Journal of Research in Reading最新文献

{"title":"‘Let's write a shopping list on the phone together’: Parents' digital literacy activities with their preschoolers and the children's early literacy skills","authors":"Galia Meoded Karabanov, Dorit Aram","doi":"10.1111/1467-9817.12469","DOIUrl":"10.1111/1467-9817.12469","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The study describes preschoolers' digital home environment, focusing on parent–child writing interactions using a smartphone and exploring its contribution to children's early literacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were 65 Israeli preschoolers (<i>M</i> = 62.37 months) from middle SES and one of their parents. Parents responded to questionnaires assessing the digital home environment (prevalence of digital devices, parental involvement in selecting digital content, children's independent digital activities and screen time). Parents were video recorded while assisting their children in writing a shopping list of three products using a smartphone (keyboard). We analysed how parents helped children segment words into their respective sounds (grapho-phonemic mediation) and type letters independently (printing mediation) and their reference to the orthography. Children's literacy skills (letter knowledge, phonological awareness and early writing) were assessed individually.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings showed that the homes are rich with technology and children are engaged daily with various digital devices. The level of parental involvement in selecting their children's digital content and the quality of their writing support positively related to children's early literacy skills. Children's independent digital activities were negatively related to their literacy skills. Hierarchical regression analyses showed that the nature of parental writing support predicted children's early literacy beyond parental involvement in selecting digital content and children's independent digital activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study reveals the benefits of parental involvement in their children's digital world and highlights the strength of parental writing support and the potential of parent–child digital activities in promoting children's early literacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div><i>What is already known about this topic</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Children's digital home environment has become a meaningful learning place and contributes to school readiness (Bus et al., 2015).</li>\u0000 \u0000 <li>Letter knowledge and phonological awareness are major predictors of reading and writing acquisition (Robins et al., 2014).</li>\u0000 ","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 3","pages":"395-411"},"PeriodicalIF":2.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775355","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":"Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes","authors":"Beth Ann O'Brien,&nbsp;Artika Arshad,&nbsp;Siew Chin Ng","doi":"10.1111/1467-9817.12465","DOIUrl":"10.1111/1467-9817.12465","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Accumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study with 801 six-year-old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (<i>parent involvement</i>, <i>parent habit</i>, <i>child exploration</i> and <i>shared reading</i>) and three factors for the Asian language (<i>parent involvement</i>, <i>parent habit</i> and <i>child interest</i>). Further path analyses show that <i>shared reading</i> had a negative contribution to English outcomes but a positive influence on Asian language outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long-term effects of HLE is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"580-600"},"PeriodicalIF":2.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744810","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 effect of modality on reading comprehension of struggling and typical readers in the second and third grades","authors":"Shahar Dotan,&nbsp;Tami Katzir","doi":"10.1111/1467-9817.12467","DOIUrl":"10.1111/1467-9817.12467","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>“Screen inferiority” refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 3","pages":"292-308"},"PeriodicalIF":2.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609643","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 unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children","authors":"Yixun Li,&nbsp;Kaiyue Jia,&nbsp;Hay Mar Myat Kyaw,&nbsp;Hong Li,&nbsp;Mengge Yan","doi":"10.1111/1467-9817.12466","DOIUrl":"10.1111/1467-9817.12466","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well-accepted cognitive-based reading skills, such as decoding and vocabulary.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a cross-sectional design with 420 native Mandarin-Chinese-speaking students (Grade 2: <i>N</i> = 95; Grade 3: <i>N</i> = 216; Grade 4: <i>N</i> = 109), with age-appropriate materials to measure their decoding skills, vocabulary knowledge, reading motivation, and reading comprehension. Three sets of hierarchical regression analyses were run for the three grade samples to examine the unique contributions of reading motivation to reading comprehension while controlling children's demographic profiles, such as age and gender, and two cognitive-based reading skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We replicated previous findings: children's decoding and vocabulary are robust predictors of reading achievement across Grades 2 to 4. Importantly, reading motivation contributed uniquely to reading comprehension in all three grades and explained an increasing amount of the variances in reading comprehension from Grades 2 to 4. Intrinsic reading motivation was critical in Grade 3, while extrinsic reading motivation became important in Grade 4.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Taken together, our findings reveal the complexity of reading development and advance the existing cognitive-based reading theories by including affective dimensions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"557-579"},"PeriodicalIF":2.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141677212","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":"Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders","authors":"Duo Liu,&nbsp;Lei Wang,&nbsp;Terry Tin-Yau Wong,&nbsp;R. Malatesha Joshi","doi":"10.1111/1467-9817.12464","DOIUrl":"10.1111/1467-9817.12464","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Rapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain-general and domain-specific abilities in predicting reading and arithmetic in Chinese children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One hundred and sixty-four children (mean age = 8 years 0 months, <i>SD</i> = 4 months) were administered with RAN tasks, word reading and arithmetic tasks and measures of working memory, processing speed, morphological awareness, phonological awareness and number line estimation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>RAN mainly shared variance with morphological awareness in predicting word reading, while it shared variance with processing speed and number line estimation in predicting arithmetic calculation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicated that RAN was related to reading and arithmetic for different reasons. The RAN–reading relationship partly reflected the semantic facilitation of the orthography–phonology links for both RAN stimuli and Chinese characters, while the RAN–arithmetic relationship partly reflected the shared process of retrieving semantic information from long-term memory embedded in the two tasks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"538-556"},"PeriodicalIF":2.