Reading and Writing最新文献_第9页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

Correction: Explicit and evidence-based literacy instruction in middle school: an observation study 更正:中学显性和循证识字教学:一项观察研究

2区教育学

Reading and Writing Pub Date : 2023-11-01 DOI: 10.1007/s11145-023-10484-6

Kristabel Stark, Jade Wexler, Alexandra Shelton, Tara Burke Johnston, Karen Omohundro

引用次数: 0

Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors 学习写综合:过程反馈和观察模型对性能和过程行为的影响

2区教育学

Reading and Writing Pub Date : 2023-11-01 DOI: 10.1007/s11145-023-10483-7

Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Marije Lesterhuis, Gert Rijlaarsdam

{"title":"Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors","authors":"Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Marije Lesterhuis, Gert Rijlaarsdam","doi":"10.1007/s11145-023-10483-7","DOIUrl":"https://doi.org/10.1007/s11145-023-10483-7","url":null,"abstract":"Abstract Writing a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process’ orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. ( Written Communication , 40 (1), 90–144, 2023) on the effect of keystroke logging data-based process feedback with feed-forward exemplars when compared to national baseline performances. In addition, we report the effect of a brief extension in which learners had the opportunity to observe an enacted model of their choice, showing one of three orchestrations of the initial stage of writing a synthesis task. A total of 173 10th—grade students were randomly assigned to a process feedback condition with or without added models. A baseline, consisting of a nationally representative sample of upper-secondary students’ texts and processes, served as an alternative control group. Results showed that the process feedback, both with and without observation, had a significant effect on text quality. Regarding the process data, students in the feedback condition had a more prominent focus on the sources as they spent more time in them and switched more often between text and sources, compared to the baseline. The observation task magnified this effect.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272211","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 effect of word concreteness on spelling to dictation across adulthood 单词具体性对成年期拼写到听写的影响

2区教育学

Reading and Writing Pub Date : 2023-11-01 DOI: 10.1007/s11145-023-10481-9

Gitit Kavé, Maayan Sayag, Mira Goral

引用次数: 0

Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge 挪威课堂教师和专业“资源”教师的阅读障碍知识

2区教育学

Reading and Writing Pub Date : 2023-10-30 DOI: 10.1007/s11145-023-10486-4

Oddny Judith Solheim, Julie Arntzen, Njål Foldnes

{"title":"Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge","authors":"Oddny Judith Solheim, Julie Arntzen, Njål Foldnes","doi":"10.1007/s11145-023-10486-4","DOIUrl":"https://doi.org/10.1007/s11145-023-10486-4","url":null,"abstract":"Abstract Students with reading difficulties such as dyslexia receive most of their instruction in mainstream classrooms, but many teachers feel inadequately prepared to teach students with dyslexia and/or report that dyslexia was inadequately addressed in their training. However, depending on a school’s organization, it may be sufficient that classroom teachers know enough to realize when to ask for support with identification and accommodation from specialized teachers with greater knowledge. In the present study we first investigate dyslexia knowledge in a sample of Norwegian upper-elementary-school teachers (N = 269). Second, we examine whether specialized (“resource”) teachers are more knowledgeable about dyslexia than classroom teachers. Finally, we explore whether teaching experience and having encountered reading-related themes in formal training predict dyslexia knowledge. Overall, we find that only a small share of teachers holds misconceptions about dyslexia. However, a notable proportion of them are uncertain , especially regarding the role of visual deficits in dyslexia. Somewhat surprisingly, resource teachers have only marginally higher dyslexia knowledge than classroom teachers. Finally, neither experience nor reading-related course content in formal training are substantial predictors of dyslexia knowledge. The large extent of uncertainty concerning dyslexia suggests a need to reconsider teacher training curriculum and opportunities for teacher professional development.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104334","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

Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level 用西班牙语的完形填空程序评价句子以外的阅读理解能力

2区教育学

Reading and Writing Pub Date : 2023-10-28 DOI: 10.1007/s11145-023-10488-2

Fernando Moncada, Romualdo Ibáñez, Andrea Santana, Claudia Guerra

引用次数: 0