Reading and Writing最新文献

Relations of First-Grade Teacher Knowledge with Gains for Students at Risk for Reading Difficulties. 阅读困难风险学生一年级教师知识与收获的关系

IF 2.3 2区教育学

Reading and Writing Pub Date : 2026-06-08 DOI: 10.1007/s11145-026-10856-8

Colby Hall, Emily J Solari, Jamie DeCoster, Megan Pellei, Katlynn Dahl-Leonard, Vivian C Wong, Catherine Richards-Tutor, Doris L Baker, Carlin Conner, Laura J Darcy, Katie E Wilburn, Andrew Mallory, Latisha Hayes

{"title":"Relations of First-Grade Teacher Knowledge with Gains for Students at Risk for Reading Difficulties.","authors":"Colby Hall, Emily J Solari, Jamie DeCoster, Megan Pellei, Katlynn Dahl-Leonard, Vivian C Wong, Catherine Richards-Tutor, Doris L Baker, Carlin Conner, Laura J Darcy, Katie E Wilburn, Andrew Mallory, Latisha Hayes","doi":"10.1007/s11145-026-10856-8","DOIUrl":"10.1007/s11145-026-10856-8","url":null,"abstract":"This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers' beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers' classrooms. Teacher knowledge to support phonological awareness development was positively associated with student gains on one of two related literacy measures; knowledge to teach phonics/decoding/encoding was positively associated with student gains on five of seven related literacy measures; knowledge related to oral language development was associated with student gains on one of four related literacy measures, and knowledge to teach reading comprehension was associated with student gains on two of two related literacy measures. The presence of statistically significant effects in over half of measured variables indicated a non-random and substantively meaningful pattern supporting the inference that teacher knowledge within specific literacy domains is systematically associated with literacy gains within related domains for students with or at risk for reading difficulties. Findings have implications for the measurement of teacher knowledge and provision of pre-service teacher education and in-service professional development to support knowledge development.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13521610/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148841383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Examining the Effects of Tier 1 Small-Group Reading Instruction on Early-Elementary Students' Reading Outcomes. 一级小组阅读教学对小学生阅读效果的影响研究。

IF 2.3 2区教育学

Reading and Writing Pub Date : 2026-02-28 DOI: 10.1007/s11145-026-10778-5

Katlynn Dahl-Leonard, Colby Hall, Dukjae Lee

{"title":"Examining the Effects of Tier 1 Small-Group Reading Instruction on Early-Elementary Students' Reading Outcomes.","authors":"Katlynn Dahl-Leonard, Colby Hall, Dukjae Lee","doi":"10.1007/s11145-026-10778-5","DOIUrl":"10.1007/s11145-026-10778-5","url":null,"abstract":"The purpose of this systematic observation study was to explore kindergarten and first-grade teachers' Tier 1 small-group reading instruction for students with or at risk for reading difficulties and examine the effects of instruction on students' literacy outcomes. We focused on time spent providing instruction in different literacy domains, instructional practices and materials used during text reading instruction, and impacts on student literacy outcomes. We conducted 42 observations of 15 early-elementary teachers' small-group reading instruction for students with or at risk for reading difficulties. We also conducted semi-structured interviews with teachers to learn more about their instruction and collected student literacy assessment data at the beginning and end of the school year. Results indicated that teachers' instruction typically aligned with evidence-based practices. Although instructional time was not significantly correlated with improvements in students' skills for most expected relations, there were three statistically significant relations: phonological awareness instruction and encoding outcomes (r = .39; p < .01), encoding instruction and encoding outcomes (r = .30; p = .04), and comprehension instruction and expressive comprehension outcomes (r = -.32; p = .03). Further research investigating teachers' instructional practices during small-group reading instruction and their impacts on students' literacy outcomes is warranted.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13593153/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Text difficulty modulates the surprisal effect in self-paced reading. 文本难度调节自定节奏阅读的惊喜效应。

IF 2.3 2区教育学

Reading and Writing Pub Date : 2026-01-01 Epub Date: 2026-02-11 DOI: 10.1007/s11145-026-10768-7

Lin Chen, Gaisha Oralova, Xiaoping Fang, Shannon Clark, Daniela Teodorescu, Maxwell Helfrich, Alona Fyshe, Carrie Demmans Epp, Charles Perfetti

