Scientific Studies of Reading最新文献_第8页

Word Properties Predicting Children’s Word Recognition 预测儿童单词识别的单词特性

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2022-01-04 DOI: 10.1080/10888438.2021.2020795

I. Monster, A. Tellings, W. Burk, J. Keuning, E. Segers, L. Verhoeven

{"title":"Word Properties Predicting Children’s Word Recognition","authors":"I. Monster, A. Tellings, W. Burk, J. Keuning, E. Segers, L. Verhoeven","doi":"10.1080/10888438.2021.2020795","DOIUrl":"https://doi.org/10.1080/10888438.2021.2020795","url":null,"abstract":"ABSTRACT We examined whether word recognition accuracy and latency of words children encounter during primary school across the upper primary school grades can be predicted from word form (word length, mean Levenshtein distance, and mean frequency of neighbors), word meaning (free association network markers) and word exposure (corpus frequency and contextual diversity). As a measure of word recognition, 1454 children (M = 10.1 years, SD = 11.8 months, 52.4% girls) in grade 3, 4 and 5 of Dutch regular primary schools completed a lexical decision task. Confirmatory factor analyses showed that word characteristics could be reduced to latent constructs of form, meaning, and exposure. Structural equation models indicated that word form and exposure predicted word recognition accuracy, and that word recognition accuracy, word form, and word meaning predicted word recognition latency. The present study provided empirical evidence that word form, word meaning, and word exposure differentially predict word recognition accuracy and latency of words children encounter during primary school across the upper primary grades.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"373 - 389"},"PeriodicalIF":3.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45249524","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

Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers 汉语阅读中小说名词组合处理的合理性与句法再分析——来自母语和非母语者的证据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-12-22 DOI: 10.1080/10888438.2021.2020796

Panpan Yao, Reem Alkhammash, Xingshan Li

{"title":"Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers","authors":"Panpan Yao, Reem Alkhammash, Xingshan Li","doi":"10.1080/10888438.2021.2020796","DOIUrl":"https://doi.org/10.1080/10888438.2021.2020796","url":null,"abstract":"ABSTRACT We aimed to tackle the question about the time course of plausibility effect in on-line processing of Chinese nouns in temporarily ambiguous structures, and whether L2ers can immediately use the plausibility information generated from classifier-noun associations in analyzing ambiguous structures. Two eye-tracking experiments were conducted to explore how native Chinese speakers (Experiment 1) and high-proficiency Dutch-Chinese learners (Experiment 2) on-line process 4-character novel noun-noun combinations in Chinese. In each pair of nominal phrases (Numeral+Classifier+Noun1+Noun2), the plausibility of Classifier-Noun1 varied (plausible vs. implausible) while the whole nominal phrases were always plausible. Results showed that the plausibility of Classifier-Noun1 associations had an immediate effect on Noun1, and a reversed effect on Noun2 for both groups of participants. These findings indicated that plausibility plays an immediate role in incremental semantic integration during on-line processing of Chinese. Similar to native Chinese speakers, high-proficiency L2ers can also use the plausibility information of classifier-noun associations in syntactic reanalysis.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"390 - 408"},"PeriodicalIF":3.7,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42849630","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

Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria 阅读障碍的流行病学:DSM-5和ICD-11标准的比较

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-11-01 DOI: 10.1080/10888438.2021.1998067

C. Di Folco, A. Guez, H. Peyre, F. Ramus

{"title":"Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria","authors":"C. Di Folco, A. Guez, H. Peyre, F. Ramus","doi":"10.1080/10888438.2021.1998067","DOIUrl":"https://doi.org/10.1080/10888438.2021.1998067","url":null,"abstract":"ABSTRACT The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic criteria for reading disability. We quantitatively investigated the consequences of using DSM-5 or ICD-11, and of the different ways of implementing each diagnostic criterion on the prevalence of reading disability. We did so in a representative sample of the population of French sixth-graders (N = 25,000), using a reading comprehension test to assess reading ability. A compromise set of criteria and thresholds yielded a prevalence of 6.6% according to DSM-5 and 3.5% according to ICD-11. Factors that had the greatest influence on prevalence estimates were the criteria relative to IQ and to interference with academic performance. Compared with the reference population, children with reading disability were more likely to be boys (sex ratio≈1.6), to be schooled in a disadvantaged area (OR≈2.1), and to have lower SES (d≈-0.7), non-verbal IQ (d≈-0.4 – -0.9), and math scores (d≈-1.4). Our results emphasize that the choice of classification and the operationalization of diagnostic criteria have a large impact on who is diagnosed with reading disability.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"337 - 355"},"PeriodicalIF":3.7,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42978061","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: 12

