Pub Date : 2023-01-16DOI: 10.1080/02702711.2023.2166636
Patricia F. Vadasy, E. Sanders
Abstract This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive flexibility practice (Flex) (n = 29). The core of both conditions was an explicit structured literacy approach: the Flex condition was differentiated by brief cognitive flexibility practice switching letter or word dimensions. Instruction was delivered individually over a six-week period. In spite of Covid-19 impacts, both treatment groups exhibited significant gains on reading outcomes. However, there were no significant differences between the conditions on growth in decoding, encoding, or cognitive flexibility. Future research should consider the timing and design of instruction to determine how cognitive abilities, as well as alphabet knowledge, contribute to acquisition of early reading skills.
{"title":"Cognitive Flexibility + Phonics Intervention Effects on Reading Gains","authors":"Patricia F. Vadasy, E. Sanders","doi":"10.1080/02702711.2023.2166636","DOIUrl":"https://doi.org/10.1080/02702711.2023.2166636","url":null,"abstract":"Abstract This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive flexibility practice (Flex) (n = 29). The core of both conditions was an explicit structured literacy approach: the Flex condition was differentiated by brief cognitive flexibility practice switching letter or word dimensions. Instruction was delivered individually over a six-week period. In spite of Covid-19 impacts, both treatment groups exhibited significant gains on reading outcomes. However, there were no significant differences between the conditions on growth in decoding, encoding, or cognitive flexibility. Future research should consider the timing and design of instruction to determine how cognitive abilities, as well as alphabet knowledge, contribute to acquisition of early reading skills.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"514 - 542"},"PeriodicalIF":1.4,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45299827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/02702711.2022.2163443
Catherine Lammert, Samuel DeJulio, Elfrieda H. Heibert
Abstract This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity Task, a verbal protocol task administered to 31 preservice teachers. Findings show that when evaluating text complexity, preservice teachers noted word and text-level features, but attended less to phonemic patterns, multisyllable words, and sentence-level features. Additionally, participants differed in their arguments about how some text features (e.g., unknown vocabulary, rhyming patterns) influence text difficulty. Preservice teachers also differed in their views of how a reader’s prior knowledge influences text difficulty, vocabulary knowledge, and word solving. The article concludes with recommendations for teacher educators interested in improving preservice teachers’ text selection for reading instruction.
{"title":"“Batting” around Ideas: A Design/Development Study of Preservice Teachers’ Knowledge of Text Difficulty and Text Complexity","authors":"Catherine Lammert, Samuel DeJulio, Elfrieda H. Heibert","doi":"10.1080/02702711.2022.2163443","DOIUrl":"https://doi.org/10.1080/02702711.2022.2163443","url":null,"abstract":"Abstract This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity Task, a verbal protocol task administered to 31 preservice teachers. Findings show that when evaluating text complexity, preservice teachers noted word and text-level features, but attended less to phonemic patterns, multisyllable words, and sentence-level features. Additionally, participants differed in their arguments about how some text features (e.g., unknown vocabulary, rhyming patterns) influence text difficulty. Preservice teachers also differed in their views of how a reader’s prior knowledge influences text difficulty, vocabulary knowledge, and word solving. The article concludes with recommendations for teacher educators interested in improving preservice teachers’ text selection for reading instruction.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"484 - 513"},"PeriodicalIF":1.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44024880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/02702711.2022.2141403
Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells, Michelle Lague
Abstract Motivation to read is a central consideration for teachers and researchers because it is strongly associated with reading performance and is generally accepted as a positive state. The study of reading motivation is plagued by inconsistent terminology and measurement, which impedes a comprehensive knowledge base for teachers and researchers. One of the most prevalent conceptualizations is intrinsic and extrinsic motivation to read. This review examines the research literature over the last 29 years on intrinsic and extrinsic reading motivation in an attempt to add clarity to the field regarding constructs and measurement. We identified study contexts, theoretical perspectives, and data sources to examine how literacy scholars have studied intrinsic and extrinsic motivation to read. Results provide an overview of the contexts, theories, and research designs used to investigate intrinsic and extrinsic reading motivation.
