Reading and Writing最新文献_第5页

Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography 波兰语一年级拼写者的典型拼写错误：根据波兰语正字法调整 POMAS 分类的探索性研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-15 DOI: 10.1007/s11145-024-10532-9

Marta Łockiewicz, Natalia Barzowska

{"title":"Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography","authors":"Marta Łockiewicz, Natalia Barzowska","doi":"10.1007/s11145-024-10532-9","DOIUrl":"https://doi.org/10.1007/s11145-024-10532-9","url":null,"abstract":"This paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93–123, 2006, Bahr et al., Journal of Speech, Language & Hearing Research 55:1587–1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73–91, 2015) to Polish orthography. We identified the most common phonological, orthographic, and/or morphological errors committed by Polish Grade 1 spellers based on a writing-to-dictation task. Some of the error types were included in the original POMAS; some we added, following the classification rationale, to adapt the classification to the specific features of the Polish orthography. Moreover, we found that the participants made, on average, an equal number of phonological and orthographic errors, and of phonological and morphological errors. However, orthographic errors were more frequent than morphological ones. A roughly equal proportion of orthographic and phonological errors occurred in the spelling of the most difficult words. The most frequent orthographic error type was grapheme substitution, followed by final consonant devoicing, and consonant devoicing within a word errors. The most frequent phonological error type were misspellings in diacritic signs, followed by consonant deletion, vowel deletion, and epenthesis. The developed POMAS-PL version may be used by other researchers of Slavic languages, to allow for intercultural comparisons. Moreover, our analyses can be used by teachers of Polish as a first and a second language to anticipate their students’ errors and to understand what knowledge the learners need to learn to spell correctly.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569516","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

Proficiency and compensatory strategies in bilingual children’s Mandarin Chinese narrative 双语儿童普通话叙述中的能力和补偿策略

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-12 DOI: 10.1007/s11145-024-10541-8

He Sun, Justina Tan, Lin Feng

{"title":"Proficiency and compensatory strategies in bilingual children’s Mandarin Chinese narrative","authors":"He Sun, Justina Tan, Lin Feng","doi":"10.1007/s11145-024-10541-8","DOIUrl":"https://doi.org/10.1007/s11145-024-10541-8","url":null,"abstract":"Narrative skills play an important role in children’s reading, communication, and critical thinking. Most studies on narrative skills are based on monolingual children from middle- to upper middle-class populations and few have examined bilingual children’s narratives outside of the western context. These factors may impose different sociocultural influences on children’s storytelling abilities. The current study focuses on English–Mandarin bilingual children in Singapore and explores: (1) how English–Mandarin bilinguals apply their Mandarin lexical-grammatical proficiency to a given narrative task and (2) the compensatory strategies they employ in their Mandarin narratives. Data was obtained from 186 K1 pre-schoolers (85 boys and 101 girls) aged four to five. Children’s Mandarin narrative skills were assessed with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al. in ZAS Pap Linguist 56:155–155, 2012. https://doi.org/10.21248/zaspil.56.2019.414). Their macrostructural knowledge (e.g., story grammar) was scored with the MAIN coding scheme, and their microstructural knowledge (e.g., mean length of utterance) was calculated with CLAN. Children’s Mandarin lexical-grammatical proficiency (i.e., receptive vocabulary, receptive grammar, and semantic fluency) was assessed with standard tests. The results indicate that compared to children’s microstructural knowledge, their macrostructural knowledge was more influenced by their Mandarin competence. Children used a variety of strategies to compensate for their limited Mandarin competence, and the most frequently used ones were generalisation (e.g., all classifiers of nouns were “个”), codeswitching (at both the word and sentential levels), and sentential structural transfer.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569403","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

Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities 连续文本还是单词表？根据阅读材料和学生的阅读能力探索反复阅读的效果和过程

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-11 DOI: 10.1007/s11145-024-10536-5

