Reading and Writing最新文献_第3页

Predicting Chinese reading proficiency based on eye movement features and machine learning 基于眼动特征和机器学习预测中文阅读能力

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-12 DOI: 10.1007/s11145-024-10563-2

Weiqing Shi, Xin Jiang

引用次数: 0

Reading and emotional-behavioural development in Finnish children: a longitudinal study of associations 芬兰儿童的阅读和情绪行为发展：关联纵向研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-11 DOI: 10.1007/s11145-024-10559-y

Serje Robidoux, Kenneth Eklund, Genevieve M. McArthur, Deanna Francis, T. Aro, M. Torppa

引用次数: 0

Effects a peer-tutorial story-map intervention on the reading and writing of students with and without German as a second language 同伴辅导故事地图干预对德语为第二语言的学生和非德语为第二语言的学生的阅读和写作的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-08 DOI: 10.1007/s11145-024-10565-0

Anne Barwasser, Janine Bracht, Bastian Lenz, Isabel Gürcay, Susanne Hoff, Matthias Grünke

引用次数: 0

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn 印度的基础英语读写能力培养：使用语音教学和 GraphoLearn 的随机对照试验

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-05 DOI: 10.1007/s11145-024-10551-6

Deepti Bora, Priyanka Patel, Maria Psyridou, Jenni Ruotsalainen, Ulla Richardson, M. Torppa

引用次数: 0

The impact of orthographic knowledge on reading development in German third graders 正字法知识对德语三年级学生阅读能力发展的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-04 DOI: 10.1007/s11145-024-10560-5

Jelena Marković, Garvin Brod, Leonard Tetzlaff

{"title":"The impact of orthographic knowledge on reading development in German third graders","authors":"Jelena Marković, Garvin Brod, Leonard Tetzlaff","doi":"10.1007/s11145-024-10560-5","DOIUrl":"https://doi.org/10.1007/s11145-024-10560-5","url":null,"abstract":"Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (mean age = 8.35 years, standard deviation = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141258834","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 mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students 元认知策略对多语学生和英语优势学生阅读动机与阅读成绩之间关系的中介效应

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-02 DOI: 10.1007/s11145-024-10555-2

Eunjee Jang, Young S. Seo, Janina Brutt-Griffler

{"title":"The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students","authors":"Eunjee Jang, Young S. Seo, Janina Brutt-Griffler","doi":"10.1007/s11145-024-10555-2","DOIUrl":"https://doi.org/10.1007/s11145-024-10555-2","url":null,"abstract":"Reading engagement is a strong predictor of students’ reading outcomes, but its consistent positive effects across diverse student groups remain unclear. Research on the reading engagement of multilingual adolescents is notably limited. We investigated the interactions of affective and cognitive dimensions of reading engagement in relation to reading achievement among multilingual and English-dominant students. Specifically, we explored how reading motivation is related to reading achievement through metacognitive strategies. For a nuanced understanding of reading engagement, we further examined whether these relationships are distinct for students with different language backgrounds. We conducted multi-group structural equation modeling using data from the U.S. Programme for International Student Assessment 2018. Our analyses included 2,928 students: 2,407 English-dominant, 359 Spanish-speaking, and 162 other-language-speaking multilingual students. We found differential relationships between reading engagement and reading achievement across language groups. For English-dominant and Spanish-speaking students, reading motivation had both a direct and indirect effect on reading achievement through metacognitive strategies. In contrast, for other-language-speaking students, motivation was only linked to achievement through metacognitive strategies, with no direct contribution from motivation. Our results suggest that metacognitive reading strategies were a critical explanatory mechanism for translating reading motivation into reading achievement. For effective reading instruction, integrated instructional practices that support both metacognitive strategies and motivation are necessary, with a tailored approach that adapts responsibly to linguistic differences among students.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141258838","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

Listening instead of reading: using network drawing task as a re-constructed method and measure of knowledge in mind 以听代读：将网络绘图任务作为一种重新构建的方法和衡量思维知识的标准

