Amanda Flores, Auxiliadora Sánchez, Juan L. Luque, Almudena Giménez
Background
Dyslexia is a neurodevelopmental disorder caused by deficits in phonological awareness (PA). According to the Double Deficit Hypothesis (DDH), Rapid Automatic Naming (RAN) deficit is another potential independent cause. However, the evidence from studies with languages that vary in orthographic consistency is mixed.
Methods
The present study aims to investigate the heterogeneity of profiles based on PA and RAN in a sample of Spanish kindergarten children -a consistent orthography- before they start reading instruction (Time 1) to see whether these profiles could predict reading difficulties 2 years later (Grade 2, Time 2). At T1, 795 children were assessed on PA, RAN, letter knowledge (LK), and Verbal Short-term memory (VSTM). At T2, 373 children were reassessed on reading measures. To avoid arbitrary cut-points, profiles were established through Latent Profile Analysis (LPA).
Results
Four profiles emerged at both T1 and T2. No single PA or RAN profiles were found. Only the group of low performers corresponded to the Double Deficit profile. The T1 Low-performance group exhibited higher stability than the other groups: 92.5% of the low performers in kindergarten demonstrated poor reading ability in Grade 2, supporting the DDH prediction that children with deficits in both PA and RAN would be more severely impaired than the rest of the profiles. LK showed a relevant contribution in predicting impairment severity.
Conclusions
Partial evidence supporting the DDH was obtained. The LPA proved to be appropriate for risk identification under a dimensional conceptualization.
{"title":"Exploring the double deficit hypothesis in Spanish schoolchildren using latent profile analysis","authors":"Amanda Flores, Auxiliadora Sánchez, Juan L. Luque, Almudena Giménez","doi":"10.1111/1467-9817.70023","DOIUrl":"https://doi.org/10.1111/1467-9817.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dyslexia is a neurodevelopmental disorder caused by deficits in phonological awareness (PA). According to the Double Deficit Hypothesis (DDH), Rapid Automatic Naming (RAN) deficit is another potential independent cause. However, the evidence from studies with languages that vary in orthographic consistency is mixed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The present study aims to investigate the heterogeneity of profiles based on PA and RAN in a sample of Spanish kindergarten children -a consistent orthography- before they start reading instruction (Time 1) to see whether these profiles could predict reading difficulties 2 years later (Grade 2, Time 2). At T1, 795 children were assessed on PA, RAN, letter knowledge (LK), and Verbal Short-term memory (VSTM). At T2, 373 children were reassessed on reading measures. To avoid arbitrary cut-points, profiles were established through Latent Profile Analysis (LPA).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four profiles emerged at both T1 and T2. No single PA or RAN profiles were found. Only the group of low performers corresponded to the Double Deficit profile. The T1 Low-performance group exhibited higher stability than the other groups: 92.5% of the low performers in kindergarten demonstrated poor reading ability in Grade 2, supporting the DDH prediction that children with deficits in both PA and RAN would be more severely impaired than the rest of the profiles. LK showed a relevant contribution in predicting impairment severity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Partial evidence supporting the DDH was obtained. The LPA proved to be appropriate for risk identification under a dimensional conceptualization.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146091176","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}
Benjamin Bailey, Kelsey Philpott-Robinson, Karen Ray
Background
Spelling, handwriting and typing (transcription) skills are foundational to writing development. This scoping review maps the research on transcription instruction involving children with autism, highlighting promising practices and future research priorities.
Method
A systematic search identified relevant studies, with data extracted and critically appraised in line with established protocols.
Results
Of 4859 identified studies, 28 met inclusion criteria. Most were of moderate strength and good quality and reported on the effects of handwriting (n = 14) or spelling instruction (n = 9), finding that purpose-built and established programmes designed for the general population may benefit some autistic children. Few studies (n = 4) reported on how instruction is delivered or autistic children's experiences (n = 1).
Conclusion
Established programmes, including Cover-Copy-Compare and Handwriting Without Tears, show promise when adjusted to meet users' needs. Future research should engage the Autistic community in co-designing instruction tailored to individual needs and preferences.
