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Scientific Studies of Reading最新文献

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Reading Disabilities With and Without Co-Occurring ADHD: No Evidence for Additive Impact on Reading Skills. 阅读障碍伴或不伴ADHD：没有证据表明对阅读技能有附加影响。
IF 2.7 2区 教育学
Scientific Studies of Reading Pub Date : 2026-05-18 DOI: 10.1080/10888438.2026.2672100
Rebecca A Marks, Hanna Thesken, Rachel T Norton, Alexander J Kaminsky, Carissa Mastrangelo, Annie Cardinaux, Karolina Wade, Adriana M Azor, Andrea Takahesu Tabori, Alysa E Doyle, Ellen B Braaten, John D E Gabrieli, Joanna A Christodoulou
{"title":"Reading Disabilities With and Without Co-Occurring ADHD: No Evidence for Additive Impact on Reading Skills.","authors":"Rebecca A Marks, Hanna Thesken, Rachel T Norton, Alexander J Kaminsky, Carissa Mastrangelo, Annie Cardinaux, Karolina Wade, Adriana M Azor, Andrea Takahesu Tabori, Alysa E Doyle, Ellen B Braaten, John D E Gabrieli, Joanna A Christodoulou","doi":"10.1080/10888438.2026.2672100","DOIUrl":"10.1080/10888438.2026.2672100","url":null,"abstract":"<p><strong>Purpose: </strong>Reading disabilities (RD) and attention deficit/hyperactivity disorder (ADHD) frequently co-occur. We investigated whether RD+ADHD co-occurrence is associated with differences in reading outcomes, or in the brain basis of word reading, compared to RD alone.</p><p><strong>Method: </strong>In Study 1, 175 children (ages 7-13) completed literacy-related assessments and a reading task during fMRI. Groups included 50 RD, 53 RD+ADHD, and 72 students without disabilities (SWOD). Study 2 replicated analyses in an independent sample of over 2,100 children.</p><p><strong>Results: </strong>In Study 1, SWOD differed from the groups with RD on all reading measures. We found no evidence of significant differences behaviorally, or in functional brain activation, between the RD and RD+ADHD. Study 2 replicated the behavioral findings of Study 1; a fourth group of children with ADHD only had mean reading scores in the typical range.</p><p><strong>Conclusion: </strong>Together, these studies suggest that co-occurring RD+ADHD is not associated with meaningfully greater reading impairment than RD alone.</p>","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266219","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}
引用次数: 0
Charting the Shift: Age as a Moderator of the Genetic and Environmental Influences on Reading. 绘制转变：年龄作为基因和环境对阅读影响的调节因子。
IF 2.7 2区 教育学
Scientific Studies of Reading Pub Date : 2025-01-01 Epub Date: 2025-09-25 DOI: 10.1080/10888438.2025.2561985
Callie W Little, Hope Sparks Lancaster, Rachelle M Johnson, Patrick C Kennedy, Jeanette E Taylor, Colleen Ganley, Wendy Johnson, Sara A Hart
{"title":"Charting the Shift: Age as a Moderator of the Genetic and Environmental Influences on Reading.","authors":"Callie W Little, Hope Sparks Lancaster, Rachelle M Johnson, Patrick C Kennedy, Jeanette E Taylor, Colleen Ganley, Wendy Johnson, Sara A Hart","doi":"10.1080/10888438.2025.2561985","DOIUrl":"10.1080/10888438.2025.2561985","url":null,"abstract":"<p><p>Reading is influenced by genes and environments throughout life. Using a U.S. twin sample (N = 1086; 564 Male: 522 Female; Age M = 7.46 years, SD = 1.57, with 90% self-reported as White, 8% Black, 1% Asian, 1% Alaskan, Native American, or Native Pacific Islander, and 11% self-reported as Hispanic), we used a Gene-by-Environment model with age as a moderator to examine how the balance of genetic and environmental influences on reading differed by age. Reading was measured with the DIBELS Next Composite from the beginning of academic year 2018/19. We observed small increasing genetic influences and larger decreasing shared environmental influences on reading from ages 5 to 7 that began to plateau around age 8. Non-shared environmental influences on reading were low and relatively stable from ages 6 through 12 following an uptick between ages 5 and 6. Our results are consistent with the bioecological framework, the emerging gene-environment-time model, and theories of reading development.</p>","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"29 6","pages":"559-573"},"PeriodicalIF":2.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13521612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148841707","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}
引用次数: 0
A Multi-Site Study of Student Experiences with Code- and Meaning-Focused Literacy in Preschool-Third Grade Classrooms 关于学前班至三年级课堂中学生以代码和意义为重点的读写体验的多站点研究
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-08-30 DOI: 10.1080/10888438.2024.2388558
Ashley Sanabria, Jin Kyoung Hwang, Elham Zargar, Deborah Lowe Vandell, Carol M Connor
{"title":"A Multi-Site Study of Student Experiences with Code- and Meaning-Focused Literacy in Preschool-Third Grade Classrooms","authors":"Ashley Sanabria, Jin Kyoung Hwang, Elham Zargar, Deborah Lowe Vandell, Carol M Connor","doi":"10.1080/10888438.2024.2388558","DOIUrl":"https://doi.org/10.1080/10888438.2024.2388558","url":null,"abstract":"We examine the content, context, and management of literacy learning opportunities in a large, diverse sample in the US and whether these opportunities were differentiated by children’s oral langua...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"6 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210055","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}
引用次数: 0
Intergenerational Effects on Children’s Reading Comprehension in Chinese: Evidence from a 3-Year Longitudinal Study 代际效应对儿童中文阅读理解能力的影响：三年纵向研究的证据
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-08-16 DOI: 10.1080/10888438.2024.2382204
Su-Zhen Zhang, Tomohiro Inoue, Dianhai Zhang, Di Jin, George K. Georgiou