{"title":"Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement","authors":"Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells, Michelle Lague","doi":"10.1080/02702711.2022.2141403","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141403","url":null,"abstract":"Abstract Motivation to read is a central consideration for teachers and researchers because it is strongly associated with reading performance and is generally accepted as a positive state. The study of reading motivation is plagued by inconsistent terminology and measurement, which impedes a comprehensive knowledge base for teachers and researchers. One of the most prevalent conceptualizations is intrinsic and extrinsic motivation to read. This review examines the research literature over the last 29 years on intrinsic and extrinsic reading motivation in an attempt to add clarity to the field regarding constructs and measurement. We identified study contexts, theoretical perspectives, and data sources to examine how literacy scholars have studied intrinsic and extrinsic motivation to read. Results provide an overview of the contexts, theories, and research designs used to investigate intrinsic and extrinsic reading motivation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"306 - 325"},"PeriodicalIF":1.4,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/02702711.2022.2156952
Anna E. Mason, Jason L. G. Braasch, D. Greenberg, Erica D. Kessler, L. Allen, D. McNamara
Abstract This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in the control condition read for comprehension. Participants completed a vocabulary assessment then post-reading essays, which were scored for the quality of argumentation and organization. Results indicated that those who were instructed to integrate, held accurate beliefs about vaccines, and demonstrated higher vocabulary knowledge tended to write more organized essays. Participants with inaccurate beliefs about vaccines produced essays that were more incoherent and polarized, even when asked to integrate texts. Although prompting readers to integrate might generally contribute to a more organized mental representation, a more robust intervention may be needed when misconceptions are present.
{"title":"Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions","authors":"Anna E. Mason, Jason L. G. Braasch, D. Greenberg, Erica D. Kessler, L. Allen, D. McNamara","doi":"10.1080/02702711.2022.2156952","DOIUrl":"https://doi.org/10.1080/02702711.2022.2156952","url":null,"abstract":"Abstract This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in the control condition read for comprehension. Participants completed a vocabulary assessment then post-reading essays, which were scored for the quality of argumentation and organization. Results indicated that those who were instructed to integrate, held accurate beliefs about vaccines, and demonstrated higher vocabulary knowledge tended to write more organized essays. Participants with inaccurate beliefs about vaccines produced essays that were more incoherent and polarized, even when asked to integrate texts. Although prompting readers to integrate might generally contribute to a more organized mental representation, a more robust intervention may be needed when misconceptions are present.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"436 - 462"},"PeriodicalIF":1.4,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47973577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1080/02702711.2022.2156950
Glenda Darlene V. Garcia
Abstract Recent studies have proposed developments to the Simple View of Reading to reflect reading development across age groups and differences among learner profiles and account for additional factors that explain reading comprehension performance beyond word recognition and language comprehension. One of these proposals is the inclusion of cognitive processes such as executive functions in the model. In the current study, the generalizability of SVR and the role of executive functions in reading comprehension are evaluated through the participation of a less researched population, bilingual Filipino learners ages 9 to 14 who have learned Filipino and English at home and in school. The study utilized behavior ratings to measure executive functions and standardized tests to assess word recognition, language comprehension, and reading comprehension. It also included a researcher-made tool to evaluate comprehension of expository texts specifically. Partial correlation analyses reveal that only language comprehension is significantly associated with reading comprehension as measured by the standardized tool. Regression analyses show that while executive functions shared variance with word recognition and language comprehension in predicting reading comprehension, they were not found to have a significant direct effect on reading comprehension beyond the two traditional measures of reading. The results highlight the role of language throughout late childhood and early adolescence among skilled readers and suggest that integration of executive functions in classroom instruction may not be as advantageous as desired for learners with no issues with the cognitive control processes.
