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

Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read-alouds: A comparative modelling study using data science methods 同时使用信息性和叙事性图画书进行朗读，可增加儿童的词汇量：使用数据科学方法进行比较建模研究

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-06-22 DOI: 10.1111/1467-9817.12462

Clarence Green, Kathleen Keogh

Background

The language that children are exposed to in their early years is enhanced by children's picture books. It is important to better characterise this input, and recent research has begun to explore corpora of narrative picture books. However, previous research has been restricted by methodological limitations that make it difficult to develop large datasets. Further, information texts become increasingly important as children progress through school, but little is known about the language of their earliest form, namely, informational picture books. The current study investigates how informational and narrative picture book exposure might change the language environment of children in a way that supports reading development.

Methods

The study applies data science methods to build a larger language model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. Picture book vocabulary is innovatively derived from digital sources of books read-aloud online, which pushes the field forward by providing researchers access to larger pools of data than previously possible. Detailed comparisons of informational and narrative picture books are reported regarding their lexical diversity, density, morphology, academic vocabulary and semantic clusters. Models are developed to estimate the additional word-type exposure a child may encounter in their language environment from narrative and informational picture books.

Results

The study demonstrates that information and narrative picture books expose children to substantially different semantic environments. It is demonstrated that information picture books provide extensive exposure to academic vocabulary, providing important input aligned with later reading needs. Further, computational models indicate that book reading once every day or second day over a year might boost unique-word exposure by approximately 10% for some language environments.

Conclusions

Combining informational and narrative picture books enhance the language environment of children more than narratives alone, providing more lexical diversity, density and complex morphology.

背景儿童图画书增强了儿童在幼年时期所接触的语言。更好地描述这种输入非常重要，最近的研究已经开始探索叙事性图画书的语料库。然而，以往的研究受到方法论的限制，难以开发大型数据集。此外，信息文本随着儿童的学业进展变得越来越重要，但人们对其最早的形式，即信息图画书的语言却知之甚少。本研究调查了信息性和叙事性图画书的接触如何改变儿童的语言环境，从而支持阅读发展。研究方法本研究运用数据科学方法建立了一个比以往更大的语言模型，并调查了 2000 多本叙事性和信息性图画书的词汇概况。图画书词汇创新性地来源于在线朗读图书的数字资源，这为研究人员提供了比以往更大的数据池，推动了该领域的发展。报告详细比较了信息图画书和叙事图画书的词汇多样性、密度、词形、学术词汇和语义群。研究还建立了一些模型，以估算儿童在语言环境中可能从叙事性和信息性图画书中接触到的额外词汇类型。研究表明，信息图画书能让儿童广泛接触到学术词汇，提供了与日后阅读需求相一致的重要输入。此外，计算模型表明，在某些语言环境中，每天或隔天阅读一次图书可能会使儿童接触到的独特词汇量增加约 10%。

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引用次数: 0

Children's reading outcomes in digital and print mediums: A systematic review 儿童在数字和印刷媒体中的阅读成果：系统回顾

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-06-17 DOI: 10.1111/1467-9817.12461

Carolynn Hare, Ben Johnson, Megan Vlahiotis, Erin J. Panda, Ayda Tekok-Kilic, Suzanne Curtin

Background

Given the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1–17 years old while also considering the influence of several participant, task and study characteristics.

Methods

A comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter-rater reliability: k = .54–.78). Three major characteristics were coded: participant-level (grade/age, diverse populations, testing language); task-level (text-genre, shared reading, digital comparability); study-level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors.

Results

Except in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found ‘print is better’, whereas ‘digital is better’ was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners.

Conclusions

This review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents.

