Journal of Research in Reading最新文献

{"title":"Mental health, literacy skills and gender: Examining their relationships in a longitudinal study from 5- to 9-year-old children","authors":"Jean Ecalle,&nbsp;Xavier Thierry,&nbsp;Annie Magnan","doi":"10.1111/1467-9817.70009","DOIUrl":"https://doi.org/10.1111/1467-9817.70009","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The reciprocal relationships between literacy skills and various subscales of mental health have been examined in few studies. The objective is to re-examine this question in a longitudinal study with the possibility of a gender effect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 4-year longitudinal study was conducted as part of the French national cohort ELFE (<i>N</i> = 1064). The aim was twofold: 1/ To examine the links in both directions between literacy skills, assessed successively at 5, 7 and 9 years (LitSk5y; 7y; 9y), and mental health, assessed with the Strengths and Difficulties Questionnaire (SDQ) at 5 years by parents and 9 years by teachers. 2/To determine whether the gender effect on LitSk is still present when SDQ subscale scores show mental health difficulties. SDQ subscales consist of conduct problems, hyperactivity, emotional symptoms and peer relationships assessed at 5 years old, and conduct problems, hyperactivity and prosocial behaviour assessed at 9 years old.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Negative links were found in the following directions with SDQ subscales as predictors: conduct problems at 5 years old to LitSk5–7–9y and conduct problems at 9 years old to LitSk9y, and there was also a positive link, prosocial behaviour at 9 years old to LitSk9y. Conversely, negative links were again found with LitSk considered as a predictor of SDQ subscales: LitSk5y to conduct problems, hyperactivity and peer relationships at 5 years old, LitSk5–7–9y to conduct problems and hyperactivity at 9 years old; a positive link was found for LitSk5–7–9y to prosocial behaviour at 9 years old. The links for SDQ subscales to LitSk were stronger than those for LitSk to SDQ subscales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results revealed three bidirectional relationships: conduct problems at 5 years old with LitSk5y, conduct problems at 9 years old with LitSk9y and prosocial behaviour at 9 years old with LitSk9y. Finally, the expected LitSk gender effect in favour of girls was reduced when these latter were affected by mental health problems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"293-314"},"PeriodicalIF":2.0,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767640","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-lagged analysis of home literacy environment and reading ability of children with intellectual disabilities","authors":"Qianqian Wang,&nbsp;Zhengwei Gu,&nbsp;Lin Chai,&nbsp;Yangreng Shang,&nbsp;Tingzhao Wang","doi":"10.1111/1467-9817.70008","DOIUrl":"https://doi.org/10.1111/1467-9817.70008","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding the reading ability of children with intellectual disabilities (ID) can help them improve their communication skill and cognition, but little is known about how home literacy environment (HLE) improves the reading ability of children with ID. The aim of the current study was to explore the mutual predictive relationship between HLE and reading ability of children with ID.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In June 2022 (T1) and June 2023 (T2), 157 children with mild to moderate intellectual disabilities completed the Chinese reading ability test, while their parents completed a survey on their HLE and demographic information. Descriptive statistics for all variables and Pearson correlation between HLE and reading ability (recognition, sentence reading fluency and vocabulary comprehension) at both T1 and T2 were analysed. To verify the reciprocal predictive relationships between variables, a cross-lagged analysis was conducted using latent variable structural equation modelling on HLE at T1 and T2, controlling for age and intelligence, as well as on the reading ability of children with ID at these same time points.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Longitudinal cross-lagged analysis showed that HLE had no significant predictive effect on future reading ability of children with ID, but reading ability had a significant positive predictive effect on future HLE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The current results suggest that the more the parents are aware of the reading ability of their children with ID, the more they invest in their children's reading development, thereby encouraging them to invest further in creating an enriched HLE for their children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"278-292"},"PeriodicalIF":2.0,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767353","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":"The simple view of reading in monolingual and language-minority bilingual children learning to read in French or Italian: Evidence from a direct cross-linguistic comparison study","authors":"Stéphanie Bellocchi,&nbsp;Daniel Priolo,&nbsp;Paola Bonifacci","doi":"10.1111/1467-9817.70007","DOIUrl":"https://doi.org/10.1111/1467-9817.70007","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We investigated how the language of schooling (French vs. Italian) and linguistic status [monolinguals vs. language-minority bilingual children (LMBC)] interact with the main dimensions of the simple view of reading (SVR), namely, decoding (D) and listening comprehension (LC).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We examined 265 children [French: <i>n</i> = 113; Italian: <i>n</i> = 152; monolinguals: <i>n</i> = 149; LMBC: <i>n</i> = 116; mean age in months: 116.91 (<i>SD</i> = 9.41), range of age in months: 88–136] attending Grades 3, 4 and 5 while performing oral language (i.e., verbal knowledge and morphosyntactic comprehension), reading (i.e., word, pseudowords and comprehension) and cognitive tasks (i.e., nonverbal intellectual functioning).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>LC emerged as the unique significant predictor of reading comprehension (RC). No significant interactions were observed between the language of schooling and linguistic status. Also, nonverbal reasoning resulted in concurrently predicting RC, together with LC. Ultimately, while the linguistic status did not have a direct impact on RC, its effect was mediated by LC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SVR similarly applies to monolinguals and LMBC schooled in French and Italian. Further, adding nonverbal reasoning can improve the explained variance of the model. Lastly, our results suggest that children's oral language skills mediate the impact of bilingualism on RC. This understanding can inform educational practices for bilingual students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"259-277"},"PeriodicalIF":2.