{"title":"A scoping review of transcription instruction involving children with autism","authors":"Benjamin Bailey, Kelsey Philpott-Robinson, Karen Ray","doi":"10.1111/1467-9817.70016","DOIUrl":"https://doi.org/10.1111/1467-9817.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Spelling, handwriting and typing (transcription) skills are foundational to writing development. This scoping review maps the research on transcription instruction involving children with autism, highlighting promising practices and future research priorities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A systematic search identified relevant studies, with data extracted and critically appraised in line with established protocols.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 4859 identified studies, 28 met inclusion criteria. Most were of moderate strength and good quality and reported on the effects of handwriting (<i>n</i> = 14) or spelling instruction (<i>n</i> = 9), finding that purpose-built and established programmes designed for the general population may benefit some autistic children. Few studies (<i>n</i> = 4) reported on how instruction is delivered or autistic children's experiences (<i>n</i> = 1).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Established programmes, including Cover-Copy-Compare and Handwriting Without Tears, show promise when adjusted to meet users' needs. Future research should engage the Autistic community in co-designing instruction tailored to individual needs and preferences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146001992","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}
Alissa N. Garguilo, Scott P. Ardoin, Katherine S. Binder
Background
Reading comprehension (RC) tests are meant to assess students' ability to read and process information within passages but also require students to read and understand the questions. Just as students of different reading achievement use varying compensatory skills to develop comprehension of a passage, we suspected skill level might also be related to different behaviours as they read questions and response options.
Methods
We analysed data of 174 students, with a mean age of 9.06 years. All students attended schools in the southeastern region of the United States and were assessed in English. Students were asked to read passages and respond to multiple-choice questions as their eye movements were recorded.
Results
Compared to lower-achieving students, higher-achieving students (1) needed less time to read the passages and questions, (2) were sensitive to question type in that they took more time to read inferential-question stems compared to literal stems and (3) were less likely to re-read when answering questions, but if they did re-read, they were more likely to answer literal questions correctly.
Conclusions
Just as lower-achieving students experience greater challenges reading passages and have fewer skills to overcome those challenges, they likewise expend more effort reading questions and searching passages for answers. Unfortunately, their searches are less likely to result in the correct answer choices. Findings emphasise teaching evidence-based test-taking strategies that prioritise comprehension and highlight eye-tracking technology's potential to inform RC test design and evaluation.
{"title":"Differences in question reading and responding behaviour across reading achievement skills: An eye-tracking study","authors":"Alissa N. Garguilo, Scott P. Ardoin, Katherine S. Binder","doi":"10.1111/1467-9817.70018","DOIUrl":"https://doi.org/10.1111/1467-9817.70018","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Reading comprehension (RC) tests are meant to assess students' ability to read and process information within passages but also require students to read and understand the questions. Just as students of different reading achievement use varying compensatory skills to develop comprehension of a passage, we suspected skill level might also be related to different behaviours as they read questions and response options.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analysed data of 174 students, with a mean age of 9.06 years. All students attended schools in the southeastern region of the United States and were assessed in English. Students were asked to read passages and respond to multiple-choice questions as their eye movements were recorded.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared to lower-achieving students, higher-achieving students (1) needed less time to read the passages and questions, (2) were sensitive to question type in that they took more time to read inferential-question stems compared to literal stems and (3) were less likely to re-read when answering questions, but if they did re-read, they were more likely to answer literal questions correctly.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Just as lower-achieving students experience greater challenges reading passages and have fewer skills to overcome those challenges, they likewise expend more effort reading questions and searching passages for answers. Unfortunately, their searches are less likely to result in the correct answer choices. Findings emphasise teaching evidence-based test-taking strategies that prioritise comprehension and highlight eye-tracking technology's potential to inform RC test design and evaluation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146007510","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}
Alison W. Arrow, Amanda Denston, Jinjing Fang, James Chapman
Background
Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self-efficacy and behaviour.
