Journal of Research in Reading最新文献

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‘Let's write a shopping list on the phone together’: Parents' digital literacy activities with their preschoolers and the children's early literacy skills 让我们一起在手机上写购物清单"：家长与学龄前儿童的数字扫盲活动及儿童的早期读写能力

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-07-25 DOI: 10.1111/1467-9817.12469

Galia Meoded Karabanov, Dorit Aram

Background

The study describes preschoolers' digital home environment, focusing on parent–child writing interactions using a smartphone and exploring its contribution to children's early literacy.

Methods

Participants were 65 Israeli preschoolers (M = 62.37 months) from middle SES and one of their parents. Parents responded to questionnaires assessing the digital home environment (prevalence of digital devices, parental involvement in selecting digital content, children's independent digital activities and screen time). Parents were video recorded while assisting their children in writing a shopping list of three products using a smartphone (keyboard). We analysed how parents helped children segment words into their respective sounds (grapho-phonemic mediation) and type letters independently (printing mediation) and their reference to the orthography. Children's literacy skills (letter knowledge, phonological awareness and early writing) were assessed individually.

Results

Findings showed that the homes are rich with technology and children are engaged daily with various digital devices. The level of parental involvement in selecting their children's digital content and the quality of their writing support positively related to children's early literacy skills. Children's independent digital activities were negatively related to their literacy skills. Hierarchical regression analyses showed that the nature of parental writing support predicted children's early literacy beyond parental involvement in selecting digital content and children's independent digital activities.

Conclusions

The study reveals the benefits of parental involvement in their children's digital world and highlights the strength of parental writing support and the potential of parent–child digital activities in promoting children's early literacy.

Highlights

What is already known about this topic

Children's digital home environment has become a meaningful learning place and contributes to school readiness (Bus et al., 2015).
Letter knowledge and phonological awareness are major predictors of reading and writing acquisition (Robins et al., 2014).

研究背景本研究描述了学龄前儿童的数字家庭环境，重点关注亲子间使用智能手机进行的写作互动，并探讨其对儿童早期识字能力的贡献。研究方法参与者为 65 名来自中等社会经济地位的以色列学龄前儿童（男 = 62.37 个月）及其父母中的一人。家长回答了评估数字家庭环境的问卷（数字设备的普及率、家长参与选择数字内容、儿童独立数字活动和屏幕时间）。我们录制了家长使用智能手机（键盘）协助孩子书写包含三种产品的购物清单的过程。我们分析了家长如何帮助儿童将单词分割成相应的发音（图音中介）和独立输入字母（印刷中介），以及他们对正字法的参考。我们还对儿童的识字技能（字母知识、语音意识和早期书写）进行了单独评估。父母参与选择儿童数字内容的程度以及对儿童写作支持的质量与儿童的早期识字能力呈正相关。儿童的独立数字活动与他们的读写能力呈负相关。分层回归分析表明，父母写作支持的性质对儿童早期读写能力的预测超出了父母参与选择数字内容和儿童独立数字活动的预测。研究揭示了父母参与儿童数字世界的益处，并强调了父母写作支持的力量和亲子数字活动在促进儿童早期读写能力方面的潜力。字母知识和语音意识是阅读和写作习得的主要预测因素（Robins 等人，2014 年）。利用数字手段进行的亲子写作互动有助于提高儿童的早期识字能力（Aram & Chorowicz-Bar-Am, 2016）。本研究强调了学龄前儿童数字识字家庭环境的潜力，重点关注父母通过智能手机提供写作支持的性质。家长参与为孩子选择数字内容与孩子较高的读写能力有关，而鼓励孩子独立使用数字设备与孩子较低的读写能力有关。这项研究强调了父母在儿童数字素养方面的关键作用。具体而言，父母使用智能手机进行数字写作的支持被证明是影响儿童较高读写能力的一个重要因素，甚至超越了儿童的年龄和数字家庭环境。对理论、政策或实践的启示父母在需要让孩子接触各种形式的技术与需要控制和监督孩子接触数字技术之间会遇到冲突（Edwards et al.）我们的研究表明，解决这一矛盾的办法是让儿童能够使用数字手段，同时谨慎选择儿童接触的内容。这项研究可以帮助家长调解写作世界，利用智能手机支持儿童为入学做好准备。

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引用次数: 0

Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes 双语家庭和家庭识字环境：英语和民族语言活动及成果研究

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-07-18 DOI: 10.1111/1467-9817.12465

Beth Ann O'Brien, Artika Arshad, Siew Chin Ng

Background

Accumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.

Methods

In this study with 801 six-year-old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.

Results

Results from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (parent involvement, parent habit, child exploration and shared reading) and three factors for the Asian language (parent involvement, parent habit and child interest). Further path analyses show that shared reading had a negative contribution to English outcomes but a positive influence on Asian language outcomes.

Conclusions

Findings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long-term effects of HLE is needed.

