Journal of Research in Reading最新文献_第2页

Mental health, literacy skills and gender: Examining their relationships in a longitudinal study from 5- to 9-year-old children 心理健康、识字技能和性别：在一项针对5至9岁儿童的纵向研究中检验它们之间的关系

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-07-06 DOI: 10.1111/1467-9817.70009

Jean Ecalle, Xavier Thierry, Annie Magnan

Background

The reciprocal relationships between literacy skills and various subscales of mental health have been examined in few studies. The objective is to re-examine this question in a longitudinal study with the possibility of a gender effect.

Methods

A 4-year longitudinal study was conducted as part of the French national cohort ELFE (N = 1064). The aim was twofold: 1/ To examine the links in both directions between literacy skills, assessed successively at 5, 7 and 9 years (LitSk5y; 7y; 9y), and mental health, assessed with the Strengths and Difficulties Questionnaire (SDQ) at 5 years by parents and 9 years by teachers. 2/To determine whether the gender effect on LitSk is still present when SDQ subscale scores show mental health difficulties. SDQ subscales consist of conduct problems, hyperactivity, emotional symptoms and peer relationships assessed at 5 years old, and conduct problems, hyperactivity and prosocial behaviour assessed at 9 years old.

Results

Negative links were found in the following directions with SDQ subscales as predictors: conduct problems at 5 years old to LitSk5–7–9y and conduct problems at 9 years old to LitSk9y, and there was also a positive link, prosocial behaviour at 9 years old to LitSk9y. Conversely, negative links were again found with LitSk considered as a predictor of SDQ subscales: LitSk5y to conduct problems, hyperactivity and peer relationships at 5 years old, LitSk5–7–9y to conduct problems and hyperactivity at 9 years old; a positive link was found for LitSk5–7–9y to prosocial behaviour at 9 years old. The links for SDQ subscales to LitSk were stronger than those for LitSk to SDQ subscales.

Conclusions

These results revealed three bidirectional relationships: conduct problems at 5 years old with LitSk5y, conduct problems at 9 years old with LitSk9y and prosocial behaviour at 9 years old with LitSk9y. Finally, the expected LitSk gender effect in favour of girls was reduced when these latter were affected by mental health problems.

背景阅读技能与心理健康各分量表之间的相互关系研究较少。目的是在纵向研究中重新审视这个问题，并考虑性别影响的可能性。方法作为法国国家队列ELFE （N = 1064）的一部分，进行了一项为期4年的纵向研究。目的有两方面：1 .在5岁、7岁和9岁时依次评估识字技能之间的双向联系(LitSk5y；7 y;9y)和心理健康，在5岁时由家长和9岁时由教师分别用优势和困难问卷（SDQ）进行评估。2/确定当SDQ分量表得分显示心理健康困难时，性别对LitSk的影响是否仍然存在。SDQ子量表包括5岁时评估的行为问题、多动、情绪症状和同伴关系，以及9岁时评估的行为问题、多动和亲社会行为。结果以SDQ子量表为预测因子，5岁至7 - 9y的行为问题与9岁至7 - 9y的行为问题存在负相关，9岁至9岁的亲社会行为与LitSk9y存在正相关。相反，LitSk被认为是SDQ子量表的预测因子，再次发现负相关：5岁时LitSk5y处理问题、多动和同伴关系，9岁时LitSk5-7-9y处理问题和多动；在9岁时，LitSk5-7-9y与亲社会行为呈正相关。SDQ子量表与LitSk的关联比LitSk与SDQ子量表的关联更强。结论5岁LitSk5y患儿的行为问题、9岁LitSk9y患儿的行为问题和9岁LitSk9y患儿的亲社会行为存在3种双向关系。最后，当女孩受到心理健康问题的影响时，预期的有利于女孩的LitSk性别效应就会减少。

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引用次数: 0

Cross-lagged analysis of home literacy environment and reading ability of children with intellectual disabilities 家庭读写环境与智力障碍儿童阅读能力的交叉滞后分析

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-07-05 DOI: 10.1111/1467-9817.70008

Qianqian Wang, Zhengwei Gu, Lin Chai, Yangreng Shang, Tingzhao Wang

Background

Understanding the reading ability of children with intellectual disabilities (ID) can help them improve their communication skill and cognition, but little is known about how home literacy environment (HLE) improves the reading ability of children with ID. The aim of the current study was to explore the mutual predictive relationship between HLE and reading ability of children with ID.