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767706","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":"Examining the role of home literacy environment in the growth of morphological awareness from kindergarten to Grade 2","authors":"Ioannis Grigorakis,&nbsp;George Manolitsis,&nbsp;Tomohiro Inoue,&nbsp;George K. Georgiou","doi":"10.1111/1467-9817.70006","DOIUrl":"https://doi.org/10.1111/1467-9817.70006","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Early morphological awareness skills are well-known predictors of later literacy skills, but little is known on how young children develop this early morphological knowledge without formal instruction. Home literacy environment is considered as a supporting context for several early literacy skills' growth, but no studies have examined effects on early morphological awareness growth. The purpose of this study was to examine the direct and indirect effects of different aspects of the home literacy environment (HLE; code-related HLE, meaning-related HLE and access to literacy resources) in the growth of morphological awareness (MA) skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One hundred and sixty Greek children (79 girls and 81 boys; <i>M</i>_age = 67.22 months) were assessed in kindergarten on letter knowledge, phonological awareness and vocabulary. Their MA skills (Word Analogy and Compounding) were also assessed in kindergarten, Grade 1 and Grade 2. Their parents filled out an HLE questionnaire when their children were in kindergarten.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results of structural equation modelling showed that code-related HLE had both a direct effect on the intercept of Word Analogy and an indirect effect on the growth of Word Analogy and the intercept of Compounding through letter knowledge. In turn, access to literacy resources predicted the intercept of Word Analogy and Compounding indirectly through the effects of vocabulary.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Taken together, the present findings suggest that HLE is important in the early stages of MA development, but its effects are mostly mediated by the emergent literacy skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"201-219"},"PeriodicalIF":2.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144768103","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 research-to-practice gap in teaching reading with digital texts: Results from a survey of US elementary teachers","authors":"Laura S. Tortorelli,&nbsp;John Z. Strong","doi":"10.1111/1467-9817.70004","DOIUrl":"https://doi.org/10.1111/1467-9817.70004","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This paper presents the results of a quantitative survey of a representative sample of US elementary-grade teachers (<i>n</i> = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Survey development included a literature review, pilot testing (<i>n</i> = 38), cognitive interviews (<i>n</i> = 8) and expert review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated that 99.6% of respondents used digital texts for reading instruction, most frequently levelled texts (90.9% using them at least once a week), decodable texts (85.2%), informational texts (84.7%) and passages for fluency practice (82.5%). Read-aloud mode was the most frequently used text feature regardless of the text type or literacy goals. Teachers used digital texts mainly as substitutes for print texts, and few received training (28.8%) or resources (17.1%) to support using digital texts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicate a misalignment between the research evidence on the affordances of digital texts for reading instruction and how these tools are used in classrooms. They highlight the need for future research and professional development to support teachers' Technological Pedagogical and Content Knowledge (TPACK) and classroom use of digital texts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"240-258"},"PeriodicalIF":2.0,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767602","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 importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain","authors":"A. Katrin Arens,&nbsp;Jens Möller","doi":"10.1111/1467-9817.70005","DOIUrl":"https://doi.org/10.1111/1467-9817.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Intrinsic reading motivation has often been investigated regarding its relations to reading-related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self-concept, and language intrinsic value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The constructs were measured at three annual measurement waves covering Grades 7–9 with a sample of German secondary school students (<i>N</i> = 1271). The relations among constructs were analysed using cross-lagged panel models in structural equation modelling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Previous intrinsic reading motivation was found to be positively related to later reading achievement, language school performance, and language self-concept. The patterns of relations were found to be stable across the two time lags and remained when including students' gender, secondary school track, and socio-economic status as covariates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study underscores the importance of intrinsic reading motivation which does not only address other reading-related variables but also motivational and achievement variables of the language domain.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"220-239"},"PeriodicalIF":2.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767430","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":"Did screen reading steal children's focus? Longitudinal associations between reading habits, selective attention and text comprehension","authors":"Ladislao Salmerón,&nbsp;Lidia Altamura,&nbsp;Mari Carmen Blanco-Gandía,&nbsp;Amelia Mañá,&nbsp;Sandra Montagud,&nbsp;Mario Romero,&nbsp;Cristina Vargas,&nbsp;Laura Gil","doi":"10.1111/1467-9817.70003","DOIUrl":"https://doi.org/10.1111/1467-9817.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The idea that screens ‘stole children's focus’ and that reading books, in contrast, stimulates selective attention is theoretically complex and has largely been ignored in empirical tests. Research has identified positive associations between reading habits and various dimensions of attention in children, but most research is restricted to book or print reading habits, with limited evidence for digital habits.