{"title":"Executive Functions and English Reading Comprehension among Filipino Students","authors":"Glenda Darlene V. Garcia","doi":"10.1080/02702711.2022.2156950","DOIUrl":"https://doi.org/10.1080/02702711.2022.2156950","url":null,"abstract":"Abstract Recent studies have proposed developments to the Simple View of Reading to reflect reading development across age groups and differences among learner profiles and account for additional factors that explain reading comprehension performance beyond word recognition and language comprehension. One of these proposals is the inclusion of cognitive processes such as executive functions in the model. In the current study, the generalizability of SVR and the role of executive functions in reading comprehension are evaluated through the participation of a less researched population, bilingual Filipino learners ages 9 to 14 who have learned Filipino and English at home and in school. The study utilized behavior ratings to measure executive functions and standardized tests to assess word recognition, language comprehension, and reading comprehension. It also included a researcher-made tool to evaluate comprehension of expository texts specifically. Partial correlation analyses reveal that only language comprehension is significantly associated with reading comprehension as measured by the standardized tool. Regression analyses show that while executive functions shared variance with word recognition and language comprehension in predicting reading comprehension, they were not found to have a significant direct effect on reading comprehension beyond the two traditional measures of reading. The results highlight the role of language throughout late childhood and early adolescence among skilled readers and suggest that integration of executive functions in classroom instruction may not be as advantageous as desired for learners with no issues with the cognitive control processes.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"388 - 411"},"PeriodicalIF":1.4,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47235557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/02702711.2022.2156949
Lin Guo
Abstract This study investigated how and how often to present prompts to enhance students’ source evaluation and multiple-text comprehension. Participants were 72 undergraduates who read a set of digital texts on a controversial topic of smartphone use and mental health, wrote a justification statement for their selection of trustworthy texts, and answered open-ended comprehension questions. To explore the optimal presentation conditions, this study varied the presentation format (matrix vs. question) and frequency (once vs. repeated) of prompts. The results showed that participants benefited more from the matrix prompt than the question prompt in source evaluation and multiple-text comprehension. An interaction effect occurred only in multiple-text comprehension, indicating that repeated prompting via matrix was an optimal approach to facilitate integration of text information. In addition, participants perceived less cognitive load when matrix was presented than when questions were presented. Taken together, these results have classroom implications for instructors to consider both the format and frequency of presenting prompts to facilitate source evaluation and comprehension of multiple conflicting-view articles.
{"title":"The Effects of the Format and Frequency of Prompts on Source Evaluation and Multiple-Text Comprehension","authors":"Lin Guo","doi":"10.1080/02702711.2022.2156949","DOIUrl":"https://doi.org/10.1080/02702711.2022.2156949","url":null,"abstract":"Abstract This study investigated how and how often to present prompts to enhance students’ source evaluation and multiple-text comprehension. Participants were 72 undergraduates who read a set of digital texts on a controversial topic of smartphone use and mental health, wrote a justification statement for their selection of trustworthy texts, and answered open-ended comprehension questions. To explore the optimal presentation conditions, this study varied the presentation format (matrix vs. question) and frequency (once vs. repeated) of prompts. The results showed that participants benefited more from the matrix prompt than the question prompt in source evaluation and multiple-text comprehension. An interaction effect occurred only in multiple-text comprehension, indicating that repeated prompting via matrix was an optimal approach to facilitate integration of text information. In addition, participants perceived less cognitive load when matrix was presented than when questions were presented. Taken together, these results have classroom implications for instructors to consider both the format and frequency of presenting prompts to facilitate source evaluation and comprehension of multiple conflicting-view articles.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"358 - 387"},"PeriodicalIF":1.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45772756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1080/02702711.2022.2156953
M. Figueroa, G. Bayes, S. Darbra, N. Silvestre
Abstract The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.
{"title":"Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant","authors":"M. Figueroa, G. Bayes, S. Darbra, N. Silvestre","doi":"10.1080/02702711.2022.2156953","DOIUrl":"https://doi.org/10.1080/02702711.2022.2156953","url":null,"abstract":"Abstract The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"463 - 483"},"PeriodicalIF":1.4,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1080/02702711.2022.2156951
Mahmoud Gharaibeh, Abed Alrazaq H. Alhassan
Abstract The purpose of this study was to investigate how the knowledge and self-efficacy of kindergarten school teachers impact students’ learning outcomes namely Arabic language reading skills. The study was a cross-sectional survey and collected data from 120 kindergarten teachers. The study showed that there is a significant positive relationship between knowledge and self-efficacy, both contributing to better learners’ experience during early learning periods. The null hypothesis of the study was that there was a difference in the teacher’s gender in their ability to create enthusiasm in class. The teacher’s gender difference had an insignificant effect. The study also found that there is still a challenge to effectively teach children with reading difficulties like dyslexia.