Method
The current paper explored the relationship between early literacy skills, reading self-efficacy (RSE) and behaviour in a sample of 5-year-old beginning readers in Aotearoa New Zealand. Children's early literacy skills (phonological awareness, spelling, word recognition, reading accuracy and reading comprehension), reading self-efficacy and behaviour (teacher-reported) were measured across five time points as part of a larger longitudinal study.
Results
Analyses revealed an association between reading self-efficacy and behaviour through the finding of two profiles of learners, one with high RSE and positive behaviour, and a smaller group (20% of the sample) with low RSE and behavioural difficulties. When examining the development of the early literacy skills of the two profile groups, differences were evident at school entry and continued for another 2 years, but there was no evidence of a Matthew effect.
Conclusion
Findings suggest that reading self-efficacy and behaviour can be measured in children in the first year of school to inform profiles of learners. These profiles were related to literacy learning. Differences in literacy outcomes for the learner profiles were evident at school entry and continued through the first 3 years of school.
{"title":"Reading self-efficacy and behaviour profiles of beginning readers and the relationship with literacy development","authors":"Alison W. Arrow, Amanda Denston, Jinjing Fang, James Chapman","doi":"10.1111/1467-9817.70015","DOIUrl":"https://doi.org/10.1111/1467-9817.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self-efficacy and behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The current paper explored the relationship between early literacy skills, reading self-efficacy (RSE) and behaviour in a sample of 5-year-old beginning readers in Aotearoa New Zealand. Children's early literacy skills (phonological awareness, spelling, word recognition, reading accuracy and reading comprehension), reading self-efficacy and behaviour (teacher-reported) were measured across five time points as part of a larger longitudinal study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analyses revealed an association between reading self-efficacy and behaviour through the finding of two profiles of learners, one with high RSE and positive behaviour, and a smaller group (20% of the sample) with low RSE and behavioural difficulties. When examining the development of the early literacy skills of the two profile groups, differences were evident at school entry and continued for another 2 years, but there was no evidence of a Matthew effect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Findings suggest that reading self-efficacy and behaviour can be measured in children in the first year of school to inform profiles of learners. These profiles were related to literacy learning. Differences in literacy outcomes for the learner profiles were evident at school entry and continued through the first 3 years of school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146007502","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}
Li-Chih Wang, Shu-Hsuan Kung, Ji-Kang Chen, Hsu-Chan Kuo
Background
This quasi-experimental study tested whether prosodic sensitivity serves as a mediator through which an 8-week repeated reading intervention improves Chinese oral reading fluency.
Methods
Seventy-nine typically developing Chinese Grades 4–6 students, including 39 in the experimental group and 40 in the control group, were recruited from north Taiwan and completed pretests and posttests of prosodic sensitivity, Chinese character reading and oral reading fluency before and after the intervention.
Results
Our results of 2 (group) × 2 (time) two-way ANCOVAs indicated that significant interactions of prosodic sensitivity, Chinese character reading and oral reading fluency, and the simple main effects showed that repeated reading interventions could significantly improve all three reading skills. Additionally, parallel and sequential mediation models, estimated with 5000 bootstraps, examined two possible causal chains of the experimental group: decoding-first (time → Chinese character reading difference → prosodic sensitivity difference → oral reading fluency difference) and prosody-first (time → prosodic sensitivity difference → Chinese character reading difference → oral reading fluency difference). Because the pretest–posttest difference of the control group is not significant for any of the three reading skills, such mediation analyses were applied to the experimental group only. Results of this section showed that the prosody-first chain produced a coherent, positive indirect effect, whereas the decoding-first chain was insignificant. Total variance explained in oral reading fluency gains was comparable across models, but path coherence favored the prosody-first ordering.
Conclusions
These findings suggest that repeated reading may accelerate Chinese oral reading fluency partly by first strengthening prosodic sensitivity, which then facilitates more accurate and efficient character decoding.
