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

Digital reading comprehension instruction in English for children with English as an additional language: A systematic review 针对以英语作为额外语言的儿童的英语数字阅读理解教学：系统回顾

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-03-10 DOI: 10.1111/1467-9817.12448

Annemarie Murphy, Joanne Arciuli

Background

Digital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school-aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of research in the field.

Methods

We searched databases using terms related to EAL, reading comprehension and digital literacy instruction to identify relevant studies published on the topic between 2010 and 2023. Data were extracted regarding study context, participant characteristics, methodology, instruction characteristics and outcomes. We quantified the outcomes of instruction using standardised measures of effect size where possible and appraised the research quality of each study.

Results

A total of 4382 studies were identified. Of these, 53 met our inclusion criteria. Studies were conducted across a variety of low- and high-resource environments, including countries where English is a majority language and those where it is a non-majority language. Learners from kindergarten through 11th grade were included across the studies. A range of reading comprehension strategies were utilised within the context of digital instruction, with multiple-strategy instruction the most common. Digital instruction resulted in statistically significant gains in reading comprehension in 32 studies (small to large effect sizes). Our research quality analysis revealed variability in terms of rigour, further adding to the diversity across studies. We conducted a sub-analysis of eight studies that met the highest standards of research quality. Like the full set of 53 studies, these eight studies reported on diverse types of digital instruction and diverse reading comprehension outcomes but tended to result in smaller effect sizes.

Conclusions

Digital reading comprehension instruction can result in reading comprehension gains for children learning EAL, though findings are mixed. Further high-quality research is needed.

数字扫盲教学在当代教学实践中越来越常见，并能满足学习者的各种需求。这篇系统性综述探讨了在学龄儿童作为额外语言学习英语（EAL）的阅读理解教学中技术的使用和效果。我们的目标是提供广泛的全球覆盖范围，以反映该领域的研究现状。

{"title":"Digital reading comprehension instruction in English for children with English as an additional language: A systematic review","authors":"Annemarie Murphy, Joanne Arciuli","doi":"10.1111/1467-9817.12448","DOIUrl":"10.1111/1467-9817.12448","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Digital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school-aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of research in the field.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We searched databases using terms related to EAL, reading comprehension and digital literacy instruction to identify relevant studies published on the topic between 2010 and 2023. Data were extracted regarding study context, participant characteristics, methodology, instruction characteristics and outcomes. We quantified the outcomes of instruction using standardised measures of effect size where possible and appraised the research quality of each study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 4382 studies were identified. Of these, 53 met our inclusion criteria. Studies were conducted across a variety of low- and high-resource environments, including countries where English is a majority language and those where it is a non-majority language. Learners from kindergarten through 11th grade were included across the studies. A range of reading comprehension strategies were utilised within the context of digital instruction, with multiple-strategy instruction the most common. Digital instruction resulted in statistically significant gains in reading comprehension in 32 studies (small to large effect sizes). Our research quality analysis revealed variability in terms of rigour, further adding to the diversity across studies. We conducted a sub-analysis of eight studies that met the highest standards of research quality. Like the full set of 53 studies, these eight studies reported on diverse types of digital instruction and diverse reading comprehension outcomes but tended to result in smaller effect sizes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Digital reading comprehension instruction can result in reading comprehension gains for children learning EAL, though findings are mixed. Further high-quality research is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 3","pages":"348-394"},"PeriodicalIF":2.0,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140097852","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}

引用次数: 0

Effects of dialogic reading elements on children's language development 对话式阅读元素对儿童语言发展的影响

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-02-27 DOI: 10.1111/1467-9817.12447

Yang Dong, Bonnie Wing-Yin Chow, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng

Background

Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER.

Methods

This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre- and post-tested on their language skills and reading interest measures before and after the intervention.

Results

Results showed that after a 12-week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest.

Conclusions

These results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.