背景鉴于人们对数字设备的依赖程度越来越高，越来越多的研究探讨了文字媒介对儿童阅读成果的影响；然而，研究结果喜忧参半。本系统性综述的目的是研究印刷和数字格式如何影响 1-17 岁儿童和青少年的阅读理解能力、参与度和其他阅读成果（如词汇量、阅读速度），同时考虑参与者、任务和研究特征的影响。方法采用综合搜索策略，在七个电子数据库中搜索出 88 篇符合条件的文章，这些文章对 2000 年至 2023 年间发表的数字格式和印刷格式的阅读效果进行了比较（3 位审稿人的互评可靠性：K = .54-.78）。对三个主要特征进行了编码：参与者层面（年级/年龄、不同人群、测试语言）；任务层面（文本类型、共享阅读、数字可比性）；研究层面（发表时间、研究质量）。针对所有研究，然后针对每种阅读结果以及参与者、任务和研究特征分别创建了或然率表，以对结果显示为印刷版、数字版、无差别或依赖特定阅读测量或其他因素的研究的百分比进行分类。结果除参与度这一结果外，最常见的结果是数字阅读和印刷阅读之间没有差异。当针对各种阅读结果分别研究参与者、任务和研究特点时，结果各不相同。更多有关阅读理解（尤其是信息文本和年龄较大儿童的阅读理解）的研究发现 "印刷品更好"，而 "数字产品更好 "在有关参与度、其他成果（如词汇和多样化学习者）的研究中更为常见。结论本综述强调了在研究印刷媒体和数字媒体对儿童和青少年阅读成果的影响时，研究多种相互作用因素的重要性。

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引用次数: 0

Spanish children spelling in English as a foreign language: Central and peripheral processes 西班牙儿童以英语作为外语进行拼读：中心和外围过程

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-05-30 DOI: 10.1111/1467-9817.12456

Paz Suárez-Coalla, Carmen Hevia-Tuero, Cristina Martínez-García, Olivia Afonso

Background

Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish-speaking children use sub-lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades.

Methods

To achieve this, we administered a spelling-to-dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology-to-orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words.

Results

Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling.

Conclusions

Semantic information about words helps spelling retrieval during writing in EFL. Spanish-speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children.

背景拼写学习需要吸收书写系统的规律，但母语和外语的规律可能不同。由于正字法系统的差异，英语拼写学习对西班牙语儿童来说是一个挑战。本研究旨在探讨西班牙语儿童在拼写外语（EFL）英语时，在多大程度上使用了副词汇和词汇信息，以及不同年级的儿童在这方面是否存在差异。我们分析了拼写准确率、书写潜伏期和书写持续时间与语音-正字法一致性、词频、单词长度以及儿童对单词的语义知识之间的函数关系。结果结果显示，不同年级之间存在差异，单词长度只对年龄较小的儿童有影响。词频、连贯性和语义知识有助于提高高年级儿童的成绩。由于词汇量的增长以及对新拼写模式和规律的敏感性的提高，英语的累积接触可能会导致拼写能力的提高。尽管母语和外语的拼写法不同，甚至在没有明确的 EFL 拼写指导的情况下，这种发展也会发生。讲西班牙语的儿童对英语正字法和拼写模式的敏感度有所提高，这在年龄较大的儿童群体中尤为明显。

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引用次数: 0

Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals 音位分析促进了西英双语者对学术词汇的正字法和语义学习

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-05-02 DOI: 10.1111/1467-9817.12455

Jie Zhang, Zhenjie Hou, Lana Kharabi-Yamato, Stephen Winton, Azizah Curry Iluore, Grace Lee, Huan Zhang, Rosa Nam

Background

Upper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology-based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.

Methods

This study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth- and fifth-grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole-word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole-word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross-classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross-level interactions.

Results

Findings showed no significant difference in meaning recall and spelling measures between morphological and whole-word conditions. Students performed significantly better in the morphophonemic condition than in the whole-word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.

