Journal of Research in Reading最新文献_第3页

Exploring the roles of L1 reading, L2 proficiency, strategy use and anxiety in L2 Reading comprehension 探讨母语阅读、二语熟练程度、策略使用和焦虑在二语阅读理解中的作用

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-01-30 DOI: 10.1111/1467-9817.12478

Aiping Zhao, Xuening Zhang, Ying Guo, Megan Schneider Dinnesen, Shuyan Sun, Yunqing Xu

Background

Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well-acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in the presence of L1 reading and L2 proficiency.

Method

Participants were 147 high school Chinese English as a foreign language (EFL) learners (mean age = 17.8, SD = 0.48). They were assessed on their L2 reading comprehension, L1 reading comprehension, L2 proficiency (L2 vocabulary and L2 syntactic knowledge), strategy use and reading anxiety.

Results

Hierarchical regression model analyses showed that L1 reading significantly contributed to L2 reading comprehension in the presence of L2 proficiency. Strategy use and anxiety were significant predictors of L2 reading comprehension in the presence of L1 reading and L2 proficiency. Together, they accounted for 53% of the variance in L2 reading comprehension. L2 proficiency moderated the relations between L1 and L2 reading comprehension and strategy use and L2 reading comprehension but not the relation between anxiety and L2 reading comprehension.

Conclusions

Besides the well-acknowledged L1 reading and L2 proficiency, strategy use and anxiety were also significant predictors of L2 reading comprehension, stressing the importance of these cognitive and affective factors in L2 reading. By revealing the moderating role of L2 proficiency, these findings deepen our understanding of the nature of the relations between L1 and L2 reading comprehension, strategy use and L2 reading comprehension.

第二语言阅读是一个复杂的过程，是两种语言不断相互作用的过程。母语阅读和二语熟练程度是促进二语阅读理解的两个公认的因素。其他因素，如策略使用和焦虑，也可能预测二语阅读理解，但它们的作用尚未在存在母语阅读和二语熟练程度的情况下进行研究。方法研究对象为147名高中中国英语学习者（平均年龄= 17.8,SD = 0.48）。评估他们的二语阅读理解、二语阅读理解、二语熟练程度（二语词汇和二语句法知识）、策略使用和阅读焦虑。结果层次回归模型分析显示，母语阅读对二语阅读理解有显著的促进作用。策略使用和焦虑是二语阅读理解和二语熟练程度的显著预测因子。他们合计占第二语言阅读理解差异的53%。二语熟练程度调节了二语阅读理解、策略使用和二语阅读理解之间的关系，但对焦虑和二语阅读理解之间的关系没有调节作用。结论除了公认的母语阅读和二语熟练程度外，策略使用和焦虑也是二语阅读理解的显著预测因素，强调了这些认知和情感因素在二语阅读中的重要性。通过揭示二语熟练程度的调节作用，这些发现加深了我们对母语和二语阅读理解、策略使用和二语阅读理解之间关系本质的理解。

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引用次数: 0

Learning spellings and meanings: Longitudinal relations to reading 学习拼写和含义：与阅读的纵向关系

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-01-29 DOI: 10.1111/1467-9817.12477

Catherine Mimeau, Jessie Ricketts, S. Hélène Deacon

Background

Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier learning of the spelling and meaning of words is associated with later core aspects of reading: orthographic representations, word reading and reading comprehension.

Methods

Participants were 120 English-speaking children followed longitudinally from Grade 3 to Grade 4 (i.e., from 8 to 9 years of age on average). At Grade 3, children read stories containing new words and answered questions about the spelling and meaning of these new words, evaluating orthographic and semantic learning, respectively. Children also completed outcome measures of orthographic representations (with a choice task targeting the spelling of existing words), word reading and reading comprehension (with standardised tasks) at Grades 3 and 4. We conducted regression analyses controlling for age, nonverbal reasoning, working memory, vocabulary and phonological awareness.

Results

We found that each of orthographic and semantic learning predicted gains in orthographic representations from Grade 3 to Grade 4. Furthermore, orthographic learning at Grade 3 predicted word reading at Grade 4, while semantic learning at Grade 3 predicted reading comprehension at Grade 4.

