Reading and Writing最新文献_第7页

Correction: Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students 更正：教师行为感知的变化能预测内在阅读动机的变化吗？对德国初中学生进行的五波分析

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-21 DOI: 10.1007/s11145-023-10505-4

A. Hawrot, Ji Zhou

引用次数: 0

English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway? 西班牙语儿童的英语阅读能力：以语音还是语义为中介的途径？

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-12 DOI: 10.1007/s11145-023-10497-1

Paz Suárez‐Coalla, Luis Castejón, Marina Vega-Harwood, Cristina Martínez-García

引用次数: 0

Sensitivity to derivational morphology as cues to lexical stress among English as second language learners 英语作为第二语言学习者对派生词词形作为词汇重音线索的敏感性

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-12 DOI: 10.1007/s11145-023-10496-2

Jinglei Ren, Min Wang

{"title":"Sensitivity to derivational morphology as cues to lexical stress among English as second language learners","authors":"Jinglei Ren, Min Wang","doi":"10.1007/s11145-023-10496-2","DOIUrl":"https://doi.org/10.1007/s11145-023-10496-2","url":null,"abstract":"Derivational suffixes are known to play a crucial role in assigning stress to multi-syllabic words among native English speakers. However, it is unclear whether second language (L2) learners of English can effectively use derivational suffixes as stress cues in written words. To address this gap, we studied if native Chinese-speaking adults learning English as an L2 can use derivational cues to correctly assign lexical stress, and whether the frequency of these suffixes and their L2 language proficiency moderate this sensitivity. Utilizing a written stress assignment and a stress production task, participants saw a series of written stems and their derived forms and were asked to either choose a syllable to assign the stress (Experiment 1) or read it aloud (Experiment 2). Results showed that L2 learners are sensitive to derivational cues to lexical stress in English. Moreover, the strength of this sensitivity is dependent upon the suffix class, frequency, and L2 language proficiency. Specifically, in both experiments, participants made more correct stress shifts in derived forms with high compared to low nonneutral suffix frequency; however, it did not differ between high and low neutral suffix frequency. In addition, as participants’ English proficiency increased, their correct stress shifts increased significantly greater in those derived nonwords with nonneutral than neutral suffixes in the stress assignment task. These findings make a significant contribution to the limited literature on L2 learners' sensitivity to morpho-orthographic cues to lexical stress and support the proposed statistical learning mechanism, that is, L2 learners can implicitly learn statistical regularities from linguistic materials.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"68 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138629796","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 mind wandering on the recall of central ideas 思维游离对回忆中心思想的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-08 DOI: 10.1007/s11145-023-10495-3

Amanda C. Miller, Irene Adjei, Hannah Christensen

{"title":"The impact of mind wandering on the recall of central ideas","authors":"Amanda C. Miller, Irene Adjei, Hannah Christensen","doi":"10.1007/s11145-023-10495-3","DOIUrl":"https://doi.org/10.1007/s11145-023-10495-3","url":null,"abstract":"Mind wandering occurs when a reader’s thoughts are unrelated to the text’s ideas. We examined the relation between mind wandering and readers’ memory for text. More specifically, we assessed whether mind wandering inhibits the reader’s development of the situation model and thus their ability to identify and recall the text’s most central ideas. Undergraduate participants (M = 18.92 years; SD = 1.32) read and recalled three expository passages. Participants responded to intermittent probes to report mind wandering frequency. We examined how mind wandering impacted the readers’ situation model, indicated by the proportion of central and peripheral ideas recalled. Using path analysis models, we found that mind wandering negatively predicted the recall of central, but not peripheral, ideas. The effect of mind wandering on the recall of central ideas was not explained by working memory span (measured by WAIS-IV digit span backward and letter-number sequencing), word reading skill (measured by Letter-Word Identification and Word Attack), or general reading comprehension skill (measured by the Gates-MacGinitie Reading Test). These results indicate that mind wandering hinders the recognition and recall of a text’s most central ideas and suggest that mind wandering impacts the development of a coherent situation model. This effect seems to be independent of working memory, word reading, and general reading comprehension skill. Future studies should test approaches to decrease mind wandering among adult readers.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"18 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560265","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

Methods for studying the writing time-course 研究写作时间进程的方法

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-08 DOI: 10.1007/s11145-023-10490-8

Mark Torrance, Rianne Conijn

引用次数: 0

Bilingual (Irish-English) phonemic awareness: language-specific and universal contributions 双语（爱尔兰语-英语）音位意识：特定语言和普遍贡献

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-08 DOI: 10.1007/s11145-023-10498-0