Conclusions

Morphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

背景小学高年级学生会遇到越来越复杂的文章，其中包含大量形态复杂的单词。本研究调查了形态分析和语素分析教学对形态复杂的学术词汇的正字法和语义学习的影响。美国四年级和五年级的西班牙语和英语双语学生（30 人）参加了两个学习任务。在学习任务一中，参与者在形态学习和全词学习条件下学习了两组精心匹配的派生词。在学习任务二中，同样的参与者在词形和全词学习条件下学习另外两组词。每个学习任务都包括两个学习环节，并通过意义回忆和拼写制作评估进行交织。交叉分类多层次回归用于评估干预条件、儿童和项目预测因素以及交叉交互作用的影响。结果显示，在词形和全词条件下，意义回忆和拼写测量没有显著差异。在词形条件下，学生在意义和词缀拼写结果上的表现明显优于全词条件。对于年龄较小的学生和基频较低的单词，语素干预的效果要强于全词干预。学生的词义和拼写成绩在很大程度上取决于他们的单词阅读能力。

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引用次数: 0

Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty: implications for identification and support 探索不同阅读难度的贫困读者的分布和认知概况：对识别和支持的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-04-25 DOI: 10.1111/1467-9817.12454

Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston

Background

This study explored the impact of different cut-off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether the cognitive profiles of these poor reader groups remained consistent across varying levels of reading impairment.

Methods

This study included 209 primary school children from New Zealand, in Years 4–6 and aged 8–10 years, who experienced reading comprehension difficulties. Using a two-step cluster analysis, participants were assigned to one of three poor reader groups: dyslexia, specific comprehension difficulty (SCD) and mixed difficulty. We examined the distribution of children across these groups at eight levels of reading comprehension difficulty and conducted strengths and weaknesses profiles at four levels of reading ability across 14 tests that assessed a range of reading-related skills. Additionally, we compared the performance of children in these groups who performed above and below the 10th percentile on a reading comprehension assessment across these tests.

Results

The results showed that the proportion of children assigned to each group varied across the reading levels, with children at the lower end of the reading comprehension continuum more likely to exhibit the mixed difficulty profile than the SCD and dyslexia profiles. Overall, the research found that dyslexia, SCD and mixed difficulty profiles could be identified at all levels of reading comprehension difficulty, though weaknesses in their reading-related skills increased as reading comprehension difficulties also increased.

Conclusions

Our findings suggest that struggling readers demonstrate distinct cognitive profiles across all levels of reading ability. These results have important implications for identifying and supporting struggling readers, as well as enhancing our understanding of the underlying mechanisms of reading difficulties. The possible relationship between the results obtained in this study and tiered models of reading support is discussed.

本研究探讨了用于识别阅读困难儿童的不同分界点对这些儿童在简单阅读观所预测的三个阅读困难群体（阅读障碍、特定理解困难和混合困难）中的分布所产生的影响。此外，该研究还调查了这些阅读障碍群体的认知特征是否在不同程度的阅读障碍中保持一致。该研究包括 209 名新西兰小学 4-6 年级、8-10 岁、有阅读理解困难的儿童。通过两步聚类分析法，参与者被归入三个阅读障碍群体之一：阅读障碍、特殊理解困难（SCD）和混合困难。我们研究了这些组别中儿童在八个阅读理解困难水平上的分布情况，并通过 14 项评估一系列阅读相关技能的测试，对四个阅读能力水平上的儿童进行了优缺点分析。此外，我们还比较了这些组别中在这些测试的阅读理解能力评估中成绩高于和低于第 10 百分位数的儿童的表现。结果显示，被分配到各个阅读水平组别的儿童比例各不相同，处于阅读理解能力连续统一体低端的儿童更有可能表现出混合难度特征，而不是 SCD 和阅读障碍特征。总之，研究发现，在阅读理解难度的各个水平上，都可以识别出阅读障碍、特殊阅读障碍和混合困难的特征，尽管随着阅读理解难度的增加，他们在阅读相关技能方面的弱点也在增加。这些结果对于识别和支持有学习困难的读者以及加深我们对阅读困难内在机制的理解具有重要意义。我们还讨论了本研究结果与分层阅读支持模式之间可能存在的关系。

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引用次数: 0

Effects of varied multimedia animations in digital storybooks: A randomised controlled trial with preschoolers 数字故事书中各种多媒体动画的效果：学龄前儿童随机对照试验

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-04-24 DOI: 10.1111/1467-9817.12452

Seung-Hee Claire Son, Kirsten R. Butcher

Background

Rapid growth in early childhood device usage has raised critical questions about the potential impact of digital storybooks on children's reading outcomes. The current study examined how two types of multimedia animations in digital storybooks – animations of storyline elements or details in the illustrations – influenced the story comprehension and enjoyment of young children.