How Does Lexical Access Fit into Models of Word Reading? 词汇访问如何适应单词阅读模式？

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-10-27 DOI: 10.1080/10888438.2021.1993230

Elizabeth J. MacKay, Nicole J. Conrad, S. Deacon

{"title":"How Does Lexical Access Fit into Models of Word Reading?","authors":"Elizabeth J. MacKay, Nicole J. Conrad, S. Deacon","doi":"10.1080/10888438.2021.1993230","DOIUrl":"https://doi.org/10.1080/10888438.2021.1993230","url":null,"abstract":"ABSTRACT Skilled reading requires fast and accurate access to previously encountered words stored in memory. Yet, little research addresses skills that support such lexical access. Based on theoretical predictions, one skill that may support lexical access is orthographic knowledge. Thus, our goal was to investigate the relation between lexical access and orthographic knowledge. We addressed this research question in a sample of 104 English-speaking fourth grade children. We assessed lexical access with an experimenter-created measure of timed word recognition; word reading efficiency with the TOWRE Sight Word Efficiency subtest; and lexical and sublexical orthographic knowledge with real and nonword orthographic choice tasks, respectively. We controlled for other reading related skills, including nonverbal ability and phonological awareness. A confirmatory factor analysis confirmed that lexical access and word reading efficiency are separate constructs. A subsequent linear regression revealed a concurrent relation between sublexical orthographic knowledge and lexical access beyond controls. Results highlight a unique place for lexical access in reading development theory and help us better understand the specific skills required to read quickly and accurately.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"327 - 336"},"PeriodicalIF":3.7,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861370","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

Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research 韵律能力:跨语言阅读过程中缺失的部分:理论、证据和未来研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-10-26 DOI: 10.1080/10888438.2021.1995390

Lesly Wade-Woolley, C. Wood, Jessica S. Chan, Sarah Weidman

引用次数: 9

Unraveling Adolescent Language & Reading Comprehension: The Monster’s Data 解开青少年语言与阅读理解：怪物的数据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-10-26 DOI: 10.1080/10888438.2021.1989437

Amanda P. Goodwin, Y. Petscher, D. Reynolds

{"title":"Unraveling Adolescent Language & Reading Comprehension: The Monster’s Data","authors":"Amanda P. Goodwin, Y. Petscher, D. Reynolds","doi":"10.1080/10888438.2021.1989437","DOIUrl":"https://doi.org/10.1080/10888438.2021.1989437","url":null,"abstract":"ABSTRACT Purpose This study explores the roles of morphological skills (Morphological Awareness, Morphological-Syntactic-Knowledge, Morphological-Semantic-Knowledge, and Morphological-Orthographic/Phonological-Knowledge), vocabulary (knowledge of definitions, relationships between words, and polysemous meanings), and syntax in contributing to adolescent reading comprehension. Specifically, we identify the relative importance of these language skills. Methods A racially diverse sample of 1,027 students grades 5 to 8 were studied. Dominance Analysis was used, which allows a rank ordering of the contribution of predictors. Results Results suggest unique roles for each language area with particularly important roles for vocabulary and morphological awareness. Considering just morphology, four morphology skills each explained meaningful variance (13-17%) in reading comprehension, together explaining half the variance in standardized reading comprehension. Considering each language area, vocabulary, the four morphology skills, and syntax were shown to each explain meaningful variance, ranging from 9-13%, together explaining 62.9% of the variance in reading comprehension. Conclusions Findings are interpreted within the Reading Systems framework. Findings confirm the role of vocabulary, morphology, and syntax in supporting reading comprehension and suggest a relatively stronger role for vocabulary and morphological awareness. The meaningful role of the four morphological skills also suggests a broad role for morphology. Implications for theory, research, and practice are shared.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"305 - 326"},"PeriodicalIF":3.7,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48665615","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

Comprehension Performances of Explanatory Texts in French Language according to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade 基于特征的法语解释性课文理解表现:1229名2 ~ 9年级儿童的证据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-10-15 DOI: 10.1080/10888438.2021.1983819

