Learning and Instruction最新文献

{"title":"Teacher-child relationships, early childhood programme quality and early learning in two-year-old toddlers","authors":"Miao Zhong ,&nbsp;Melissa Pearl Caldwell ,&nbsp;Sum-Kwing Cheung ,&nbsp;Him Cheung ,&nbsp;Carrey Tik-Sze Siu","doi":"10.1016/j.learninstruc.2025.102173","DOIUrl":"10.1016/j.learninstruc.2025.102173","url":null,"abstract":"<div><h3>Background</h3><div>Empirical attention on infant-toddler early learning following attendance at early childhood care and education (ECCE) group settings has been scant.</div></div><div><h3>Aims</h3><div>This study examines the quality of ECCE programmes designated for children from birth to three years, and considers how ECCE programme quality works with teacher-child relationships to shape early learning in very young children.</div></div><div><h3>Sample</h3><div>Participants were 128 two-year-old toddlers (<em>M</em>_age = 33.11 ± 3.56 months) from Hong Kong who were enrolled in ECCE programmes and their teachers.</div></div><div><h3>Methods</h3><div>The toddlers were tested on early language, literacy, and mathematics abilities. Teacher Behaviour Rating Scale, an observational tool which captures both the quantity and quality of early childhood teachers’ instructional behaviour, was used to measure ECCE programme quality. Teacher-child relationships was reported by the early childhood teachers using Student-Teacher Relationships Scale.</div></div><div><h3>Results</h3><div>(i) ECCE programme quality and teacher-child closeness positively predicted the toddlers' early academic skills; (ii) teacher-child conflict was not associated with the toddlers' early academic learning; (ii) ECCE programme quality mediated the link between teacher-child closeness and the toddlers’ gains in early language skills three months later.</div></div><div><h3>Conclusions</h3><div>The findings are novel in revealing the role of teachers' practice as indexed by programme quality in explaining the association between teacher-child relationship and toddlers’ early academic abilities, adding to our knowledge of how relationship-based curriculum and pedagogy for infants and toddlers foster learning in our youngest citizens.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102173"},"PeriodicalIF":4.7,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond analysing frequencies: Exploring teacher professional vision with epistemic network analysis of teachers’ think-aloud data","authors":"Rebekka Stahnke ,&nbsp;Andreas Gegenfurtner","doi":"10.1016/j.learninstruc.2025.102167","DOIUrl":"10.1016/j.learninstruc.2025.102167","url":null,"abstract":"<div><h3>Background</h3><div>Teacher professional vision describes how teachers perceive classroom events, interpret these events, and form decisions about next strategies. As indicators of visual expertise, noticing, and reasoning, analyses of think-aloud protocols can offer useful insights into novice and expert teachers’ mental models of observed classroom management events.</div></div><div><h3>Aims</h3><div>Informed by the cognitive theory of visual expertise, the study compared two methods—a standard frequency-based approach and epistemic network analysis (ENA)—for analysing think-aloud data from novice and expert teachers. The aim was to illustrate the potential of both methods in revealing how teachers integrate noticed visual information and classroom management scripts into elaborate mental representations of classroom management events.</div></div><div><h3>Sample</h3><div>Participants were 19 pre-service and 20 in-service teachers.</div></div><div><h3>Methods</h3><div>Teachers’ think-aloud data after watching a video with critical classroom management events were coded and analysed using a standard frequency-based approach and epistemic network analysis.</div></div><div><h3>Results</h3><div>The frequency-based approach counted the number of codes, indicating that experts verbalized student learning, teacher behavioural management, and alternative management strategies more frequently than novices. In comparison, ENA visualized the temporal co-occurrences of codes within event-related utterances, indicating that novices struggled to make sense of events while experts were able to integrate information and scripts into more elaborate and well-structured mental models.</div></div><div><h3>Conclusions</h3><div>When compared to a frequency-based approach, ENA can provide deep insights into teachers' mental representations of classroom management events. ENA is thus a useful novel method to examine teachers’ integration of information into mental models as indicators of professional vision and expertise.