Methods

Preschool children (n = 86) read a digital storybook in one of three conditions: storyline-element animations, illustration-detail animations or no additional animations. Two digital storybooks with varied difficulty and numbers of animations were examined. After an initial evaluation of vocabulary skills, children read their assigned version of each digital storybook and then completed assessments of story comprehension and enjoyment.

Results

Overall, animations focused on illustration details hindered comprehension. For a less difficult story (with limited animations), animations focused on storyline elements improved comprehension. In a more difficult story (with many animations), animations focused on storyline elements enhanced comprehension only for children with high-vocabulary skills. There were no differences in story enjoyment across conditions.

Conclusions

Although illustration details are related to story content, digital storybook animations focused on these visual details may be overwhelming for young children. While animations that depict or extend storyline elements can support comprehension for children, large numbers of these animations in difficult stories have a counterintuitive effect – improving comprehension only for children with high vocabulary. Even storyline-element animations in difficult stories may overload processing and hinder comprehension. Given no observed effects of varied animations on story enjoyment, a strategic, restrained approach to embedded animations focused on storyline elements may be warranted.

幼儿教育设备使用率的快速增长提出了数字故事书对儿童阅读效果的潜在影响这一重要问题。本研究探讨了数字故事书中两种类型的多媒体动画--故事情节元素动画或插图细节动画--如何影响幼儿对故事的理解和欣赏。学龄前儿童（n = 86）在故事情节元素动画、插图细节动画或无额外动画三种条件下阅读数字故事书。我们对两本难度和动画数量各不相同的数字故事书进行了研究。在对词汇技能进行初步评估后，孩子们阅读了各自指定版本的数字故事书，然后完成了故事理解和乐趣评估。对于难度较低的故事（动画有限），侧重于故事情节元素的动画则能提高理解能力。对于难度较高的故事（动画较多），只有词汇量较高的儿童才会通过注重故事情节元素的动画来提高理解能力。虽然插图细节与故事内容有关，但以这些视觉细节为重点的数字故事书动画可能会让幼儿不知所措。虽然描绘或延伸故事情节元素的动画可以帮助儿童理解故事，但在难度较高的故事中大量使用这些动画会产生反直觉效果--只有词汇量高的儿童才能提高理解能力。即使是难度较高的故事中的故事情节元素动画，也可能会超负荷处理并妨碍理解。鉴于没有观察到各种动画对故事趣味性的影响，因此可能需要采取一种有策略、有节制的方法，将嵌入动画的重点放在故事情节元素上。

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引用次数: 0

Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing 四年级作文中记叙文和议论文体裁的语言特点及其与写作质量的关系

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-04-22 DOI: 10.1111/1467-9817.12453

Jiali Wang, Young-Suk Grace Kim, Minkyung Cho

Background

We examined linguistic features in fourth graders' narrative and opinion writing and their relations to writing quality. We analysed narrative and opinion essays in terms of lexical sophistication and diversity as well as syntactic complexity, syntactic accuracy, and morphological complexity.

Methods

Data were from English-speaking students in Grade 4 (N = 129; 50% female) in the United States, majority of whom were from low socioeconomic status background. Paired t tests were used to analyse differences of linguistic features between the two genres. Hierarchical regression models were run to examine how language features are related to writing quality.

Results

Words in the narrative task were more diverse and included more diverse verbal inflectional morphemes than those in the opinion task; syntactic complexity was significantly greater in the opinion genre, manifested by longer T-units and the more frequent use of adverbial and relative clauses. Approximately 80% of T-units were grammatical and 20% were ungrammatical. Syntactic accuracy and verbal morphological complexity of words were positively related to writing quality in the narrative task. Additionally, syntactic complexity measured by clauses per T-unit, verbal and nominal morphological complexity of words were uniquely related to writing quality in the opinion genre.

Conclusions

The findings highlight the limited extent to which Grade 4 students use complex syntax in their writing. The study also supports the critical role of linguistic features in writing quality and shows both similarities and differences in language use in two important writing genres, narrative and opinion, in elementary grades.