Methods

In June 2022 (T1) and June 2023 (T2), 157 children with mild to moderate intellectual disabilities completed the Chinese reading ability test, while their parents completed a survey on their HLE and demographic information. Descriptive statistics for all variables and Pearson correlation between HLE and reading ability (recognition, sentence reading fluency and vocabulary comprehension) at both T1 and T2 were analysed. To verify the reciprocal predictive relationships between variables, a cross-lagged analysis was conducted using latent variable structural equation modelling on HLE at T1 and T2, controlling for age and intelligence, as well as on the reading ability of children with ID at these same time points.

Results

Longitudinal cross-lagged analysis showed that HLE had no significant predictive effect on future reading ability of children with ID, but reading ability had a significant positive predictive effect on future HLE.

Conclusions

The current results suggest that the more the parents are aware of the reading ability of their children with ID, the more they invest in their children's reading development, thereby encouraging them to invest further in creating an enriched HLE for their children.

背景了解智障儿童的阅读能力可以帮助他们提高沟通能力和认知能力，但对家庭读写环境如何提高智障儿童的阅读能力了解甚少。本研究的目的是探讨高智商与阅读能力之间的相互预测关系。方法于2022年6月（T1）和2023年6月（T2）对157名轻中度智力障碍儿童进行中文阅读能力测试，并对其父母进行HLE和人口统计信息调查。对所有变量进行描述性统计，并分析T1和T2时HLE与阅读能力（认知、句子阅读流畅性和词汇理解）之间的Pearson相关性。为了验证变量之间的互反预测关系，在控制年龄和智力的情况下，使用潜变量结构方程模型对T1和T2的HLE以及ID儿童在这两个时间点的阅读能力进行了交叉滞后分析。结果纵向交叉滞后分析显示，阅读能力对认知障碍儿童未来阅读能力无显著预测作用，而阅读能力对未来阅读能力有显著正向预测作用。结论目前的研究结果表明，父母越了解孩子的阅读能力，越会对孩子的阅读发展投入更多，从而鼓励他们进一步投入，为孩子创造丰富的HLE。

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引用次数: 0

The simple view of reading in monolingual and language-minority bilingual children learning to read in French or Italian: Evidence from a direct cross-linguistic comparison study 单语和少数语言双语儿童学习法语或意大利语阅读的简单观点：来自直接跨语言比较研究的证据

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-07-02 DOI: 10.1111/1467-9817.70007

Stéphanie Bellocchi, Daniel Priolo, Paola Bonifacci

Background

We investigated how the language of schooling (French vs. Italian) and linguistic status [monolinguals vs. language-minority bilingual children (LMBC)] interact with the main dimensions of the simple view of reading (SVR), namely, decoding (D) and listening comprehension (LC).

Method

We examined 265 children [French: n = 113; Italian: n = 152; monolinguals: n = 149; LMBC: n = 116; mean age in months: 116.91 (SD = 9.41), range of age in months: 88–136] attending Grades 3, 4 and 5 while performing oral language (i.e., verbal knowledge and morphosyntactic comprehension), reading (i.e., word, pseudowords and comprehension) and cognitive tasks (i.e., nonverbal intellectual functioning).

Results

LC emerged as the unique significant predictor of reading comprehension (RC). No significant interactions were observed between the language of schooling and linguistic status. Also, nonverbal reasoning resulted in concurrently predicting RC, together with LC. Ultimately, while the linguistic status did not have a direct impact on RC, its effect was mediated by LC.

Conclusions

SVR similarly applies to monolinguals and LMBC schooled in French and Italian. Further, adding nonverbal reasoning can improve the explained variance of the model. Lastly, our results suggest that children's oral language skills mediate the impact of bilingualism on RC. This understanding can inform educational practices for bilingual students.

