Scientific Studies of Reading最新文献

{"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}

{"title":"A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension","authors":"Ai Miyamoto","doi":"10.1080/10888438.2023.2260032","DOIUrl":"https://doi.org/10.1080/10888438.2023.2260032","url":null,"abstract":"ABSTRACTPurpose This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence.Method Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with approximately 48% female students and 26% students with immigration backgrounds. On average, students were 10.64 years old (SD = 0.37) at wave 1 in grade 5. Measurements for intrinsic reading motivation and reading comprehension were taken at three separate time points: grades 5, 7, and 9. A multi-group cross-lagged panel model was employed to examine gender similarities and differences in the reciprocal relations between intrinsic reading motivation and reading comprehension over four years.Results The results revealed reciprocal cross-lagged effects between intrinsic reading motivation and reading comprehension for both male and female students from grades 5 to 9. The strengths of cross-lagged effects between intrinsic reading motivation and reading comprehension were largely similar across genders.Conclusions This study provides insights into the reciprocal relations between intrinsic reading motivation and reading comprehension from grades 5 to 9, emphasizing that these relations are largely consistent across genders. The findings reinforce the generalization of the positive reciprocal relations between intrinsic reading motivation and reading comprehension, regardless of gender or age. It calls for caution in interpreting gender differences without considering the complex, reciprocal nature of these variables and highlights potential avenues for future research. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the German National Educational Panel Study (NEPS) after registration from the NEPS website at https://www.neps-data.de/Data-Center/Data-Access.Notes1. The NEPS data and documentation are public and can be accessed after registration from the NEPS website at https://www.neps-data.de/en-us/home.aspx. NEPS is a framework with a multi-cohort longitudinal design to investigate educational developments and outcomes through a life course (Blossfeld, Roßbach, & von Maurice, Citation2011).2. The HRMQ (Habitual Reading Motivation Questionnaire) is an established German scale with high internal consistency and strong factorial, convergent (e.g., related to reading activity), and discriminant (e.g., unrelated to interests for sports) validity (Möller & Bonerad, Citation2007; Schiefele et al., Citation2012). It has been widely used by researchers in Germany, in particular within large-scale assessments (e.g., Miyamoto et al., Citation2018, Citation2019; Retelsdorf, et al., Citation2011, 2014). The NEPS experts selected the items from the original HRMQ according to several ","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206074","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 Binocular Advantages in Chinese Reading? Evidence from Eye Movements","authors":"Shuyuan Chen, Jinzuan Chen, Yanping Liu","doi":"10.1080/10888438.2023.2260033","DOIUrl":"https://doi.org/10.1080/10888438.2023.2260033","url":null,"abstract":"ABSTRACTPurpose This study aims to examine whether binocular vision plays a facilitating or impeding role in lexical processing during sentence reading in Chinese.Method Adopting the revised boundary paradigm, we orthogonally manipulated the parafoveal and foveal viewing conditions (monocular vs. binocular) of target words (high- vs. low-frequency) within sentences. Forty participants (30 females, mean age = 19.9 years) were recruited to read these sentences and their eye movements were monitored.Results Through directly comparing the eye movement measures in different viewing conditions, the results indicated that compared with monocular viewing, binocular viewing resulted in shorter fixation durations, thereby facilitating lexical processing. Critically, in addition to the higher information encoding speed toward the currently fixated word in the fovea, the more efficient preprocessing of the upcoming text to the right of fixation in the parafovea may also contribute to the superiority of binocular vision over monocular.Conclusion Our findings provide the first evidence to support the binocular advantages in Chinese reading, which reveals that high-quality visual input from binocular vision plays a vital role in fluent and efficient written text reading. AcknowledgmentsThis research was supported by grant from the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (18YJC190014).Disclosure statementNo potential conflict of interest was reported by the authors.Statements and declarationsThis research was supported by grants from the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (18YJC190014). Correspondence should be addressed to Yanping Liu, Department of Psychology, Sun Yat-sen University, No. 135, Xingang Xi Road, Guangzhou, 510275, P. R. China; e-mail: liuyp33@mail.sysu.edu.cn.The authors declare that they have no competing financial interests.Additional informationFundingThis work was supported by the the MOE (Ministry of Education in China) Project of Humanities and Social Sciences [18YJC190014].","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206073","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":"Text