Reading and Writing最新文献

Orthographic influences on phonological processing in children with and without reading difficulties: an eye-tracking study 正字法对有阅读困难和无阅读困难儿童语音加工的影响：眼动追踪研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-12 DOI: 10.1007/s11145-024-10567-y

Lauren S. Baron, Anna M. Ehrhorn, Peter Shlanta, Jane Ashby, Bethany A. Bell, Suzanne M. Adlof

{"title":"Orthographic influences on phonological processing in children with and without reading difficulties: an eye-tracking study","authors":"Lauren S. Baron, Anna M. Ehrhorn, Peter Shlanta, Jane Ashby, Bethany A. Bell, Suzanne M. Adlof","doi":"10.1007/s11145-024-10567-y","DOIUrl":"https://doi.org/10.1007/s11145-024-10567-y","url":null,"abstract":"Phonological processing is an important contributor to decoding and spelling difficulties, but it does not fully explain word reading outcomes for all children. As orthographic knowledge is acquired, it influences phonological processing in typical readers. In the present study, we examined whether orthography affects phonological processing differently for children with current reading difficulties (RD), children with a history of reading difficulties who are currently presenting with typical word reading skills (Hx), and children with typical development and no history of reading difficulties (TD). School-aged children completed a phonological awareness task containing spoken words and pictures while eye movements were recorded. In this task, children had to pair a spoken stimulus word with one of four pictures that ended with the same sound. Within the task, stimulus-target picture pairs varied in the congruency and consistency of the orthographic and phonological mappings of their final consonant sounds. Eye movements revealed that children with typical word reading (the Hx and TD groups) showed better discrimination of the target from the foils compared to peers with underdeveloped word reading skills. All children were more accurate when stimulus-target pairs were congruent and consistent than when they were incongruent or inconsistent. Orthography plays an important role in the completion of phonological awareness tasks, even in the absence of written words and for children with a wide range of reading abilities. Results highlight the importance of considering orthography during interventions for phonological awareness and word reading.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933722","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

Higher reading spans mitigate context effects on lexical processing by low-proficiency L2 learners: a self-paced reading study 高阅读跨度可减轻语境对低水平 L2 学习者词汇加工的影响：自定进度阅读研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-06 DOI: 10.1007/s11145-024-10583-y

Takumi Kosaka

引用次数: 0

Spelling morphology in Hebrew: Comparing monolingual and bilingual children 希伯来语的拼写形态：单语和双语儿童的比较

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-05 DOI: 10.1007/s11145-024-10582-z

Tamar Michaly, Anat Prior

{"title":"Spelling morphology in Hebrew: Comparing monolingual and bilingual children","authors":"Tamar Michaly, Anat Prior","doi":"10.1007/s11145-024-10582-z","DOIUrl":"https://doi.org/10.1007/s11145-024-10582-z","url":null,"abstract":"Bilingual children are at risk for gaps in literacy in the societal language compared to monolingual peers. However, most research has focused on reading achievement, and only few studies have investigated spelling abilities, with contradictory findings. Here, we compare Hebrew spelling skill and its predictors in bilingual and monolingual elementary school children, immersed in Hebrew as a societal language. Specifically, we examined the morphological elements in Hebrew spelling. Monolingual children outperformed bilingual children in spelling accuracy, in both 2nd and 4th grade. In addition, phonological awareness and morphological awareness were significant predictors of spelling for both groups, but their relative contribution differed across the groups. Finally, even though bilingual children had lower morphological knowledge than monolingual peers, both groups showed the expected developmental pattern of spelling function letters more accurately than root letters. This pattern in Hebrew spelling acquisition is driven by the morpho-orthographic regularities of the language. These results support previous findings emphasizing the role of morphology in Hebrew spelling acquisition, extending them to bilingual children. We suggest that examining the linguistic backgrounds of children and the unique characteristics of the language and orthography are crucial for reaching a nuanced understanding of bilingual spelling acquisition.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933724","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

The tango between perceived cognitive load and enjoyment of reading in determining reading achievement 感知认知负荷与阅读乐趣在决定阅读成就方面的纠结

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-01 DOI: 10.1007/s11145-024-10580-1