我们研究了学校语言（法语vs意大利语）和语言状况[单语儿童vs语言少数双语儿童（LMBC）]如何与简单阅读观（SVR）的主要维度，即解码(D)和听力理解（LC）相互作用。方法265例儿童[法语：n = 113；意大利语：n = 152；单语者：n = 149；LMBC: n = 116；平均月龄：116.91 (SD = 9.41)，月龄范围：88-136]在进行口头语言（即口头知识和形态句法理解）、阅读（即单词、假词和理解）和认知任务（即非语言智力功能）时就读3、4和5年级。结果LC是阅读理解的唯一显著预测因子。学校语言和语言地位之间没有显著的相互作用。此外，非语言推理可以同时预测RC和LC。最终，虽然语言地位对语言转换没有直接影响，但其作用是由语言转换介导的。结论SVR同样适用于单语者和法语和意大利语学校的LMBC。此外，加入非语言推理可以提高模型的解释方差。最后，我们的研究结果表明，儿童的口头语言技能介导了双语对RC的影响。这种认识可以为双语学生的教育实践提供指导。

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引用次数: 0

Examining the role of home literacy environment in the growth of morphological awareness from kindergarten to Grade 2 考察家庭读写环境在幼儿园至二年级形态意识成长中的作用

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-05-19 DOI: 10.1111/1467-9817.70006

Ioannis Grigorakis, George Manolitsis, Tomohiro Inoue, George K. Georgiou

Background

Early morphological awareness skills are well-known predictors of later literacy skills, but little is known on how young children develop this early morphological knowledge without formal instruction. Home literacy environment is considered as a supporting context for several early literacy skills' growth, but no studies have examined effects on early morphological awareness growth. The purpose of this study was to examine the direct and indirect effects of different aspects of the home literacy environment (HLE; code-related HLE, meaning-related HLE and access to literacy resources) in the growth of morphological awareness (MA) skills.

Methods

One hundred and sixty Greek children (79 girls and 81 boys; M_age = 67.22 months) were assessed in kindergarten on letter knowledge, phonological awareness and vocabulary. Their MA skills (Word Analogy and Compounding) were also assessed in kindergarten, Grade 1 and Grade 2. Their parents filled out an HLE questionnaire when their children were in kindergarten.

Results

Results of structural equation modelling showed that code-related HLE had both a direct effect on the intercept of Word Analogy and an indirect effect on the growth of Word Analogy and the intercept of Compounding through letter knowledge. In turn, access to literacy resources predicted the intercept of Word Analogy and Compounding indirectly through the effects of vocabulary.

Conclusions

Taken together, the present findings suggest that HLE is important in the early stages of MA development, but its effects are mostly mediated by the emergent literacy skills.

早期形态学意识技能是众所周知的预测后来的读写能力，但很少知道如何幼儿发展这种早期形态学知识没有正式的指导。家庭识字环境被认为是几种早期识字技能发展的支持环境，但没有研究考察其对早期形态意识发展的影响。本研究旨在探讨家庭读写环境(HLE；语码相关HLE、意义相关HLE和读写资源获取)在形态意识（MA）技能成长中的作用。方法160例希腊儿童(女孩79例，男孩81例；幼儿（67.22个月）的字母知识、语音意识和词汇量进行评估。在幼儿园、一年级和二年级对他们的MA技能（单词类比和复合）进行了评估。他们的父母在孩子上幼儿园时填写了一份HLE问卷。结果结构方程模型结果表明，语码相关HLE对单词类比的截距有直接影响，对单词类比的增长和通过字母知识复合的截距有间接影响。识字资源的获取反过来又通过词汇的影响间接地预测了词语类比和复合的拦截。综上所述，本研究结果表明，高水平教育在文学素养发展的早期阶段很重要，但其影响主要是由新兴的识字技能介导的。

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引用次数: 0

The research-to-practice gap in teaching reading with digital texts: Results from a survey of US elementary teachers 数字文本阅读教学的研究与实践差距：对美国小学教师的调查结果

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-05-03 DOI: 10.1111/1467-9817.70004

Laura S. Tortorelli, John Z. Strong

Background

The COVID-19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction.

Methods

This paper presents the results of a quantitative survey of a representative sample of US elementary-grade teachers (n = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Survey development included a literature review, pilot testing (n = 38), cognitive interviews (n = 8) and expert review.

Results

Results indicated that 99.6% of respondents used digital texts for reading instruction, most frequently levelled texts (90.9% using them at least once a week), decodable texts (85.2%), informational texts (84.7%) and passages for fluency practice (82.5%). Read-aloud mode was the most frequently used text feature regardless of the text type or literacy goals. Teachers used digital texts mainly as substitutes for print texts, and few received training (28.8%) or resources (17.1%) to support using digital texts.