{"title":"Text difficulty modulates the surprisal effect in self-paced reading.","authors":"Lin Chen, Gaisha Oralova, Xiaoping Fang, Shannon Clark, Daniela Teodorescu, Maxwell Helfrich, Alona Fyshe, Carrie Demmans Epp, Charles Perfetti","doi":"10.1007/s11145-026-10768-7","DOIUrl":"10.1007/s11145-026-10768-7","url":null,"abstract":"Surprisal, the statistical likelihood of a word or syntactic structure given its preceding context, is an important metric for understanding the predictive/integrative process in reading. Although individual words and syntactic structures vary in surprisal within any text, regardless of its overall difficulty, it remains unclear whether text difficulty modulates how surprisal influences reading. We hypothesized that higher text difficulty increases readers' reliance on contextual information during reading, leading to stronger surprisal effects. To test this hypothesis, we examined how text difficulty modulates the strength of word and syntactic surprisal effects and whether this modulation generalizes across computational language models with different architectures. We compared reading times for two sets of texts that differed in difficulty but were matched on average surprisal. Results showed larger word and syntactic surprisal effects in more difficult texts, consistently across models. These results suggest that the predictive/integrative processes are shaped by global text properties.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"39 8","pages":"3301-3337"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13675308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149217085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Shifting dominance: bilingual language skills in Spanish-English bilinguals' English reading comprehension over time. 主导地位的变化：西英双语者英语阅读理解的双语技能。

IF 2.3 2区教育学

Reading and Writing Pub Date : 2026-01-01 Epub Date: 2026-02-07 DOI: 10.1007/s11145-026-10762-z

Ye Shen, Becky H Huang

{"title":"Shifting dominance: bilingual language skills in Spanish-English bilinguals' English reading comprehension over time.","authors":"Ye Shen, Becky H Huang","doi":"10.1007/s11145-026-10762-z","DOIUrl":"10.1007/s11145-026-10762-z","url":null,"abstract":"This longitudinal study investigated the relative importance of various bilingual language skills predictors for English reading comprehension over time in Spanish-English bilingual children in elementary grades. We examined the contributions of phonological awareness (PA), morphological awareness (MA), syntactic awareness (SA), and vocabulary in both English and Spanish at two time points. Dominance analysis was used to examine the shifting pattern of relative contributions of bilingual language skills to children's English reading comprehension. Results revealed a shifting dominance pattern of predictor importance over time. At Time 1, English PA was the strongest predictor, followed by English MA. However, by Time 2, English MA emerged as the most important predictor, surpassing English PA. Spanish language skills, particularly MA and PA, showed notable contributions at Time 1 but decreased in importance by Time 2. English SA and vocabulary demonstrated increasing contributions over time, while their Spanish counterparts declined. These findings highlight the evolving nature of reading comprehension predictors in bilinguals' reading development, suggesting a transition from reliance on both first and second language skills to predominantly second language-specific skills.Supplementary information: The online version contains supplementary material available at https://doi.org/10.1007/s11145-026-10762-z.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"39 8","pages":"3131-3161"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13675324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149217142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Validation of an Instrument for Assessing Elementary-Grade Educators' Knowledge to Teach Reading. 小学教育工作者阅读教学知识评估工具的验证。

IF 2.3 2区教育学

Reading and Writing Pub Date : 2024-10-01 Epub Date: 2023-06-02 DOI: 10.1007/s11145-023-10456-w

Colby Hall, Emily J Solari, Latisha Hayes, Katlynn Dahl-Leonard, Jamie DeCoster, Karen F Kehoe, Carlin L Conner, Alyssa R Henry, Alisha Demchak, Cassidi L Richmond, Isabel Vargas

{"title":"Validation of an Instrument for Assessing Elementary-Grade Educators' Knowledge to Teach Reading.","authors":"Colby Hall, Emily J Solari, Latisha Hayes, Katlynn Dahl-Leonard, Jamie DeCoster, Karen F Kehoe, Carlin L Conner, Alyssa R Henry, Alisha Demchak, Cassidi L Richmond, Isabel Vargas","doi":"10.1007/s11145-023-10456-w","DOIUrl":"10.1007/s11145-023-10456-w","url":null,"abstract":"Teacher knowledge predicts both instructional practice and student outcomes. Most previous surveys of teacher reading-related knowledge have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension. The TULIP survey was created using an iterative development process involving a systematic review of research, expert review of items, field testing, and a pilot study. A validation study of TULIP was conducted with a sample of 313 in-service elementary-grade teachers of reading. Confirmatory factor analyses revealed that both the one-factor and five-factor models had acceptable fit statistics. The overall TULIP scale had good reliability, and subscales that represented knowledge within separate literacy domains had acceptable reliability. Teachers answered around 50% of items correctly, on average. Knowledge overall and within each literacy domain was significantly related to education level, such that teachers with more education had higher scores.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"38 1","pages":"1955-1974"},"PeriodicalIF":2.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13475794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80543094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

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