Reading and Writing最新文献_第3页

On the relationship between word reading ability and spelling ability 单词阅读能力与拼写能力之间的关系

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-07-02 DOI: 10.1007/s11145-024-10566-z

Rebecca Treiman, Jacqueline Hulslander, Erik G. Willcutt, Bruce F. Pennington, Richard K. Olson

{"title":"On the relationship between word reading ability and spelling ability","authors":"Rebecca Treiman, Jacqueline Hulslander, Erik G. Willcutt, Bruce F. Pennington, Richard K. Olson","doi":"10.1007/s11145-024-10566-z","DOIUrl":"https://doi.org/10.1007/s11145-024-10566-z","url":null,"abstract":"The goal of the present study was to test theories about the extent to which individual differences in word reading align with those in spelling and the extent to which other cognitive and linguistic skills play different roles in word reading and spelling. Using data from 1,116 children ranging from 8 to 17 years, we modeled word reading and spelling as latent traits with two measures of each skill to reduce measurement error. The models also included five skills that have been theorized to relate differentially to reading and spelling: phonemic awareness, working memory, rapid automatized naming, arithmetic, and vocabulary. The latent-trait correlation for reading and spelling was very high, 0.96, although significantly less than perfect. Vocabulary correlated more strongly with reading (0.64) than spelling (0.56), but the correlations of the other skills with reading and spelling did not differ significantly. Breaking down the sample by age, we found a significantly higher latent-trait correlation between reading and spelling in the younger half (r = .98) than in the older half (r = .94). This difference may reflect the fact that the words on reading and spelling tests are more different from one another at older ages. Our results suggest that word reading and spelling are one and the same, almost, but that spoken vocabulary knowledge is more closely related to reading than to spelling.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"278 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212556","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

Epistemic modality in upper elementary students’ argument writing: a feature of argumentation 小学高年级学生论证写作中的认识模式：论证的一个特征

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-27 DOI: 10.1007/s11145-024-10550-7

Qihan Chen, C. Patrick Proctor, Rebecca D. Silverman

{"title":"Epistemic modality in upper elementary students’ argument writing: a feature of argumentation","authors":"Qihan Chen, C. Patrick Proctor, Rebecca D. Silverman","doi":"10.1007/s11145-024-10550-7","DOIUrl":"https://doi.org/10.1007/s11145-024-10550-7","url":null,"abstract":"Language is essential for making meaning in written communication, and argument writing is a key genre of schooling to which language contributes rich resources for constructing different types of arguments. Despite being a challenging language practice, argument writing research lacks investigation into the language demands of this writing genre. Using an explanatory sequential mixed methods approach, the present study explored the role of language in adolescent students’ argument writing through the lens of the relationship between argumentation features (reasons, counterarguments, rebuttals) and students’ use of epistemic modality devices (EMDs) - linguistic tools that express the author’s knowledge of and belief about the possibility of whether a state of affairs is true (e.g., ‘must’, ‘maybe’). Argument writing samples from 115 upper elementary students were analyzed to explore the relationship between EMDs and written argumentation. Descriptive analysis showed that reasons and modal auxiliaries that indicated certainty (‘will’, ‘would’) were most frequently employed by the students. Multiple regression analyses revealed a positive, significant relationship between number of reasons in students’ writing and their EMD usage. Subsequent qualitative content analysis identified two salient patterns of how EMDs assisted with reason construction, (1) predicting consequences, and (2) speculating causes of behaviors. The findings emphasize the close relation between language and argumentation and hence highlight the importance of the explicit instruction of language features pertinent to argumentative discourse.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"24 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547866","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

Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension 外语句法知识：研究第二语言名词短语理解中的跨语言迁移效应

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-27 DOI: 10.1007/s11145-024-10569-w

Ayelet Sasson, Rachel Schiff, Barak Zluf

{"title":"Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension","authors":"Ayelet Sasson, Rachel Schiff, Barak Zluf","doi":"10.1007/s11145-024-10569-w","DOIUrl":"https://doi.org/10.1007/s11145-024-10569-w","url":null,"abstract":"This study assessed the effect of adjectives and noun premodifiers on L2 noun phrase comprehension and error types among English Language Learners. We also examined the correlation between L2 noun phrase comprehension and L2 reading comprehension, as well as the contribution of L2 noun phrase comprehension to L2 reading comprehension. One hundred and one Hebrew-speaking 11th graders were tested on the English noun phrase comprehension task, indexing cross-language effects (from L1 to L2). The task included sentences in four conditions, each representing a different noun phrase structure at the syntactic subject position: NN, NNN, AdjNN, and AdjNNN. Participants also completed L1 reading comprehension and L2 vocabulary tests that were controlled for in the correlation and regression analyses. Overall, the results indicate that sentences with noun premodifiers and no adjective premodifiers were more challenging and more susceptible to L1 interference. Partial correlation analyses showed that participants’ performance on all four conditions of the noun phrase comprehension test was significantly and positively correlated with their L2 reading comprehension. Multiple regression analyses revealed that higher accuracy and low error rates in the NN and AdjNNN conditions made a unique contribution to L2 reading comprehension, when we controlled for L1 reading comprehension and L2 vocabulary. This study confirmed the significant effects L1 has on L2 syntactic knowledge, which relates significantly and contributes to L2 reading comprehension abilities among adolescent students.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"10 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547867","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

Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition 考察希伯来语阅读习得中语音和形态之间的发展权衡

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-26 DOI: 10.1007/s11145-024-10570-3