Conclusions

The findings indicate a misalignment between the research evidence on the affordances of digital texts for reading instruction and how these tools are used in classrooms. They highlight the need for future research and professional development to support teachers' Technological Pedagogical and Content Knowledge (TPACK) and classroom use of digital texts.

2019冠状病毒病大流行加速了数字文本在阅读教学中的应用，研究发现了使用数字文本进行阅读教学的潜在优势和缺点。本文介绍了对美国小学教师代表性样本（n = 468）的定量调查结果，该调查描述了他们在2020-2021学年如何使用数字文本进行阅读教学。调查开发包括文献综述、试点测试（n = 38）、认知访谈（n = 8）和专家评审。结果99.6%的受访者使用数字文本进行阅读指导，最常见的文本是水平文本（90.9%每周至少使用一次），可解码文本（85.2%），信息文本（84.7%）和流利练习段落（82.5%）。无论文本类型或读写目标如何，朗读模式都是最常用的文本功能。教师使用数字文本主要是作为印刷文本的替代品，很少有人接受过培训（28.8%）或资源（17.1%）来支持使用数字文本。研究结果表明，关于数字文本对阅读教学的辅助作用的研究证据与这些工具如何在课堂上使用之间存在不一致。他们强调了未来研究和专业发展的必要性，以支持教师的技术教学和内容知识（TPACK）和课堂上使用数字文本。

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引用次数: 0

The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain 内在阅读动机的重要性超越了阅读领域：与学习成绩和语言领域动机的关系

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-05-01 DOI: 10.1111/1467-9817.70005

A. Katrin Arens, Jens Möller

Background

Intrinsic reading motivation has often been investigated regarding its relations to reading-related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self-concept, and language intrinsic value.

Methods

The constructs were measured at three annual measurement waves covering Grades 7–9 with a sample of German secondary school students (N = 1271). The relations among constructs were analysed using cross-lagged panel models in structural equation modelling.

Results

Previous intrinsic reading motivation was found to be positively related to later reading achievement, language school performance, and language self-concept. The patterns of relations were found to be stable across the two time lags and remained when including students' gender, secondary school track, and socio-economic status as covariates.

Conclusions

This study underscores the importance of intrinsic reading motivation which does not only address other reading-related variables but also motivational and achievement variables of the language domain.

人们经常研究内在阅读动机与阅读相关变量（如阅读成就）的关系。研究很少关注内在阅读动机与总体语言域相关变量之间的关系。本研究考察了内在阅读动机、阅读成绩、语言学校表现、语言自我概念和语言内在价值之间的时间关系。方法以德国中学生为样本（1271人），采用3个年度测量波对7-9年级的构念进行测量。利用结构方程模型中的交叉滞后面板模型分析了结构之间的关系。结果先前的内在阅读动机与以后的阅读成绩、语言学校成绩和语言自我概念呈正相关。研究发现，在两个时间滞后中，关系模式是稳定的，当将学生的性别、中学学业轨迹和社会经济地位作为协变量时，关系模式仍然存在。本研究强调了内在阅读动机的重要性，它不仅涉及其他与阅读相关的变量，而且涉及语言领域的动机和成就变量。

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引用次数: 0

Did screen reading steal children's focus? Longitudinal associations between reading habits, selective attention and text comprehension 屏幕阅读窃取了孩子们的注意力吗？阅读习惯、选择性注意和文本理解之间的纵向联系

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-03-17 DOI: 10.1111/1467-9817.70003

Ladislao Salmerón, Lidia Altamura, Mari Carmen Blanco-Gandía, Amelia Mañá, Sandra Montagud, Mario Romero, Cristina Vargas, Laura Gil

Background

The idea that screens ‘stole children's focus’ and that reading books, in contrast, stimulates selective attention is theoretically complex and has largely been ignored in empirical tests. Research has identified positive associations between reading habits and various dimensions of attention in children, but most research is restricted to book or print reading habits, with limited evidence for digital habits.

