Scientific Studies of Reading最新文献

{"title":"A Randomized Controlled Trial of Tutor- and Computer-Delivered Inferential Comprehension Interventions for Middle School Students with Reading Difficulties","authors":"Marcia A. Barnes, Nathan H. Clemens, Deborah Simmons, Colby Hall, Melissa Fogarty, Amanda Martinez-Lincoln, Sharon Vaughn, Leslie Simmons, Anna-Maria Fall, Greg Roberts","doi":"10.1080/10888438.2024.2331517","DOIUrl":"https://doi.org/10.1080/10888438.2024.2331517","url":null,"abstract":"An inferential comprehension intervention addressing reading comprehension difficulties of middle schoolers was tested.Students in Grades 6 to 8 (n = 145; 53.8% female; 71% White; 24% Black) who fa...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"62 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140589260","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":"Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?","authors":"Vibeke Grøver, Jan-Eric Gustafsson, Veslemøy Rydland, Catherine E. Snow","doi":"10.1080/10888438.2024.2335925","DOIUrl":"https://doi.org/10.1080/10888438.2024.2335925","url":null,"abstract":"Previous research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"43 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588715","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":"Enhanced Reading Skills are Associated with Auditory Spatial Attentional Rebalance Induced by the Exposure to Dual-language Contexts","authors":"Marie Lallier, Jose Peréz-Navarro, Mikhail Ordin","doi":"10.1080/10888438.2024.2317128","DOIUrl":"https://doi.org/10.1080/10888438.2024.2317128","url":null,"abstract":"Research on the effects on early bilingualism on reading development is scarce. Here, we tackle this question by investigating whether the exposure to dual-language contexts (use of two languages i...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"11 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072168","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":"Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire","authors":"Henry Brice, Benjamin Zinszer, Danielle Kablan, Fabrice Tanoh, Konan N. N Nana, Kaja K Jasińska","doi":"10.1080/10888438.2024.2317934","DOIUrl":"https://doi.org/10.1080/10888438.2024.2317934","url":null,"abstract":"Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of the rich statistical regularities in the writing system. Reading skills in developing first...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"40 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139753118","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 Effects of Bookworms Literacy Curriculum on Student Achievement in Grades 2-5","authors":"Henry May, John Z. Strong, Sharon Walpole","doi":"10.1080/10888438.2023.2284811","DOIUrl":"https://doi.org/10.1080/10888438.2023.2284811","url":null,"abstract":"In this study, we investigated the effects of a schoolwide program, Bookworms K-5 Reading and Writing, on student achievement.The study included seven cohorts of students (N = 8,806) in grades 2–5 ...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"173 1 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138548113","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":"To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice","authors":"Madelon van den Boer, Elise H. de Bree","doi":"10.1080/10888438.2023.2283636","DOIUrl":"https://doi.org/10.1080/10888438.2023.2283636","url":null,"abstract":"Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling erro...","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"177 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518085","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":"Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording","authors":"Victoria I. Adedeji, Julie A. Kirkby, Martin R. Vasilev, Timothy J. Slattery","doi":"10.1080/10888438.2023.2259522","DOIUrl":"https://doi.org/10.1080/10888438.2023.2259522","url":null,"abstract":"Purpose Children progress from making grapheme–phoneme connections to making grapho-syllabic connections before whole-word connections during reading development (Ehri, 2005a). More is known about the development of grapheme–phoneme connections than is known about grapho-syllabic connections. Therefore, we explored the trajectory of syllable use in English developing readers during oral reading.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351787","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":"Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis","authors":"Sean McWeeny, Elizabeth S. Norton","doi":"10.1080/10888438.2023.2252118","DOIUrl":"https://doi.org/10.1080/10888438.2023.2252118","url":null,"abstract":"Purpose Reading disability (RD) is frequently associated with deficits in auditory processing (i.e., processing speech and non-linguistic sounds). Several hypotheses exist regarding the link between RD and auditory processing, but none fully account for the range/variety of auditory impairments reported in the literature. These impairments have been primarily summarized by qualitative reviews and meta-analytic evidence for most auditory processing impairments is lacking.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718788","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":"Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults","authors":"Catharina Tibken, Tobias Richter, Wienke Wannagat","doi":"10.1080/10888438.2023.2261572","DOIUrl":"https://doi.org/10.1080/10888438.2023.2261572","url":null,"abstract":"Purpose To understand complex expository text, readers often engage in metacognitive comprehension monitoring. Metacognitive monitoring is assumed to rely on basic cognitive abilities (working memory updating, short-term memory, verbal intelligence). These abilities decrease in later adulthood. We thus compared younger and older adults in their comprehension monitoring and examined whether performance differences are mediated by differences in cognitive abilities.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864776","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":"Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties","authors":"Philip Capin, Sharon Vaughn, Joseph E. Miller, Jeremy Miciak, Anna-Mari Fall, Greg Roberts, Eunsoo Cho, Amy E. Barth, Paul K. Steinle, Jack M. Fletcher","doi":"10.1080/10888438.2023.2254871","DOIUrl":"https://doi.org/10.1080/10888438.2023.2254871","url":null,"abstract":"ABSTRACTPurpose This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time.Method Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time.Results Analyses revealed four latent profiles emerged: (a) very low word reading and low vocabulary (10%), (b) low word reading and low vocabulary (71%), (c) average word reading and low vocabulary (16%), and (d) high word reading and low vocabulary (3%). Subgroups varied in their reading comprehension initially and over one year. Students in the subgroup marked by very low word reading and low vocabulary showed the lowest reading comprehension performance initially; however, they also showed the greatest growth over one year.Conclusion These findings suggest that there is heterogeneity in the reading skill profiles of Spanish-speaking EBs with reading comprehension difficulties. They also underscore the prevalence of word reading difficulties among these students. These may be important factors to consider when developing interventions to prevent and remediate these difficulties. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We draw a distinction here between adjusting instructional foci based on specific skill profiles in reading (e.g., word reading) and aptitude (e.g., working memory, long-term memory). Although researchers have long examined aptitude-by-treatment interactions (for an early example, see Cronbach & Snow, Citation1977), this line of research has not yielded strong evidence that interventions are differentially effective for students based on measures of aptitude (e.g., working and long-term memory, e.g., Burns et al., Citation2016). However, there is some empirical support for the notion that instructional content should be adjusted to align with the component reading skill needs of struggling readers (e.g., Burns et al., Citation2018; Connor et al., Citation2004; McMaster et al., Citation2012).Additional informationFundingThis research was supported by grant P50 HD052117-07 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development at the National Institutes of Health. This work was also supported by grant R305C200016 from the Institute of Education Sciences, U.S. Department of Education. However, the content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health, nor the U.S. Department of Education.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059826","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}