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102167"},"PeriodicalIF":4.7,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144279228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adaptive teaching with technology enhances lasting learning","authors":"Leonie Sibley ,&nbsp;Armin Fabian ,&nbsp;Christine Plicht ,&nbsp;Lisa Pagano ,&nbsp;Niklas Ehrhardt ,&nbsp;Luisa Wellert ,&nbsp;Thorsten Bohl ,&nbsp;Andreas Lachner","doi":"10.1016/j.learninstruc.2025.102141","DOIUrl":"10.1016/j.learninstruc.2025.102141","url":null,"abstract":"<div><h3>Background</h3><div>A central goal in education is to productively handle heterogeneity among students. Adaptive teaching, which integrates formative assessment, differentiation, and individual support, is a promising model for addressing student diverse prerequisites such as prior knowledge. While educational technology is increasingly employed to implement adaptive teaching, there is limited knowledge on whether its effectiveness generalizes across different subjects and educational contexts.</div></div><div><h3>Aims</h3><div>This study aims to investigate the immediate and long-term effects of technology-enhanced adaptive teaching on students’ cognitive, metacognitive, and motivational outcomes, and crucially, whether the effectiveness can be generalized across various educational settings. Additionally, we examined whether these effects depend on specific boundary conditions (prior knowledge, domain, degree of adaptivity).</div></div><div><h3>Sample</h3><div>The study involved <em>N</em> = 656 students from grades 7 to 12 (<em>M</em> = 14.91 years, 45 % female) across various subjects (<em>k</em> = 12 teaching units) from six different schools in Germany.</div></div><div><h3>Methods</h3><div>Using the Localize-Generalize-Transfer (LoGeT) framework, we adopted a comprehensive implementation approach combining co-design and ManyClasses approaches. We compared the effects of technology-enhanced adaptive teaching with a business-as-usual control condition, focusing on learning, monitoring accuracy, interest, and self-efficacy.</div></div><div><h3>Results</h3><div>We found that students in the technology-enhanced adaptive teaching condition outperformed students in the business-as-usual condition regarding delayed but not immediate learning outcomes. None of the other effects were significant. Interestingly, subject domain and the level of adaptive elements moderated the effect.</div></div><div><h3>Conclusions</h3><div>This research addresses a gap in understanding the generalizability of technology-enhanced adaptive teaching, demonstrating its broader applicability and contribution to lasting learning outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102141"},"PeriodicalIF":4.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How feedback affects emotions, performance and self-concept in mathematics","authors":"Jojanneke P.J. Van der Beek ,&nbsp;Sanne H.G. Van der Ven ,&nbsp;Eva Van de Weijer-Bergsma ,&nbsp;Evelyn H. Kroesbergen","doi":"10.1016/j.learninstruc.2025.102169","DOIUrl":"10.1016/j.learninstruc.2025.102169","url":null,"abstract":"<div><h3>Background</h3><div>Most feedback that students receive is based on their relative performance to others, but this normative type of feedback has potentially detrimental effects on students’ emotions, performance and self-concept. The effects of feedback may differ depending on student characteristics.</div></div><div><h3>Aims</h3><div>The aims were to investigate the effects of normative feedback on math anxiety, anger, enjoyment and hope and subsequent math performance and self-concept, and the moderating role of students’ prior math achievement and self-concept.</div></div><div><h3>Sample</h3><div>The sample consisted of 219 sixth-grade students (<em>M</em>_age = 12.1 years) from seven urban primary schools in the Netherlands.</div></div><div><h3>Method</h3><div>Students were matched on their prior mathematical achievement and then randomly received either positive, negative or no feedback on a math test. Directly after the feedback, achievement emotions were assessed with an adapted version of the Achievement Emotions Questionnaire (Pekrun et al., 2005), and students solved six math word problems. Before and after the experiment, math self-concept was measured with a questionnaire.</div></div><div><h3>Results</h3><div>Negative normative feedback led to higher math performance, but also to more math anxiety and less enjoyment and hope in math. Negative feedback also indirectly lowered math performance by decreasing hope, and lowered math self-concept by reducing feelings of enjoyment and hope. Positive feedback indirectly increased math self-concept by increasing feelings of hope. The impact of positive normative feedback on math performance and self-concept further differed by students’ prior math achievement and self-concept.