Scientific Studies of Reading最新文献_第9页

Universals in Learning to Read Across Languages and Writing Systems 学习跨语言和书写系统阅读的共性

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-06-24 DOI: 10.1080/10888438.2021.1938575

L. Verhoeven, C. Perfetti

引用次数: 124

Tender Shoots: A Randomized Controlled Trial of Two Shared-reading Approaches for Enhancing Parent-child Interactions and Children’s Oral Language and Literacy Skills 温柔的芽：两种共享阅读方法的随机对照试验，以提高亲子互动和儿童的口语和识字技能

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-06-02 DOI: 10.1080/10888438.2021.1926464

Jessica Riordan, E. Reese, Shika Das, Jane L. D. Carroll, E. Schaughency

{"title":"Tender Shoots: A Randomized Controlled Trial of Two Shared-reading Approaches for Enhancing Parent-child Interactions and Children’s Oral Language and Literacy Skills","authors":"Jessica Riordan, E. Reese, Shika Das, Jane L. D. Carroll, E. Schaughency","doi":"10.1080/10888438.2021.1926464","DOIUrl":"https://doi.org/10.1080/10888438.2021.1926464","url":null,"abstract":"ABSTRACT Tender Shoots compared two book-reading and conversation approaches for parents and preschoolers to an activity-based control group. The Rich Reading and Reminiscing (RRR) condition taught parents to converse about the storyline; the Strengthening Sound Sensitivity (SSS) condition taught parents to converse about word sounds. A total of 69 families with preschool children (M = 50 months) were randomly assigned to one of the three conditions for a 6-week training period. At pretest and posttest, parent-child book-reading and reminiscing were observed and children’s story comprehension, letter recognition, and phonological awareness assessed. RRR increased parents’ and children’s meaning-focused talk during book-reading and elaborative talk during reminiscing; SSS increased parents’ and children’s sound- and print-focused talk during book-reading. Moderator analyses revealed significant benefits of SSS for older children’s letter recognition and phonological awareness skills. Tender Shoots is a promising tool for enhancing the quality of parent-child conversations and children’s early literacy skills.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"183 - 203"},"PeriodicalIF":3.7,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2021.1926464","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49441682","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

Reading and Writing Words: A Cross-Linguistic Perspective 从跨语言角度看单词的读写

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-04-28 DOI: 10.1080/10888438.2021.1920595

C. McBride, Dora Jue Pan, F. Mohseni

{"title":"Reading and Writing Words: A Cross-Linguistic Perspective","authors":"C. McBride, Dora Jue Pan, F. Mohseni","doi":"10.1080/10888438.2021.1920595","DOIUrl":"https://doi.org/10.1080/10888438.2021.1920595","url":null,"abstract":"ABSTRACT We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic information across scripts in order to highlight the impact of variability in written and spoken language on learning to read and to write words. With examples of word recognition and word writing from different scripts, including Chinese, Arabic, Persian, and English among others, we highlight 1) characteristics and boundaries of a word and how these sometimes present challenges for reading and spelling, 2) phonological sensitivity, including phonological omissions in print, suprasegmental processing, and “distance” between spoken and written forms, vis-à-vis literacy acquisition at the word level, 3) the importance of specific types of divergent visual-orthographic knowledge for the mastery of different writing systems, and 4) expanding understanding of visual-motor skills and their role in spelling across scripts. All of these aspects of variability in different writing systems should be more broadly integrated as theoretical models and intervention methods of reading or writing are tested across different writing systems.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"125 - 138"},"PeriodicalIF":3.7,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2021.1920595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47898315","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: 15

Inferring the Performance of Children with Dyslexia from that of the General Population: The Case of Associative Phonological Working Memory 从一般人群推断阅读障碍儿童的表现:以联想语音工作记忆为例

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-04-12 DOI: 10.1080/10888438.2021.1897596

B. Carretti, C. Cornoldi, Arianna Antonello, Laura Di Criscienzo, E. Toffalini

{"title":"Inferring the Performance of Children with Dyslexia from that of the General Population: The Case of Associative Phonological Working Memory","authors":"B. Carretti, C. Cornoldi, Arianna Antonello, Laura Di Criscienzo, E. Toffalini","doi":"10.1080/10888438.2021.1897596","DOIUrl":"https://doi.org/10.1080/10888438.2021.1897596","url":null,"abstract":"ABSTRACT The study examines whether the average performance of the population with dyslexia in a working memory measure can be inferred dimensionally from the characteristics of the typical population. Specifically, we focused on Associative Phonological Working Memory (APWM), an ability that we predicted being impaired in dyslexia due to the relationship of reading with both associative learning and working memory (WM). Study 1a revealed a linear relationship between APWM and reading ability in 438 typically-developing (TD) children, after accounting for fluid intelligence and phonological WM. In Study 1b a simulation procedure was used to calculate the deficit in APWM expected in children with dyslexia, based on the set of correlations found in Study 1a. This prediction was compared with the actual performance of 26 children with dyslexia. A deficit in APWM was confirmed, and its extent was in line with that simulated from the correlational structure seen in the TD population.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"47 - 60"},"PeriodicalIF":3.7,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2021.1897596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47305930","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