对话式阅读（DR）是一种基于提示-评估-扩展-重复（PEER）序列的有效分享阅读技术，可促进儿童的语言发展。本研究采用随机对照试验设计，纳入了 364 名发育典型的中国幼儿园儿童，通过比较带最少反馈的提示（PMF）和 PEER 的共读，研究其各要素的效果。幼儿及其家长被分为三组，即PMF组、PEER组和对照组。结果显示，经过 12 周的干预后，PMF 组儿童在接受词汇、生字阅读和听力理解方面的表现优于对照组。这些结果凸显了家长提问的作用，以及家长系统性纠正反馈对幼儿园儿童语言和阅读兴趣发展的额外益处。本研究支持认知参与理论中有关通过亲子互动 DR 活动促进幼儿个人语言和阅读兴趣发展的文献。

{"title":"Effects of dialogic reading elements on children's language development","authors":"Yang Dong, Bonnie Wing-Yin Chow, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng","doi":"10.1111/1467-9817.12447","DOIUrl":"10.1111/1467-9817.12447","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre- and post-tested on their language skills and reading interest measures before and after the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed that after a 12-week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"181-200"},"PeriodicalIF":2.7,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427556","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}

引用次数: 0

Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension 领域一般认知灵活性和阅读特定认知灵活性及其与其他执行功能的关系：对科学文本阅读理解的贡献

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-01-29 DOI: 10.1111/1467-9817.12446

José-Pablo Escobar, Alejandra Meneses, Evelyn Hugo, Ana Taboada Barber, Maximiliano Montenegro

Background

Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.

Methods

A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain-general and reading-specific cognitive flexibility, academic vocabulary and science reading comprehension.

Results

The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain-specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain-general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.

Conclusions

These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.

认知和语言因素已被纳入解释阅读理解的模型中，超越了经典的阅读模型。本研究探讨了执行功能（主要是领域一般认知灵活性和阅读特定认知灵活性）对单语种西班牙语高年级小学生阅读理解科普文章的贡献。

{"title":"Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension","authors":"José-Pablo Escobar, Alejandra Meneses, Evelyn Hugo, Ana Taboada Barber, Maximiliano Montenegro","doi":"10.1111/1467-9817.12446","DOIUrl":"10.1111/1467-9817.12446","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain-general and reading-specific cognitive flexibility, academic vocabulary and science reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain-specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain-general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"161-180"},"PeriodicalIF":2.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139583876","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}

引用次数: 0

vgck versus vack: The contributions of children's early sub-lexical orthographic knowledge to gains in word reading vgck 对 vack：儿童早期词汇拼写知识对单词阅读能力提高的贡献

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-01-24 DOI: 10.1111/1467-9817.12444

Savannah M. Heintzman, Nicole J. Conrad, S. Hélène Deacon

Background

Young children clearly know quite a bit about the conventions of written language; for instance, 5-year-old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub-lexical orthographic regularities predicts children's reading development. To provide empirical data on this question, we examined whether individual differences in sub-lexical orthographic knowledge were related to gains in word reading over a year.

Methods

We measured sub-lexical orthographic knowledge in Grade 1 by asking children to choose which of two letter-strings looked most word-like: one containing vowels and consonants and one containing all consonants or all vowels (e.g., vack vs vgck or uaie, respectively). Children completed control measures of phonological awareness, vocabulary and nonverbal ability in Grade 1. Word reading was measured in both Grades 1 and 2.

Results

Linear regression analyses identified a small but significant and unique contribution of sub-lexical orthographic knowledge in Grade 1 to word reading in Grade 2, after controls for the above measures as well as age, parental education and the auto-regressor of Grade 1 word reading.

Conclusions

This finding suggests a role for knowledge of sub-lexical orthographic regularities in children's gains in word reading.

幼儿显然对书面语言的约定俗成有相当的了解；例如，5 岁的幼儿对单词往往同时包含辅音和元音，而不是只包含其中一个的事实非常敏感。理论界争论的核心在于，这种对次级词汇正字法规律的理解是否能预测儿童的阅读发展。为了提供有关这一问题的实证数据，我们研究了单词次正字法知识方面的个体差异是否与一年来单词阅读能力的提高有关。