Conclusions

These longitudinal associations between orthographic and semantic learning and core aspects of reading strengthen the evidence in support of the hypothesis that children's word learning capacity plays a key role in reading development.

杰出的阅读理论预测，儿童词汇学习能力的个体差异决定了其阅读技能习得的速度。尽管其中一些理论具有发展的性质，但迄今为止，大多数实证研究都是在单个时间点探索单词学习能力和阅读之间的关系。本研究扩展了这一研究基础，探讨早期单词拼写和意义的学习是否与后期阅读的核心方面有关：正字法表征、单词阅读和阅读理解。研究对象为120名英语儿童，从3年级到4年级（即平均8 - 9岁）进行纵向随访。在三年级，孩子们阅读包含新单词的故事，并回答有关这些新单词的拼写和含义的问题，分别评估正字法和语义学习。孩子们还在三年级和四年级完成了正字法表征（以拼写现有单词为目标的选择任务）、单词阅读和阅读理解（以标准化任务）的结果测量。我们进行了回归分析，控制年龄，非语言推理，工作记忆，词汇和语音意识。结果我们发现，正字法学习和语义学习都预测了三年级到四年级学生正字法表征的进步。此外，三年级的正字法学习预测四年级的单词阅读，三年级的语义学习预测四年级的阅读理解。结论正字法和语义学习与阅读核心方面之间的纵向关联进一步支持了儿童单词学习能力在阅读发展中起关键作用的假设。

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引用次数: 0

The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong 亲子及母子家庭读写活动对香港儿童英语学习的纵向影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-01-17 DOI: 10.1111/1467-9817.12476

Catrina Cuina Liu, Kevin Kien Hoa Chung

Background

The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2.

Methods

In this study, 176 second-year kindergarten children (Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child.

Results

The cross-lagged panel analysis showed that previous father–child formal HLE predicted subsequent activity levels of mother–child and father–child informal HLE. The mother–child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father–child informal HLE.

Conclusions

The crossover effects between the father–child and mother–child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family-based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed.

家庭读写环境（HLE）的特征与儿童语言和读写技能之间的联系已经在第一语言中建立起来。本研究探讨了亲子、母子高水平教育对儿童英语语言能力的纵向影响。方法选取176名幼儿园二年级幼儿(平均55.06个月，SD = 4.30；96名男孩（54.5%）被跟踪到第三年，并对他们的英语词汇和单词阅读进行了评估。孩子的父亲和母亲完成了一份关于他们与孩子的独立HLE的调查问卷。结果交叉滞后面板分析显示，先前的父子正式HLE预测了随后母子和父子非正式HLE的活动水平。母子正式HLE正向预测英语单词阅读的发展。儿童先前的英语词汇量与随后的亲子非正式HLE呈正相关。结论亲子间和母子间的交叉效应强调父母一方的行为会对另一方的行为产生影响。以家庭为基础的干预可以考虑在积极的家庭学习环境中促进父亲和母亲在促进儿童语言学习和阅读发展方面的作用。本文还讨论了HLE在支持儿童第二语言学习方面的有效性。

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引用次数: 0

Investigating direct and indirect relationships between writing self-efficacy, integrative processing and integrated understanding in a multiple-document context 研究多文档环境下写作自我效能、综合加工和综合理解之间的直接和间接关系

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2025-01-06 DOI: 10.1111/1467-9817.12475

Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, Helge I. Strømsø

Background

A common approach to assessing students' integrated understanding of multiple documents is to analyse their post-reading written reports. This study investigated to what extent writing self-efficacy directly and indirectly (via integrative processing) contributed to multiple-document comprehension as assessed with an integrative writing task.

Methods

A sample of Norwegian university students (n = 67) read four documents on a controversial socio-scientific issue and afterwards wrote reports on the issue without access to the documents. Multiple-document comprehension was assessed in terms of how well the reports reflected an elaborated and integrated understanding of the four documents' content. A mediation analysis was conducted with students' working memory as a covariate, their confidence in their ability to write a text that integrated content from multiple source documents as a predictor, self-reports of their integrative processing during reading as a mediator and multiple-document comprehension as an outcome variable.