{"title":"Repeated reading and Chinese oral-reading fluency: Is prosodic sensitivity an indispensable link?","authors":"Li-Chih Wang, Shu-Hsuan Kung, Ji-Kang Chen, Hsu-Chan Kuo","doi":"10.1111/1467-9817.70017","DOIUrl":"https://doi.org/10.1111/1467-9817.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This quasi-experimental study tested whether prosodic sensitivity serves as a mediator through which an 8-week repeated reading intervention improves Chinese oral reading fluency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seventy-nine typically developing Chinese Grades 4–6 students, including 39 in the experimental group and 40 in the control group, were recruited from north Taiwan and completed pretests and posttests of prosodic sensitivity, Chinese character reading and oral reading fluency before and after the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our results of 2 (group) × 2 (time) two-way ANCOVAs indicated that significant interactions of prosodic sensitivity, Chinese character reading and oral reading fluency, and the simple main effects showed that repeated reading interventions could significantly improve all three reading skills. Additionally, parallel and sequential mediation models, estimated with 5000 bootstraps, examined two possible causal chains of the experimental group: decoding-first (time → Chinese character reading difference → prosodic sensitivity difference → oral reading fluency difference) and prosody-first (time → prosodic sensitivity difference → Chinese character reading difference → oral reading fluency difference). Because the pretest–posttest difference of the control group is not significant for any of the three reading skills, such mediation analyses were applied to the experimental group only. Results of this section showed that the prosody-first chain produced a coherent, positive indirect effect, whereas the decoding-first chain was insignificant. Total variance explained in oral reading fluency gains was comparable across models, but path coherence favored the prosody-first ordering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings suggest that repeated reading may accelerate Chinese oral reading fluency partly by first strengthening prosodic sensitivity, which then facilitates more accurate and efficient character decoding.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146099280","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}
Eliane Segers, Aurora Troncoso-Ruiz, Anouk Bakker, Liesbeth A.T. Crajé-Tilanus, Jos Keuning, Marco Van de Ven
Background
Children nowadays have to read and understand multiple digital documents while living in the current digital society. We examined the relation between digital exposure and multiple digital document reading outcomes in 203 5th graders (age, M = 10.33 years).
Methods
At the beginning of 5th grade, we assessed their working memory, sustained attention, decoding, vocabulary and digital exposure. At the end of 5th grade, children performed an online reading task, reading four digital hypermedia texts on dairy consumption. They then wrote advice on providing dairy to children in primary school and answered multiple-choice questions on each of the texts. The number of unique pages that were visited was recorded.
Results
For text comprehension (multiple choice questions), social media use was a negative predictor over and above positive predictions of decoding efficiency and vocabulary. Furthermore, navigation (i.e., unique pages visited) was a unique predictor and also a partial mediator for the relation between decoding and comprehension. For text integration (essays), decoding and vocabulary were again significant predictors. Here, a negative direct effect of gaming emerged when navigation was added as a mediator, after which only decoding remained to have an additional indirect effect, next to the direct effect of navigation. Children with dyslexia (n = 13), ADHD (n = 6) or ASS (n = 2) seemed to have additional challenges in digital reading: children with dyslexia visited fewer unique pages, resulting in lower comprehension and integration. Furthermore, children with ADHD showed high levels of social media use and gaming which are associated respectively with lower text comprehension and integration.
Conclusions
Social media use and gaming are negatively associated with digital reading outcomes. Digital exposure may be an additional risk factor in digital reading for children with ADHD, while children with dyslexia face additional problems in navigation behaviour.