X. Aparicio, Olga Mégalakaki, Véronique Drai-Zerbib, T. Baccino

{"title":"Comprehension Performances of Explanatory Texts in French Language according to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade","authors":"X. Aparicio, Olga Mégalakaki, Véronique Drai-Zerbib, T. Baccino","doi":"10.1080/10888438.2021.1983819","DOIUrl":"https://doi.org/10.1080/10888438.2021.1983819","url":null,"abstract":"ABSTRACT Purpose:The aim of this study is to evaluate the influence of explanatory texts characteristics on comprehension performances in children from 2nd to 9th grade. Method: Several metrics have been applied to 40 explanatory texts, accounting for length, complexity and age accuracy. Children were asked to read an age-appropriate text, and answer questions evaluating surface, semantic and inferential dimensions of comprehension. Results: Results revealed that all group age obtained similar performances on surface questions, but younger children performed poorly in semantic and inferential questions in comparison to older ones, suggesting a weaker ability to rely on previous knowledge. Comprehension performances were also modulated by text characteristics. Principal Components Analysis identified metrics accounting for text coherence, namely number of words, word length and word frequency with 75% of variance explained. Multiple Regression Analysis allowed us to identify sentence length and word length as predictors of performances obtained at the surface and inferential questions. Conclusion: this research provides interesting evidence to increase our comprehension of explanatory text comprehension in French language for different grades. The results obtained should also be useful to develop further researches using text characteristics to predict readers’ comprehension performances.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"287 - 304"},"PeriodicalIF":3.7,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44730800","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

Cognitive Precursors of Reading: A Cross-Linguistic Perspective 阅读的认知前兆：跨语言视角

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-09-27 DOI: 10.1080/10888438.2021.1983820

K. Landerl, A. Castles, R. Parrila

引用次数: 36

Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis 综合素养和内容区教学对小学词汇和理解的影响:一项元分析

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-08-30 DOI: 10.1080/10888438.2021.1954005

H. Hwang, Sonia Q. Cabell, Rachel E. Joyner

{"title":"Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis","authors":"H. Hwang, Sonia Q. Cabell, Rachel E. Joyner","doi":"10.1080/10888438.2021.1954005","DOIUrl":"https://doi.org/10.1080/10888438.2021.1954005","url":null,"abstract":"ABSTRACT This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to combine effect sizes across studies. Results of meta-analysis revealed that the overall effects were positive and significant for vocabulary (effect size [ES] = 0.91) and comprehension (ES = 0.40). Moreover, a significant positive effect was observed for standardized comprehension outcomes (ES = 0.25), but not for standardized vocabulary outcomes. Supplementary analysis including studies with content knowledge outcomes demonstrated the positive and significant overall effect for content knowledge (ES = 0.89). In addition, no significant moderators of the effect sizes were found among features of research design and characteristics of interventions, perhaps partly due to the small number of studies. The results of our meta-analysis indicate that integrated literacy and content-area instruction has potential to enhance vocabulary words taught to students and comprehension in the elementary years, with the additional benefit of simultaneously cultivating science and social studies knowledge.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"223 - 249"},"PeriodicalIF":3.7,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43977711","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

Difference Between Children and Adults in the Print-speech Coactivated Network 儿童与成人在印刷-言语协同激活网络中的差异

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-08-21 DOI: 10.1080/10888438.2021.1965607

Ying He, Xin Liu, Jiali Hu, E. S. Nichols, Chunming Lu, Li Liu

{"title":"Difference Between Children and Adults in the Print-speech Coactivated Network","authors":"Ying He, Xin Liu, Jiali Hu, E. S. Nichols, Chunming Lu, Li Liu","doi":"10.1080/10888438.2021.1965607","DOIUrl":"https://doi.org/10.1080/10888438.2021.1965607","url":null,"abstract":"ABSTRACT Skilled reading requires the convergent brain network between spoken language and reading. Here, we examined the developmental changes in this convergent network between beginning and skilled readers. We used fMRI data from 41 adults (aged from 20 to 21 years) and 21 children (aged from 9 to 12 years) who performed a Chinese word sound matching task in speech and print. Three complementary analytic approaches, including print-speech conjunction analysis, brain-behavioral analysis, and functional connectivity analysis were performed to reveal the link between print and speech neural systems as well as the developmental changes in this link. We found that (1) adults showed broader convergence than children; (2) coactivation in anterior dorsal regions (i.e., inferior frontal gyrus and insula) predominated in children, while coactivation in the ventral posterior region (i.e., middle temporal gyrus) predominated in adults, which aligns with the dual-stream model of reading; and (3) print-speech convergence regions showed task-specific functional connectivity patterns and there was an increased visual-modal specialization in the functional connectivity patterns with reading development. Our study provides important evidence for developmentally increased coactivation in ventral posterior regions and increased task specialization in print-speech convergence regions, which is crucial for successful reading.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"250 - 265"},"PeriodicalIF":3.7,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767010","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