我们研究了四年级学生记叙文和议论文的语言特点及其与写作质量的关系。我们从词汇的复杂性和多样性、句法的复杂性、句法的准确性和词形的复杂性等方面对记叙文和议论文进行了分析。数据来自美国四年级的英语学生（人数=129；女生占50%），其中大部分来自社会经济地位较低的背景。采用配对 t 检验分析两种体裁之间语言特征的差异。叙事任务中的词语比观点任务中的词语更多样化，包含更多不同的动词变位语素；观点体裁的句法复杂性明显更高，表现为T-单位更长，副词和相对从句的使用更频繁。大约 80% 的 T 单元符合语法，20% 不符合语法。在叙事任务中，句法的准确性和词语形态的复杂性与写作质量呈正相关。此外，以每 T 单元分句衡量的句法复杂性、词语的动词和名词形态复杂性与观点体裁的写作质量有独特的关系。研究还支持语言特点在写作质量中的关键作用，并显示了小学叙事和观点这两种重要写作体裁在语言使用上的异同。

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引用次数: 0

Drawing attention to print or meaning: How parents read with their preschool-aged children on paper and on screens 关注文字或意义：父母如何与学龄前儿童一起在纸上和屏幕上阅读

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-04-19 DOI: 10.1111/1467-9817.12451

Anika Nastasiuk, Émilie Courteau, Jenny Thomson, S. Hélène Deacon

Background

Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of shared reading when parents are reading with their children on paper versus on a digital device and whether this differs across the preschool years.

Methods

A total of 253 parents of children aged 0–5 years completed an online self-report questionnaire. Parents reported on the frequency of engaging in meaning- versus code-related activities during shared book reading on paper and on screen with their youngest child. We conducted a linear regression analysis contrasting code- versus meaning-related activities on paper versus screen modality with age as a continuous variable.

Results

Key to our objectives, parents reported engaging in meaning-related activities more frequently during shared reading on paper versus on screens and in code-related activities more frequently during shared reading on screens than on paper. These effects did not differ across age, although overall, parents reported engaging slightly more frequently in shared reading activities in general when their child was older.

Conclusions

The findings show that parents are engaging with their children differently as they read together on paper versus screens. Consistent with prior research, we found that activities emphasising the meaning of stories dominate shared paper book reading experiences in the preschool years. Critically shared reading on screens tips this balance, with parents reporting more code-related activities. These patterns identify the learning opportunities enabled by the affordances of shared reading on screens.

背景分享阅读是父母和孩子沟通和学习的重要机会，有助于提高日后的独立阅读能力。迄今为止，大部分研究都是在父母与子女共读印刷书籍时进行的。这些研究表明，父母往往会参与更多强调故事意义而非代码（即印刷体）的活动。在此，我们研究了父母与孩子一起阅读纸质图书和数字设备时，共同阅读的重点是什么，以及在学龄前阶段这一点是否有所不同。家长们报告了在与最小的孩子共同阅读纸质和屏幕图书时，参与意义相关活动和代码相关活动的频率。我们进行了线性回归分析，对比了在纸上和屏幕上与代码相关的活动和与意义相关的活动，并将年龄作为连续变量。结果与我们的目标一致，家长们报告说，在纸上和屏幕上共享阅读时，他们更频繁地参与与意义相关的活动，而在屏幕上共享阅读时，他们更频繁地参与与代码相关的活动。这些影响在不同年龄段并无差别，不过总体而言，当孩子年龄较大时，父母参与共同阅读活动的频率会稍高一些。结论研究结果表明，父母与孩子在纸上和屏幕上共同阅读时的参与方式是不同的。与之前的研究一致，我们发现强调故事意义的活动在学龄前的纸质图书共读体验中占主导地位。而在屏幕上进行的批判性分享阅读则打破了这种平衡，家长们报告了更多与代码相关的活动。这些模式确定了屏幕共享阅读所带来的学习机会。

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引用次数: 0

The role of executive functions in 9- to 12-year-old children's sentence processing: An eye-movement study 执行功能在 9 至 12 岁儿童句子加工中的作用：眼动研究

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-04-10 DOI: 10.1111/1467-9817.12449

Nannan Cui, Yang Wang, Jiefei Luo, Yan Wu

Background

Executive function (EF) plays a crucial role in children's reading. However, previous studies were based on offline products of reading comprehension. Online research is needed to reveal the core mechanisms underlying children's reading processing. By measuring children's working memory (WM) and cognitive flexibility (CF), we investigated whether individual differences in EF could modulate sentence processing and, if so, how they exert their roles.