Yuyang Cai, Xiao Peng, Qianwen Ge

{"title":"The tango between perceived cognitive load and enjoyment of reading in determining reading achievement","authors":"Yuyang Cai, Xiao Peng, Qianwen Ge","doi":"10.1007/s11145-024-10580-1","DOIUrl":"https://doi.org/10.1007/s11145-024-10580-1","url":null,"abstract":"How students perceive the difficulty of a reading task may significantly influence their reading process and outcome. This perception of task difficulty is determined by the objective features of a reading task and their affective responses toward it. From the stance of cognitive load theory, the current study examined the interaction between students’ perceived difficulty of reading tasks and enjoyment of reading in determining reading achievement. Specifically, we examined the moderation of reading enjoyment on the relationship between perceived difficulty of reading tasks and reading achievement. We used the OECD Programme for International Students Achievement 2018 data of 469,194 15-year-old students (51% girls, M = 15.79, SD = 0.29) from 69 economies. Results of multilevel structural equation modeling with latent interactions indicated that (a) perceived cognitive load negatively predicted reading achievement, (b) enjoyment of reading negatively predicted perceived cognitive load and therefore benefited reading achievement, and (c) enjoyment of reading deteriorated the negative relation between perceived intrinsic load and reading achievement. Reading enjoyment seemed to be a double-edged sword to reading achievement. These results have practical implications for reading materials design and reading instruction as well as theoretical implications for understanding different aspects of cognitive load.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884015","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

Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect 正字法邻域大小效应中对汉语实词和虚词的抑制控制与分离

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-24 DOI: 10.1007/s11145-024-10577-w

Jianping Xiong, Ping Ju, Yongqing Hou, Antao Chen

引用次数: 0

Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading 评估词汇教学对口头词汇、音位意识和非词阅读的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-23 DOI: 10.1007/s11145-024-10564-1

Rose Brooks, Meesha Warmington, Jenny Thomson

{"title":"Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading","authors":"Rose Brooks, Meesha Warmington, Jenny Thomson","doi":"10.1007/s11145-024-10564-1","DOIUrl":"https://doi.org/10.1007/s11145-024-10564-1","url":null,"abstract":"Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves vocabulary for learners with speech and language difficulties. Emerging research suggests it may deliver similar results as a classroom strategy for young children. Researchers have questioned whether combined instruction would additionally enhance phonemic awareness and phonic decoding. A teaching intervention with 273 children aged 5–6 in the United Kingdom compared meaning-based instruction, combined instruction and usual classroom instruction (age-matched controls) over 24 weeks with three testing points. A daily vocabulary lesson incorporating evidence-based principles was delivered by classroom teachers. After intervention both instructional groups performed significantly higher than controls on taught vocabulary, and all groups performed equally on phonemic awareness and nonword reading. Delayed post-test results require more cautious interpretation due to the lack of a hierarchical design. Combined instruction resulted in the highest taught vocabulary and phonic reading outcomes; phonemic awareness in the combined condition was significantly higher than controls. Results tentatively suggest that combined instruction is an inclusive approach for whole-class use in early schooling.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776269","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

Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable 阅读新手的单词识别阈值：探索阅读和听力理解的可比性

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-23 DOI: 10.1007/s11145-024-10571-2

J. Ricardo García, Emilio Sánchez, Natalia Calvo, Kate Cain

{"title":"Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable","authors":"J. Ricardo García, Emilio Sánchez, Natalia Calvo, Kate Cain","doi":"10.1007/s11145-024-10571-2","DOIUrl":"https://doi.org/10.1007/s11145-024-10571-2","url":null,"abstract":"This study proposes and identifies two levels of word reading at which good comprehenders can obtain a similar understanding of written and spoken narrative texts: The oral-written matching functional and efficient thresholds. These thresholds are compared with the level of word reading over which a relationship between listening comprehension and reading comprehension is evident (a basic word recognition threshold) and with the level after which better word recognition does not result in improvements in reading comprehension (an upper word recognition threshold). The three first thresholds were calculated in a sample of 344 first to third-grade Spanish students who read and listened to two narrative texts of different difficulty and who were assessed on measures of comprehension and word recognition. Listening and reading comprehension were related when participants accurately read more than 73% of pseudowords in a list (basic word recognition threshold). For participants with good listening comprehension, reading comprehension performance matched listening comprehension once a moderate reading speed of ~ 66 decontextualized words per minute was achieved (oral-written matching functional threshold) or when the rate of reading the text was ~ 140 words per minute (oral-written matching efficient threshold). The value of the oral-written matching efficient threshold was, in this study, similar to the upper word recognition threshold identified by prior research. The thresholds calculated in this study delineate a sequence of increasingly challenges to the developing reader, allowing a nuanced description of the initial stages of reading development.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776268","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

The relation of metalinguistic skills and vocabulary to spelling in Korean children with hearing loss 韩国听力损失儿童的金属语言技能和词汇量与拼写的关系

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-13 DOI: 10.1007/s11145-024-10574-z

