Reading and Writing最新文献_第9页

Introduction to the 2021 special issue for the Association for Reading and Writing in Asia 亚洲读写协会2021年特刊简介

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-05-21 DOI: 10.1007/s11145-023-10450-2

P. Koh

引用次数: 0

Measuring non-linearity of multi-session writing processes 测量多会话写入过程的非线性

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-05-13 DOI: 10.1007/s11145-023-10449-9

F. Buschenhenke, Rianne Conijn, L. Van Waes

引用次数: 1

Predicting variation in word decoding development in deaf and hard-of-hearing children. 预测聋儿和重听儿单词解码发展的变化。

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-05-12 DOI: 10.1007/s11145-023-10444-0

Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers

{"title":"Predicting variation in word decoding development in deaf and hard-of-hearing children.","authors":"Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers","doi":"10.1007/s11145-023-10444-0","DOIUrl":"10.1007/s11145-023-10444-0","url":null,"abstract":"Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development.Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors.Methods and procedures: In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were phonological awareness (PA), letter knowledge (LK), rapid naming (RAN), and verbal short-term memory (VSTM). Word decoding (WD) was assessed at three consecutive time points (WD1, 2, 3) during reading instruction in first grade.Outcomes and results: The hearing children scored higher than the DHH children on PA and VSTM only, although the distribution of WD scores differed between the groups. At WD1, PA and RAN predicted WD efficiency in both groups; but PA was a stronger predictor for hearing children. At WD2, LK, RAN, and the autoregressor were predictors for both groups. While at WD3, only the autoregressor was a significant predictor.Conclusions and implications: WD development in DHH children on average shows similar levels as in hearing children, though within the DHH group more variation was observed. WD development in DHH children is not as much driven by PA; they may use other skills to compensate.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":" ","pages":"1-23"},"PeriodicalIF":2.5,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10175058/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9713389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia 发展性阅读障碍儿童阅读和拼写过程中语音和语义的分工

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-05-12 DOI: 10.1007/s11145-023-10430-6

Chen Cheng, Jiuqing Tang, Xiao Liang, Zhengjun Wang, J. Rueckl, Jingjing Zhao

引用次数: 0

How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis 香港有中文阅读障碍的双语儿童如何看待阅读障碍和学术学习?隐喻分析的访谈研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-04-30 DOI: 10.1007/s11145-023-10434-2

B. Wong, Hau Ching Lam, J. W. K. Lo, U. Maurer, Shuting Huo

引用次数: 0

Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children 执行功能调节精细运动技能对读写能力的贡献:对说阿拉伯语儿童的纵向研究

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-04-30 DOI: 10.1007/s11145-023-10429-z

Afnan Khoury-Metanis, A. Khateb

引用次数: 1

The effect of a reading aloud program on reading rate and reading prosody in a group of sixth-grade low-achievement, language-minority, and/or low-SES readers 大声朗读计划对六年级低成就、语言少数和/或低社会经济地位读者的阅读速度和阅读韵律的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-04-27 DOI: 10.1007/s11145-023-10443-1

Juliette Quadri, Justine Masson, M. Poncelet

引用次数: 0

Gender differences in reading medium, time, and text types: Patterns of student reading habits and the relation to reading performance 阅读媒介、时间和文本类型的性别差异:学生阅读习惯的模式及其与阅读成绩的关系

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-04-27 DOI: 10.1007/s11145-023-10446-y

Jie Hu, Ge Yan, Xu Wen, Yanyu Wang

引用次数: 1

Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes 将教师的语言知识、感知能力和教学实践与一年级学生的识字成果联系起来

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-04-26 DOI: 10.1007/s11145-023-10432-4

R. Parrila, Tomohiro Inoue, Kristy Dunn, R. Savage, George K. Georgiou

引用次数: 2

The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents. 笔迹准确性对日本青少年识字能力的独特贡献。

IF 2 2区教育学

Reading and Writing Pub Date : 2023-04-24 DOI: 10.1007/s11145-023-10433-3

Sadao Otsuka, Toshiya Murai

{"title":"The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents.","authors":"Sadao Otsuka, Toshiya Murai","doi":"10.1007/s11145-023-10433-3","DOIUrl":"10.1007/s11145-023-10433-3","url":null,"abstract":"There is widespread concern about declining literacy skills in recent young Japanese. The present study investigated how higher-level reading and writing proficiencies are underpinned by basic literacy skills in Japanese adolescents. From a large database of the most popular literacy exams in Japan, we retrospectively analyzed word- and text-level data for middle and high school students who had taken the exams during the same period in the 2019 academic year using structural equation modeling. We extracted main data for 161 students as well as six independent datasets for validation. Our results validated the three-dimensional view of word-level literacy (reading accuracy, writing accuracy, and semantic comprehension) and demonstrated that writing and semantic skills underpinned text writing and reading, respectively. The semantic comprehension of words affected text writing indirectly via text reading; however, it could not replace the direct effect of word writing accuracy. These findings, which were robustly replicated with multiple independent datasets, provided new evidence of dimension-specific relationships between word- and text-level literacy skills and confirmed the unique contribution of word handwriting acquisition to text literacy proficiency. The replacement of handwriting by digital writing (e.g., typing) is a global trend. However, the dual-pathway model of literacy development identified in this study suggests there are advantages in sustaining early literacy education by handwriting for the growth of higher-level language skills in future generations.Supplementary information: The online version contains supplementary material available at 10.1007/s11145-023-10433-3.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":" ","pages":"1-26"},"PeriodicalIF":2.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10123458/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9713379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0