{"title":"vgck versus vack: The contributions of children's early sub-lexical orthographic knowledge to gains in word reading","authors":"Savannah M. Heintzman, Nicole J. Conrad, S. Hélène Deacon","doi":"10.1111/1467-9817.12444","DOIUrl":"10.1111/1467-9817.12444","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Young children clearly know quite a bit about the conventions of written language; for instance, 5-year-old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub-lexical orthographic regularities predicts children's reading development. To provide empirical data on this question, we examined whether individual differences in sub-lexical orthographic knowledge were related to gains in word reading over a year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We measured sub-lexical orthographic knowledge in Grade 1 by asking children to choose which of two letter-strings looked most word-like: one containing vowels and consonants and one containing all consonants or all vowels (e.g., <i>vack</i> vs <i>vgck</i> or <i>uaie</i>, respectively). Children completed control measures of phonological awareness, vocabulary and nonverbal ability in Grade 1. Word reading was measured in both Grades 1 and 2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Linear regression analyses identified a small but significant and unique contribution of sub-lexical orthographic knowledge in Grade 1 to word reading in Grade 2, after controls for the above measures as well as age, parental education and the auto-regressor of Grade 1 word reading.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This finding suggests a role for knowledge of sub-lexical orthographic regularities in children's gains in word reading.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"145-160"},"PeriodicalIF":2.7,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139584209","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}

引用次数: 0

Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts 在芬兰和荷兰开发并验证简略成人阅读史问卷

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-01-17 DOI: 10.1111/1467-9817.12445

Daria Khanolainen, Cara Verwimp, Jurgen Tijms, Asko Tolvanen, Jenni Salminen, Minna Torppa

Background

The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries.

Methods

We identified the best-performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionnaire in independent Finnish and Dutch samples by comparing its performance with that of the complete questionnaire. We also evaluated how the scores on the questionnaires related to the scores on direct adult reading assessments in the Finnish samples. Finally, we tested how predictive parental questionnaires were of children's skills in the Dutch and one of the Finnish samples.

Results

Five items were selected to construct the short version of ARHQ. All of them relate to childhood/adolescent reading difficulties rather than current adult skills. The scores of the complete ARHQ significantly correlated with those of the abbreviated version in all samples. Moreover, in one of the samples, direct reading assessment scores had a stronger correlation with the short ARHQ than with the full version. Additionally, across all three samples parental scores on the short ARHQ were at least as predictive of children's reading skills as the complete ARHQ.

Conclusions

The short ARHQ proved to be on a par with the complete version in its usefulness for identifying adults with dyslexia. Future research should investigate whether the five selected items can effectively serve as a brief screening measure for adults with dyslexia in languages other than Finnish and Dutch.

成人阅读史问卷（ARHQ）经常被用于成人阅读障碍和家庭阅读障碍风险的研究。然而，由于该测量方法较长（23 个项目），因此降低了其在使用大量评估组合的研究中的适用性。

{"title":"Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts","authors":"Daria Khanolainen, Cara Verwimp, Jurgen Tijms, Asko Tolvanen, Jenni Salminen, Minna Torppa","doi":"10.1111/1467-9817.12445","DOIUrl":"10.1111/1467-9817.12445","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We identified the best-performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionnaire in independent Finnish and Dutch samples by comparing its performance with that of the complete questionnaire. We also evaluated how the scores on the questionnaires related to the scores on direct adult reading assessments in the Finnish samples. Finally, we tested how predictive parental questionnaires were of children's skills in the Dutch and one of the Finnish samples.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five items were selected to construct the short version of ARHQ. All of them relate to childhood/adolescent reading difficulties rather than current adult skills. The scores of the complete ARHQ significantly correlated with those of the abbreviated version in all samples. Moreover, in one of the samples, direct reading assessment scores had a stronger correlation with the short ARHQ than with the full version. Additionally, across all three samples parental scores on the short ARHQ were at least as predictive of children's reading skills as the complete ARHQ.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The short ARHQ proved to be on a par with the complete version in its usefulness for identifying adults with dyslexia. Future research should investigate whether the five selected items can effectively serve as a brief screening measure for adults with dyslexia in languages other than Finnish and Dutch.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"132-144"},"PeriodicalIF":2.7,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139517266","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}

引用次数: 0

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper-secondary school 追溯正字法知识在小学至高中拼写发展中的纵向作用

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-01-16 DOI: 10.1111/1467-9817.12443

Jakob Åsberg Johnels, Christian Waldmann, Maria Levlin

Background

Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography (Swedish) across a period of 10 years.

Methods

A group of Swedish speaking children were assessed on phonological recoding (phonological choice-task), orthographic knowledge (choice-task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.

