Reading and Writing最新文献

{"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":"<p>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.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"50 1","pages":""},"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}

{"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":"<p>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.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"38 1","pages":""},"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}

{"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":"<p>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, <i>n</i> = 78) and more advanced (Grade 5, <i>n</i> = 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.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"2014 1","pages":""},"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}

{"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":"<p>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.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"125 1","pages":""},"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}

{"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":"<p>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 (<i>g</i> = 0.27, 95% CI [0.13, 0.41], <i>p</i> &lt; .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.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"26 1","pages":""},"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}

{"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":"<p>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.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"12 1","pages":""},"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}

{"title":"Sensitivity to morphological spelling regularities in Chinese-English bilinguals and English monolinguals","authors":"","doi":"10.1007/s11145-024-10523-w","DOIUrl":"https://doi.org/10.1007/s11145-024-10523-w","url":null,"abstract":"<h3>Abstract</h3> <p>Evidence of sensitivity to graphotactic and morphological patterns in English spelling has been extensively examined in monolinguals. Comparatively few studies have examined bilinguals’ sensitivity to spelling regularities. The present study compared late Chinese-English bilinguals and English monolinguals on their sensitivity to systematic inflectional and derivational spelling regularities. One hundred and twenty-nine undergraduate students completed a forced-choice spelling task, in which nonword pairs were presented in a sentence context requiring a choice of the relevant grammatical form. English ability measures were administered to examine possible inter-individual differences in morphological sensitivity. The results showed that both monolingual and bilingual participants demonstrated knowledge of spelling patterns, but the groups differed in their sensitivity to inflectional and derivational spelling regularities. Specifically, bilinguals showed more consistent use of morphological spelling regularities in guiding their decision on spelling choice compared to monolinguals. The results are argued to be consistent with the predictions of statistical learning accounts of spelling acquisition.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"18 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201254","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}

{"title":"How orthographic knowledge is related to efficient word reading? Testing competing hypotheses","authors":"","doi":"10.1007/s11145-024-10525-8","DOIUrl":"https://doi.org/10.1007/s11145-024-10525-8","url":null,"abstract":"<h3>Abstract</h3> <p>This study aims to explore the relations of phonological awareness and rapid naming with efficient word reading. Our work builds on the strong evidence base of associations between phonological awareness, rapid naming, orthographic knowledge, and efficient word reading. Specifically, we tested a pathway linking phonological awareness to orthographic knowledge and on to efficient word reading and a pathway linking rapid naming to orthographic knowledge and on to efficient word reading,, following on the self-teaching (Share in Cognition 55(2):151–218, 1995. https://doi.org/10.1016/0010-0277(94)00645-2) and rapid naming hypotheses (Wolf &amp; Bowers in J Educ Psychol 91(3):415–438, 1999. https://doi.org/10.1037/0022-0663.91.3.415), respectively. Based on these two classic theories of orthographic development, we conducted a multiple-path analysis to test the mediating role of orthographic knowledge in the relation of phonological awareness and rapid naming with efficient word reading. The sample consisted of 231 monolingual Greek-speaking children; 121 (58 males) Grade 2 children (<em>M</em> age = 7.82 years, SD = 3.32) and 110 (51 males) Grade 5 children (<em>M</em> age = 10.84, years, SD = 3.54) participated in the study. After establishing the significant contribution of orthographic knowledge to efficient word reading, we found two direct pathways: one from phonological awareness in Grade 5 and one from rapid naming in Grades 2 and 5 and two indirect pathways in which phonological awareness and rapid naming contribute to efficient word reading via orthographic knowledge in both Grades. Then, we assessed whether there is a shift over one of the two theories over time, using a multi-group analysis with data from Grades 2 and 5. Indeed, we found differences between two Grades in pathways from sub-lexical orthographic knowledge to efficient word reading, from phonological awareness and rapid naming to efficient word reading, and from rapid naming to sub-lexical orthographic knowledge. Our findings revealed that both pathways, representing the main self-teaching and rapid naming hypotheses, are active and work in both Grades, reflecting the parallel support of the two classic theories of orthographic knowledge development.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"14 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140205522","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}

{"title":"An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications","authors":"Sharlene A. Kiuhara, Karen R. Harris, Steve Graham, Douglas J. Hacker, Mary E. Story, Debra McKeown","doi":"10.1007/s11145-023-10507-2","DOIUrl":"https://doi.org/10.1007/s11145-023-10507-2","url":null,"abstract":"<p>Composing narrative text is complex, requiring development of knowledge of genre specific and general writing knowledge, and the ability to sequence and convey real or imagined experiences, reactions, and an effective ending. Teachers, however, typically do not receive adequate professional learning needed for effective instruction in narrative writing. We collaborated with district-level stakeholders to address the specific writing needs of their 4th grade students and developed two narrative writing strategies aligned with state curriculum and expectations. We also developed two days of practice-based professional development (PBPD) for teachers who implemented Self-Regulated Strategy Development (SRSD) instruction. The PBPD included the genre-based and general writing knowledge needed to use these new strategies. SRSD instruction also included learning to write in a timed condition, as required in the state writing test. Expert support was provided during SRSD instruction. Instruction took place during the teachers’ English language arts block a minimum of 3 times per week. This randomized controlled trial involved 16 teachers and their 4th grade classrooms randomly assigned to the SRSD instruction or control conditions. PBPD resulted in high instructional fidelity for 14 features of SRSD instruction and high social validity for SRSD instruction. Hierarchical linear modeling indicated that student outcomes were moderate to large for narrative elements (<i>g</i> = 0.51) and story quality (<i>g</i> = 0.48), and small for total words written (<i>g</i> = 0.35). This study adds to research on PBPD for SRSD and challenges experienced, and to effective instruction in narrative writing. We discuss issues and future research that can make a difference to teachers, students, and schools.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"33 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018309","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}

{"title":"Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences","authors":"Ivar Bråten, Ymkje E. Haverkamp, Øistein Anmarkrud","doi":"10.1007/s11145-024-10521-y","DOIUrl":"https://doi.org/10.1007/s11145-024-10521-y","url":null,"abstract":"<p>The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221–1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students’ scores on the deep cloze reading comprehension test, as well as the predictability of students’ scores on this measure for their course achievement and integrated text understanding measured with an open-ended written comprehension assessment. Results showed that students’ language background, word recognition skills, and working memory resources explained unique portions of the variance in students’ scores on the deep cloze reading comprehension test. Further, scores on this test were positively correlated with students’ course achievement and uniquely predicted their integrated text understanding when language background, working memory, and prior topic knowledge were controlled for. Taken together, our findings support an interpretation of the deep cloze reading comprehension test as an effective and efficient measure of situation level understanding that draws on language skills, word level processes, and working memory resources and also can be used to predict students’ performance on important criterial tasks requiring deeper level understanding.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"12 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140003893","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}