Mareike Ehlert, Jan Beck, Natalie Förster, Elmar Souvignier

{"title":"Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities","authors":"Mareike Ehlert, Jan Beck, Natalie Förster, Elmar Souvignier","doi":"10.1007/s11145-024-10536-5","DOIUrl":"https://doi.org/10.1007/s11145-024-10536-5","url":null,"abstract":"Repeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students’ prior abilities. N = 304 primary school students were randomly assigned to one of three conditions: (1) a repeated reading group receiving continuous texts (RR-T), (2) a repeated reading group receiving word lists (RR-W), and (3) a control group (CG). Before and after the training (M = 13 sessions), students’ reading fluency and reading motivation were assessed. In both RR-groups, the average level and growth in (a) words read correctly per minute and (b) affect were recorded during each reading session. Multilevel modelling revealed that growth in reading fluency and reading motivation did not differ significantly between the RR groups and the CG. Process analyses showed that the number of words students read correctly per minute increased significantly per session. Students’ affect remained stable at a high level throughout the reading interventions. In the RR-T, significantly more words were read correctly than in the RR-W, and this was a mediator between group and reading fluency. Students’ initial levels of reading performance and reading motivation strongly predicted both process and outcome variables, but not in interaction with the reading material. Results emphasise the importance of investigating the effects of repeated reading interventions with higher dosage and of offering differentiated methods (instead of reading material) to struggling readers.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569506","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

Assessing penmanship of Chinese handwriting: a deep learning-based approach 中文笔迹的笔法评估：基于深度学习的方法

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-10 DOI: 10.1007/s11145-024-10531-w

Zebo Xu, Prerit S. Mittal, Mohd. Mohsin Ahmed, Chandranath Adak, Zhenguang G. Cai

{"title":"Assessing penmanship of Chinese handwriting: a deep learning-based approach","authors":"Zebo Xu, Prerit S. Mittal, Mohd. Mohsin Ahmed, Chandranath Adak, Zhenguang G. Cai","doi":"10.1007/s11145-024-10531-w","DOIUrl":"https://doi.org/10.1007/s11145-024-10531-w","url":null,"abstract":"The rise of the digital era has led to a decline in handwriting as the primary mode of communication, resulting in negative effects on handwriting literacy, particularly in complex writing systems such as Chinese. The marginalization of handwriting has contributed to the deterioration of penmanship, defined as the ability to write aesthetically and legibly. Despite penmanship being widely acknowledged as a crucial factor in predicting language literacy, research on its evaluation remains limited, with existing assessments primarily dependent on expert subjective ratings. Recent initiatives have started to explore the application of convolutional neural networks (CNN) for automated penmanship assessment. In this study, we adopted a similar approach, developing a CNN-based automatic assessment system for penmanship in traditional Chinese handwriting. Utilizing an existing database of 39,207 accurately handwritten characters (penscripts) from 40 handwriters, we had three human raters evaluate each penscript’s penmanship on a 10-point scale and calculated an average penmanship score. We trained a CNN on 90% of the penscripts and their corresponding penmanship scores. Upon testing the CNN model on the remaining 10% of penscripts, it achieved a remarkable performance (overall 9.82% normalized Mean Absolute Percentage Error) in predicting human penmanship scores, illustrating its potential for assessing handwriters’ penmanship. To enhance accessibility, we developed a mobile application based on the CNN model, allowing users to conveniently evaluate their penmanship.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569514","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

Morphological density and reading comprehension in Hebrew novice readers 希伯来语新手读者的语法密度和阅读理解能力

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-06 DOI: 10.1007/s11145-024-10526-7