Results

Test scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time-points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.

Conclusions

This study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.

研究发现，语音处理技能有助于不同正字法中的拼写发展；然而，人们对正字法知识的作用却知之甚少。这项纵向研究探讨了语音和正字法知识在半透明正字法（瑞典语）中对拼写发展的贡献，时间跨度为 10 年。

{"title":"Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper-secondary school","authors":"Jakob Åsberg Johnels, Christian Waldmann, Maria Levlin","doi":"10.1111/1467-9817.12443","DOIUrl":"10.1111/1467-9817.12443","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography (Swedish) across a period of 10 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A group of Swedish speaking children were assessed on phonological recoding (phonological choice-task), orthographic knowledge (choice-task) and spelling (dictation task) in primary school (grade 2, age 8, total <i>N</i> = 99), secondary school (grade 8, age 14, <i>N</i> = 99) and again in upper secondary school (year 2, age 17, <i>N</i> = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Test scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time-points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"117-131"},"PeriodicalIF":2.7,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139500062","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}

引用次数: 0

Individual differences in holistic word processing and the role of phonological processing in sentence comprehension 整体文字处理的个体差异和语音处理在句子理解中的作用

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-12-28 DOI: 10.1111/1467-9817.12442

Elizabeth A. Hirshorn, Emma Reilly, Alison Louche-Robert, Cody Wojszysnki

Background

Recent research has documented individual differences in the reading profiles of skilled native English readers using a behavioural marker of holistic visual word processing (orientation sensitivity). A more holistic word reading profile is associated with a weaker correlation with phonological decoding for word identification. Interestingly, that is different from typical patterns in skilled reading in English. The current study aimed to further assess the underlying distribution of orientation sensitivity as a continuous measure in an unrestricted undergraduate population and to extend past findings to understand the role of phonological decoding in reading comprehension as a function of orientation sensitivity.

Methods

A group of 137 SUNY New Paltz undergraduates completed an orientation sensitivity test to assess the overarching distribution. A subset of 55 SUNY New Paltz undergraduates completed additional reading-related tests (phonological decoding and reading comprehension) on an online platform (findingfive.com). The relationship between orientation sensitivity and reliance on phonological decoding on reading comprehension was assessed using regression.

Results

Results found that the distribution of orientation sensitivity was not normal and skews to the right, but is not bimodal, thus warranting the use of regression instead of group statistics. Lastly, those with relatively greater orientation sensitivity had a weaker relationship between measures of phonological decoding and a reading comprehension measure, as predicted.

Conclusions

The results extended the finding of differences in reliance on phonological decoding to reading comprehension as a function of orientation sensitivity. These results help refine our understanding of orientation sensitive readers and potential alternative route to successful reading found in the general population.

最近的研究利用整体视觉单词处理的行为标记（方向敏感性）记录了熟练的英语母语读者在阅读方面的个体差异。更全面的单词阅读特征与单词识别的语音解码相关性较弱。有趣的是，这与熟练英语阅读的典型模式不同。本研究旨在进一步评估定向敏感性作为连续测量指标在非限制性本科生群体中的基本分布情况，并扩展过去的研究结果，以了解语音解码在阅读理解中作为定向敏感性函数的作用。

{"title":"Individual differences in holistic word processing and the role of phonological processing in sentence comprehension","authors":"Elizabeth A. Hirshorn, Emma Reilly, Alison Louche-Robert, Cody Wojszysnki","doi":"10.1111/1467-9817.12442","DOIUrl":"10.1111/1467-9817.12442","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent research has documented individual differences in the reading profiles of skilled native English readers using a behavioural marker of holistic visual word processing (orientation sensitivity). A more holistic word reading profile is associated with a weaker correlation with phonological decoding for word identification. Interestingly, that is different from typical patterns in skilled reading in English. The current study aimed to further assess the underlying distribution of orientation sensitivity as a continuous measure in an unrestricted undergraduate population and to extend past findings to understand the role of phonological decoding in reading comprehension as a function of orientation sensitivity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A group of 137 SUNY New Paltz undergraduates completed an orientation sensitivity test to assess the overarching distribution. A subset of 55 SUNY New Paltz undergraduates completed additional reading-related tests (phonological decoding and reading comprehension) on an online platform (findingfive.com). The relationship between orientation sensitivity and reliance on phonological decoding on reading comprehension was assessed using regression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results found that the distribution of orientation sensitivity was not normal and skews to the right, but is not bimodal, thus warranting the use of regression instead of group statistics. Lastly, those with relatively greater orientation sensitivity had a weaker relationship between measures of phonological decoding and a reading comprehension measure, as predicted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results extended the finding of differences in reliance on phonological decoding to reading comprehension as a function of orientation sensitivity. These results help refine our understanding of orientation sensitive readers and potential alternative route to successful reading found in the general population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"103-116"},"PeriodicalIF":2.7,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139071163","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}

