Reading and Writing最新文献

Subskills and sub-knowledge in Chinese as a second language reading comprehension: a structural equation modeling study 汉语作为第二语言阅读理解中的子技能和子知识：结构方程模型研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-09-12 DOI: 10.1007/s11145-024-10588-7

Jia Lin, Li Yang

引用次数: 0

Typing /s/—morphology between the keys? 在按键之间输入 /s/-形态？

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-30 DOI: 10.1007/s11145-024-10586-9

Julia Muschalik, Dominic Schmitz, Akhilesh Kakolu Ramarao, Dinah Baer-Henney

{"title":"Typing /s/—morphology between the keys?","authors":"Julia Muschalik, Dominic Schmitz, Akhilesh Kakolu Ramarao, Dinah Baer-Henney","doi":"10.1007/s11145-024-10586-9","DOIUrl":"https://doi.org/10.1007/s11145-024-10586-9","url":null,"abstract":"Morphological structure exerts an influence on acoustic duration. But does it also influence typing duration? The present article reports an experimental study that tests for the influence of morphological structure on typing timing. It is also a first of its kind comparison between spoken and written language production within the same paradigm, which explores the extent to which a pattern that has been found for speech production may have an analogue in written language production. In an online typing study using the experimental design of Schmitz et al. (Phonetica 78:571–616, 2021a), we test their results from the spoken domain for transferability to the written domain. Specifically, our study investigates whether language users type word-final < s > in English pseudowords at different word-internal boundaries—non-morphemic, plural, auxiliary has-clitic and is-clitic—with differing speeds and how our results compare to those found by Schmitz et al. (Phonetica 78:571–616, 2021a) for articulation. We find that the influence of morphological structure on articulation and typing timing does not follow an identical principle. While durational differences are found for the different morphological categories in articulation, participants in our experiment type non-morphemic < s > and plural < s > at almost identical speed. A significant difference emerges, however, for the typing of auxiliary clitics. Our results suggest that processing units other than morphemes might be dominant in written language production.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"49 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212551","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

Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish 初步验证翻译成西班牙语的手写能力筛查问卷（HPSQ-C）

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-21 DOI: 10.1007/s11145-024-10579-8

Dulce Romero-Ayuso, Garbiñe Guerra-Begoña, Laura Marco-Miralles, José Matías Triviño-Juárez, Sonia Pérez-Rodríguez, Carmen Vidal-Ramírez, Abel Toledano-González, Sara Rosenblum

{"title":"Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish","authors":"Dulce Romero-Ayuso, Garbiñe Guerra-Begoña, Laura Marco-Miralles, José Matías Triviño-Juárez, Sonia Pérez-Rodríguez, Carmen Vidal-Ramírez, Abel Toledano-González, Sara Rosenblum","doi":"10.1007/s11145-024-10579-8","DOIUrl":"https://doi.org/10.1007/s11145-024-10579-8","url":null,"abstract":"Handwriting is a perceptual-motor skill encompassing a series of psychomotor skills related to academic performance. The main aim of this study was to translate and study the psychometric properties of the Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) for the Spanish population. A study was conducted on a final sample of 164 children from the 1st to 5th year of primary school (mean age 8.46 ± 1.14 years). Construct validity was examined using confirmatory factor analysis (CFA). The Spanish version of HPSQ-C required a change in items 3 and 5. The CFA showed three factors: (1) physical and emotional well-being; (2) performance time; and (3) legibility. The internal consistency of the Spanish version of the HPSQ-C was lower than satisfactory (ω = 0.68). The goodness of fit measures for the factor structure of HPSQ-C’s Spanish version was < 0.001 and the CFI was 1, which suggests a good fit. The psychometric analysis confirmed the HPSQ-C Spanish version’s internal consistency and construct validity. HPSQ-C provides a unique opportunity to evaluate handwriting from the child’s perspective.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"178 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212552","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

Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos 理解不同媒体形式的叙事：小学生理解文字和视频的过程与结果

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-18 DOI: 10.1007/s11145-024-10573-0

Dianne Venneker, Anne Helder, Paul van den Broek

{"title":"Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos","authors":"Dianne Venneker, Anne Helder, Paul van den Broek","doi":"10.1007/s11145-024-10573-0","DOIUrl":"https://doi.org/10.1007/s11145-024-10573-0","url":null,"abstract":"This study investigated similarities and differences in children’s (N = 83, grades 4–6) narrative comprehension between text, audio, and non-verbal video, including measures of both comprehension products and processes. The aim was to understand how children engage with information across various media and, in doing so, address inconsistent findings in the existing literature. Comprehension products were assessed through open-ended questions and recall, and comprehension processes through think-aloud protocols. Results revealed that children answered more comprehension questions correctly for video versions of the narratives than for text versions, particularly children with lower reading comprehension skills. No advantage of video over text was found for the recall task. Think-aloud responses during narrative comprehension revealed similar processing patterns for text and video, with a general tendency to report information close to the story rather than elaborate based on background knowledge. However, video versions prompted children to activate background knowledge to a greater extent than did text versions, suggesting an advantage of video at the situation-model level. Notably, differences between video and text versions cannot be attributed solely to the absence of decoding demands in video, as similar differences were found between video and audio versions. These results suggest (a) considerable similarities in both process and product across media, but (b) non-verbal videos elicit more situation-model processes than texts do, (c) non-verbal videos have an advantage over text with regard to performance on the comprehension questions, especially for less-skilled comprehenders. These findings illustrate the nuanced relationship between media affordances and comprehension processes and outcomes.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"7 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212554","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

Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre 第二语言中文阅读材料开发中的文本内聚力分析：文本水平和体裁的差异

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-08-14 DOI: 10.1007/s11145-024-10585-w

Yun Lin, Yanfang Su, Yiping Peng, Hua Liu

{"title":"Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre","authors":"Yun Lin, Yanfang Su, Yiping Peng, Hua Liu","doi":"10.1007/s11145-024-10585-w","DOIUrl":"https://doi.org/10.1007/s11145-024-10585-w","url":null,"abstract":"Developing reading materials tailored to the specific needs and proficiency levels of students is important yet challenging for educators and teachers. Current data-driven indices assisting this task primarily focus on lexical and syntactic text features, often overlooking text cohesion, a key discourse feature impacting reading comprehension. To fill this gap, this study explored the variation of text cohesion in second language (L2) Chinese reading materials across different text levels and genres. We used an NLP-based tool to examine the lexical, grammatical, and topical cohesion features of 450 representative L2 Chinese reading texts. A two-way MANOVA was then conducted to analyze the variation of text cohesion across different text levels and genres, as well as the interaction between text levels and genres. Our findings have revealed significant disparities in text cohesion across varying text levels, particularly in lexical cohesion features, and among different genres, with narratives standing out from argumentative and expository texts. Interaction effects between text level and genre were noted, albeit with small effect sizes. This study highlights the importance of text cohesion when developing reading materials for L2 Chinese learners and offers insights into developing text cohesion benchmarks for preparing reading materials of different levels and genres.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"12 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212586","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 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":"22 1","pages":""},"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":"12 1","pages":""},"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":"80 1","pages":""},"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