Vered Vaknin-Nusbaum

{"title":"Morphological density and reading comprehension in Hebrew novice readers","authors":"Vered Vaknin-Nusbaum","doi":"10.1007/s11145-024-10526-7","DOIUrl":"https://doi.org/10.1007/s11145-024-10526-7","url":null,"abstract":"Hebrew allows the representation of the meaning of a few words in one dense form by using bound morphemes that linearly attach to the word. By manipulating words’ density in text, that is, decomposing them into isolated words which changes the length of the text, it was possible to check the impact of density on reading comprehension in novice readers. Each of the 292 s graders from a low SES background, of whom 79 were struggling readers (poor decoders) and the rest were typical readers, were tested in two reading comprehension tests: dense and decomposed. They also were tested in other literacy measures (word recognition, decoding, morphological awareness, vocabulary, and spelling) to learn about their reading proficiency and awareness of morphemes. The results showed a significant interaction between text type and reading ability group, while controlling for vocabulary, indicating that text density levels had varying effects on reading performance in each reading ability group. This interaction manifested as typical readers benefiting more from decomposed texts, evidenced by improved comprehension scores for these texts compared to dense texts. In contrast, struggling readers’ comprehension scores did not significantly differ between the two text types, suggesting that text density did not influence their reading performance to the same extent. Furthermore, typical readers exhibited better performance across all literacy measures, including morphological awareness. Findings suggest that a certain level of phonological decoding and morphological awareness are needed to benefit from decomposed texts. Morphological density adds another layer of difficulty for novice readers, who need to unfold the word’s structure and reveal the full meaning – a process that is assumed to be cognitively complex. They also highlight the importance of morpheme awareness in dense, morphologically complex languages like Hebrew at an early age.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569505","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

Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text 有助于流畅阅读（非）词表和文本的词间处理和文本层面技能

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-03 DOI: 10.1007/s11145-024-10533-8

Sietske van Viersen, Angeliki Altani, Peter F. de Jong, Athanassios Protopapas

{"title":"Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text","authors":"Sietske van Viersen, Angeliki Altani, Peter F. de Jong, Athanassios Protopapas","doi":"10.1007/s11145-024-10533-8","DOIUrl":"https://doi.org/10.1007/s11145-024-10533-8","url":null,"abstract":"Recent studies have shown that fluent reading of word lists requires additional skills beyond efficient recognition of individual words. This study examined the specific contribution of between-word processing (sequential processing efficiency, indexed by serial digit RAN) and subskills related to text-level processing (vocabulary and syntactic skills) to a wide range of reading fluency tasks, while accounting for within-word processes (i.e., those involved in phonological recoding, orthographic decoding, and sight word reading). The sample included 139 intermediate-level (Grade 3, n = 78) and more advanced (Grade 5, n = 61) readers of Dutch. Fluency measures included simple and complex lists of words and nonwords, and a complex text. Data were analyzed through hierarchical regressions and commonality analyses. The findings confirm the importance of between-word processing for fluent reading and extend evidence from simple word lists and texts to complex word lists and texts, and simple and complex lists of nonwords. The findings hold for both intermediate-level and more advanced readers and, as expected, the contribution of between-word processing increased with reading-skill level. Effects of vocabulary were generally absent, aside from a small effect on text reading fluency in Grade 3. No effects of syntactic skills were found, even in more advanced readers. The results support the idea that once efficient individual word recognition is in place, further fluency development is driven by more efficient between-word processing. The findings also confirm that vocabulary may be less prominent in processing mechanisms underlying fluent word identification in transparent orthographies, across reading levels.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569528","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 contributions of executive functions, transcription skills and text-specific skills to text quality in narratives 执行功能、转录技能和特定文本技能对叙事文本质量的贡献

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-01 DOI: 10.1007/s11145-024-10528-5

Julie Philippek, Rebecca Maria Kreutz, Ann-Kathrin Hennes, Barbara Maria Schmidt, Alfred Schabmann

{"title":"The contributions of executive functions, transcription skills and text-specific skills to text quality in narratives","authors":"Julie Philippek, Rebecca Maria Kreutz, Ann-Kathrin Hennes, Barbara Maria Schmidt, Alfred Schabmann","doi":"10.1007/s11145-024-10528-5","DOIUrl":"https://doi.org/10.1007/s11145-024-10528-5","url":null,"abstract":"To ensure adequate writing support for children, a profound understanding of the subskills of text quality is essential. Writing theories have already helped to better understand the contribution of different subskills to text quality, but empirical work is often limited to more general low-level transcription skills like handwriting fluency and spelling. Skills that are particularly important for composing a functional text, while theoretically seen as important, are only studied in isolation. This study combines subskills at different hierarchical levels of composition. Executive functions, handwriting fluency and spelling were modeled together with text-specific skills (lexically diverse and appropriate word usage and cohesion), text length and text quality in secondary school students’ narratives. The results showed that executive functions, spelling and handwriting fluency had indirect effects on text quality, mediated by text-specific skills. Furthermore, the text-specific skills accounted for most of the explained variance in text quality over and above text length. Thus, it is clear from this study that, in addition to the frequently reported influence of transcription skills, it is text-specific skills that are most relevant for text quality.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569408","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

Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis 写作教学对学前班至五年级读写困难学生阅读成果的影响：一项元分析

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-04-01 DOI: 10.1007/s11145-024-10527-6

Emma Shanahan, Emily Reno, Brennan W. Chandler, Christina Novelli, Jechun An, Seohyeon Choi, Kristen L. McMaster

{"title":"Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis","authors":"Emma Shanahan, Emily Reno, Brennan W. Chandler, Christina Novelli, Jechun An, Seohyeon Choi, Kristen L. McMaster","doi":"10.1007/s11145-024-10527-6","DOIUrl":"https://doi.org/10.1007/s11145-024-10527-6","url":null,"abstract":"Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing instruction on the reading outcomes of students in grades pre-K–5 who have reading, writing, or co-occurring reading and writing difficulties. Across 19 studies and 72 effects, writing instruction had a positive effect on reading outcomes in English (g = 0.27, 95% CI [0.13, 0.41], p < .01). Descriptively different subset effects for higher-intensity instruction (small student group, greater total hours) could not be reliably estimated. Effects were moderated by the focus of instruction, with transcription instruction associated with larger effects. Percentage of instructional time spent writing and type of comparison condition (reading treatment or control) did not moderate effects. Implications for the design of early writing interventions are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569500","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

Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5 阅读和词汇量之间的相互关系：从一年级到五年级的纵向研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-03-30 DOI: 10.1007/s11145-024-10522-x

Callula Killingly, Linda J. Graham, Haley A. Tancredi, Pamela Snow

引用次数: 0

A longitudinal eye-movement study of text-diagram integrative processing during multimedia reading among upper elementary children 小学高年级儿童在多媒体阅读过程中进行文字图表整合处理的眼动纵向研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-03-26 DOI: 10.1007/s11145-023-10509-0

Yu-Cin Jian, Leo Yuk Ting Cheung

{"title":"A longitudinal eye-movement study of text-diagram integrative processing during multimedia reading among upper elementary children","authors":"Yu-Cin Jian, Leo Yuk Ting Cheung","doi":"10.1007/s11145-023-10509-0","DOIUrl":"https://doi.org/10.1007/s11145-023-10509-0","url":null,"abstract":"This study aimed to investigate whether elementary school students have different reading strategies based on various levels of text-diagram integrative processing and whether these reading strategies remain consistent or change over a three-year period. The study followed 176 students from grades four to six and observed their eye movements while reading scientific texts. Data were collected once each year. Text-diagram integrative behavior was analyzed using various eye-movement indicators. The number of saccades between the text and diagram was evaluated, as well as the total fixation durations of the longest eye-fixation run that stayed within the paragraph and diagram regions and the remaining eye-fixation runs on the same regions. A separate K-means cluster analysis was conducted on two different text sets (one identical and the other different across grades) to identify three reading strategy patterns at each grade level. The results showed that those associated with integrative processing (i.e., the “integrative group”) constituted a minority across grades (16–25% of students), followed closely by those focusing largely on the main text (“textual group”) (17–28%). The latter group showed a strong motivation to read but failed to utilize the diagrams for knowledge construction. The majority of the students (52–67%) were categorized into the “shallow group,” which showed a relative weakness in both integrative processing and intensive text reading. There was greater consistency in group assignments for individual students between the two text sets within a given year (63% on average) compared to across grade levels (30%), suggesting the instability of reading strategies over time. A growing trend in integrative processing toward higher grades was not observed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301132","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