{"title":"Intergenerational Effects on Children’s Reading Comprehension in Chinese: Evidence from a 3-Year Longitudinal Study","authors":"Su-Zhen Zhang, Tomohiro Inoue, Dianhai Zhang, Di Jin, George K. Georgiou","doi":"10.1080/10888438.2024.2382204","DOIUrl":"https://doi.org/10.1080/10888438.2024.2382204","url":null,"abstract":"We examined whether the relations between home literacy environment (HLE), children’s independent reading, and emergent literacy and reading skills are confounded by parents’ reading skills (a gene...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"138 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142210057","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}
引用次数: 0
The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing 没有写作的科学性，阅读教学的科学性是不完整的：读写结合教学的随机对照试验
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-07-31 DOI: 10.1080/10888438.2024.2380272
Young-Suk Grace Kim, Karen R. Harris, Rebecca Goldstone, April Camping, Steve Graham
{"title":"The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing","authors":"Young-Suk Grace Kim, Karen R. Harris, Rebecca Goldstone, April Camping, Steve Graham","doi":"10.1080/10888438.2024.2380272","DOIUrl":"https://doi.org/10.1080/10888438.2024.2380272","url":null,"abstract":"We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grad...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"365 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883594","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}
引用次数: 0
Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension 构建阅读和词汇教学科学：朗读课结构化补充对三年级学生特定领域阅读理解的实验效果
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-07-01 DOI: 10.1080/10888438.2024.2368145
Douglas M. Mosher, James S. Kim
{"title":"Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension","authors":"Douglas M. Mosher, James S. Kim","doi":"10.1080/10888438.2024.2368145","DOIUrl":"https://doi.org/10.1080/10888438.2024.2368145","url":null,"abstract":"This study contributes to the science of teaching reading and vocabulary by illustrating how a ubiquitous classroom practice – read alouds – can be enhanced by structured supplements. This experime...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"36 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548656","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}
引用次数: 0
Preschool Morphological Awareness and Developmental Change in Early Reading Ability 学前语法意识与早期阅读能力的发展变化
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-06-27 DOI: 10.1080/10888438.2024.2370843
Vassiliki Diamanti, Germán Grande, Athanassios Protopapas, Monica Melby-Lervåg, Arne Lervåg
{"title":"Preschool Morphological Awareness and Developmental Change in Early Reading Ability","authors":"Vassiliki Diamanti, Germán Grande, Athanassios Protopapas, Monica Melby-Lervåg, Arne Lervåg","doi":"10.1080/10888438.2024.2370843","DOIUrl":"https://doi.org/10.1080/10888438.2024.2370843","url":null,"abstract":"This longitudinal study examined the contribution of preschool morphological awareness to word reading skills and reading comprehension, as well as to the developmental change of reading ability be...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"112 1 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141519383","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}
引用次数: 0
Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic 阅读障碍多基因评分显示出对言语工作记忆和算术的更强预测能力
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-06-19 DOI: 10.1080/10888438.2024.2365697
Ambra Perugini, Pierre Fontanillas, Scott D Gordon, Simon E Fisher, Nicholas G Martin, Timothy C Bates, Michelle Luciano
{"title":"Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic","authors":"Ambra Perugini, Pierre Fontanillas, Scott D Gordon, Simon E Fisher, Nicholas G Martin, Timothy C Bates, Michelle Luciano","doi":"10.1080/10888438.2024.2365697","DOIUrl":"https://doi.org/10.1080/10888438.2024.2365697","url":null,"abstract":"The aim of this study is to establish which specific cognitive abilities are phenotypically related to reading skill in adolescence and determine whether this phenotypic correlation is explained by...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"1 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141519385","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}
引用次数: 0
The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers 短时记忆对初学写作者在副词、词法和话语层面写作的贡献
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-06-16 DOI: 10.1080/10888438.2024.2365698
Cynthia Puranik, Hongli Li, Ying Guo
{"title":"The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers","authors":"Cynthia Puranik, Hongli Li, Ying Guo","doi":"10.1080/10888438.2024.2365698","DOIUrl":"https://doi.org/10.1080/10888438.2024.2365698","url":null,"abstract":"The purpose of this study was to examine the direct and indirect relations between short-term memory (STM), reading, oral language, and writing at the letter, word, and discourse levels in young, d...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"37 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548657","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}
引用次数: 0
Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development 超越认字：高效序列处理在单词和文本阅读流畅性发展中的作用
IF 3.7 2区 教育学
Scientific Studies of Reading Pub Date : 2024-05-31 DOI: 10.1080/10888438.2024.2360189
Sandra Romero, George K. Georgiou, Angeliki Altani, Guher Gorgun, Athanassios Protopapas
{"title":"Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development","authors":"Sandra Romero, George K. Georgiou, Angeliki Altani, Guher Gorgun, Athanassios Protopapas","doi":"10.1080/10888438.2024.2360189","DOIUrl":"https://doi.org/10.1080/10888438.2024.2360189","url":null,"abstract":"Previous studies examining the inter-relations between serial and discrete naming with reading have found that the ability to efficiently process multiple items presented in a sequence (indexed by ...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"31 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548658","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}
引用次数: 0
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