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We tested the assumption that selective attention (students' ability to focus on relevant information and to ignore distractors) may mediate the relation between print and digital reading habits and comprehension in a longitudinal study that analysed 654 fourth and 635 fifth grade students at the end of their school year (T1) and 1 year later (T2).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Overall, and contrary to our expectations, the longitudinal associations for reading habits in T1 to selective attention and reading comprehension in T2 were mostly null. Digital reading habits for academic purposes in T1 were negatively associated with reading comprehension in T2, for students assessed from 4th to 5th grade, but not those from 5th to 6th grade. In addition, students' selective attention was positively associated with reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>To conclude, we discuss the need to search for mediators other than selective attention on the associations between reading habits and comprehension and highlight the need to identify key developmental milestones during primary school that may be accomplished to be ready to take full advantage of digital reading practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 2","pages":"175-198"},"PeriodicalIF":2.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905126","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":"Pairing phrase-cued text with readers theatre: Effects on reading prosody and automaticity","authors":"Emily Rodgers,&nbsp;Jerome V. D'Agostino,&nbsp;Joel R. Levin,&nbsp;Timothy Rasinski","doi":"10.1111/1467-9817.70002","DOIUrl":"https://doi.org/10.1111/1467-9817.70002","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase-cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence-based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten first- to third-grade students (ages 6–9 years old) who were falling behind reading grade-level expectations participated in the study. We used a randomised single-case nonconcurrent multiple-baseline research design that features a time-staggered introduction of the instructional intervention across participants, along with an associated randomisation test statistical analysis. The design is particularly well suited to the present study because it yields valid results based on small sample sizes, contains its own control group (because each participant serves as his or her own control) and allows for the testing of the effectiveness of a specific instructional component – in this case, phrase-cued text.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>As hypothesised, adding phrase-cued phrases led to a statistically significant performance increase on the combination of two subscales of the Multidimensional Fluency Scale (MFS), expression and phrasing, subscales that represent the subconstruct, prosody.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Adding text with highlighted phrase boundaries enhanced the effect of readers theatre on two aspects of prosody: expression and phrasing.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 2","pages":"153-174"},"PeriodicalIF":2.0,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905163","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":"Word spelling in monolingual and bilingual children with developmental language disorder","authors":"Elise H. de Bree,&nbsp;Wendy Bliekendaal,&nbsp;Madelon van den Boer","doi":"10.1111/1467-9817.70001","DOIUrl":"https://doi.org/10.1111/1467-9817.70001","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with developmental language disorder (DLD) are reported to have word spelling difficulties. These findings concern monolingual children with DLD; little is known about bilingual children with DLD. We examined word spelling abilities of bilingual children with DLD to determine if bilingualism is an additional risk factor for spelling problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We compared word spelling outcomes of monolingual (<i>n</i> = 87) and bilingual children with DLD (<i>n</i> = 51), who attended upper elementary years (Grade 5 or 6) of special education for children with DLD. Spelling measures obtained were a standardised curriculum-based word spelling task, an experimental dictation task and word spelling in short written texts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Outcomes on the curriculum-based spelling test established that both the monolingual and bilingual groups of children with DLD on average showed a spelling delay. Results on this test, as well as those of the experimental dictation task and the writing task, did not indicate differences between the monolingual and bilingual groups with DLD, even when lower oral language outcomes of bilingual children in the school language were controlled for.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results indicate that DLD is a risk factor for word spelling difficulties while bilingualism is not.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 2","pages":"119-130"},"PeriodicalIF":2.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905411","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 contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language","authors":"Mark Feng Teng,&nbsp;Yachong Cui","doi":"10.1111/1467-9817.70000","DOIUrl":"https://doi.org/10.1111/1467-9817.70000","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) readers, remains largely underspecified. The main purpose of the current study was to examine the relative significance of VK and MA in foreign language reading ability and to identify the direct and indirect pathways from various facets of MA to EFL reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 396 EFL learners took a standardised reading test (TOEIC), along with a battery of three MA tests and two VK tests, which assessed both the breadth and depth of VK.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>(1) Hierarchical regression analysis indicated that both VK and MA had significant effects on EFL reading comprehension, with VK contributing more to reading comprehension than MA. (2) Path analysis showed that MA had both direct and indirect effects on EFL reading comprehension via the breadth and depth of VK.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results established that VK was a stronger predictor of reading comprehension than MA and elucidated the direct and indirect pathways within the morphological pathways framework through which MA contributes to reading comprehension. Relevant implications were discussed based on the results.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 2","pages":"131-152"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905181","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}