Emily Barnes, Neasa Ní Chiaráin, Ailbhe Ní Chasaide

{"title":"Bilingual (Irish-English) phonemic awareness: language-specific and universal contributions","authors":"Emily Barnes, Neasa Ní Chiaráin, Ailbhe Ní Chasaide","doi":"10.1007/s11145-023-10498-0","DOIUrl":"https://doi.org/10.1007/s11145-023-10498-0","url":null,"abstract":"This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total of 345 students in Irish immersion schools and in schools in Gaeltacht (Irish-speaking) areas took part in the study and were administered Phoneme Deletion and Phoneme Matching in both Irish and English. Results demonstrate (i) a low correlation between Phoneme Matching and Phoneme Deletion scores within each language (ii) a significant difference between Phoneme Matching scores in Irish and English, but no significant difference in Phoneme Deletion scores in each language (iii) that orthographic representations influence performance on Phoneme Matching tasks in both Irish and English, and (iv) that participants demonstrate a low level of accuracy on velarised-palatalised phonemic contrasts, which are specific to Irish. Overall, this paper concludes that bilingual phonemic awareness is a multidimensional – rather than a unitary – construct. It has both a metalinguistic and epilinguistic component, and is likely influenced by linguistic, sociolinguistic and educational factors. The practical implications for dual-language education are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"135 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559825","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

Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context 第二语言阅读理解能力的预测因素:一项对英语作为外语背景下9 - 11年级学习者的纵向研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-11-22 DOI: 10.1007/s11145-023-10494-4

Junko Yamashita, Toshihiko Shiotsu, Kunihiro Kusanagi

{"title":"Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context","authors":"Junko Yamashita, Toshihiko Shiotsu, Kunihiro Kusanagi","doi":"10.1007/s11145-023-10494-4","DOIUrl":"https://doi.org/10.1007/s11145-023-10494-4","url":null,"abstract":"This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or language, and the initial individual difference continued for two years. For both L2 reading measures, all reading components made significant contributions except for word recognition speed. The remaining four components significantly predicted the initial L2 reading comprehension levels, and L2 variables made larger contributions than did L1 reading comprehension, endorsing the findings of previous L2 studies. As for the growth rate, no significant predictor emerged for the expository measure, but two predictors, grammar and listening comprehension, significantly predicted narrative growth, with the contribution of grammar being negative and that of listening comprehension being positive. The unexpected grammar result may be attributable to test features, and the predictive power of listening comprehension for growth in one type of reading suggests the important role of listening comprehension ability even in the EFL context where learners do not usually acquire firm oral language foundations before reading. This supports the applicability of the Simple View of Reading even to the EFL context.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"106 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527488","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

Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school 入学前两年的口语、早期读写能力和姓名书写对写作的贡献

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-11-21 DOI: 10.1007/s11145-023-10492-6

Ruby-Rose McDonald, Elizabeth Schaughency, Kaitlin Boddie, Tracy A. Cameron, Jane L. D. Carroll

{"title":"Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school","authors":"Ruby-Rose McDonald, Elizabeth Schaughency, Kaitlin Boddie, Tracy A. Cameron, Jane L. D. Carroll","doi":"10.1007/s11145-023-10492-6","DOIUrl":"https://doi.org/10.1007/s11145-023-10492-6","url":null,"abstract":"Early literacy and writing development are inter-related, yet predictors of beginning writing are less well studied than beginning reading. This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills. Participants were 102 children followed for 2 years from school-entry. Study variables correlated concurrently and predictively, although multivariate results varied by outcome measure. School-entry alphabet knowledge consistently contributed to spelling measures and teachers’ judgments of writing progress at follow-up. School-entry phonological awareness uniquely contributed to one measure, pseudowords spelled correctly, at follow-up, with 1-year correctly spelled pseuodowords mediating the relation between school-entry phonological awareness and teachers’ judgments of progress in writing (WritingOTJ) at 2-year follow-up. School-entry name writing predicted later handwriting and correct spelling of letter sounds at 1-year follow-up, with 1-year correctly spelled letter sounds mediating the relation between school-entry name-writing and 2-year WritingOTJ. Finally, predictive relations between school-entry oral language skills and WritingOTJ emerged at 2-year follow-up. Results document links between school-entry alphabet knowledge and beginning writing. Cognitive-linguistic skills differentially added to predictions of later skills, supporting posited contributions of phonological awareness to spelling and oral language to proficient writing of older students. School-entry name-writing, associated with handwriting and letter-sound writing at 1-year follow-up, may reflect beginning transcription skills in young children.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"18 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527480","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

Exploring the interplay between writing feedback perception and Lexical Complexity among Chinese University students: a latent Profile Analysis and Retrodictive qualitative modeling study 中国大学生写作反馈感知与词汇复杂性的相互作用:一项潜在特征分析和回溯定性模型研究

2区教育学

Reading and Writing Pub Date : 2023-11-09 DOI: 10.1007/s11145-023-10489-1

Li Dong

引用次数: 0

The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students 韩国语中学生词形意识与词汇、词汇阅读和阅读理解的关系

2区教育学

Reading and Writing Pub Date : 2023-11-07 DOI: 10.1007/s11145-023-10491-7

Joong won Lee, Young-Suk Kim

引用次数: 0