Journal of Research in Reading最新文献

{"title":"Development and validation of the simplified Chinese Author Recognition Test: Evidence from eye movements of Chinese adults in Mainland China","authors":"Yongqiang Su,&nbsp;Yixun Li,&nbsp;Hong Li","doi":"10.1111/1467-9817.12437","DOIUrl":"10.1111/1467-9817.12437","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>It is well evident that individuals' levels of print exposure are significantly correlated with their reading ability across languages, and an author recognition test is commonly used to measure print exposure objectively. For the first time, the current work developed and validated a Simplified Chinese Author Recognition Test (SCART) and examined its role in explaining Chinese online reading.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In Study 1, we constructed the SCART for readers of simplified Chinese and validated the test using data collected from 203 young adults in Mainland China. Participants were measured on the SCART and three self-report tasks about their reading experiences and habits. Study 2 recruited additional 68 young adults in Mainland and measured their print exposure (with the same tasks used in Study 1), reading-related cognitive ability (working memory, rapid automatic naming, Chinese character reading, and vocabulary knowledge), and Chinese online reading via an eye-tracking passage reading task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results of Study 1 support the high reliability and validity of the SCART. Results of Study 2 indicate that SCART scores significantly predicted participants' online reading processing while controlling for subjective reading experiences and habits, and reading-related cognitive abilities. Across two studies, we found converging evidence that the in-depth recognition of the authors (i.e., participants have read the books written by these authors) appears to be a better indicator of print exposure than the superficial recognition of the author names.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Taken together, this work filled in the gap in the literature by providing an evidence-based, objective print exposure measure for simplified Chinese and contributes to a broader understanding of print exposure and online reading processing across different writing systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"20-44"},"PeriodicalIF":2.7,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347063","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}

{"title":"What's format got to do with it? A comparison of three syntactic comprehension measures","authors":"Jessie Leigh Nielsen,&nbsp;Rikke Vang Christensen,&nbsp;Mads Poulsen","doi":"10.1111/1467-9817.12438","DOIUrl":"10.1111/1467-9817.12438","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty-nine Grade 4 students completed multiple tests of decoding, vocabulary, fluid-reasoning skill, reading comprehension and three tests of syntactic comprehension: the TROG-2, a sentence repetition test and a whodunnit test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was limited shared variance between the syntactic comprehension tests, indicating that they only partially tapped into the same construct. Furthermore, the TROG-2 was more highly correlated with fluid-reasoning skill than the other syntax tests. Finally, the TROG-2 and the whodunnit test explained additional variance in reading comprehension after controls, while sentence repetition did not.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There are important differences between syntactic comprehension tests. This has consequences both for the interpretation of previous studies of syntactic comprehension and reading comprehension and for the design of future studies as the choice of syntactic comprehension measure may directly influence the results of the study.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"1-19"},"PeriodicalIF":2.7,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482645","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}

{"title":"Classroom effects are as large as grade-level effects on curriculum-based measurement maze reading scores of secondary school students with and without special educational needs","authors":"Jana Jungjohann,&nbsp;Michael Schurig,&nbsp;Markus Gebhardt","doi":"10.1111/1467-9817.12436","DOIUrl":"https://doi.org/10.1111/1467-9817.12436","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The intra-class correlation (<i>ICC</i>) results show that the influence by the context-related variable classroom (<i>ICC</i> = .094) is almost as large as by the variable grade level (<i>ICC</i> = .126). School type (i.e., inclusive school vs. special school) has the least influence (<i>ICC</i> = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal <i>R</i>² = .114).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 4","pages":"411-429"},"PeriodicalIF":2.7,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50137449","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}

{"title":"Effects of word emotional experience and participant emotionality in lexical decision","authors":"Ethan Prueitt,&nbsp;Mark Yates","doi":"10.1111/1467-9817.12435","DOIUrl":"https://doi.org/10.1111/1467-9817.12435","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous research has shown that the emotional content of words affects how quickly they are recognised. One recent measure of word emotionality is emotional experience that measures the degree to which reading a word can invoke emotional experiences tied to the word. Words that are higher in emotional experience are recognised more rapidly in the lexical decision task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The current study examines how words' emotional experience and participants' emotionality affect performance on the lexical decision task. To this end, participants were given five emotion measures and completed a lexical decision task with words varying on emotional experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>It was found that participants who scored higher on the Positive and Negative Affect Schedule showed a weaker emotional experience effect. No other emotion measures interacted with emotional experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results are predicted by and interpreted within a framework where the semantic representation of words includes emotion information that is grounded in experience of our internal states.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 4","pages":"430-440"},"PeriodicalIF":2.7,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50123439","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}

{"title":"Effects of word emotional experience and participant emotionality in lexical decision","authors":"Ethan Prueitt, Mark Yates","doi":"10.1111/1467-9817.12435","DOIUrl":"https://doi.org/10.1111/1467-9817.12435","url":null,"abstract":"Previous research has shown that the emotional content of words affects how quickly they are recognised. One recent measure of word emotionality is emotional experience that measures the degree to which reading a word can invoke emotional experiences tied to the word. Words that are higher in emotional experience are recognised more rapidly in the lexical decision task.The current study examines how words' emotional experience and participants' emotionality affect performance on the lexical decision task. To this end, participants were given five emotion measures and completed a lexical decision task with words varying on emotional experience.It was found that participants who scored higher on the Positive and Negative Affect Schedule showed a weaker emotional experience effect. No other emotion measures interacted with emotional experience.These results are predicted by and interpreted within a framework where the semantic representation of words includes emotion information that is grounded in experience of our internal states.","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62643093","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}

{"title":"The imaginary experience of a picture book based on Gaston Bachelard’s image theory : For Lee Sooji’s picture book","authors":"Woonyoung Lee","doi":"10.17095/jrr.2023.68.10","DOIUrl":"https://doi.org/10.17095/jrr.2023.68.10","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"50 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77709396","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}

{"title":"Aspects of establishing the relationship between reading and literature in the language curriculum","authors":"Chibeom Park","doi":"10.17095/jrr.2023.68.2","DOIUrl":"https://doi.org/10.17095/jrr.2023.68.2","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"17 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72978007","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}

{"title":"Changes in the reading society and new reading education : Focusing on changes in the reading environment and educational responses","authors":"Hyuk Suh","doi":"10.17095/jrr.2023.68.1","DOIUrl":"https://doi.org/10.17095/jrr.2023.68.1","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"82 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79336337","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}

{"title":"Question generation and reading education for readers in the artificial intelligence era","authors":"Heejeong Baek","doi":"10.17095/jrr.2023.68.4","DOIUrl":"https://doi.org/10.17095/jrr.2023.68.4","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"27 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80141846","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}

{"title":"Issues in the design of disciplinary literacy tests using multimodal materials : From a basic academic skills perspective for high school students","authors":"Sungmin Jang","doi":"10.17095/jrr.2023.68.7","DOIUrl":"https://doi.org/10.17095/jrr.2023.68.7","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"21 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81753315","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}