Rotem Yinon, Shelley Shaul

{"title":"Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition","authors":"Rotem Yinon, Shelley Shaul","doi":"10.1007/s11145-024-10570-3","DOIUrl":"https://doi.org/10.1007/s11145-024-10570-3","url":null,"abstract":"The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with its rich, complex Semitic morphological system and dual writing versions differing in orthographic consistency—transparent-pointed and deep-unpointed versions. Ninety-eight second graders and 81 fourth graders participated in pseudoword-reading tasks designed to distinguish between the different processes: pointed morphologically based pseudowords (pointed MPW), reflecting phonological and morphological processing; unpointed morphologically based pseudowords (unpointed MPW), reflecting only morphological processing; and pointed non-words (pointed NW), with no internal morphological structure, reflecting only phonological processing. Real pointed-word reading accuracy and fluency were also assessed. Results showed the highest accuracy in reading unpointed MPW, with a similar accuracy level observed between unpointed MPW and pointed MPW in second grade, while a significant difference emerged in fourth grade. An age-by-processing type interaction revealed decreasing accuracy in pointed MPW and increasing accuracy in unpointed MPW with age. Additionally, morphological processing significantly enhanced the accuracy and fluency of reading pointed words beyond phonological processing, despite the comprehensive phonological information provided by the transparent, pointed script. These findings suggest that the contribution of morphology exceeds that of phonology as early as second grade, with this trend strengthening through fourth grade, emphasizing children's early prioritization of morphological transparency over orthographic consistency in learning to read Hebrew Semitic orthography.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"51 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552768","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

Handwriting in primary school: comparing standardized tests and evaluating impact of grapho-motor parameters 小学手写：比较标准化测试和评估图形运动参数的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-06-20 DOI: 10.1007/s11145-024-10562-3

Laura Sparaci, Valentina Fantasia, Chiara Bonsignori, Cecilia Provenzale, Domenico Formica, Fabrizio Taffoni

{"title":"Handwriting in primary school: comparing standardized tests and evaluating impact of grapho-motor parameters","authors":"Laura Sparaci, Valentina Fantasia, Chiara Bonsignori, Cecilia Provenzale, Domenico Formica, Fabrizio Taffoni","doi":"10.1007/s11145-024-10562-3","DOIUrl":"https://doi.org/10.1007/s11145-024-10562-3","url":null,"abstract":"A growing number of primary school students experience difficulties with grapho-motor skills involved in handwriting, which impact both form and content of their texts. Therefore, it is important to assess and monitor handwriting skills in primary school via standardized tests and detect specific grapho-motor parameters (GMPs) which impact handwriting legibility. Multiple standardized tools are available to assess grapho-motor skills in primary school, yet little is known on between-test agreement, on impact of specific GMPs on children’s overall performance and on which GMPs may be specifically hard to tackle for children that are starting to consolidate their handwriting skills. These data would be extremely relevant for clinicians, therapists and educators, who have to choose among different assessment tools as well as design tailored intervention strategies to reach adequate performance on different GMPs in cases of poor handwriting. To gain better understanding of currently available standardized tools, we compared overall performance of 39 Italian primary school children (19 second graders and 20 third graders) experiencing difficulties with handwriting on three standardized tests for grapho-motor skills assessment and explored the impact of individual GMPs on child performance. Results showed some agreement between tests considering all children in our sample, but no agreement in second grade and only limited agreement in third grade. Data also allowed highlighting significant correlations between some GMP scores and children’s overall performance in our sample. Finally, children in our sample appeared to experience specific difficulties with some GMPs, such as letter joins and alignment.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"11 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552769","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 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":"72 1","pages":""},"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":"11 1","pages":""},"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":"38 1","pages":""},"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":"48 1","pages":""},"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

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s 语言驱动的文本格式设计可提高英语语言学习者和英语一年级学生的阅读理解能力

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-05-12 DOI: 10.1007/s11145-024-10548-1

Jack Dempsey, Kiel Christianson, Julie A. Van Dyke

{"title":"Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s","authors":"Jack Dempsey, Kiel Christianson, Julie A. Van Dyke","doi":"10.1007/s11145-024-10548-1","DOIUrl":"https://doi.org/10.1007/s11145-024-10548-1","url":null,"abstract":"Typical print formatting provides no information regarding the linguistic features of a text, although texts vary considerably with respect to grammatical complexity and readability. Complex texts may be particularly challenging for individuals with weak language knowledge, such as English language learners. This paper investigates the usefulness of a text format referred to as Linguistically-Driven Text Formatting (LDTF), which provides visual cues to grammatical structure for in-the-moment language support during reading. We assessed reading comprehension in adult English Language Learners after a two-session exposure to the new format (also called Cascade Format). Participants’ primary languages were Mandarin and Korean, which have substantially different syntactic structures from English. Ninety participants (30 L1 English, 30 L1 Mandarin, 30 L1 Korean) were randomly assigned to either the traditional or the LDTF format and read six English passages across two sessions within the same week. Comprehension was assessed via questions that probe sentence comprehension and global text properties. Participants also completed a TOEFL assessment, presented in either LDTF or traditional format. Bayesian analyses showed that the Cascade Format improved sentence comprehension relative to control participants for all language groups and experience levels. Effects on the TOEFL assessment, which taps inferencing and meta-linguistic skills, were not observed. Syntactic knowledge plays a fundamental role in reading comprehension, and LDTF appears to support comprehension by providing visual cues to this knowledge that can be used at the very moment of meaning construction.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"64 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927090","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