Methods

The present study manipulated semantic congruency and the association between crucial words in a sentence. We recruited 89 Chinese children aged 9–12 years and monitored their eye movement.

Results

The study revealed distinct associations between reader- and text-related characteristics, as evidenced by eye-movement patterns during reading. A significant incongruency effect was observed in reading, underscoring the children's capacity to discern incongruent information. Children's WM and CF were found to modulate this process. Specifically, high-WM children showed more effective integration of incongruent information when the textual context was closely related during the later-stage processing. In contrast, low-WM children faced more challenges with incongruent words. Additionally, CF was influential during the early processing period. High-CF children exhibited longer early-stage reading times for incongruent words in associated contexts.

Conclusions

Individual differences in EF can modulate children's online sentence processing. However, different EF components may play different roles.

执行功能（EF）在儿童阅读中起着至关重要的作用。然而，以往的研究都是基于阅读理解的离线产品。要揭示儿童阅读处理的核心机制，需要进行在线研究。通过测量儿童的工作记忆（WM）和认知灵活性（CF），我们研究了EF的个体差异是否会调节句子加工，如果会，它们是如何发挥作用的。我们招募了 89 名 9-12 岁的中国儿童，对他们的眼球运动进行了监测。研究发现，阅读过程中的眼球运动模式表明，读者和文本相关特征之间存在明显的关联。在阅读过程中观察到了明显的不一致性效应，凸显了儿童辨别不一致信息的能力。研究发现，儿童的 WM 和 CF 能够调节这一过程。具体来说，在后期处理过程中，当文本上下文密切相关时，高WM 儿童能更有效地整合不一致信息。相比之下，低记忆力儿童在处理不一致词语时面临更多挑战。此外，CF 在早期加工阶段也有影响。EF的个体差异可以调节儿童的在线句子加工。然而，不同的EF成分可能发挥不同的作用。

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引用次数: 0

The impact of online learning during the pandemic on language and reading performance in English–French bilingual children 大流行病期间在线学习对英法双语儿童语言和阅读能力的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-04-02 DOI: 10.1111/1467-9817.12450

Zein Abuosbeh, Diana Burchell, Klaudia Krenca, Xi Chen

Background

The COVID-19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2.

Methods

A total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in-person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate.

Results

Students in the in-person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading.

Conclusions

The current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning.

背景 COVID-19 大流行创造了一种独特的学习体验，其特点是学校关闭并转向在线学习。研究表明，大流行期间的在线学习对小学生的阅读发展产生了负面影响。然而，人们对远程学习第二语言（L2）所面临的挑战知之甚少。因此，本研究调查了大流行期间的在线学习对作为第二语言学习法语的沉浸式法语（FI）学生的语言和阅读发展的影响。面对面组群由 72 名学生组成，他们亲自到校上课，并在大流行前接受了面对面测试。在线组包括 65 名学生，他们在大流行期间接受了虚拟教学，并接受了在线测试。两组学生都接受了英语和法语的词汇量、单词阅读准确性和流畅性以及语音意识测试。我们进行了协方差分析（ANCOVA），以评估队列和年级对测量结果的影响，并将监护人的教育程度作为协变量。在其他法语和英语测试中，同组学生的影响并不显著。目前的结果表明，在线学习可能对法语词汇量产生了适度的负面影响，但对法语语音意识或单词阅读没有影响。外语学生的英语技能也基本未受影响。因此，在大流行病期间，通过在线学习，芬兰语学生在语言和读写能力方面取得了进步。研究结果表明，在在线学习中加强第二语言词汇输入非常重要。

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引用次数: 0