{"title":"Risk of digital exposure for children's comprehension and integration of multiple digital documents","authors":"Eliane Segers, Aurora Troncoso-Ruiz, Anouk Bakker, Liesbeth A.T. Crajé-Tilanus, Jos Keuning, Marco Van de Ven","doi":"10.1111/1467-9817.70014","DOIUrl":"https://doi.org/10.1111/1467-9817.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children nowadays have to read and understand multiple digital documents while living in the current digital society. We examined the relation between digital exposure and multiple digital document reading outcomes in 203 5th graders (age, M = 10.33 years).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>At the beginning of 5th grade, we assessed their working memory, sustained attention, decoding, vocabulary and digital exposure. At the end of 5th grade, children performed an online reading task, reading four digital hypermedia texts on dairy consumption. They then wrote advice on providing dairy to children in primary school and answered multiple-choice questions on each of the texts. The number of unique pages that were visited was recorded.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>For text comprehension (multiple choice questions), social media use was a negative predictor over and above positive predictions of decoding efficiency and vocabulary. Furthermore, navigation (i.e., unique pages visited) was a unique predictor and also a partial mediator for the relation between decoding and comprehension. For text integration (essays), decoding and vocabulary were again significant predictors. Here, a negative direct effect of gaming emerged when navigation was added as a mediator, after which only decoding remained to have an additional indirect effect, next to the direct effect of navigation. Children with dyslexia (<i>n</i> = 13), ADHD (<i>n</i> = 6) or ASS (<i>n</i> = 2) seemed to have additional challenges in digital reading: children with dyslexia visited fewer unique pages, resulting in lower comprehension and integration. Furthermore, children with ADHD showed high levels of social media use and gaming which are associated respectively with lower text comprehension and integration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Social media use and gaming are negatively associated with digital reading outcomes. Digital exposure may be an additional risk factor in digital reading for children with ADHD, while children with dyslexia face additional problems in navigation behaviour.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 4","pages":"392-410"},"PeriodicalIF":2.0,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145429238","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}
Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects.
Methods
This study investigated the effects of interactive parent–child reading in Hakka, a Chinese dialect, on Hakka and Mandarin language abilities in Chinese children. This study recruited 99 Chinese typically developing kindergarteners and their parents who had Hakka as their mother tongue and spoke Mandarin. They were randomly assigned to either the intervention or the control conditions. Parents in the intervention group were trained and supported to engage in dialogic reading with their children. All children were tested on receptive vocabulary, expressive vocabulary, character reading, listening comprehension and reading anxiety in Mandarin and Hakka before and after the intervention.
Results
After a 12-week parent–child reading intervention, the children in the intervention group showed better Hakka and Mandarin language abilities than the control group, thereby suggesting language transfer of skills across dialects. Also, the intervention group had lower reading anxiety than the control group.
Conclusions
The results of this study have extended the positive effects of dialogic reading to reading in Hakka and support the bilingual interactive activation model by showing the language transfer from the vernacular language to the official language in Chinese. The findings highlight the importance of engaging children in literacy activities using their mother tongue in promoting the development of skills in different languages that they are learning.
{"title":"Interactive parent–child reading in a dialect: Its effects on children's language abilities and language transfer","authors":"Yang Dong, Bonnie Wing-Yin Chow, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng","doi":"10.1111/1467-9817.70013","DOIUrl":"https://doi.org/10.1111/1467-9817.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study investigated the effects of interactive parent–child reading in Hakka, a Chinese dialect, on Hakka and Mandarin language abilities in Chinese children. This study recruited 99 Chinese typically developing kindergarteners and their parents who had Hakka as their mother tongue and spoke Mandarin. They were randomly assigned to either the intervention or the control conditions. Parents in the intervention group were trained and supported to engage in dialogic reading with their children. All children were tested on receptive vocabulary, expressive vocabulary, character reading, listening comprehension and reading anxiety in Mandarin and Hakka before and after the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>After a 12-week parent–child reading intervention, the children in the intervention group showed better Hakka and Mandarin language abilities than the control group, thereby suggesting language transfer of skills across dialects. Also, the intervention group had lower reading anxiety than the control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results of this study have extended the positive effects of dialogic reading to reading in Hakka and support the bilingual interactive activation model by showing the language transfer from the vernacular language to the official language in Chinese. The findings highlight the importance of engaging children in literacy activities using their mother tongue in promoting the development of skills in different languages that they are learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 4","pages":"374-391"},"PeriodicalIF":2.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145429312","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}
Research has demonstrated that distinct oral language skills contribute unique variance to text comprehension in students from second grade onward. This study examined these relationships for kindergarten students whose comprehension is often assumed to be determined by word decoding skills.