Methods

We tested the assumption that selective attention (students' ability to focus on relevant information and to ignore distractors) may mediate the relation between print and digital reading habits and comprehension in a longitudinal study that analysed 654 fourth and 635 fifth grade students at the end of their school year (T1) and 1 year later (T2).

Results

Overall, and contrary to our expectations, the longitudinal associations for reading habits in T1 to selective attention and reading comprehension in T2 were mostly null. Digital reading habits for academic purposes in T1 were negatively associated with reading comprehension in T2, for students assessed from 4th to 5th grade, but not those from 5th to 6th grade. In addition, students' selective attention was positively associated with reading comprehension.

Conclusions

To conclude, we discuss the need to search for mediators other than selective attention on the associations between reading habits and comprehension and highlight the need to identify key developmental milestones during primary school that may be accomplished to be ready to take full advantage of digital reading practices.

屏幕“偷走了孩子们的注意力”，而阅读书籍则相反，激发了孩子们的选择性注意力，这一观点在理论上是复杂的，在实证测试中基本上被忽视了。研究已经确定了阅读习惯与儿童注意力的各个方面之间的积极联系，但大多数研究仅限于书籍或印刷品的阅读习惯，关于数字习惯的证据有限。方法：通过对654名四年级学生和635名五年级学生的纵向研究，我们验证了选择性注意（学生关注相关信息和忽略干扰物的能力）可能在印刷和数字阅读习惯与理解之间的关系中起中介作用。结果总的来说，与我们的预期相反，T1阶段的阅读习惯与T2阶段的选择性注意和阅读理解之间的纵向关联基本为零。在T1阶段，以学术为目的的数字阅读习惯与T2阶段的阅读理解呈负相关，在四年级到五年级的学生中，但在五年级到六年级的学生中没有。此外，学生的选择性注意与阅读理解呈正相关。综上所述，我们讨论了寻找除了选择性关注阅读习惯和理解之间的关联之外的中介因素的必要性，并强调了确定小学阶段可能完成的关键发展里程碑的必要性，以便为充分利用数字阅读实践做好准备。

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引用次数: 0

Pairing phrase-cued text with readers theatre: Effects on reading prosody and automaticity 短语提示文本与读者戏剧的配对：对阅读韵律和自动性的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-03-12 DOI: 10.1111/1467-9817.70002

Emily Rodgers, Jerome V. D'Agostino, Joel R. Levin, Timothy Rasinski

Background

We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase-cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence-based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience.

Methods

Ten first- to third-grade students (ages 6–9 years old) who were falling behind reading grade-level expectations participated in the study. We used a randomised single-case nonconcurrent multiple-baseline research design that features a time-staggered introduction of the instructional intervention across participants, along with an associated randomisation test statistical analysis. The design is particularly well suited to the present study because it yields valid results based on small sample sizes, contains its own control group (because each participant serves as his or her own control) and allows for the testing of the effectiveness of a specific instructional component – in this case, phrase-cued text.

Results

As hypothesised, adding phrase-cued phrases led to a statistically significant performance increase on the combination of two subscales of the Multidimensional Fluency Scale (MFS), expression and phrasing, subscales that represent the subconstruct, prosody.

Conclusions

Adding text with highlighted phrase boundaries enhanced the effect of readers theatre on two aspects of prosody: expression and phrasing.

当短语提示文本（定义为在文本中标记短语边界）分层到读者剧场时，我们研究了对口语阅读流畅性（定义为自动单词识别和韵律）的影响。读者剧场是一种基于证据的教学形式，包括在大约5天的时间内进行多次阅读，学生练习并准备为观众口头表演一首诗或戏剧。方法对10名阅读成绩低于年级预期水平的一至三年级学生（6-9岁）进行调查。我们采用随机的单例非并发多基线研究设计，其特点是在参与者中按时间错开引入教学干预，并进行相关的随机化测试统计分析。这种设计特别适合目前的研究，因为它在小样本的基础上得出了有效的结果，包含了自己的对照组（因为每个参与者都是他或她自己的对照组），并允许测试特定教学成分的有效性——在这种情况下，是短语提示文本。结果与假设的结果一致，在多维流畅度量表（MFS）的两个子量表（表达和短语）的组合上，添加短语提示短语可以显著提高学生的表现，这两个子量表分别代表子构和韵律。结论添加短语边界突出的文本可以增强读者戏剧对韵律表达和短语两个方面的影响。

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引用次数: 0

Word spelling in monolingual and bilingual children with developmental language disorder 发育性语言障碍的单语和双语儿童的单词拼写

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-02-26 DOI: 10.1111/1467-9817.70001

Elise H. de Bree, Wendy Bliekendaal, Madelon van den Boer

Background

Children with developmental language disorder (DLD) are reported to have word spelling difficulties. These findings concern monolingual children with DLD; little is known about bilingual children with DLD. We examined word spelling abilities of bilingual children with DLD to determine if bilingualism is an additional risk factor for spelling problems.