引用次数: 0

Impact of word-to-text integration processes on reading comprehension development in English as a second language 语篇整合过程对第二语言英语阅读理解发展的影响

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-11-29 DOI: 10.1111/1467-9817.12441

Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Peter F. de Jong, Ludo Verhoeven

Background

Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh-grade students.

Methods

At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of the school year, students were tested on their English decoding, vocabulary, morphological and syntactic awareness and reading comprehension with paper-and-pencil tasks and on WTI with a self-paced reading task with reading times being compared on passages with unknown versus known words and passages with and without anomalies.

Results

Mediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension.

Conclusions

WTI explained unique variance in reading comprehension at T2 via reading comprehension at T1, suggesting that it moderately impacts initial stages of reading comprehension in English as a second language (ESL).

单词-文本整合(WTI)对第二语言学习者来说是一个挑战，尽管它对阅读理解有积极的帮助。本研究在控制解码、词汇和形态句法意识后，对441名荷兰七年级学生的英语作为第二语言阅读理解发展进行了研究。

{"title":"Impact of word-to-text integration processes on reading comprehension development in English as a second language","authors":"Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Peter F. de Jong, Ludo Verhoeven","doi":"10.1111/1467-9817.12441","DOIUrl":"10.1111/1467-9817.12441","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh-grade students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of the school year, students were tested on their English decoding, vocabulary, morphological and syntactic awareness and reading comprehension with paper-and-pencil tasks and on WTI with a self-paced reading task with reading times being compared on passages with unknown versus known words and passages with and without anomalies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Mediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>WTI explained unique variance in reading comprehension at T2 via reading comprehension at T1, suggesting that it moderately impacts initial stages of reading comprehension in English as a second language (ESL).</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"83-102"},"PeriodicalIF":2.7,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537979","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}

引用次数: 0

Exploring teachers' reading knowledge, beliefs and instructional practice 探究教师的阅读知识、信仰与教学实践

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-11-15 DOI: 10.1111/1467-9817.12440

Karen F. Kehoe, Anita S. McGinty

Background

The delivery of effective, evidence-based early reading instruction depends partially on teachers' knowledge about reading acquisition, development and pedagogy. Research shows that teachers often perform poorly on measures of reading-related knowledge, often cited as one explanation for a gap between reading research and classroom practice. Studies on whether teacher knowledge improves student learning by leading to higher quality reading instruction, however, have produced mixed results. It is theorised that teachers' beliefs also influence the enactment of knowledge in the classroom. Yet, in comparison with investigations into teachers' knowledge, less research has explored their beliefs, including self-efficacy expectancy beliefs. Finally, although conceptually both knowledge and beliefs shape teachers' instruction, researchers often have limited information about what actually occurs in the classroom.

Methods

We examined the knowledge, self-efficacy expectancy beliefs, self-reported literacy practices and literacy lesson plans of 34 teachers of reading working in four neighbouring rural schools to identify both strengths and areas for growth as potential targets for professional learning efforts.

Results

On average, teachers demonstrated low levels of knowledge, reported implementation of both evidence-based and nonevidence-based practices and planned lessons that included only some essential components of a comprehensive early reading programme, with limited evidence of differentiation. Teachers overwhelmingly reported strong self-efficacy expectancy beliefs for teaching beginning readers.

Conclusions

Addressing the reading research-to-practice gap requires deeper understanding of not only teachers' knowledge but also their perceived self-efficacy and instructional practices. Such information is critical for designing and delivering targeted, effective professional development.