{"title":"The First Step in Inculcating Reading: Insights from UAE on Efficacy in Teaching Kindergarteners to Read in the Arabic Language","authors":"Mahmoud Gharaibeh, Abed Alrazaq H. Alhassan","doi":"10.1080/02702711.2022.2156951","DOIUrl":"https://doi.org/10.1080/02702711.2022.2156951","url":null,"abstract":"Abstract The purpose of this study was to investigate how the knowledge and self-efficacy of kindergarten school teachers impact students’ learning outcomes namely Arabic language reading skills. The study was a cross-sectional survey and collected data from 120 kindergarten teachers. The study showed that there is a significant positive relationship between knowledge and self-efficacy, both contributing to better learners’ experience during early learning periods. The null hypothesis of the study was that there was a difference in the teacher’s gender in their ability to create enthusiasm in class. The teacher’s gender difference had an insignificant effect. The study also found that there is still a challenge to effectively teach children with reading difficulties like dyslexia.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"412 - 435"},"PeriodicalIF":1.4,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43687665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/02702711.2022.2141401
Sunaina Shenoy, R. Wagner, Kathryn Overton, N. M. Rao
Abstract This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3 and 5 and offer a comparison across the three elementary grades. Participants for the current study included 657 students from Grade 3 (n = 328) and 5 (n = 329) representing low-cost, middle-cost and high-cost schools in Bangalore, India. The students’ reading skills were measured using progress-monitoring tools and we utilized a mixed-effects hierarchical growth model to observe reading growth. The results suggested that both SES and curriculum had the most significant and positive effect on skills acquisition. These results will shed light on reading assessment and intervention practices in the Indian context.
{"title":"Impact of Predictor Variables on L2 English Reading Acquisition for Grades 3 and 5","authors":"Sunaina Shenoy, R. Wagner, Kathryn Overton, N. M. Rao","doi":"10.1080/02702711.2022.2141401","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141401","url":null,"abstract":"Abstract This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3 and 5 and offer a comparison across the three elementary grades. Participants for the current study included 657 students from Grade 3 (n = 328) and 5 (n = 329) representing low-cost, middle-cost and high-cost schools in Bangalore, India. The students’ reading skills were measured using progress-monitoring tools and we utilized a mixed-effects hierarchical growth model to observe reading growth. The results suggested that both SES and curriculum had the most significant and positive effect on skills acquisition. These results will shed light on reading assessment and intervention practices in the Indian context.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"242 - 269"},"PeriodicalIF":1.4,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41699422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1080/02702711.2022.2149644
Monyka L. Rodrigues, S. Kozak, Sandra Martin‐Chang
Abstract The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread benefits of bilingualism, early setbacks in reading development might carry lasting effects for later reading habits. We investigated whether present-day print exposure of adults who learned to read in their first language were different from those who learned to read in two languages. Adults completed: Bilingual Author Recognition, Viewing Recognition, and English and French Word Recognition Tests. Participants who reported that reading instruction took place in their first language recognized more authors than those who learned to read in two languages. These first-language learners were also better at identifying real English words. Bilingual learners were superior at identifying real French words on the corresponding task. Lastly, both groups demonstrated similar viewing habits. The findings from this retrospective study align with the Matthew effects and suggest that a focus on first language reading instruction in Grades 1 and 2 remains correlated with print exposure 25 years later.
{"title":"Language of Early Reading Instruction: A Correlate of Print Exposure","authors":"Monyka L. Rodrigues, S. Kozak, Sandra Martin‐Chang","doi":"10.1080/02702711.2022.2149644","DOIUrl":"https://doi.org/10.1080/02702711.2022.2149644","url":null,"abstract":"Abstract The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread benefits of bilingualism, early setbacks in reading development might carry lasting effects for later reading habits. We investigated whether present-day print exposure of adults who learned to read in their first language were different from those who learned to read in two languages. Adults completed: Bilingual Author Recognition, Viewing Recognition, and English and French Word Recognition Tests. Participants who reported that reading instruction took place in their first language recognized more authors than those who learned to read in two languages. These first-language learners were also better at identifying real English words. Bilingual learners were superior at identifying real French words on the corresponding task. Lastly, both groups demonstrated similar viewing habits. The findings from this retrospective study align with the Matthew effects and suggest that a focus on first language reading instruction in Grades 1 and 2 remains correlated with print exposure 25 years later.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"341 - 357"},"PeriodicalIF":1.4,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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