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141702114","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":"Antecedents of child literacy in Romania","authors":"Anca Petrescu,&nbsp;Dragos Iliescu","doi":"10.1111/1467-9817.12463","DOIUrl":"10.1111/1467-9817.12463","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper investigates multiple antecedents of literacy in children, such as demographics, child reading behaviour, parent reading behaviour and family context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study included a Romanian sample of 924 primary schoolers (Grades 1–4) and their parents; children and parents were tested with a standardised measure of literacy, and parents answered a number of self-report questions about their and their child's literacy-related behaviours.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Regression analyses and relative predictor weights showed a significant positive association between child literacy and child behaviour (time currently spent by the child reading books), as well as with family context (especially parent literacy), followed by demographics and, to a lesser degree, with parent behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings provide a first solid understanding of the children's literacy phenomenon in the less investigated educational and cultural environment of Romania and encourage further research on this important topic.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"517-537"},"PeriodicalIF":2.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504967","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":"Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read-alouds: A comparative modelling study using data science methods","authors":"Clarence Green,&nbsp;Kathleen Keogh","doi":"10.1111/1467-9817.12462","DOIUrl":"10.1111/1467-9817.12462","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The language that children are exposed to in their early years is enhanced by children's picture books. It is important to better characterise this input, and recent research has begun to explore corpora of narrative picture books. However, previous research has been restricted by methodological limitations that make it difficult to develop large datasets. Further, information texts become increasingly important as children progress through school, but little is known about the language of their earliest form, namely, informational picture books. The current study investigates how informational and narrative picture book exposure might change the language environment of children in a way that supports reading development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study applies data science methods to build a larger language model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. Picture book vocabulary is innovatively derived from digital sources of books read-aloud online, which pushes the field forward by providing researchers access to larger pools of data than previously possible. Detailed comparisons of informational and narrative picture books are reported regarding their lexical diversity, density, morphology, academic vocabulary and semantic clusters. Models are developed to estimate the additional word-type exposure a child may encounter in their language environment from narrative and informational picture books.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study demonstrates that information and narrative picture books expose children to substantially different semantic environments. It is demonstrated that information picture books provide extensive exposure to academic vocabulary, providing important input aligned with later reading needs. Further, computational models indicate that book reading once every day or second day over a year might boost unique-word exposure by approximately 10% for some language environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Combining informational and narrative picture books enhance the language environment of children more than narratives alone, providing more lexical diversity, density and complex morphology.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"497-516"},"PeriodicalIF":2.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504968","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":"Children's reading outcomes in digital and print mediums: A systematic review","authors":"Carolynn Hare,&nbsp;Ben Johnson,&nbsp;Megan Vlahiotis,&nbsp;Erin J. Panda,&nbsp;Ayda Tekok-Kilic,&nbsp;Suzanne Curtin","doi":"10.1111/1467-9817.12461","DOIUrl":"https://doi.org/10.1111/1467-9817.12461","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1–17 years old while also considering the influence of several participant, task and study characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter-rater reliability: <i>k</i> = .54–.78). Three major characteristics were coded: participant-level (grade/age, diverse populations, testing language); task-level (text-genre, shared reading, digital comparability); study-level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Except in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found ‘print is better’, whereas ‘digital is better’ was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 3","pages":"309-329"},"PeriodicalIF":2.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316631","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":"Spanish children spelling in English as a foreign language: Central and peripheral processes","authors":"Paz Suárez-Coalla,&nbsp;Carmen Hevia-Tuero,&nbsp;Cristina Martínez-García,&nbsp;Olivia Afonso","doi":"10.1111/1467-9817.12456","DOIUrl":"10.1111/1467-9817.12456","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish-speaking children use sub-lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To achieve this, we administered a spelling-to-dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology-to-orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Semantic information about words helps spelling retrieval during writing in EFL. Spanish-speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"475-496"},"PeriodicalIF":2.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187892","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":"Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals","authors":"Jie Zhang,&nbsp;Zhenjie Hou,&nbsp;Lana Kharabi-Yamato,&nbsp;Stephen Winton,&nbsp;Azizah Curry Iluore,&nbsp;Grace Lee,&nbsp;Huan Zhang,&nbsp;Rosa Nam","doi":"10.1111/1467-9817.12455","DOIUrl":"10.1111/1467-9817.12455","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Upper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology-based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth- and fifth-grade Spanish–English bilingual students (<i>N</i> = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole-word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole-word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross-classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross-level interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings showed no significant difference in meaning recall and spelling measures between morphological and whole-word conditions. Students performed significantly better in the morphophonemic condition than in the whole-word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Morphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"454-474"},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140830875","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}