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-05-26 DOI: 10.1007/s11145-024-10554-3

Xuqian Chen, Yishan Zhang, Qianyue Dai

{"title":"Listening instead of reading: using network drawing task as a re-constructed method and measure of knowledge in mind","authors":"Xuqian Chen, Yishan Zhang, Qianyue Dai","doi":"10.1007/s11145-024-10554-3","DOIUrl":"https://doi.org/10.1007/s11145-024-10554-3","url":null,"abstract":"The trend of podcast and audiobook listening is on the rise, thus paving the way for a new, popular learning environment. It is crucial to deliberate on the influence of multiple-text listening comprehension. This research aimed to explore the impact of conceptual network processing on multiple-text comprehension performance from the perspective of long-term working memory (LT-WM). Additionally, it examined the sensitivity of a concept network analysis measure in facilitating the construction of conceptual structures during text listening. To this end, 128 participants were randomly assigned to four different treatment groups. These groups varied in terms of text order (theoretical text followed by applied text or vice versa) and post-listening network drawing tasks. Participants either drew concept maps using key terms specific to each text or irrelevant terms as a control group. After completing both texts, all participants were required to complete a final multi-document network drawing task. Finally, a multiple-choice delayed test was administered three days later. The findings suggest that conceptual networks in LT-WM significantly influence multiple-text comprehension performance. Furthermore, the network drawing task appears to be an effective method for reconstructing knowledge structures in LT-WM, serving as a complementary measure to the MCT in assessing listening comprehension.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165918","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

A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers 对讲西班牙语的多语言学习者和精通英语者进行阅读分析的简单视角

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-05-25 DOI: 10.1007/s11145-024-10558-z

Ifeoluwa A. Popoola, Janna Brown McClain, Emily A. Farris, Timothy N. Odegard

{"title":"A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers","authors":"Ifeoluwa A. Popoola, Janna Brown McClain, Emily A. Farris, Timothy N. Odegard","doi":"10.1007/s11145-024-10558-z","DOIUrl":"https://doi.org/10.1007/s11145-024-10558-z","url":null,"abstract":"Shifting demographics in K-12 schools have increased Spanish-speaking Multi-Language Learners’ (MLLs’) enrollment across the United States. While literacy variations between MLLs and proficient English speakers have been studied predominantly with upper elementary students, there remains a need for more exploration among early elementary Spanish-speaking MLLs in English-dominant settings. Leveraging universal screening data from a Southern U.S. state, students were categorized into literacy profiles based on the simple view of reading (SVR) using end-of-kindergarten listening comprehension and start-of-first-grade decoding measures. We aimed to explore possible differences in the distribution of MLLs and English-proficient students across these literacy profiles. Additionally, we analyzed performance levels in phonemic awareness, letter knowledge, and vocabulary. Our exploration aimed to discern potential differences in these skills between MLLs and proficient English-speaking students and determine if literacy profile membership mediated any observed differences. Analyses showed distinct distributions of MMLs and proficient English speakers across SVR-derived literacy profiles. Also, proficient speakers demonstrated higher proficiency in early literacy skills than MLLs, except in letter knowledge, a main effect that did not interact with literacy profile membership. Our findings underscore the importance of enriching MLLs’ language experiences and prioritizing vocabulary-building activities. Furthermore, they catalyze discussions on accommodating diverse MLL profiles, ensuring equitable educational access, and addressing the comprehensive language learning needs of MLLs in both oral and written language.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153926","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

Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3 识字教学与早期阅读成绩之间的纵向关系：1-3 年级课堂观察结果

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-05-24 DOI: 10.1007/s11145-024-10556-1

Yucheng Cao, Y. Kim

引用次数: 0

Predictors of Chinese reading in Chinese monolingual and Chinese–English bilingual children in Mainland China 中国大陆汉语单语和汉英双语儿童中文阅读的预测因素

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-05-24 DOI: 10.1007/s11145-024-10552-5

Xuan Zang, Y. Wong, Kit‐ling Lau

引用次数: 0