Question Timing, Language Comprehension, and Executive Function in Inferencing 问题时间、语言理解和推理中的执行功能

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-04-05 DOI: 10.1080/10888438.2021.1901903

Reese Butterfuss, Panayiota Kendeou, Kristen L. McMaster, Elly Orcutt, O. Bulut

{"title":"Question Timing, Language Comprehension, and Executive Function in Inferencing","authors":"Reese Butterfuss, Panayiota Kendeou, Kristen L. McMaster, Elly Orcutt, O. Bulut","doi":"10.1080/10888438.2021.1901903","DOIUrl":"https://doi.org/10.1080/10888438.2021.1901903","url":null,"abstract":"ABSTRACT We examined the extent to which the timing of inferential questioning influenced kindergartners’ inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII) application by responding to audiovisual inferential questions administered in one of two timing conditions: either (1) during video watching at various points (online) or (2) after the video was finished (offline). Results suggest that online questioning fostered greater overall gains in inferencing skill from pretest to posttest. Moreover, students with higher executive function demonstrated greater gain in inferencing than students with lower executive function. Likewise, students with higher language comprehension skills demonstrated greater gains in inferencing than students with lower language comprehension skills. Theoretical and instructional implications of the findings and areas for future research are discussed.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"61 - 78"},"PeriodicalIF":3.7,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2021.1901903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47499525","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

Introduction to the Special Issue: Mechanisms of Variation in Reading Comprehension: Processes and Products 特刊简介：阅读理解变化的机制：过程与产物

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-03-04 DOI: 10.1080/10888438.2021.1873347

J. V. Van Dyke

引用次数: 3

Do We ‘Laugh’ or ‘La8gh’? Early Print Knowledge and Its Relation to Learning to Read in English and French 我们是“笑”还是“笑”？早期印刷知识及其与英法阅读学习的关系

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-02-12 DOI: 10.1080/10888438.2020.1863970

Sheila Cira Chung, E. Geva, Xi Chen, Hélène Deacon

引用次数: 3

The Effect of Syllable-level Hyphenation on Novel Word Reading in Early Finnish Readers: Evidence from Eye Movements 音节水平的连字对早期芬兰语读者阅读新单词的影响:来自眼球运动的证据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-01-24 DOI: 10.1080/10888438.2021.1874384

Tuomo Häikiö, Tinja Luotojärvi

引用次数: 2

Exploring the Underpinnings and Longitudinal Associations of Word Reading and Word Spelling: A 2-year Longitudinal Study of Hong Kong Chinese Children Transitioning to Primary School 单词阅读和拼写的基础和纵向关联研究——香港中国儿童向小学过渡的2年纵向研究

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2021-01-24 DOI: 10.1080/10888438.2021.1871909

Y. Ye, Mengge Yan, Yijun Ruan, C. McBride, Mo Zheng, Li Yin

引用次数: 8

What Underlies the Deficit in Rapid Automatized Naming (RAN) in Adults with Dyslexia? Evidence from Eye Movements 阅读障碍成年人在快速自动命名（RAN）方面的缺陷是什么？眼动证据

IF 3.7 2区教育学

Scientific Studies of Reading Pub Date : 2020-12-30 DOI: 10.1080/10888438.2020.1867863

Susana Araújo, F. Huettig, A. Meyer

{"title":"What Underlies the Deficit in Rapid Automatized Naming (RAN) in Adults with Dyslexia? Evidence from Eye Movements","authors":"Susana Araújo, F. Huettig, A. Meyer","doi":"10.1080/10888438.2020.1867863","DOIUrl":"https://doi.org/10.1080/10888438.2020.1867863","url":null,"abstract":"ABSTRACT This eye-tracking study explored how phonological encoding and speech production planning for successive words are coordinated in adult readers with dyslexia (N = 22) and control readers (N = 25) during rapid automatized naming (RAN). Using an object-RAN task, we orthogonally manipulated the word-form frequency and phonological neighborhood density of the object names and assessed the effects on speech and eye movements and their temporal coordination. In both groups, there was a significant interaction between word frequency and neighborhood density: shorter fixations for dense than for sparse neighborhoods were observed for low- but not for high-frequency words. This finding does not suggest a specific difficulty in lexical phonological access in dyslexia. However, in readers with dyslexia only, these lexical effects percolated to the late processing stages, indicated by longer offset eye-speech lags. We close by discussing potential reasons for this finding, including suboptimal specification of phonological representations and deficits in attention control or in multi-item coordination.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"534 - 549"},"PeriodicalIF":3.7,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1867863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48246845","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: 8