Scientific Studies of Reading最新文献_第10页

Exploring the Underpinnings and Longitudinal Associations of Word Reading and Word Spelling: A 2-year Longitudinal Study of Hong Kong Chinese Children Transitioning to Primary School 单词阅读和拼写的基础和纵向关联研究——香港中国儿童向小学过渡的2年纵向研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-01-24 DOI: 10.1080/10888438.2021.1871909

Y. Ye, Mengge Yan, Yijun Ruan, C. McBride, Mo Zheng, Li Yin

引用次数: 8

The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. 青年读者连贯监测的过程和结果:读者和语篇特征的影响。

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-01-01 Epub Date: 2020-10-19 DOI: 10.1080/10888438.2020.1831503

Nicola K Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S Bridges, Maria Adelaida Restrepo, Marilyn S Thompson, Margeaux F Ciraolo, Jinxiang Hu, Kate Cain

{"title":"The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics.","authors":"Nicola K Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S Bridges, Maria Adelaida Restrepo, Marilyn S Thompson, Margeaux F Ciraolo, Jinxiang Hu, Kate Cain","doi":"10.1080/10888438.2020.1831503","DOIUrl":"https://doi.org/10.1080/10888438.2020.1831503","url":null,"abstract":"We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 2","pages":"141-158"},"PeriodicalIF":3.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1831503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25513999","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: 10

An Individual Differences Examination of the Relation between Reading Processes and Comprehension. 阅读过程与理解关系的个体差异研究。

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-01-01 Epub Date: 2020-04-27 DOI: 10.1080/10888438.2020.1748633

Debra L Long, Erin M Freed

{"title":"An Individual Differences Examination of the Relation between Reading Processes and Comprehension.","authors":"Debra L Long, Erin M Freed","doi":"10.1080/10888438.2020.1748633","DOIUrl":"https://doi.org/10.1080/10888438.2020.1748633","url":null,"abstract":"Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of the current study was to examine individual variation in performance both during on-line and off-line reading measures. A battery of psycholinguistic and cognitive tests was administered to community college and university students. In addition, participants read texts in an eye-tracker and answered comprehension questions about them. Multi-level modeling was used to determine the individual-difference factors that modulated the relation between word-level characteristics (e.g., length, frequency, surprisal) and fixation durations. The analyses showed that language experience, decoding, and WMC interacted with word characteristics to influence fixation durations, whereas language experience and reasoning predicted comprehension. The results suggest that individual variation in processing does not map directly to variation in comprehension as some theories predict.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 2","pages":"104-122"},"PeriodicalIF":3.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1748633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25489971","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: 3

What Underlies the Deficit in Rapid Automatized Naming (RAN) in Adults with Dyslexia? Evidence from Eye Movements 阅读障碍成年人在快速自动命名（RAN）方面的缺陷是什么？眼动证据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-12-30 DOI: 10.1080/10888438.2020.1867863

Susana Araújo, F. Huettig, A. Meyer

{"title":"What Underlies the Deficit in Rapid Automatized Naming (RAN) in Adults with Dyslexia? Evidence from Eye Movements","authors":"Susana Araújo, F. Huettig, A. Meyer","doi":"10.1080/10888438.2020.1867863","DOIUrl":"https://doi.org/10.1080/10888438.2020.1867863","url":null,"abstract":"ABSTRACT This eye-tracking study explored how phonological encoding and speech production planning for successive words are coordinated in adult readers with dyslexia (N = 22) and control readers (N = 25) during rapid automatized naming (RAN). Using an object-RAN task, we orthogonally manipulated the word-form frequency and phonological neighborhood density of the object names and assessed the effects on speech and eye movements and their temporal coordination. In both groups, there was a significant interaction between word frequency and neighborhood density: shorter fixations for dense than for sparse neighborhoods were observed for low- but not for high-frequency words. This finding does not suggest a specific difficulty in lexical phonological access in dyslexia. However, in readers with dyslexia only, these lexical effects percolated to the late processing stages, indicated by longer offset eye-speech lags. We close by discussing potential reasons for this finding, including suboptimal specification of phonological representations and deficits in attention control or in multi-item coordination.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"534 - 549"},"PeriodicalIF":3.7,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1867863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48246845","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: 8

Individual Differences Modulate the Effects of tDCS on Reading in Children and Adolescents with Dyslexia 个体差异调节tDCS对儿童和青少年阅读障碍的影响

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-12-17 DOI: 10.1080/10888438.2020.1842413