</div></div><div><h3>Conclusions</h3><div>Educational professionals should be aware of the effects of normative feedback on students’ achievement emotions and self-concept.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102169"},"PeriodicalIF":4.7,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal evidence on the potential adverse impact of grade repetition on self-concept and grit","authors":"Rubén Fernández-Alonso ,&nbsp;Álvaro Postigo ,&nbsp;Javier Suárez-Álvarez ,&nbsp;José Muñiz","doi":"10.1016/j.learninstruc.2025.102172","DOIUrl":"10.1016/j.learninstruc.2025.102172","url":null,"abstract":"<div><h3>Background</h3><div>The impact of grade repetition on social-emotional skills is well-researched but somewhat inconclusive. Evidence suggests that lower competitive groups can boost self-concept through social comparison. Our main hypothesis is that measuring self-concept just before students are notified of repetition may capture unintended effects, leading to a “rebound effect”. The main objective is to compare the evolution of self-concept and grit between students who were promoted and those who began repeating in 6th grade using matched samples.</div></div><div><h3>Method</h3><div>The sample comprised 5999 students (49 % girls) who were assessed at two-time points, 4th and 8th grade, with mean ages of 9.78 years (<em>SD</em> = 0.29) and 13.91 years (<em>SD</em> = 0.44), respectively. The first assessment was conducted two years before the first possible grade repetition to avoid the impact on self-concept and grit from the threat of repetition. To control selection bias, the repeater group (<em>n</em> = 762) was matched with a promoted group using propensity score matching, including sociodemographic predictors, prior achievement, and pre-repetition. The potential adverse impact of repetition was estimated using a two-level hierarchical-linear-analysis.</div></div><div><h3>Results</h3><div>Adolescents experienced a clear drop in self-concept and grit over time. However, after accounting for sociodemographic differences, prior achievement, and school-level variables, the drop is significantly larger for grade repeaters compared to those who have been promoted. Moreover, grade repetition at later stages is associated with a more adverse impact.</div></div><div><h3>Conclusions</h3><div>Understanding the impact of grade repetition before students face the threat of repeating can help educators and policymakers develop strategies to prevent negative consequences for at-risk students.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102172"},"PeriodicalIF":4.7,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relevance of student motivation for providing high-quality peer-feedback: Results of two field studies","authors":"Melanie V. Keller ,&nbsp;Martin Daumiller ,&nbsp;Markus Dresel","doi":"10.1016/j.learninstruc.2025.102152","DOIUrl":"10.1016/j.learninstruc.2025.102152","url":null,"abstract":"<div><h3>Background</h3><div>The prevailing interest in peer-feedback practices in higher education is grounded in their potential to foster students' learning, understanding, and performance while reducing instructor workload. This potential depends on students' motivation to provide high-quality peer-feedback. Within this, students’ expectancies for and the value they place on peer-feedback provision as well as their achievement goals seem to be particularly impactful. However, barely any research has investigated these relations.</div></div><div><h3>Aims</h3><div>We aim to explain differences in peer-feedback quality based on feedback providers’ motivation in terms of mastery goals (task and learning goals), work avoidance goals, expectancies for success, task value, and cost.</div></div><div><h3>Methods and Sample</h3><div>To answer these questions, we conducted two field studies in higher education courses in which 254 and 173 students provided peer-feedback on written assignments. Students reported their mastery goals, work avoidance goals, expectancies for success, task value, and cost regarding the task right before providing feedback. This feedback was assessed in terms of its quality along three aspects: criteria-based rating by trained raters, receiver-perceived quality, and feedback length.