Scientific Studies of Reading最新文献_第10页

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

Wrapping up Sentence Comprehension: The Role of Task Demands and Individual Differences 总结句理解:任务要求和个体差异的作用

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-10-12 DOI: 10.1080/10888438.2020.1817028

S. Andrews, Aaron Veldre

{"title":"Wrapping up Sentence Comprehension: The Role of Task Demands and Individual Differences","authors":"S. Andrews, Aaron Veldre","doi":"10.1080/10888438.2020.1817028","DOIUrl":"https://doi.org/10.1080/10888438.2020.1817028","url":null,"abstract":"ABSTRACT This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was unmarked by punctuation, weakly marked by a comma, or strongly marked by a period. Comprehension demands were manipulated by presenting questions after either 25% or 100% of passages. Wrap-up effects at punctuation boundaries manifested principally in rereading of earlier text and were more marked in lower proficiency readers. High comprehension load was associated with longer total reading time but had little impact on wrap-up effects. The relationship between eye movements and comprehension accuracy suggested that poor comprehension was associated with a shallower reading strategy under low comprehension demands. The implications of these findings for understanding how the processes involved in self-regulating comprehension are modulated by reading proficiency and comprehension goals are discussed.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"123 - 140"},"PeriodicalIF":3.7,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1817028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48443549","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: 6

Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese 儿童汉语正字法学习中的语义语音解码

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-10-04 DOI: 10.1080/10888438.2020.1781863

Luan Li, E. Marinus, A. Castles, Miao-Ling Hsieh, Hua-Chen Wang

{"title":"Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese","authors":"Luan Li, E. Marinus, A. Castles, Miao-Ling Hsieh, Hua-Chen Wang","doi":"10.1080/10888438.2020.1781863","DOIUrl":"https://doi.org/10.1080/10888438.2020.1781863","url":null,"abstract":"ABSTRACT In this study, we investigated if children build a print-to-meaning connection via the semantic radical – a mechanism we call semantic decoding – and its interaction with phonological decoding in orthographic learning of Chinese compound characters. Ninety-two Grade 4 children were taught the pronunciations and meanings of 16 pseudocharacters and were then exposed to their written forms in short stories. Half of the characters contained semantic radicals related to the taught meaning; the other half were unrelated. Half of the children learned the pseudocharacters’ regular pronunciations; the other half learned the irregular pronunciations. There was better orthographic learning of regular than irregular pseudocharacters across measures of spelling and orthographic choice. However, the effect of semantic decoding was not as unequivocal. The findings indicate that in Chinese, decoding via phonetic radicals underpins orthographic learning. Whereas, the effect of semantic decoding might depend more on the linguistic features of the radicals and the learning environments.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"319 - 334"},"PeriodicalIF":3.7,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1781863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44355370","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: 6

What is the letter é? 字母是什么？

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-09-02 DOI: 10.1080/10888438.2019.1689570

Manuel Perea, María Fernández-López, Ana Marcet

引用次数: 17

When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth 慢即是快:花在解码新单词上的时间预示着更好的解码和更快的增长

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-09-02 DOI: 10.1080/10888438.2019.1696347

Zuowei Wang, J. Sabatini, T. O’Reilly

引用次数: 2