Reading Research Quarterly最新文献_第6页

Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study 阅读动机与阅读效率的关系——来自纵向眼动追踪研究的证据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-05-14 DOI: 10.1002/rrq.502

Anja Rettig, Ulrich Schiefele

引用次数: 0

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books 父亲和幼儿在使用基于文本和无文字的绘本共享阅读时的语言

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-27 DOI: 10.1002/rrq.501

Mirela Conica, Linda Kelly, E. Nixon, J. Quigley

引用次数: 0

Tender Shoots : A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later 嫩芽:一项父母介导的学龄前儿童一年后开始阅读获益的随机对照试验

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-20 DOI: 10.1002/rrq.500

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

引用次数: 2

Using Eye‐Tracking Measures to Predict Reading Comprehension 使用眼动追踪方法预测阅读理解

1区教育学

Reading Research Quarterly Pub Date : 2023-04-04 DOI: 10.1002/rrq.498

Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur

{"title":"Using <scp>Eye‐Tracking</scp> Measures to Predict Reading Comprehension","authors":"Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur","doi":"10.1002/rrq.498","DOIUrl":"https://doi.org/10.1002/rrq.498","url":null,"abstract":"ABSTRACT This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT‐4), participants were asked to provide a missing word in sentences that they read silently (i.e., a cloze task). Linear models predicting comprehension scores from eye‐tracking measures yielded different results for the three tests. Eye‐tracking measures explained significantly more variance than reading‐speed data for the YARC (four times better), GORT (three times better), and the WRAT (1.3 time better). Importantly, there was no common strong predictor for all three tests. These results support growing recognition that reading comprehension tests do not measure the same cognitive processes, and that participants adapt their reading strategies to the tests' varying task demands. This study also suggests that eye‐tracking may provide a useful alternative for measuring reading comprehension.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136155994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction. 神经和遗传过程在学习阅读和特定阅读障碍中的作用：对教学的启示。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2021-08-04 DOI: 10.1002/rrq.439

Jessica A Church, Elena L Grigorenko, Jack M Fletcher

{"title":"The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction.","authors":"Jessica A Church, Elena L Grigorenko, Jack M Fletcher","doi":"10.1002/rrq.439","DOIUrl":"10.1002/rrq.439","url":null,"abstract":"To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field's understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"58 2","pages":"203-219"},"PeriodicalIF":4.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10348696/pdf/nihms-1744440.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9821496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading. 阅读障碍儿童的早期识别：变量差异预测阅读不良与意外阅读不良。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2022-10-12 DOI: 10.1002/rrq.480

Richard K Wagner, Christopher J Lonigan

{"title":"Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading.","authors":"Richard K Wagner, Christopher J Lonigan","doi":"10.1002/rrq.480","DOIUrl":"10.1002/rrq.480","url":null,"abstract":"Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency. An implication is that what optimally predicts poor reading may not optimally predict unexpected poor reading. The goal of the three presented studies was to test this implication empirically. In Study 1, a model-based meta-analysis, phonological awareness accounted for 40% of the variance in decoding but only 1% of the variance in decoding that was unexpected based on level of vocabulary. Conversely, unexpected phonological awareness accounted for 34% of the variance in unexpected decoding but only 1% of the variance in decoding. An analogous pattern of results occurred for reading comprehension. In Study 2, a study of 766 children in kindergarten, first grade, and second grade, latent variables were used to represent oral vocabulary, phonological awareness, and decoding. As was seen in Study 1, unexpected decoding was better predicted by unexpected phonological awareness than by phonological awareness. In Study 3, a longitudinal study of 1,025 children followed from preschool through grade 2, the pattern of results mirrored those of Studies 1 and 2. An important implication of these studies is that typical assessments may be better at identifying poor reading than they are at identifying unexpected poor reading or dyslexia.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"58 2","pages":"188-202"},"PeriodicalIF":4.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10338016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9813454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia. 将变异性作为单词阅读的关键预测因素：对早期识别和治疗诵读困难的潜在启示。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2022-08-17 DOI: 10.1002/rrq.475

Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, Nuria Gutierrez, Nancy C Marencin, Noam Siegelman, Alexandra Himelhoch, Cristina Himelhoch, Jay Rueckl, Donald L Compton

{"title":"Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia.","authors":"Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, Nuria Gutierrez, Nancy C Marencin, Noam Siegelman, Alexandra Himelhoch, Cristina Himelhoch, Jay Rueckl, Donald L Compton","doi":"10.1002/rrq.475","DOIUrl":"10.1002/rrq.475","url":null,"abstract":"Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a \"set for variability\" (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e.g., the word wasp is pronounced to rhyme with clasp [i.e., /wæsp/] and the child must recognize the actual pronunciation of the word to be /wɒsp/). SfV has been shown to be a significant predictor of word reading variance. However, little is known about the relative strength of SfV as a predictor of word reading compared to other well-established predictors or the strength of this relationship in children with dyslexia. To address these questions, we administered the SfV task to a sample of grade 2-5 children (N=489) along with other reading related measures. SfV accounted for 15% unique variance in word reading above and beyond other predictors, whereas phonological awareness (PA) accounted for only 1%. Dominance analysis indicated SfV is the most powerful predictor, demonstrating complete statistical dominance over other variables including PA. Quantile regression revealed SfV is a stronger predictor at lower levels of reading skill, indicating it may be an important predictor in students with dyslexia. Results suggest that SfV is a powerful and potentially highly sensitive predictor of early reading difficulties and, therefore, may be important for early identification and treatment of dyslexia.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"58 2","pages":"254-267"},"PeriodicalIF":4.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10195062/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9562560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia. 我们对阅读困难和残疾（包括阅读障碍）小学生识字干预的了解和需要了解。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2022-01-12 DOI: 10.1002/rrq.458

Stephanie Al Otaiba, Kristen McMaster, Jeanne Wanzek, Mai W Zaru

{"title":"What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia.","authors":"Stephanie Al Otaiba, Kristen McMaster, Jeanne Wanzek, Mai W Zaru","doi":"10.1002/rrq.458","DOIUrl":"10.1002/rrq.458","url":null,"abstract":"The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta-analyses and systematic reviews of experimental and quasi-experimental studies published in the last decade that examined the effects of reading and writing interventions in the elementary grades, including research focused on students with reading difficulties and disabilities, including dyslexia. We attended to moderator analyses, when available, to further refine what we know and need to learn about interventions. Findings from these reviews indicate that explicit and systematic intervention focusing on the code and meaning dimensions of reading and writing, and delivered one-to-one or in small groups, are likely to improve foundational code-based reading skills, and to a lesser extent, meaning-based skills, across elementary grade levels. Findings, at least in the upper elementary grades, indicate that some intervention features including standardized protocols, multiple components, and longer duration can yield stronger effects. And, integrating reading and writing interventions shows promise. We still need to learn more about specific instructional routines and components that provide more robust effects on students' ability to comprehend and individual differences in response to interventions. We discuss limitations of this review of reviews and suggest directions for future research to optimize implementation, particularly to understand for whom and under what conditions literacy interventions work best.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"58 2","pages":"313-332"},"PeriodicalIF":4.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10321535/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10182992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue 关于阅读障碍的认识与误区——特刊简介

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 DOI: 10.1002/rrq.499

Nathan H. Clemens, S. Vaughn

引用次数: 1

Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders 形态知识的维度性——来自挪威三年级学生的证据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-03-26 DOI: 10.1002/rrq.497

J. K. Kristensen, Björn Andersson, S. Bratlie, J. V. K. Torkildsen

引用次数: 1