Scientific Studies of Reading最新文献_第5页

Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China 解读父母对孩子识字能力和单词阅读的影响——来自中国城乡环境的证据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2023-02-08 DOI: 10.1080/10888438.2023.2169147

S. Zhang, Tomohiro Inoue, Guanghai Cao, Liangfeng Li, George K. Georgiou

{"title":"Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China","authors":"S. Zhang, Tomohiro Inoue, Guanghai Cao, Liangfeng Li, George K. Georgiou","doi":"10.1080/10888438.2023.2169147","DOIUrl":"https://doi.org/10.1080/10888438.2023.2169147","url":null,"abstract":"ABSTRACT Purpose We examined the role of distal (parents’ education, family’s income, parents’ expectations, and parents’ attitudes to the home teaching of literacy) and proximal (formal and informal home literacy environment, access to literacy resources, and extracurricular activities) parental factors in children’s early literacy skills and whether the relations vary across affluent and disadvantaged societies in China. Method Five hundred fifty-three third-year kindergarten Chinese children (M age = 74.59 months) were recruited from Jining, Luqiao, and Mapo and were assessed on measures of phonological awareness, vocabulary, pinyin knowledge, and word reading. Their parents filled out a questionnaire on their education and income as well as on the frequency of engaging in different home literacy activities, their expectations and attitudes to the home teaching of literacy, and their children’s extracurricular activities. Results Results of multigroup analyses and mediation analyses revealed both direct and indirect effects of both distal and proximal parental factors on emergent literacy skills and word reading. In addition, the models were strikingly similar across the two settings. Conclusion The findings suggest that the pathways of differential influences from parental factors to children’s early literacy skills may be similar across socioeconomic contexts.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"355 - 374"},"PeriodicalIF":3.7,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42167165","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

A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia 发展性阅读障碍统计学习的跨模态研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2023-01-17 DOI: 10.1080/10888438.2023.2166413

Nitzan Kligler, Yafit Gabay

{"title":"A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia","authors":"Nitzan Kligler, Yafit Gabay","doi":"10.1080/10888438.2023.2166413","DOIUrl":"https://doi.org/10.1080/10888438.2023.2166413","url":null,"abstract":"ABSTRACT Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is it clear how SL can be supported. Purpose The present study used the triplet paradigm to explore SL among young adults with dyslexia and among typical readers across auditory and visual modalities and tested whether information from one sensory modality can assist SL in a different sensory modality. Method Participants performed auditory and visual SL tasks under conditions in which a consistent visual/auditory cue respectively accompanied the auditory/visual triplets or under conditions in which no cross-modal information was presented. Results SL performance was poorer in the dyslexia group than among typical readers across visual and auditory modalities. Furthermore, both groups improved their SL abilities under conditions in which cues were consistent with triplet boundaries compared to under conditions lacking cross-modal information Conclusions These findings suggest that SL impairments observed in dyslexia stem from a domain-general deficiency and that cross-modal information can be recruited to support SL in dyslexia.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"334 - 354"},"PeriodicalIF":3.7,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157364","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: 4

The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children 解码和阅读理解成长的潜在因素:一项对德语儿童的5年纵向研究的结果

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2023-01-05 DOI: 10.1080/10888438.2022.2164199

Jan-Henning Ehm, A. Schmitterer, Telse Nagler, A. Lervåg

{"title":"The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children","authors":"Jan-Henning Ehm, A. Schmitterer, Telse Nagler, A. Lervåg","doi":"10.1080/10888438.2022.2164199","DOIUrl":"https://doi.org/10.1080/10888438.2022.2164199","url":null,"abstract":"ABSTRACT Purpose The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany replicates established findings and explores how curvilinear effects can add information to our understanding of reading development. Method 525 German-speaking children were followed during a 5-year period from kindergarten to fourth Grade. Phonological awareness (PA), letter knowledge (LK), rapid naming (RAN) and language skills (LS) were assessed in kindergarten, decoding and reading comprehension in elementary school. Analysis was based on latent growth models with curvilinear (quadratic) effects. Results The results indicate that PA and LK are of importance for early reading, RAN was additionally revealed to be of importance for further growth in decoding. Language skills and decoding, together with their interaction, explain variation in reading comprehension skills. A curvilinear effect was found for decoding on reading comprehension growth only. Conclusion Our study shows which precursors predict growth in reading development in a transparent orthography and expands our understanding of how language and decoding affect the development of reading comprehension.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"311 - 333"},"PeriodicalIF":3.7,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43241604","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

Modeling the Effects of Oral Language Skills on Early Reading Development in an Orthographically Consistent Language 在正字法一致语言中，口语技能对早期阅读发展的影响

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-12-22 DOI: 10.1080/10888438.2022.2156347

Apostolos Kargiotidis, Angeliki Mouzaki, Eleni Kagiampaki, Georgios Marinakis, Anna Vervelaki, Nantia Boufachrentin, George Manolitsis

