Journal of Research in Reading最新文献

{"title":"Influence of capitalisation and presence of an article in noun phrase recognition in German: Evidence from eye-tracking","authors":"Margreet Vogelzang,&nbsp;Nanna Fuhrhop,&nbsp;Tobias Mundhenk,&nbsp;Esther Ruigendijk","doi":"10.1111/1467-9817.12425","DOIUrl":"10.1111/1467-9817.12425","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>German is exceptional in its use of noun capitalisation. It has been suggested that sentence-internal capitalisation as in German may benefit processing by specifically marking a noun and thus a noun phrase (NP). However, other cues, such as a determiner, can also indicate an NP. The influence of capitalisation on processing may thus be context-dependent, that is, dependent on other cues. Precisely this context dependency is investigated in the current study: Is there an effect of capitalisation on reading and is this affected by the presence of other cues such as a determiner (specifically, an article)?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We ran an eye-tracking study with 30 German-speaking adults, measuring fixations during sentence reading. Critical NPs either contained correctly capitalised nouns or not and were presented either with or without a determiner.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show that both the presence of capitalisation on the noun and the presence of a determiner led to faster reading. When no determiner was present to signal the NP, the presence of noun capitalisation aided reading most.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>From these results, we conclude that the influence of capitalisation is indeed context dependent: Capitalisation aids processing most when no other cue is present. Thus, different cues play a role in NP recognition. Based on these findings, we argue that noun capitalisation should not be studied in isolation. We argue that a better understanding of capitalisation as a reading aid is relevant for teaching reading strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 3","pages":"294-311"},"PeriodicalIF":2.7,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12425","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43984984","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 text genre in the construction of generalisation inferences","authors":"Kristin A. Ritchey,&nbsp;Charles Jackson,&nbsp;Somer Davis","doi":"10.1111/1467-9817.12424","DOIUrl":"10.1111/1467-9817.12424","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Generalisation inferences let readers identify a conceptually superordinate statement to represent multiple subordinate concepts. This study measures text genres' influence on the scope and timing of generalisation inferences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To measure the scope, or breadth, of generalisation inferences, undergraduates (<i>N</i> = 266) read expository and literary texts containing target sentences that were consistent, inconsistent or off-topic in relation to the generalisation implied in each paragraph. To test when the generalisations were inferred, target sentences were placed either early or late in each paragraph.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Readers drew broad generalisations early in the text and changed to specific generalisations later for exposition. The generalisations inferred from fairy tales were specific regardless of whether tested early or later in the text.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Readers construct generalisation inferences while reading both expository and literary texts, although the timing and scope of the inferences vary slightly by genre. Implications for theories of reading comprehension and applications for reading interventions are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 3","pages":"278-293"},"PeriodicalIF":2.7,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44673193","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":"Development and initial validation of the Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C)","authors":"Yalian Pei,&nbsp;Katy H. O'Brien","doi":"10.1111/1467-9817.12422","DOIUrl":"10.1111/1467-9817.12422","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To examine levels of reading self-efficacy in college students and further understand sources that foster reading self-efficacy at the postsecondary level, there is a need for a valid scale that can be used for college student populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In Phase 1, 160 items were generated and reviewed by a panel of experts and a group of undergraduate students. Of these, 48 items reached consensus for acceptance and were retained for Phase 2 pilot testing. Pilot results were analysed with principal component analysis to identify the scale structure and remove items not strongly associated with components. Phase 3 finalised the scale and confirmed construct validity using confirmatory factor analysis as well as internal reliability with Cronbach's α. Phase 4 further assessed construct validity through sensitivity analyses that control for age, gender, education level, ethnicity and grade point average (GPA) to evaluate the potential impact of these covariates on model fit. In addition, Phase 4 assessed the relationships between reading self-efficacy and similar constructs (i.e., academic self-efficacy and reading performance) to evaluate convergent validity of the final scale.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Based on Phase 2 principal component analysis, three components were retained: ‘effort’, ‘enjoyment’, and ‘processing’. After removing items with high covariance indicated by the Phase 3 testing, the final scale included 15 items. The Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C) was significantly correlated with reading performance, GPA and general academic self-efficacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SOURSES-C is a valid and reliable tool to describe sources of reading self-efficacy in college students. Understanding of reading self-efficacy profiles may inform further investigations to improve motivation and persistence, self-regulation and strategy use during reading.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 3","pages":"225-246"},"PeriodicalIF":2.7,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41901449","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":"Influence of parents' education and home literacy environment on reading interest of deaf children","authors":"Qianqian Wang,&nbsp;Minjie Ma,&nbsp;Yan Huang,&nbsp;Xichen Wang,&nbsp;Tingzhao Wang","doi":"10.1111/1467-9817.12421","DOIUrl":"10.1111/1467-9817.12421","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reading interest plays an important role in predicting and regulating the literacy development of deaf children, but the family factors influencing their reading interest have not been previously explored. The purpose of this study was to explore the effects of parents' education and home literacy environment (HLE) on reading interest of deaf children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>One hundred and thirty-two deaf children from Grades 1 to 6 aged 8–15 from China participated in our study. The parents of these children completed our survey of parents' education, HLE and children's reading interest. These variables were then processed and analysed by correlation, regression analyses and structural equation modelling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>HLE played a complete intermediary role in the regression relationship between parents' education and reading interest of deaf children, and this effect had no significant difference between genders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Parents' education has a positive and predictive effect on reading interest of deaf children, while creating a high-quality HLE may improve this effect.