Complexity of Chinese Elementary School Textbooks: Analysis of Text Linguistic Features Using Machine Learning Algorithms","authors":"Miaomiao Liu, Yixun Li, Yongqiang Su, Hong Li","doi":"10.1080/10888438.2023.2244620","DOIUrl":"https://doi.org/10.1080/10888438.2023.2244620","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793423","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 Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary","authors":"R. Knoph, J. Lawrence, David J. Francis","doi":"10.1080/10888438.2023.2241939","DOIUrl":"https://doi.org/10.1080/10888438.2023.2241939","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747656","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":"Scanpath Regularity as an Index of Reading Comprehension","authors":"D. Meziere, Lili Yu, G. McArthur, Erik D. Reichle, Titus von der Malsburg","doi":"10.1080/10888438.2023.2232063","DOIUrl":"https://doi.org/10.1080/10888438.2023.2232063","url":null,"abstract":"Purpose: Recent research on the potential of using eye-tracking to measure reading comprehension ability suggests that the relationship between standard eye-tracking measures and reading comprehension is influenced by differences in task demands between comprehension assessments. We compared standard eye-tracking measures and scanpath regularity as predictors of reading comprehension scores. Method: We used a dataset in which 79 participants (mean age: 22 years, 82% females, 76% monolingual English speakers) were administered three widely-used reading comprehension assessments with varying task demands while their eye movements were monitored: the York Assessment of Reading for Comprehension ; (YARC), the Gray Oral Reading Test ; (GORT-5), and the sentence comprehension subtest of the Wide Range Achievement Test ; (WRAT-4). Results: Results showed that scanpath regularity measures, similarly to standard eye-tracking measures, were influenced by differences in task demands between the three tests. Nevertheless, both types of eye-tracking measures made unique contributions as predictors of comprehension and the best set of predictors included both standard eye-tracking measures and at least one scanpath measure across tests. Conclusion: The results provide evidence that scanpaths capture differences in eye-movement patterns missed by standard eye-tracking measures. Overall, the results highlight the effect of task demands on eye-movement behavior and suggest that reading goals and task demands need to be considered when interpreting eye-tracking data.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42468431","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":"Cross-Modal Impact of Recent Word Encountering Experience","authors":"Jiayu Liu, Junjuan Gu, Chen Feng, W. Shi, Chris Biemann, Xingshan Li","doi":"10.1080/10888438.2023.2234518","DOIUrl":"https://doi.org/10.1080/10888438.2023.2234518","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42186874","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":"Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography","authors":"Gintautas Silinskas, Reda Gedutiene, Minna Torppa, Saule Raiziene","doi":"10.1080/10888438.2023.2220848","DOIUrl":"https://doi.org/10.1080/10888438.2023.2220848","url":null,"abstract":"Purpose This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1.Method The language and early literacy skills of 229 children (Mage = 6.79, SD = .47) were tested at the end of kindergarten (vocabulary, letter knowledge, phonological awareness, and RAN); listening comprehension and word reading fluency were tested at the start of Grade 1; and reading comprehension was measured at the end of Grade 1.Results Together with parental education, word reading fluency and listening comprehension predicted reading comprehension (R2 = 43.2%). The second model, which also included language and early literacy skills, showed that vocabulary and phonological awareness indirectly predicted reading comprehension via listening comprehension, while phonological awareness, letter knowledge, and rapid automatized naming (RAN) indirectly predicted reading comprehension via word reading fluency (R2 = 43.6%). However, after allowing the direct paths from language and early literacy skills in kindergarten to reading comprehension, listening comprehension and word reading fluency were no longer significant predictors of reading comprehension, whereas vocabulary and letter knowledge were (R2 = 58.9%).Conclusion The results provided support for the SVR model in transparent Lithuanian orthography in that linguistic and decoding components are important for early reading comprehension. However, the results also suggested that, in the Lithuanian context, kindergarten vocabulary and letter knowledge are stronger measures in predicting reading comprehension than listening comprehension and word reading fluency in Grade 1.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135404611","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":"Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood","authors":"Sinead McNally, Kathryn A. Leech, K. Corriveau, Michael Daly","doi":"10.1080/10888438.2023.2220846","DOIUrl":"https://doi.org/10.1080/10888438.2023.2220846","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"1 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434019","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}