium, Text Structure and Participant Characteristics on Reading Comprehension in Young Readers","authors":"Aisha Futura Tüchler,&nbsp;Kate Cain","doi":"10.1111/1467-9817.70029","DOIUrl":"https://doi.org/10.1111/1467-9817.70029","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The increased availability of digital technologies and online reading materials is changing children's reading and learning practices. This study examines young readers' comprehension of expository text presented in different media (print vs. digital), and whether this is affected by text structure, as well as print and digital reading habits.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Students in grades 4–6 (<i>N</i> = 120) from different primary and secondary schools in Germany read two expository texts, either in the print or digital medium. One text had a linear structure; the other was hierarchical. Reading comprehension of each text was assessed with six multiple-choice questions. Word recognition, vocabulary, print exposure, print and digital reading habits, and perceived difficulty of the texts and questions were assessed. Generalised linear mixed models were used to investigate the impact of medium (a between-participant factor) and text structure (a within-participant factor) on reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Comprehension was lower in the digital condition, even after accounting for important predictors of reading comprehension, such as word recognition and vocabulary. No effect of text structure was evident. Print exposure had a positive influence on reading comprehension. Participants' estimated difficulty reflected their actual performance in the digital condition, but not in the print condition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study provides evidence of a screen inferiority effect in comprehension of expository texts in young readers, highlighting challenges posed by the digital medium for reading and learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148173816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Phonological and Rhythmic Skills in Learning to Write Words in Spanish","authors":"Nieves Valencia-Naranjo,&nbsp;Nuria Calet,&nbsp;María Auxiliadora Robles-Bello,&nbsp;Nicolás Gutiérrez-Palma","doi":"10.1111/1467-9817.70026","DOIUrl":"https://doi.org/10.1111/1467-9817.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Both phonological and stress awareness have been related to the development of literacy. Moreover, according to Goswami's temporal sampling theory, another prosodic factor, rhythmic synchronization skill, also favours reading acquisition. However, previous findings on the relation between prosody and literacy are sometimes inconsistent. The present study focuses on word spelling, with two main objectives. The first is to determine whether phonological awareness and, in particular, stress awareness predict spelling accuracy. The second research goal is to evaluate the predictive capacity of nonlinguistic rhythmic synchronization skills with respect to spelling accuracy after controlling for phonological and stress awareness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To address these goals, 54 Spanish first graders aged 6–7 years were given phonological, rhythmic synchronization and spelling accuracy tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results obtained suggest that segmental and suprasegmental skills predict spelling accuracy. Furthermore, the relationship between rhythm and spelling accuracy depends on the type of nonlinguistic rhythm; that is, spelling accuracy is related to a faster rhythm (2 Hz), but not to a slower one (1.5 Hz).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings highlight the role of rhythm in the development of spelling accuracy in Spanish-speaking first graders.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148127868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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