Method
Eighty-eight kindergarten students completed measures assessing oral language skills, word reading and reading comprehension. The latter was measured by standardised tests and a teacher-administered reading level inventory.
Results
Syntactic and morphological awareness were unique predictors of comprehension measured on standardised tests, controlling for word reading, English language learning status and listening comprehension. In contrast, syntactic awareness was the only unique oral language predictor of teacher-assessed reading levels.
Conclusions
Individual oral language skills influence reading comprehension in students as young as those in kindergarten. In this novel investigation, we found differing patterns of predictors across two comprehension measures, highlighting the more constrained set of language skills tapped by teacher-assessed reading levels.
{"title":"The contributions of individual oral language skills to kindergarten students' reading comprehension","authors":"Jamie L. Metsala, Erin Sparks, Margaret D. David","doi":"10.1111/1467-9817.70012","DOIUrl":"https://doi.org/10.1111/1467-9817.70012","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research has demonstrated that distinct oral language skills contribute unique variance to text comprehension in students from second grade onward. This study examined these relationships for kindergarten students whose comprehension is often assumed to be determined by word decoding skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Eighty-eight kindergarten students completed measures assessing oral language skills, word reading and reading comprehension. The latter was measured by standardised tests and a teacher-administered reading level inventory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Syntactic and morphological awareness were unique predictors of comprehension measured on standardised tests, controlling for word reading, English language learning status and listening comprehension. In contrast, syntactic awareness was the only unique oral language predictor of teacher-assessed reading levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Individual oral language skills influence reading comprehension in students as young as those in kindergarten. In this novel investigation, we found differing patterns of predictors across two comprehension measures, highlighting the more constrained set of language skills tapped by teacher-assessed reading levels.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 4","pages":"355-373"},"PeriodicalIF":2.0,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145429418","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}
Executive function (EF) is significantly associated with reading comprehension outcomes, yet the interaction between EF and critical language skills (including vocabulary, morphological awareness (MA) and syntactic knowledge), across these levels of reading comprehension (literal, inferential and evaluative comprehension) has rarely been examined in the literature.
Methods
A total of 162 third-grade primary school students participated in the study, completing a battery of assessments measuring EF, receptive vocabulary, MA, syntactic knowledge and Chinese reading comprehension. Structural equation modelling was utilised to examine the pathways between EF and different levels of reading comprehension and the mediation effects through these three types of linguistic knowledge.
Results
The results confirmed that EF is significantly associated with all three levels of reading comprehension in Chinese. The effects of EF on literal and inferential comprehension were significantly stronger than its impact on evaluative comprehension. Both MA and syntactic knowledge served as significant mediators in the relationship between EF and all levels of comprehension. Receptive vocabulary played a notable mediating role in the association between EF and both literal and inferential comprehension, whereas no mediating effect was observed in the link between EF and evaluative comprehension.
Conclusions
The study illustrates the significant impact of EF on all three levels of reading comprehension and sheds light on the mechanisms through which EF influences these comprehension levels via linguistic knowledge and skills. These insights can inform practitioners about students' difficulties in reading and support the development of levels of comprehension skills.