Results

There was an indirect relationship between multiple-document-based writing self-efficacy and multiple-document comprehension via integrative processing. However, no direct relationship between writing self-efficacy and multiple-document comprehension was found. The covariate of working memory uniquely adjusted students' multiple-document comprehension.

Conclusions

In the context of written assessment of multiple-document comprehension, multiple-document-based writing self-efficacy and multiple-document comprehension were indirectly related via integrative processing during reading. The results indicate that not only reading-related but also writing-related individual differences may come into play when multiple-document comprehension is assessed with an integrative writing task.

评估学生对多个文件的综合理解的一种常用方法是分析他们阅读后的书面报告。本研究调查了写作自我效能在多大程度上直接和间接（通过综合加工）促进了综合写作任务的多文件理解。方法选取挪威大学生67名，阅读四篇关于一个有争议的社会科学问题的文件，然后在不接触文件的情况下就该问题撰写报告。评估对多份文件的理解程度是根据报告反映对四份文件内容的详细和综合理解的程度。本研究以学生的工作记忆作为协变量，他们对整合多源文件内容的写作能力的信心作为预测因子，他们在阅读过程中整合加工的自我报告作为中介，多文件理解作为结果变量，进行了中介分析。结果多文献写作自我效能感与多文献综合加工理解存在间接关系。然而，写作自我效能感与多文件理解之间没有直接关系。工作记忆协变量对学生多文件理解有独特的调节作用。结论在多文件理解的书面评价中，多文件写作自我效能感与多文件理解通过阅读时的整合加工间接相关。结果表明，在综合写作任务评估多文件理解能力时，除了阅读相关的个体差异外，写作相关的个体差异也可能发挥作用。

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引用次数: 0

The influence of reader and text characteristics on sixth graders' inference making 读者和文本特征对六年级学生推理能力的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-11-13 DOI: 10.1111/1467-9817.12474

Kate Cain, Nicola K. Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S. Bridges, M. Adelaida Restrepo, Marilyn S. Thompson, Margeaux F. Ciraolo

Background

We examined the influence of text and reader characteristics on sixth graders' inference generation.

Methods

Eleven- to 12-year-old US monolingual English speakers (N = 71) and Spanish-English bilinguals (N = 81) read narrative and informational expository texts requiring an inference and answered an inference-tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background knowledge and vocabulary), and reading strategy awareness and use on question accuracy, question-answering times and sentence reading times.

Results

Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question-answering and sentence processing times were associated with higher knowledge.

Conclusions

Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.

本研究考察了文本特征和读者特征对六年级学生推理生成的影响。方法11 ~ 12岁的美国单语英语者（71例）和西班牙语-英语双语者（81例）阅读需要推理的叙事性和信息性说说性文本，并在每个文本后回答一个推理题。我们考察了语言状况、词汇阅读能力、知识（背景知识和词汇）、阅读策略意识和使用对问题准确性、问答次数和句子阅读次数的影响。结果线性混合效应模型预测反应准确性表明，一般来说，叙事性文本和知识水平较高的参与者具有优势。当检查整个样本的差异，而不是对比语言群体时，更快的问题回答和句子处理时间与更高的知识相关。结论青少年读者从叙事文本中产生推理的能力优于信息性说明性文本，知识对推理产生的过程和结果都有重要影响，这可能解释了单语和双语学生阅读理解表现的差异。

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引用次数: 0

The role of executive functions in adolescents' hypertext comprehension 执行功能在青少年超文本理解中的作用

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-10-09 DOI: 10.1111/1467-9817.12473

Ángel Javier Tabullo, Gastón Ignacio Saux, María Rufina Pearson

Background

Internet documents are characterised by their non-linear hyperlink structure, which allows for more flexible reading, at the cost of higher cognitive loads. Linear text reading comprehension skills contribute to hypertext comprehension (either directly or through its impact on navigation behaviours) but cannot fully account for its complexity. There is also evidence that hypertext reading engages executive functions, but few studies have addressed the core executive function processes simultaneously. This study examined hypertext comprehension and navigation skills and their association with linear text reading comprehension and executive functions in adolescents.