Jeung-Ryeul Cho, Sung-Yong Ryu, Soon-Gil Park

{"title":"The relation of metalinguistic skills and vocabulary to spelling in Korean children with hearing loss","authors":"Jeung-Ryeul Cho, Sung-Yong Ryu, Soon-Gil Park","doi":"10.1007/s11145-024-10574-z","DOIUrl":"https://doi.org/10.1007/s11145-024-10574-z","url":null,"abstract":"This study investigated the relationships between metalinguistic skills, including phonological, orthographic, and morphological awareness, and Hangul-word spelling in Korean first through third graders, encompassing both deaf and hard of hearing (DHH) children and children with typical hearing (TH). The participants comprised 24 children with cochlear implants (CIs), 24 children with hearing aids (HAs), and 24 TH children, matched for chronological age, vocabulary age, and nonverbal intelligence. Results indicated that DHH children with CIs and HAs exhibited delays in spelling accuracy and in all metalinguistic skills compared to their TH peers, with no significant differences observed between children with CIs and those with HAs. In DHH children, vocabulary showed a strong and negative correlation with spelling and morphological awareness, whereas these correlations were not significant in TH children. Hierarchical regression analysis revealed that phonological, orthographic, and morphological awareness independently contributed to the unique variance in spelling accuracy beyond vocabulary knowledge in DHH children, while phonological and orthographic awareness remained significant in TH children. These findings suggest that metalinguistic skills and vocabulary knowledge play different roles in Korean word spelling during the initial three years of elementary school for DHH and TH children in Korea.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614704","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

Orthographic facilitation of English vocabulary learning in monolingual and bilingual children 正字法对单语和双语儿童学习英语词汇的促进作用

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-12 DOI: 10.1007/s11145-024-10561-4

Hua-Chen Wang, Andrea Salins, Lyndall Murray, Signy Wegener, Anne Castles

{"title":"Orthographic facilitation of English vocabulary learning in monolingual and bilingual children","authors":"Hua-Chen Wang, Andrea Salins, Lyndall Murray, Signy Wegener, Anne Castles","doi":"10.1007/s11145-024-10561-4","DOIUrl":"https://doi.org/10.1007/s11145-024-10561-4","url":null,"abstract":"Research suggests that bilinguals often have weaker vocabulary in their second language compared to that of monolinguals (e.g., Hoff, 2013). It is thus important to identify factors that may facilitate vocabulary learning for bilinguals. One suggested factor is the presence of orthography while learning new oral vocabulary. The current study aims to examine the orthographic facilitation effect on vocabulary learning and evaluate whether this effect is larger for children who are simultaneous or emergent bilinguals, compared to monolinguals. A group of 33 bilingual and 38 English monolingual Year 2–4 students participated in an online novel word learning study. Novel words were paired with pictures of vintage tools and taught by presenting the pictures and repeating their names, either with the spelling of the words or picture only. Learning was measured using a picture-naming task, and a 4AFC word-picture matching task. The results showed a significant effect of orthographic facilitation in both measures. For the picture naming task, there was a significant interaction between orthographic condition and language group, with the monolingual group benefiting more from the presence of orthography. However, no such interaction was found in the 4AFC matching. We conclude that both English monolingual and bilingual children learn more novel words when the spellings of words are present, and that this benefit does not appear to be larger for bilingual children.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614705","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

Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences 探索外语学习者的写作自我调节能力：关注个体差异

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-02 DOI: 10.1007/s11145-024-10568-x

Jianhua Zhang, Lawrence Jun Zhang

{"title":"Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences","authors":"Jianhua Zhang, Lawrence Jun Zhang","doi":"10.1007/s11145-024-10568-x","DOIUrl":"https://doi.org/10.1007/s11145-024-10568-x","url":null,"abstract":"The available classifications of self-regulated learners may not be applicable to second or foreign language writing due to the contextual nature of self-regulated learning. This study intended to fill the gap by exploring the profiles of English as a foreign language (EFL) learners’ writing self-regulation and their association with writing-relevant individual differences. A total of 391 tertiary students from Southwest China were recruited to participate in the current study, including freshmen, sophomores, and juniors. Their writing self-regulation was measured by the Writing Strategies for Self-Regulated Learning Questionnaire. Latent profile analyses discovered two profiles of self-regulated learners in EFL writing: “highly self-regulated group” and “moderately self-regulated group”. Moreover, ANOVA and Welch’s Test showed that the participants assigned to the two profiles differed significantly in L2 grit, writing achievement goals, and writing self-efficacy rather than language aptitude and working memory. Perseverance of effort, mastery goals, and self-regulatory self-efficacy are found to predict profile membership significantly. Additionally, the results of path analyses revealed that the profiles varied in the predictive effect of individual differences on EFL learners’ writing regulation. These findings contributed to furthering our understanding of classification of self-regulated learners and the role of individual differences in the classification.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528361","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