{"title":"Modeling the Effects of Oral Language Skills on Early Reading Development in an Orthographically Consistent Language","authors":"Apostolos Kargiotidis, Angeliki Mouzaki, Eleni Kagiampaki, Georgios Marinakis, Anna Vervelaki, Nantia Boufachrentin, George Manolitsis","doi":"10.1080/10888438.2022.2156347","DOIUrl":"https://doi.org/10.1080/10888438.2022.2156347","url":null,"abstract":"ABSTRACT Purpose The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method Vocabulary, phonological and morphological awareness were assessed in the middle of grade 1, whereas word reading accuracy, word reading fluency, and reading comprehension were measured at the end of the same grade. Results Results from structural equation modeling showed that phonological awareness directly predicted word reading accuracy, which mediated the effects of phonological awareness on reading comprehension and word reading fluency. Reading comprehension was directly supported by vocabulary, which also mediated the effect of morphological awareness on reading comprehension. Morphological awareness had an indirect effect on word reading accuracy through phonological awareness and via this distal path indirectly predicted reading comprehension and word reading fluency. Conclusion Findings highlight the complex relations between oral language and early reading skills and suggest that, although the effects of oral language skills may differ depending on the reading outcome, all of them can significantly promote early reading development. Therefore, they should be included during reading instruction.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"272 - 288"},"PeriodicalIF":3.7,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377169","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

A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia 发展性阅读障碍患者形态意识缺陷的meta分析

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-12-19 DOI: 10.1080/10888438.2022.2155524

George K. Georgiou, Ana Paula Alves Vieira, K. M. Rothou, J. Kirby, A. Antoniuk, Dalia Martinez, Kan Guo

{"title":"A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia","authors":"George K. Georgiou, Ana Paula Alves Vieira, K. M. Rothou, J. Kirby, A. Antoniuk, Dalia Martinez, Kan Guo","doi":"10.1080/10888438.2022.2155524","DOIUrl":"https://doi.org/10.1080/10888438.2022.2155524","url":null,"abstract":"ABSTRACT Purpose We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method We reviewed 40 studies published in English between January 1990 and August 2021, representing a total of 5,018 participants (age range = 5.1–13.9 years). Studies with adults or English language learners were excluded. There were 49 independent samples in the chronological-age (CA) – dyslexia (DYS) comparison and 18 independent samples in the comparison between DYS and reading–level (RL) controls. Results A random-effects model analysis revealed a large effect size for the CA–DYS comparison (g = 1.11) and a non-significant effect size for the RL–DYS comparison (g = −0.08). Age was the only significant moderator of the effect sizes. Conclusion These findings suggest, first, that individuals with dyslexia experience significant difficulties in MA and second, that the effect sizes are as large as those reported for phonological awareness, rapid automatized naming, and orthographic knowledge. The lack of a significant RL-DYS difference indicates that MA is not a core causal feature of dyslexia.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"253 - 271"},"PeriodicalIF":3.7,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46283921","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: 1

Online Assessment of Parafoveal Morphological Processing/Awareness during Reading among Chinese and Korean Adults 中韩两国成人阅读过程中旁中央凹形态加工/意识的在线评估

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-12-01 DOI: 10.1080/10888438.2022.2149335

Jinger Pan, Aiping Wang, C. McBride, Jeung-Ryeul Cho, Ming Yan

{"title":"Online Assessment of Parafoveal Morphological Processing/Awareness during Reading among Chinese and Korean Adults","authors":"Jinger Pan, Aiping Wang, C. McBride, Jeung-Ryeul Cho, Ming Yan","doi":"10.1080/10888438.2022.2149335","DOIUrl":"https://doi.org/10.1080/10888438.2022.2149335","url":null,"abstract":"ABSTRACT Purpose The present study tested parafoveal morphological processing during sentence reading with two eye-tracking experiments, making use of an implicit measurement of morphological awareness. In Chinese and Korean, each character form typically corresponds to multiple mental lexicons, leading to morphological ambiguity. Method Using the gaze-contingent boundary paradigm, we manipulated the relation between the homographic parafoveal preview morphemes and the target words in Chinese and Korean, respectively, in two experiments. We tested 57 Chinese and 45 Korean university students. Together with baseline conditions in which the previews were either identical or unrelated to the target, we had two critical conditions in which the homographs shared/did not share the same morphemic meaning (i.e., same morpheme/different morpheme) with the target morpheme. Results Across the two experiments, the differences between the same and different morpheme conditions in a number of eye movement indices were significant, consistently showing that appropriate morpho-semantic information facilitates lexical processing. The different-morpheme previews facilitated the target word processing in Chinese but not in Korean reading. Conclusion These findings suggest that morphemic meanings are activated early on during word recognition in Chinese, a logographic orthography, and Korean Hangul, a phonologically transparent writing system, before the word is fixated upon.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"232 - 252"},"PeriodicalIF":3.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784221","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

The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2 字符解码动态评估对中国1～2年级儿童阅读发展的独特预测价值

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-11-10 DOI: 10.1080/10888438.2022.2143271