提供有效的、循证的早期阅读教学部分取决于教师对阅读习得、阅读发展和阅读教学法的了解。研究表明，教师在阅读相关知识的测试中往往表现不佳，这通常被认为是阅读研究与课堂实践之间存在差距的一个解释。然而，关于教师知识是否通过提高阅读教学质量来改善学生学习的研究结果好坏参半。从理论上讲，教师的信念也会影响课堂知识的实施。然而，与对教师知识的调查相比，对其信念的研究较少，包括对自我效能期望信念的研究。最后，尽管从概念上讲，知识和信念都塑造了教师的教学，但研究人员对课堂上实际发生的事情往往知之甚少。

{"title":"Exploring teachers' reading knowledge, beliefs and instructional practice","authors":"Karen F. Kehoe, Anita S. McGinty","doi":"10.1111/1467-9817.12440","DOIUrl":"10.1111/1467-9817.12440","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The delivery of effective, evidence-based early reading instruction depends partially on teachers' knowledge about reading acquisition, development and pedagogy. Research shows that teachers often perform poorly on measures of reading-related knowledge, often cited as one explanation for a gap between reading research and classroom practice. Studies on whether teacher knowledge improves student learning by leading to higher quality reading instruction, however, have produced mixed results. It is theorised that teachers' beliefs also influence the enactment of knowledge in the classroom. Yet, in comparison with investigations into teachers' knowledge, less research has explored their beliefs, including self-efficacy expectancy beliefs. Finally, although conceptually both knowledge and beliefs shape teachers' instruction, researchers often have limited information about what actually occurs in the classroom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We examined the knowledge, self-efficacy expectancy beliefs, self-reported literacy practices and literacy lesson plans of 34 teachers of reading working in four neighbouring rural schools to identify both strengths and areas for growth as potential targets for professional learning efforts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>On average, teachers demonstrated low levels of knowledge, reported implementation of both evidence-based and nonevidence-based practices and planned lessons that included only some essential components of a comprehensive early reading programme, with limited evidence of differentiation. Teachers overwhelmingly reported strong self-efficacy expectancy beliefs for teaching beginning readers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Addressing the reading research-to-practice gap requires deeper understanding of not only teachers' knowledge but also their perceived self-efficacy and instructional practices. Such information is critical for designing and delivering targeted, effective professional development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"63-82"},"PeriodicalIF":2.7,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537974","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}

引用次数: 0

The magic in magician: Contributions of phonological dimensions of morphological awareness to children's reading development 魔术师的魔力形态认知的语音维度对儿童阅读发展的贡献

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-11-13 DOI: 10.1111/1467-9817.12439

S. Hélène Deacon, Erin K. Robertson, Alexandra Ryken, Kyle Levesque

Background

Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development.

Methods

In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes.

Results

We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes.

Conclusions

These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.

背景长期以来，口语一直被认为是影响儿童阅读发展的重要因素。在此，我们研究了口语的两个重要方面--语音学和形态学--的交叉贡献。我们通过研究语音学的两个维度--音位和韵律--对儿童阅读发展的形态意识的贡献，来探索这一交汇点。方法在一项纵向研究中，我们对 175 名三、四年级（时间 1）儿童在进入四、五年级（时间 2）的 11 个月期间的单词阅读和阅读理解发展情况进行了跟踪。在时间 1，儿童还完成了一项形态意识测量，测量项目在两个相互交叉的语音维度上各不相同：音位变化和拟声变化。结果在控制了词汇量、语音意识和非语言能力以及适当的自动调节因子后，我们发现了两种独特的效应，它们能在一年内提高阅读技能。单词阅读能力的提高是由语音变化的形态认知项目的表现预测的。而阅读理解能力的提高则是由语音和语法变化的形态认知项目的表现所预测的。结论这些研究结果表明了口语技能在推动单词阅读和阅读理解能力发展方面的关键差异，并鼓励我们在理解儿童阅读发展时考虑口语特征之间的丰富交集。

{"title":"The magic in magician: Contributions of phonological dimensions of morphological awareness to children's reading development","authors":"S. Hélène Deacon, Erin K. Robertson, Alexandra Ryken, Kyle Levesque","doi":"10.1111/1467-9817.12439","DOIUrl":"10.1111/1467-9817.12439","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"45-62"},"PeriodicalIF":2.7,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136348690","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}

引用次数: 0