Scientific Studies of Reading最新文献_第6页

Early Prediction of Reading Risk in Fourth Grade: A Combined Latent Class Analysis and Classification Tree Approach 四年级阅读风险的早期预测:潜在类分析与分类树相结合的方法

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-09-20 DOI: 10.1080/10888438.2022.2121655

N. Gutiérrez, V. M. Rigobon, Nancy Marencin, Ashley A. Edwards, Laura M. Steacy, D. Compton

{"title":"Early Prediction of Reading Risk in Fourth Grade: A Combined Latent Class Analysis and Classification Tree Approach","authors":"N. Gutiérrez, V. M. Rigobon, Nancy Marencin, Ashley A. Edwards, Laura M. Steacy, D. Compton","doi":"10.1080/10888438.2022.2121655","DOIUrl":"https://doi.org/10.1080/10888438.2022.2121655","url":null,"abstract":"ABSTRACT Purpose Fourth grade typically involves shifting the instruction from learning to read to reading to learn, which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and regression tree (CART) model predicting fourth-grade reading groups using first-grade measures. Method Students were assessed in first and fourth grade (N = 452). Fourth-grade groups were determined using latent class analysis based on word reading and reading comprehension measures with a cut-point at the 15th percentile. A CART model was trained to determine the best decision rules to classify students at risk of developing later RD and compared to a logistic regression model. Results Important first-grade predictors included a mix of oral language and foundational word-reading skills with final classification accuracy estimates of .90 AUC, .91 sensitivity, and .75 specificity. Conclusion While the CART and logistic regression models’ classification accuracy was similar, CART has the advantage of offering a more intuitive way for practitioners to determine risk. Multivariate screening can be time-consuming, but CART models offer the potential to reduce false positives and guide targeted interventions, leading to better use of school resources.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"21 - 38"},"PeriodicalIF":3.7,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573045","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

Investigating Reading from Screens and Mind Wandering in the Context of Standards of Coherence 连贯性标准语境下的屏幕阅读与走神研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-09-18 DOI: 10.1080/10888438.2022.2125320

Virginia Clinton-Lisell

{"title":"Investigating Reading from Screens and Mind Wandering in the Context of Standards of Coherence","authors":"Virginia Clinton-Lisell","doi":"10.1080/10888438.2022.2125320","DOIUrl":"https://doi.org/10.1080/10888438.2022.2125320","url":null,"abstract":"ABSTRACT Purpose The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading comprehension, mind wandering, as well as both preference for and use of screens and paper. Methods In this study, undergraduate students (N = 133) were randomly assigned to reading purposes of study or entertainment as well as reading from paper (from a book) or screens (from an iPad). Results Neither reading medium nor purpose had reliable differences in performance on the text comprehension assessment, metacomprehension, or mind wandering. Reading from one’s preferred medium appeared to be related to more accurate metacomprehension. Exploratory analyses indicated less studying from paper and more task-unrelated thoughts while reading from screens after the COVID-19 learning changes. Conclusions Reading medium may possibly have less effect on comprehension when readers have purposes for reading and the haptic experience of reading is similar by medium. Medium effects on metacomprehension and mind wandering may vary depending on characteristics of the reader.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"169 - 186"},"PeriodicalIF":3.7,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43394450","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

Are Vocabulary and Word Reading Reciprocally Related? 词汇和单词阅读有相互关系吗？

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-09-13 DOI: 10.1080/10888438.2022.2123275

George K. Georgiou, Tomohiro Inoue, R. Parrila

引用次数: 2

Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic 阅读障碍亚型的准确性-致残率与致残率:一项阿拉伯语的验证研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-09-12 DOI: 10.1080/10888438.2022.2106866

Michal Shany, Ibrahim A. Asadi, D. Share

{"title":"Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic","authors":"Michal Shany, Ibrahim A. Asadi, D. Share","doi":"10.1080/10888438.2022.2106866","DOIUrl":"https://doi.org/10.1080/10888438.2022.2106866","url":null,"abstract":"ABSTRACT Purpose We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features. Method and results In a nationally representative 4th grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles. Conclusion This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or “hard” subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers’ double-deficit typology.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"136 - 159"},"PeriodicalIF":3.7,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44831063","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

Reading Difficulties Identification: A Comparison of Neural Networks, Linear, and Mixture Models 阅读困难识别:神经网络、线性和混合模型的比较

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-07-18 DOI: 10.1080/10888438.2022.2095281

Maria Psyridou, A. Tolvanen, Priyanka Patel, Daria Khanolainen, Marja‐Kristiina Lerkkanen, A. Poikkeus, M. Torppa