Y. Gan, Jie Zhang, Lana Kharabi-Yamato, Yongqiang Su, Jiawen Zhang, Yueyao Jiang, Yi Hui, Hong Li

{"title":"The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2","authors":"Y. Gan, Jie Zhang, Lana Kharabi-Yamato, Yongqiang Su, Jiawen Zhang, Yueyao Jiang, Yi Hui, Hong Li","doi":"10.1080/10888438.2022.2143271","DOIUrl":"https://doi.org/10.1080/10888438.2022.2143271","url":null,"abstract":"ABSTRACT Purpose This 2-year longitudinal study examined the unique prediction of a dynamic assessment (DA) of character decoding on Chinese early reading development, and further explored whether learning potential, as assessed by DA, predicts subsequent character reading development in a sample of 135 native Mandarin-speaking Chinese students from first grade to second grade. Method Latent Growth Modeling was carried out to examine the prediction of DA administered in grade 1 for the character reading growth in Chinese children from grade 1 to 2. Growth Mixture Modeling was used to identify latent-class groups with varying learning potential based on the trial-by-trial progresses on DA, and predicted the distal outcome, Chinese character reading. Results DA uniquely predicted the final level and growth rate of character reading for Chinese children from grade 1 to 2 after controlling for traditional static predictors. Additionally, three latent groups were identified to characterize different responsiveness to graduated prompts in the DA task; the three latent groups showed significant differences in character reading over time. Conclusion The findings underscore the importance of DA in predicting Chinese children’s early reading development and the classification validity of learning potential subgroups of DA in differentiating early character reading development in Chinese children.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"215 - 231"},"PeriodicalIF":3.7,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41575512","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: 1

Perspective taking and language features in secondary students’ text-based analytical writing 中学生基于文本的分析性写作的视角与语言特征

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-10-18 DOI: 10.1080/10888438.2022.2132864

Minkyung Cho, Youngsuh Kim, Jiali Wang

{"title":"Perspective taking and language features in secondary students’ text-based analytical writing","authors":"Minkyung Cho, Youngsuh Kim, Jiali Wang","doi":"10.1080/10888438.2022.2132864","DOIUrl":"https://doi.org/10.1080/10888438.2022.2132864","url":null,"abstract":"ABSTRACT This study examined the extent of perspective taking and language features represented in secondary students’ text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students’ English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students’ text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students’ text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"199 - 214"},"PeriodicalIF":3.7,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43452364","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

Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties? 动机、执行功能和阅读理解之间的关系：有阅读困难和没有阅读困难的学生有区别吗？

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-09-28 DOI: 10.1080/10888438.2022.2127357

Eunsoo Cho, Unhee Ju, Eun Ha Kim, Minhye Lee, Garam A. Lee, D. Compton

{"title":"Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?","authors":"Eunsoo Cho, Unhee Ju, Eun Ha Kim, Minhye Lee, Garam A. Lee, D. Compton","doi":"10.1080/10888438.2022.2127357","DOIUrl":"https://doi.org/10.1080/10888438.2022.2127357","url":null,"abstract":"ABSTRACT Purpose We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate the relations between achievement goals and reading comprehension. Method We fit multigroup structural equation models with data from monolingual English-speaking fifth graders (n = 146 for RD; n = 109 for non-RD) in the United States. Results Results revealed that achievement goals predict reading comprehension as measured by the free recall but not by the constructed response format, and this pattern was moderated by RD status. For students with RD, mastery goals positively predicted performance on free recall, a relationship that was completely mediated by semantic verbal fluency, whereas performance-approach goals were negatively related to free recall. For students without RD, however, achievement goals did not predict reading comprehension as measured by either assessment format. Conclusion Our findings underscore the need to account for motivational differences in reading comprehension and the importance of fostering mastery goals when teaching reading comprehension, particularly for students with RD.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"289 - 310"},"PeriodicalIF":3.7,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065069","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

Orthographic Expectancies in the Absence of Contextual Support 缺乏上下文支持时的正字法期望

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-09-22 DOI: 10.1080/10888438.2022.2127356

Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, K. Nation, D. Colenbrander, A. Castles

{"title":"Orthographic Expectancies in the Absence of Contextual Support","authors":"Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, K. Nation, D. Colenbrander, A. Castles","doi":"10.1080/10888438.2022.2127356","DOIUrl":"https://doi.org/10.1080/10888438.2022.2127356","url":null,"abstract":"ABSTRACT Purpose Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method Seventy-eight adults received oral vocabulary training on 16 novel words over two days, while another set of 16 items was untrained. Following training, participants saw both trained and untrained novel words in print for the first time within a lexical recognition task. Half of the items had spellings that were predictable from their pronunciations (e.g., nesh), while the remainder had spellings that were less predictable from their pronunciations (e.g., koyb). Results Participants were able to recognize newly learned words, and lexical recognition latencies displayed clear evidence of orthographic expectancies, as evidenced by a larger effect of spelling predictability for orally trained than untrained items. Conclusion These data are consistent with the emergence of orthographic expectancies even when written words are first encountered in isolation.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"187 - 197"},"PeriodicalIF":3.7,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45008835","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