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 3","pages":"209-224"},"PeriodicalIF":2.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48718366","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":"Orthographic and phonological processing effects on the reading abilities of young children learning to read Malayalam alphasyllabary","authors":"Jeena Mary Joy,&nbsp;Lakshmi Venkatesh,&nbsp;Samuel N. Mathew,&nbsp;Swapna Narayanan","doi":"10.1111/1467-9817.12420","DOIUrl":"10.1111/1467-9817.12420","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learning to read is a complex process that involves phonological and orthographic processing abilities, broader language skills and cognitive processes across all writing systems. Although these components remain common, the pace of acquisition of phonological and orthographic processing and reading abilities differ across writing systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study aimed to understand the developmental pattern of reading and phonological processing, assess their interrelationship and study the predictors of reading ability among 175 children, learning to read Malayalam and attending Grades 1–3. They completed various reading (akshara reading, word and nonword reading) and phonological processing (rhyme recognition, syllable deletion, syllable segmentation, phoneme deletion, phoneme substitution, rapid naming and nonword repetition) tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Grade and reading level-based analysis was performed to collate the results. Results revealed a significant overlap of phonological processing and reading abilities among children in Grades 2 and 3. Reading scores demonstrated a weak-to-moderate significant correlation with the phonological processing tasks. Although skilled readers performed significantly better on all phonological processing tasks, their scores did not reach ceiling. Syllable-level tasks were easier compared to phoneme-level tasks, and they significantly predicted the reading abilities of children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings contribute to the existing body of evidence for akshara writing systems, specifically in Malayalam alpha-syllabary. The development of phonological processing and reading in Malayalam extends beyond the third grade, and syllable processing contributed to increased variance in reading accuracy among inexperienced readers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 2","pages":"187-208"},"PeriodicalIF":2.7,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47771695","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":"Rethinking the legacy of New Criticism in poetry education","authors":"Minkyu Kang","doi":"10.17095/jrr.2023.66.3","DOIUrl":"https://doi.org/10.17095/jrr.2023.66.3","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"14 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85277094","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":"Educational significances and limitations of “intermediating texts in reading poems”","authors":"Younhee Lee, Jaechan Jeong","doi":"10.17095/jrr.2023.66.2","DOIUrl":"https://doi.org/10.17095/jrr.2023.66.2","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"24 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80731598","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":"Analysis of Zhu Xi’s reading theory based on \"question\"","authors":"Won-Suk Cheon","doi":"10.17095/jrr.2023.66.1","DOIUrl":"https://doi.org/10.17095/jrr.2023.66.1","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85234976","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":"Contributions of processes using semantic information and character-to-sound correspondences to kanji word-reading performance in Japanese primary school children","authors":"Ami Sambai,&nbsp;Mayu Tsukada,&nbsp;Ayaka Miki,&nbsp;Akira Uno","doi":"10.1111/1467-9817.12419","DOIUrl":"10.1111/1467-9817.12419","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In opaque orthographies, such as English, children with low reading skills tend to rely more on semantic information due to their inadequate acquisition of sub-lexical knowledge. This tendency has also been reported for kanji, a non-alphabetic and opaque Japanese orthography. However, previous studies on this phenomenon have had methodological limitations, such as a small number of stimuli in reading tests and insufficient investigation of a consistency effect. This study addressed these limitations and aimed to clarify whether Japanese children with low reading accuracy are characterised by a stronger reliance on semantic information and a smaller contribution to the reading process based on character-to-sound correspondences to the kanji word-reading performance than children with high reading accuracy in reading kanji words.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 129 Japanese students in the fifth and sixth grades participated in this study, and 11 of them had been previously diagnosed with developmental dyslexia. They read an experimenter-created list of kanji words. We tested how frequency, imageability and consistency of character-to-sound correspondences affected children's reading accuracy and error types and how the effects of these variables were modulated by reading accuracy level.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>For children with lower reading accuracy, the frequency and consistency effects on reading accuracy decreased, whereas the imageability effect was stronger. Children with low reading accuracy frequently did not respond, whereas children with high reading accuracy made word substitution and legitimate alternative reading of component (LARC) errors frequently.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The reading processing of children with low reading accuracy is characterised by a stronger reliance on semantic information and a smaller contribution of a reading process based on character-to-sound correspondences to reading performance than that of children with high reading accuracy. Reading characteristics of children with low reading accuracy might be due to their inadequate lexical and sub-word knowledge.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 2","pages":"163-186"},"PeriodicalIF":2.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44928891","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":"Does speed-reading training work, and if so, why? Effects of speed-reading training and metacognitive training on reading speed, comprehension and eye movements","authors":"Marina Klimovich,&nbsp;Simon P. Tiffin-Richards,&nbsp;Tobias Richter","doi":"10.1111/1467-9817.12417","DOIUrl":"10.1111/1467-9817.12417","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (<i>M</i>_age = 22.77 years, <i>SD</i>_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 2","pages":"123-142"},"PeriodicalIF":2.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44643472","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}