</div></div><div><h3>Results</h3><div>Consistently across both studies, path models showed that particularly task goals and utility value mattered for high-quality peer-feedback. Expectancies for success and cost were partly positively associated with feedback-quality.</div></div><div><h3>Conclusions</h3><div>The motivation of students providing peer-feedback seems to be relevant for the quality of the peer-feedback they provide and is thus a crucial factor to consider in instructional settings implementing peer-feedback. Within this, particularly the effects of cost warrant further investigation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102152"},"PeriodicalIF":4.7,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Straight from the teacher's mouth: The value of own-perspective gaze-elicited think-aloud for understanding culture-specific teacher expertise","authors":"Nora A. McIntyre ,&nbsp;Phyllis Lau ,&nbsp;Davy Tsz-Kit Ng","doi":"10.1016/j.learninstruc.2025.102170","DOIUrl":"10.1016/j.learninstruc.2025.102170","url":null,"abstract":"<div><div>The pervasive influence of culture in human society is well-documented in experimental settings and in early years. However, less is known regarding cultural differences during classroom instruction, especially at the process-level: yet, classroom experiences are fundamentally cultural and dynamic in nature. Therefore, this paper examined patterns of teacher cognition across two country settings. To do this, forty teachers from two countries, UK (10 experts, 10 novices) and Hong Kong (10 experts, 10 novices), were eye-tracked during naturally-occurring teacher-centred classroom instruction. We then used participating teachers' own gaze replays elicited teachers’ own commentaries on their cognition as occurred during the eye-tracked classroom instruction. These commentaries formed the data that we thematically analysed. We computed talk proportions from these and subjected them to multivariate Dirichlet regression analyses. We found cultural differences to emerge comprehensively across the teacher cognitions investigated—perceptions, thematic focus, timescales, holistic processing, classroom relationships. Culture interacted with expertise to predict teacher cognitions across four out of five overarching categories considered within this paper. Implications for teacher development are discussed, including the importance of sensitivity to the cultural context when considering teacher effectiveness.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102170"},"PeriodicalIF":4.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Putting excellence first: How rubric performance level order and feedback type influence students’ reading patterns and task performance","authors":"Ernesto Panadero ,&nbsp;Pablo Delgado ,&nbsp;David Zamorano ,&nbsp;Leire Pinedo ,&nbsp;Alazne Fernández-Ortube ,&nbsp;Lucía Barrenetxea-Mínguez","doi":"10.1016/j.learninstruc.2025.102168","DOIUrl":"10.1016/j.learninstruc.2025.102168","url":null,"abstract":"<div><h3>Background</h3><div>Rubrics are structured assessment tools that describe criteria and levels of performance, helping students understand expectations and improve their work. They are widely used to support learning in educational settings. However, little is known about how students process rubrics in real time, and empirical research on rubric design and feedback effects is limited.</div></div><div><h3>Aim</h3><div>This study examines how university students engage with rubrics during two landscape analysis tasks, focusing on two variables: the order of performance levels (highest first vs. last) and the type of feedback received (no feedback [control], process-based, product-based, or rubric-based). By combining eye-tracking and think-aloud protocols, the study offers a multimodal perspective on students’ visual attention and cognitive engagement.</div></div><div><h3>Sample</h3><div>Eighty undergraduate students from six degree programs were randomly assigned to one of four feedback conditions.</div></div><div><h3>Methods</h3><div>A randomized controlled trial was conducted. Eye-tracking data—fixation times, number of visits, and gaze transitions—and verbal data from think-aloud protocols were collected across task phases. Integrating these process-tracing methods enabled detailed analysis of how students interacted with the rubric and how engagement related to performance.</div></div><div><h3>Results</h3><div>Students focused primarily on the highest performance level, especially when it appeared first. Visual attention to this level predicted task performance; verbal references did not. Rubric-based feedback increased visual alignment between rubric and task, while process-based feedback led to the strongest performance gains.