Methods

One hundred thirty-six third-year students (61% boys; age: M = 14.03, SD = 0.44 years) participated in the study. Students were assessed with a paper-and-pencil expository text comprehension test, a computerised neuropsychological battery to measure executive functioning (perceptual and response inhibition, shifting and working memory [WM]) and a hypertext comprehension task.

Results

We found direct contributions of shifting, linear text comprehension and navigation efficiency to hypertext comprehension. Linear text comprehension was associated with shifting, while navigation efficiency increased with WM and linear text comprehension skills. In addition, navigation partially mediated the effects of linear text comprehension and fully mediated those of WM on hypertext comprehension.

Conclusions

We found direct and indirect contributions of executive function to hypertext comprehension, mediated by linear text comprehension and navigation efficiency. This suggests that finding and integrating information from hypertexts engages shifting beyond its contribution to linear text reading. The role of WM was explained by its contribution to navigation efficiency (providing a workspace to keep track of navigation paths, reading goals and inferential processing). These findings underline the relevance of high-level cognitive abilities for Internet reading in adolescents, as well as the importance of teaching boosting navigation strategies in middle school, given their impact on hypertext comprehension.

互联网文档的特点是其非线性超链接结构，允许更灵活的阅读，代价是更高的认知负荷。线性文本阅读理解技能有助于超文本理解（直接或通过其对导航行为的影响），但不能完全解释其复杂性。也有证据表明超文本阅读涉及执行功能，但很少有研究同时解决核心执行功能过程。本研究考察了青少年超文本理解和导航能力及其与线性文本阅读理解和执行功能的关系。方法136名三年级学生(男生占61%；年龄：M = 14.03, SD = 0.44岁)参加研究。学生们接受了纸笔说明文理解测试、计算机化神经心理学测试来测量执行功能（知觉和反应抑制、移动和工作记忆[WM]）和超文本理解任务。结果发现了移位、线性文本理解和导航效率对超文本理解的直接贡献。线性文本理解与移动有关，而导航效率随着WM和线性文本理解技能的提高而提高。此外，导航部分介导了线性文本理解的效果，完全介导了WM对超文本理解的效果。结论执行功能对超文本理解有直接和间接的影响，并受线性文本理解和导航效率的调节。这表明，从超文本中寻找和整合信息需要转移其对线性文本阅读的贡献。WM的作用是通过它对导航效率的贡献来解释的（提供一个工作空间来跟踪导航路径、读取目标和推理处理）。这些发现强调了高水平的认知能力与青少年网络阅读的相关性，以及在中学教学中提高导航策略的重要性，因为它们对超文本理解有影响。

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引用次数: 0

What we have learned about learning to read in a digital age and children's contemporary reading experiences 我们对数字时代的阅读学习和儿童的当代阅读体验有了哪些认识？

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-09-23 DOI: 10.1111/1467-9817.12472

S. Hélène Deacon, Xi Chen, Diana Burchell

引用次数: 0

Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review 英国为小学低年级有困难的读者提供的循证支持：范围审查

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-08-13 DOI: 10.1111/1467-9817.12471

Meryem S. Üstün-Yavuz, Rose Brooks, Silke Fricke, Jenny Thomson

Background

In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research.

Methods

A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.

Results

Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.

Conclusions

The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.

背景在过去的二十年里，许多实证研究调查了英国针对小学低年级（在英国被称为第二阶段或 KS2）阅读困难学生的干预措施的影响。然而，迄今为止，还没有综述对英国现有文献的范围和性质进行研究。本范围综述探讨了现有文献的范围，重点关注 KS2 阶段的阅读障碍问题，并旨在总结现有研究的结果。方法采用范围综述方法，检索了 2000 年至 2022 年的六个数据库。结果大部分被纳入的研究（24 项中的 21 项）都取得了积极的成果，所提供的支持提高了 KS2 阶段学习有困难的读者的阅读能力。现有的干预计划包括不同的强度、不同的小组规模以及不同的阅读技能。目前还没有足够的证据表明一种干预措施比另一种干预措施更有效。

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引用次数: 0

Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults 利用正字法支持减少噪音对成人口语词汇学习的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-08-13 DOI: 10.1111/1467-9817.12470

Andrea Salins, Linda Cupples, Greg Leigh, Anne Castles

Background

Although most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in adult native speakers of English and, if so, whether this can be alleviated by the incidental presence of orthography when introducing new words.