G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini

{"title":"Individual Differences Modulate the Effects of tDCS on Reading in Children and Adolescents with Dyslexia","authors":"G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini","doi":"10.1080/10888438.2020.1842413","DOIUrl":"https://doi.org/10.1080/10888438.2020.1842413","url":null,"abstract":"ABSTRACT Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"470 - 485"},"PeriodicalIF":3.7,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1842413","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46775306","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: 10

The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia 配对联想学习在获得字母发音对应关系中的作用：对有阅读障碍家庭风险的儿童的纵向研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-12-08 DOI: 10.1080/10888438.2020.1850732

M. Kalashnikova, D. Burnham, U. Goswami

引用次数: 0

The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018 阅读自我信念的大鱼小塘效应:2018年PISA的跨国探索

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-11-27 DOI: 10.1080/10888438.2023.2174028

Geetanjali Basarkod, H. Marsh, Jiesi Guo, Theresa Dicke, Kate M. Xu, P. Parker

{"title":"The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018","authors":"Geetanjali Basarkod, H. Marsh, Jiesi Guo, Theresa Dicke, Kate M. Xu, P. Parker","doi":"10.1080/10888438.2023.2174028","DOIUrl":"https://doi.org/10.1080/10888438.2023.2174028","url":null,"abstract":"ABSTRACT Purpose Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level academic self-concept) to generalize across countries. However, such evidence is largely limited to math and science. Given that reading self-concept is highly differentiated from math and science self-concepts and plays an important role in predicting educational outcomes, it is essential to examine the universality of the BFLPE and its underlying social-comparison process within this domain. Method We assess the cross-national generalizability of the BFLPE for 15-year-olds’ reading self-concept using Programme for International Students Assessment 2018 (533,165 students, 72 countries). To demonstrate that the BFLPE operates with a relative—rather than absolute—frame of reference for comparison, we juxtapose difficulty experienced with reading in general (self-concept perceived difficulty; relative frame of reference), with difficulty experienced with reading specifically during the PISA test (PISA test difficulty; absolute frame of reference). Results Our findings show that the BFLPE for both the reading self-concept perceived competence and difficulty subscales was robust across countries. Further, the BFLPE was strong for self-concept subscales, but very weak for the PISA test difficulty scale. Conclusions Our findings extend support for the generalizability of the BFLPE to reading self-concept and highlight the role of social comparison processes underlying this effect.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"375 - 392"},"PeriodicalIF":3.7,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48153050","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: 2

Using Eye Movements to Study the Reading of Subtitles in Video 用眼动研究视频字幕的阅读

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-11-11 DOI: 10.1080/10888438.2020.1823986

Sixin Liao, Lili Yu, Erik D. Reichle, Jan-Louis Kruger

引用次数: 13

The Curious Role of Morphological Family Size in Language Minority Learners’ Problem Solving of Unfamiliar Words 词法家族大小在少数民族语言学习者解决不熟悉词汇问题中的奇特作用

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-11-01 DOI: 10.1080/10888438.2019.1701475

Amy C. Crosson, Pui‐wa Lei, Weiyi Cheng, Margaret G. McKeown

{"title":"The Curious Role of Morphological Family Size in Language Minority Learners’ Problem Solving of Unfamiliar Words","authors":"Amy C. Crosson, Pui‐wa Lei, Weiyi Cheng, Margaret G. McKeown","doi":"10.1080/10888438.2019.1701475","DOIUrl":"https://doi.org/10.1080/10888438.2019.1701475","url":null,"abstract":"ABSTRACT Given that words from the academic layer of English typically carry bound roots (min in diminish) rather than free-standing base words (small in smaller), there is a need to understand the factors that make bound roots more or less accessible for morphological problem-solving unfamiliar words. We investigated the contributions of learner characteristics and morpheme/word characteristics to the morphological problem-solving skill of 87 language minority learners. Participants analyzed 18 morphologically complex, unfamiliar words on a Morphological Analysis Task. Among learner characteristics, results from multilevel logistic models indicated that only English proficiency predicted difficulty. For root characteristics, semantic opaqueness, phonological shift, and orthographic neighborhood size predicted difficulty as expected. Morphological family size also predicted difficulty, but in unexpected ways, with larger family size predicting greater difficulty. Exploratory analyses suggested that family size may interact with other root characteristics to further influence difficulty. Findings hold implications for models of morphological processing and literacy intervention design.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"24 1","pages":"445 - 461"},"PeriodicalIF":3.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2019.1701475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380752","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: 3

Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs 一年级学生英语和法语读写能力的跨语言迁移

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-10-15 DOI: 10.1080/10888438.2020.1817027

Marie-France Côté, R. Savage, Y. Petscher

引用次数: 2