</div></div><div><h3>Conclusion</h3><div>Rubric design and feedback type significantly influence student engagement and performance. Eye-tracking and think-aloud data provide complementary insights, reinforcing rubrics’ instructional value when paired with targeted feedback.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102168"},"PeriodicalIF":4.7,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationships between reading engagement features and students’ digital reading performance: An international large-scale study","authors":"Yanyu Wang,&nbsp;Jie Hu","doi":"10.1016/j.learninstruc.2025.102157","DOIUrl":"10.1016/j.learninstruc.2025.102157","url":null,"abstract":"<div><h3>Background</h3><div>Reading engagement lays a foundation for academic outcomes. Despite discussions on how reading engagement is related to students' print reading performance, the systematic investigation of its features’ role in digital reading is scarce.</div></div><div><h3>Aim</h3><div>The study explored the correlations between emotional, behavioral, and cognitive engagement features and students’ digital reading performance.</div></div><div><h3>Sample</h3><div>164,233 secondary school students in 24 countries participating in the 2018 cycle of the Programme for International Student Assessment (PISA) were selected.</div></div><div><h3>Method</h3><div>To examine the correlations on average in these countries, three-level hierarchical linear models (HLM) were constructed based on the whole female and male sample, respectively. Then, two-level HLMs were conducted within each country separately, to investigate the robustness or heterogeneity of the discovered relationships.</div></div><div><h3>Results</h3><div>Self-perception of reading competence and metacognitive knowledge were found to be consistently positively related to students’ digital reading performance, whereas self-perception of reading difficulty demonstrated a negative association in most cases. Cross-country differences were observed in the roles of most behavioral engagement features and gender differences were discovered in the correlations of reading enjoyment and online reading activities with the performance in digital reading.</div></div><div><h3>Conclusions</h3><div>Overall, the study highlighted the value of positive emotions and reading metacognitive knowledge. Country-specific recommendations on reading amount and reading breadth are worth attention. Additionally, some features might be particularly important for a certain gender group.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102157"},"PeriodicalIF":4.7,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Getting lost in new contexts: Weak generalization in artificial orthography learning among groups with literacy deficits","authors":"M. Wójcik,&nbsp;H. Górecka,&nbsp;A. Szukało,&nbsp;A. Dębska","doi":"10.1016/j.learninstruc.2025.102154","DOIUrl":"10.1016/j.learninstruc.2025.102154","url":null,"abstract":"<div><h3>Background</h3><div>It remains unclear whether poor reading and spelling abilities might be explained by common difficulties in linguistic generalization skills, i.e. transferring acquired grapheme-phoneme knowledge into the novel contexts.</div></div><div><h3>Aims</h3><div>This study aimed to examine the hierarchical process of artificial orthography learning, focusing on the progression from lower-to higher-level linguistic abilities in children with differing levels of literacy skills.</div></div><div><h3>Sample</h3><div>Three groups of school-aged children (M_age = 11.02; n = 82): with developmental dyslexia (DYS, n = 27), with isolated spelling deficit (n = 28) and typical readers and spellers (control group; CON, n = 27).</div></div><div><h3>Methods</h3><div>Artificial orthography learning task with 4 subtasks: Association, New Pseudowords, Position Rule and Neighbourhood Rule. After the learning phase, participants took a Test and performed a Production task validating acquisition of connections between symbols and speech sounds.</div></div><div><h3>Results</h3><div>Performance in generalization requiring new pseudowords identification was hindered in children with decreased literacy skills. Pace of learning measured by the number of task repetitions as well as the speed of execution was similar between groups.</div></div><div><h3>Conclusions</h3><div>Difficulties in the linguistic generalization skills are a shared component of literacy deficits, including dyslexia and an isolated spelling deficit.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102154"},"PeriodicalIF":4.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}