Methods

Sixty 18–35-year-old native speakers of English were divided into two groups: orthography present and orthography absent and were taught novel picture–word pairs either in quiet or in noise. Word learning was assessed using picture naming and picture–word-matching tasks.

Results

The results revealed that the presence of orthography during training reduced the negative impact of noise and supported word learning and retention in adults.

Conclusion

These results are promising for vocabulary instruction practices in less-than-ideal listening environments where structural modifications are not a feasible option.

背景虽然口语词汇的学习在儿童时期最为普遍，但新词的学习却贯穿人的一生。在影响口语词汇学习的众多因素中，听力环境是一个外在因素。本研究旨在探讨噪音是否会影响以英语为母语的成年人的口语词汇学习，如果会，是否可以通过在介绍新单词时偶然出现正字法来减轻这种影响。方法将 60 名 18-35 岁以英语为母语的人分为两组：正字法存在组和正字法不存在组，并在安静或噪音环境下教授新的图片-单词对。结果结果表明，在训练过程中出现正字法可以减少噪音的负面影响，支持成人的单词学习和保持。结论这些结果对于在结构调整不可行的不理想听力环境中进行词汇教学实践很有帮助。

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引用次数: 0

Scrolling and hyperlinks: The effects of two prevalent digital features on children's digital reading comprehension 滚动和超链接：两种流行的数字功能对儿童数字阅读理解能力的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-08-07 DOI: 10.1111/1467-9817.12468

Klaudia Krenca, Emily Taylor, S. Hélène Deacon

Background

This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling.

Methods

The participants were 75 English-speaking children (M = 9.90 years, SD = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a within-participants design, children read standardised passages from the Gates–MacGinitie Reading Tests (MacGinitie et al., 2000) and answered multiple-choice comprehension questions. In one condition, passages were presented without digital features referred to as the clicking condition; in another, children had to scroll to navigate through the passages, in a third, there were hyperlinks that provided a word definition when a participant hovered their cursor over a blue and underlined word, and a final condition included both scrolling and hyperlinks.

Results

As expected, there was a significant main effect of grade on children's ability to understand what they read, with better performance for children in Grade 5 than 3. Critically, there was a significant main effect of condition on children's performance on the reading comprehension questions, with higher scores for the condition with no digital features compared with the conditions with hovering hyperlinks and both scrolling and hovering hyperlinks. Performance was similar between the clicking and scrolling conditions. There was no significant interaction between grade and condition, showing consistency in effects across the upper elementary school years.

Conclusions

These findings could inform the optimal design of digital texts by identifying digital features that do and do not interfere with reading comprehension, with hyperlinks providing word level information interfering and scrolling having no negative impacts.

背景本研究探讨了悬停超链接和滚动这两种特定的数字功能如何影响儿童理解他们在屏幕上阅读内容的能力。采用参与者内部设计，儿童阅读盖茨-麦吉尼提阅读测试（MacGinitie 等，2000 年）中的标准化段落，并回答多项选择理解问题。在一种情况下，段落在没有数字功能的情况下显示，称为点击条件；在另一种情况下，儿童必须滚动浏览段落；在第三种情况下，当参与者将光标悬停在蓝色下划线单词上时，超链接会提供单词的定义；最后一种情况既包括滚动，也包括超链接。结果正如预期的那样，年级对儿童理解阅读内容的能力有显著的主效应，五年级儿童的表现比三年级儿童更好。重要的是，儿童在阅读理解问题上的表现受条件的主要影响，没有数字功能的条件比有悬停超链接、滚动和悬停超链接的条件得分更高。点击和滚动条件下的成绩相似。年级和条件之间没有明显的交互作用，这表明在小学高年级的影响是一致的。结论这些研究结果可以为数字文本的优化设计提供参考，确定对阅读理解有干扰和无干扰的数字功能，其中提供单词级信息的超链接有干扰，而滚动没有负面影响。

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引用次数: 0