{"title":"Reading Difficulties Identification: A Comparison of Neural Networks, Linear, and Mixture Models","authors":"Maria Psyridou, A. Tolvanen, Priyanka Patel, Daria Khanolainen, Marja‐Kristiina Lerkkanen, A. Poikkeus, M. Torppa","doi":"10.1080/10888438.2022.2095281","DOIUrl":"https://doi.org/10.1080/10888438.2022.2095281","url":null,"abstract":"ABSTRACT Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a different set of kindergarten-age factors emerge as the strongest predictors of reading fluency and comprehension difficulties across the models. Method RD were identified in a Finnish sample (N ≈ 2,000) based on Grade 9 difficulties in reading fluency and reading comprehension. The predictors assessed in kindergarten included gender, parental factors (e.g., parental RD, education level), cognitive skills (e.g., phonological awareness, RAN), home literacy environment, and task-avoidant behavior. Results The results suggested that the neural networks model is the most accurate method, as compared to the linear and mixture models or their combination, for the early prediction of adolescent reading fluency and reading comprehension difficulties. The three models elicited rather similar results regarding the predictors, highlighting the importance of RAN, letter knowledge, vocabulary, reading words, number counting, gender, and maternal education. Conclusion The results suggest that neural networks have strong promise in the field of reading research for the early identification of RD.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"39 - 66"},"PeriodicalIF":3.7,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478482","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

What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It 阅读水平匹配设计揭示了透明矫形术中特定阅读障碍的含义以及我们对它的信任程度

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-07-03 DOI: 10.1080/10888438.2022.2095279

Natalia V. Rakhlin, Catalina Mourgues, T. Logvinenko, Alexander N. Kornev, E. Grigorenko

{"title":"What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It","authors":"Natalia V. Rakhlin, Catalina Mourgues, T. Logvinenko, Alexander N. Kornev, E. Grigorenko","doi":"10.1080/10888438.2022.2095279","DOIUrl":"https://doi.org/10.1080/10888438.2022.2095279","url":null,"abstract":"ABSTRACT Purpose To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method We applied RL-match design to a sample of 2nd – 6th graders reading a consistent orthography, Russian, using an “extreme phenotype” approach. Readers with suspected specific reading disability (sSRD, n = 538) and high-performing readers (HPR; n = 806) were matched via propensity Scores, using IQ and each of the alternatives: accuracy of word decoding, pseudoword decoding, word unitization, or paragraph reading fluency. In each case, two groups were compared on the remaining literacy tasks as well as phonological processing, orthographic processing, and rapid serial naming. Results When matched on word or pseudoword decoding (288 and 313 pairs, respectively), readers with sSRD and HPR differed on all remaining indicators. When matched on word unitization (173 pairs), the differences disappeared or had substantially diminished effect sizes. When matched on paragraph reading fluency (57 pairs), no significant differences remained. Thus, none of the componential skills appeared antecedent to the observed difficulties assessed via the number of correctly orally read words per minute. However, certain inherent limitations of RL-match design preclude us from considering this to be a definitive outcome.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"101 - 118"},"PeriodicalIF":3.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47562093","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

Improving phonological skills and reading comprehension in deaf children: A new multisensory approach 提高聋儿的语音技能和阅读理解:一种新的多感官方法

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-06-30 DOI: 10.1080/10888438.2022.2095280

María Teresa Daza González, Jessica Phillips-Silver, Nahuel Gioiosa Maurno, Laura Fernández García, P. Ruiz-Castañeda

{"title":"Improving phonological skills and reading comprehension in deaf children: A new multisensory approach","authors":"María Teresa Daza González, Jessica Phillips-Silver, Nahuel Gioiosa Maurno, Laura Fernández García, P. Ruiz-Castañeda","doi":"10.1080/10888438.2022.2095280","DOIUrl":"https://doi.org/10.1080/10888438.2022.2095280","url":null,"abstract":"ABSTRACT Purpose To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading abilities in prelingually deaf children in comparison with a non-multisensory phonological training in combination with ST (nonMPT+ST). Furthermore, we compared phonological recoding abilities (via pseudohomophone effect) of deaf children who received the MPT+ST training with that of their hearing peers. Finally, we investigated whether the effects observed in deaf children after MPT+ST and nonMPT+ST were retained six months. Results The MPT+ST improved phonological recoding abilities, both in reading isolated words and in recoding abilities that contributed to improved syntactic processing tasks. After MPT+ST the deaf children’s pseudohomophone effect was similar to that of typical hearing children, but this effect was not retained six months after training. Conclusion The phonological route is mediated by multiple sensory systems and MPT+ST contributes to deaf children’s ability to achieve higher reading comprehension by the time they finish primary education; however, sustaining the gains likely requires a longer-term intervention.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"119 - 135"},"PeriodicalIF":3.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44409224","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

Simple view of second language reading: A meta-analytic structural equation modeling approach 二语阅读简论:一种元分析结构方程建模方法