Methods

We compared word spelling outcomes of monolingual (n = 87) and bilingual children with DLD (n = 51), who attended upper elementary years (Grade 5 or 6) of special education for children with DLD. Spelling measures obtained were a standardised curriculum-based word spelling task, an experimental dictation task and word spelling in short written texts.

Results

Outcomes on the curriculum-based spelling test established that both the monolingual and bilingual groups of children with DLD on average showed a spelling delay. Results on this test, as well as those of the experimental dictation task and the writing task, did not indicate differences between the monolingual and bilingual groups with DLD, even when lower oral language outcomes of bilingual children in the school language were controlled for.

Conclusions

The results indicate that DLD is a risk factor for word spelling difficulties while bilingualism is not.

据报道，患有发展性语言障碍（DLD）的儿童有单词拼写困难。这些发现涉及单语儿童的DLD；我们对患有DLD的双语儿童知之甚少。我们检查了患有DLD的双语儿童的单词拼写能力，以确定双语是否是拼写问题的额外风险因素。方法比较87名单语儿童和51名双语儿童在小学高年级（5年级或6年级）接受DLD儿童特殊教育的单词拼写结果。获得的拼写测试包括基于标准化课程的单词拼写任务、实验性听写任务和短书面文本中的单词拼写。结果基于课程的拼写测试结果表明，单语组和双语组的DLD儿童平均表现出拼写延迟。这项测试的结果，以及实验听写任务和写作任务的结果，并没有显示单语和双语DLD组之间的差异，即使在学校语言中双语儿童较低的口语结果被控制。结论DLD是单词拼写困难的危险因素，而双语不是。

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引用次数: 0

The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language 词汇知识和词形意识对外语阅读理解的贡献

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-02-24 DOI: 10.1111/1467-9817.70000

Mark Feng Teng, Yachong Cui

Background

Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) readers, remains largely underspecified. The main purpose of the current study was to examine the relative significance of VK and MA in foreign language reading ability and to identify the direct and indirect pathways from various facets of MA to EFL reading comprehension.

Methods

A total of 396 EFL learners took a standardised reading test (TOEIC), along with a battery of three MA tests and two VK tests, which assessed both the breadth and depth of VK.

Results

(1) Hierarchical regression analysis indicated that both VK and MA had significant effects on EFL reading comprehension, with VK contributing more to reading comprehension than MA. (2) Path analysis showed that MA had both direct and indirect effects on EFL reading comprehension via the breadth and depth of VK.

Conclusions

Our results established that VK was a stronger predictor of reading comprehension than MA and elucidated the direct and indirect pathways within the morphological pathways framework through which MA contributes to reading comprehension. Relevant implications were discussed based on the results.

词汇知识（VK）和形态意识（MA）是影响阅读理解的重要语言变量。然而，文学硕士子技能在多大程度上与VK的不同方面交织在一起，对阅读理解的贡献，以及文学硕士如何影响英语作为外语（EFL）读者的阅读能力，在很大程度上仍未明确。本研究的主要目的是考察VK和MA在外语阅读能力中的相对重要性，并确定MA各方面对英语阅读理解的直接和间接途径。方法对396名英语学习者进行了标准化阅读测试（TOEIC），同时进行了三个MA测试和两个VK测试，以评估VK的广度和深度。结果(1)层次回归分析表明，英语口语和英语口语对英语阅读理解均有显著影响，英语口语对阅读理解的贡献大于英语口语。(2)通径分析表明，MA通过VK的广度和深度对英语阅读理解有直接和间接的影响。结论VK对阅读理解的预测作用强于MA，并阐明了MA对阅读理解的直接和间接影响途径。根据研究结果，讨论了相关意义。

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