{"title":"Contribution of executive function to different levels of reading comprehension","authors":"Cathy On-Ying Hung, Mingjia Cai, Xian Liao","doi":"10.1111/1467-9817.70011","DOIUrl":"https://doi.org/10.1111/1467-9817.70011","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Executive function (EF) is significantly associated with reading comprehension outcomes, yet the interaction between EF and critical language skills (including vocabulary, morphological awareness (MA) and syntactic knowledge), across these levels of reading comprehension (literal, inferential and evaluative comprehension) has rarely been examined in the literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 162 third-grade primary school students participated in the study, completing a battery of assessments measuring EF, receptive vocabulary, MA, syntactic knowledge and Chinese reading comprehension. Structural equation modelling was utilised to examine the pathways between EF and different levels of reading comprehension and the mediation effects through these three types of linguistic knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results confirmed that EF is significantly associated with all three levels of reading comprehension in Chinese. The effects of EF on literal and inferential comprehension were significantly stronger than its impact on evaluative comprehension. Both MA and syntactic knowledge served as significant mediators in the relationship between EF and all levels of comprehension. Receptive vocabulary played a notable mediating role in the association between EF and both literal and inferential comprehension, whereas no mediating effect was observed in the link between EF and evaluative comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study illustrates the significant impact of EF on all three levels of reading comprehension and sheds light on the mechanisms through which EF influences these comprehension levels via linguistic knowledge and skills. These insights can inform practitioners about students' difficulties in reading and support the development of levels of comprehension skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 4","pages":"335-354"},"PeriodicalIF":2.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145429364","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}
Lori E. Skibbe, Nicholas E. Waters, Ryan P. Bowles
Background
The current study examined whether the home literacy environment (HLE) has the same meaning and predictive value for children with and without speech and/or language impairment.
Methods
Parents reported on their HLE for children with typical development (n = 811) and those with speech and/or language impairment (S/LI, n = 235). All children were between 3 and 6 years of age. Children's letter–name knowledge, letter–sound knowledge and phonological awareness were assessed directly.
Results
A confirmatory factor analysis of a HLE questionnaire yielded three factors for both groups: print-related activities, shared book reading and literacy games. There was evidence of strong factorial invariance between groups, suggesting that the HLE represents a similar construct for both groups of children. Print-related activities were the strongest predictor of early literacy skills – particularly for children with speech and/or language impairment. Shared book reading only significantly predicted literacy skills for the children with typical development, although effects were relatively modest. For all children, reports of playing more literacy games were associated with lower early literacy scores for children.
Conclusions
Results highlight the ways in which families can create home environments that support children's early literacy skills.
本研究考察了家庭读写环境（HLE）对有和无语言障碍儿童是否具有相同的意义和预测价值。方法家长报告典型发育儿童（n = 811）和语言障碍儿童（S/LI, n = 235）的HLE。所有儿童年龄均在3至6岁之间。直接评估儿童的字母名称知识、字母语音知识和语音意识。结果HLE问卷的验证性因子分析得出两组的三个因素：与印刷相关的活动，共享书籍阅读和识字游戏。有证据表明，两组儿童之间的因子不变性很强，表明HLE代表了相似的结构。与印刷相关的活动是早期读写能力的最强预测指标，特别是对于有语言障碍的儿童。共同读书只显著预测了典型发育儿童的读写能力，尽管影响相对较小。对于所有的孩子来说，玩更多的识字游戏与孩子早期的识字分数较低有关。研究结果强调了家庭可以创造支持儿童早期识字技能的家庭环境的方式。
{"title":"Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment","authors":"Lori E. Skibbe, Nicholas E. Waters, Ryan P. Bowles","doi":"10.1111/1467-9817.70010","DOIUrl":"https://doi.org/10.1111/1467-9817.70010","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The current study examined whether the home literacy environment (HLE) has the same meaning and predictive value for children with and without speech and/or language impairment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Parents reported on their HLE for children with typical development (<i>n</i> = 811) and those with speech and/or language impairment (S/LI, <i>n</i> = 235). All children were between 3 and 6 years of age. Children's letter–name knowledge, letter–sound knowledge and phonological awareness were assessed directly.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A confirmatory factor analysis of a HLE questionnaire yielded three factors for both groups: print-related activities, shared book reading and literacy games. There was evidence of strong factorial invariance between groups, suggesting that the HLE represents a similar construct for both groups of children. Print-related activities were the strongest predictor of early literacy skills – particularly for children with speech and/or language impairment. Shared book reading only significantly predicted literacy skills for the children with typical development, although effects were relatively modest. For all children, reports of playing more literacy games were associated with lower early literacy scores for children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Results highlight the ways in which families can create home environments that support children's early literacy skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 4","pages":"317-334"},"PeriodicalIF":2.0,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145429165","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}
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