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-06-26 DOI: 10.1080/10888438.2022.2087526

Hansol Lee, Geryong Jung, J. Lee

{"title":"Simple view of second language reading: A meta-analytic structural equation modeling approach","authors":"Hansol Lee, Geryong Jung, J. Lee","doi":"10.1080/10888438.2022.2087526","DOIUrl":"https://doi.org/10.1080/10888438.2022.2087526","url":null,"abstract":"ABSTRACT Purpose The present study aimed to systemically summarize the structural relationships among correlated components of second language (L2) reading comprehension to investigate the extent to which the two major components – language comprehension abilities and decoding skills – could account for reading comprehension in L2 contexts in accordance with the model of Simple View of Reading. Method We used a meta-analytic structural equation modeling. This study included 81 samples (from 67 studies) including 10,526 participants, and the collected dataset successfully fitted the proposed model of Simple View of L2 Reading. Results L2 comprehension abilities and L2 decoding skills accounted for over 60% of the variation in L2 reading comprehension, with the former having a larger contribution. Considering age and L2 proficiency as moderator variables, it was revealed that L2 decoding skills played less important roles for more proficient and older learners, whereas L2 comprehension abilities maintained their importance across different ages and L2 proficiency levels. The moderators related to language differences between learners’ first language and L2 did not show significant moderating effects. Conclusion The study presented acceptable model fit indices for its models. Future studies can incorporate more pooled correlation coefficients and variables to investigate an effective instruction for L2 reading.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"585 - 603"},"PeriodicalIF":3.7,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59646727","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: 9

Identifying Chinese Children with Dyslexia Using Machine Learning with Character Dictation 用汉字听写的机器学习识别中国儿童阅读障碍

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-06-16 DOI: 10.1080/10888438.2022.2088373

Stephen Man Kit Lee, Hey Wing Liu, Shelley Xiuli Tong

{"title":"Identifying Chinese Children with Dyslexia Using Machine Learning with Character Dictation","authors":"Stephen Man Kit Lee, Hey Wing Liu, Shelley Xiuli Tong","doi":"10.1080/10888438.2022.2088373","DOIUrl":"https://doi.org/10.1080/10888438.2022.2088373","url":null,"abstract":"ABSTRACT Purpose Dyslexia is characterized by its diverse causes and heterogeneous manifestations. Chinese children with dyslexia exhibit orthographic, phonological, and semantic deficits across character and radical levels when writing. However, whether character dictation can be used to distinguish children with dyslexia from their typically developing peers remains unexplored. Method A dataset of written characters from 1,015 Chinese children with and without dyslexia from Grades 2–6 was used to train multiple machine models with different learning algorithms. Results The multi-level multidimensional model reached a predictive accuracy of 78.0%, with stroke, grade, lexicality, and character configuration manifesting as the most predictive features. The accuracy of the model improved to 80.0% when only these features were included. Conclusion These results not only provide evidence for the multidimensional causes of Chinese dyslexia, but also highlight the utility of machine learning in distinguishing children with dyslexia from their peers via Chinese dictation, which elucidates a promising area of future research.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"82 - 100"},"PeriodicalIF":3.7,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41934703","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

What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders 有什么区别？词汇歧义、阅读理解和执行功能对三至五年级学生数学单词问题解决的贡献

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-06-05 DOI: 10.1080/10888438.2022.2084399

K. Cartwright, Ana Taboada Barber, Casey J. Archer

{"title":"What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders","authors":"K. Cartwright, Ana Taboada Barber, Casey J. Archer","doi":"10.1080/10888438.2022.2084399","DOIUrl":"https://doi.org/10.1080/10888438.2022.2084399","url":null,"abstract":"ABSTRACT Purpose Math word problem solving, a form of reading comprehension, is complicated by mathematical lexical ambiguity (e.g., the word difference can mean dissimilarity in everyday discourse but the answer in a subtraction problem in math). This study examined the role of mathematical lexical ambiguity in math word problem solving. Method Lexically ambiguous math word knowledge, reading comprehension, vocabulary breadth, executive function (EF) skills, and math word problem solving were assessed in 521 3rd- to 5th-grade emergent bilingual (EB) and English monolingual (EM) students. Results Students knew fewer math than common meanings of lexically ambiguous math words, and EBs knew fewer meanings than EMs. Multi-group path analysis indicated reading comprehension and lexically ambiguous math word knowledge contributed directly to math word problem solving and partially mediated the influence of EFs on math word problem solving. Conclusion Consistent with the language function hypothesis, language skills supported math word problem solving directly and mediated the influence of EF skills on math word problem performance for both EBs and EMs alike. Our findings move the field forward by revealing a specific mechanism by which EF skills contribute to a particular aspect of content area reading comprehension.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"565 - 584"},"PeriodicalIF":3.7,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42710668","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