背景越来越多的证据表明，家庭识字环境（HLE）对儿童的语言和识字发展有着早期的有力影响。然而，对于同时在家中学习两种语言的双语儿童（尤其是亚洲儿童）而言，人们对家庭识字环境及其对儿童语言和识字能力发展所起作用的了解还很有限。方法在这项针对 801 名六岁双语学习者的研究中，我们用两种语言对家庭识字环境和语言及识字能力发展进行了考察。结果因子分析结果表明，家庭中每种语言的 HLE 都有不同的潜在结构，英语有三到四个因子（父母参与、父母习惯、儿童探索和共读），亚洲语言有三个因子（父母参与、父母习惯和儿童兴趣）。进一步的路径分析显示，共同阅读对英语学习结果有负面影响，但对亚洲语言学习结果有正面影响。双语语言学习者的双语语言学习能力结构对双语语言学习成果的贡献各不相同，儿童探索对英语学习成果的贡献是积极的，而包括共读在内的家长习惯对亚洲语言学习成果的贡献是积极的。共享阅读对英语成绩的负面影响也很明显，这表明需要进一步研究家庭学习的长期影响。

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引用次数: 0

The effect of modality on reading comprehension of struggling and typical readers in the second and third grades 阅读模式对二、三年级有学习困难的读者和典型读者的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 : 2024-07-12 DOI: 10.1111/1467-9817.12467

Shahar Dotan, Tami Katzir

Background

“Screen inferiority” refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades.

Methods

The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed.

Results

The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper.

Conclusions

The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.

背景 "屏幕自卑 "是指在成人和青少年中观察到的一种公认的现象，即与屏幕相比，他们在纸质阅读时表现出更高的阅读理解能力。然而，针对阅读发展初始阶段的读者的研究却很有限。本研究旨在调查二、三年级典型和有困难的年轻读者在屏幕和纸质阅读环境下的阅读理解能力以及对阅读模式的偏好。结果表明，二、三年级学生在两种阅读模式下的阅读理解能力没有差异。唯一在数字上纸质阅读成绩高于电脑阅读成绩的群体是二年级的阅读困难生。本研究没有发现阅读模式对二、三年级学生阅读理解能力的影响。我们确实发现这些年级的儿童更喜欢在屏幕上阅读。有必要对数字任务的具体特点进行研究，以确定何时对小读者有利，何时对他们不利。

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引用次数: 0

The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children 从二年级到四年级，阅读动机对中国儿童阅读理解能力提高的独特贡献

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-07-04 DOI: 10.1111/1467-9817.12466

Yixun Li, Kaiyue Jia, Hay Mar Myat Kyaw, Hong Li, Mengge Yan

Background

To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well-accepted cognitive-based reading skills, such as decoding and vocabulary.

Methods

We used a cross-sectional design with 420 native Mandarin-Chinese-speaking students (Grade 2: N = 95; Grade 3: N = 216; Grade 4: N = 109), with age-appropriate materials to measure their decoding skills, vocabulary knowledge, reading motivation, and reading comprehension. Three sets of hierarchical regression analyses were run for the three grade samples to examine the unique contributions of reading motivation to reading comprehension while controlling children's demographic profiles, such as age and gender, and two cognitive-based reading skills.

Results

We replicated previous findings: children's decoding and vocabulary are robust predictors of reading achievement across Grades 2 to 4. Importantly, reading motivation contributed uniquely to reading comprehension in all three grades and explained an increasing amount of the variances in reading comprehension from Grades 2 to 4. Intrinsic reading motivation was critical in Grade 3, while extrinsic reading motivation became important in Grade 4.

Conclusions

Taken together, our findings reveal the complexity of reading development and advance the existing cognitive-based reading theories by including affective dimensions.

为了更好地理解阅读发展这门错综复杂的科学，必须同时考虑认知和情感因素。这项发展性研究旨在通过探讨阅读动机（一种情感因素）如何在公认的基于认知的阅读技能（如解码和词汇）之外促进中国小学生的阅读理解，从而丰富相关文献。我们采用横断面设计，以420名母语为普通话的学生（二年级：95人；三年级：216人；四年级：109人）为研究对象，使用与年龄相适应的材料来测量他们的解码技能、词汇知识、阅读动机和阅读理解。我们对三个年级的样本进行了三组分层回归分析，以研究阅读动机对阅读理解的独特贡献，同时控制儿童的人口统计学特征，如年龄和性别，以及两种基于认知的阅读技能。重要的是，阅读动机对所有三个年级的阅读理解能力都有独特的贡献，而且从二年级到四年级，阅读动机对阅读理解能力差异的解释量越来越大。内在阅读动机在三年级至关重要，而外在阅读动机在四年级变得非常重要。总之，我们的研究结果揭示了阅读发展的复杂性，并通过纳入情感维度推进了现有的基于认知的阅读理论。

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引用次数: 0

Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders 快速自动命名与中文阅读和算术的关系各有不同：来自香港三年级学生的证据

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-07-01 DOI: 10.1111/1467-9817.12464

Duo Liu, Lei Wang, Terry Tin-Yau Wong, R. Malatesha Joshi

Background

Rapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain-general and domain-specific abilities in predicting reading and arithmetic in Chinese children.

Methods

One hundred and sixty-four children (mean age = 8 years 0 months, SD = 4 months) were administered with RAN tasks, word reading and arithmetic tasks and measures of working memory, processing speed, morphological awareness, phonological awareness and number line estimation.

Results

RAN mainly shared variance with morphological awareness in predicting word reading, while it shared variance with processing speed and number line estimation in predicting arithmetic calculation.

Conclusions

The findings indicated that RAN was related to reading and arithmetic for different reasons. The RAN–reading relationship partly reflected the semantic facilitation of the orthography–phonology links for both RAN stimuli and Chinese characters, while the RAN–arithmetic relationship partly reflected the shared process of retrieving semantic information from long-term memory embedded in the two tasks.

研究发现，快速自动命名（RAN）可预测儿童的阅读和算术能力。然而，其参与这两种能力的内在机制尚不清楚。本研究对 164 名儿童（平均年龄 = 8 岁 0 个月，标准差 = 4 个月）进行了快速自动命名任务、单词阅读和算术任务以及工作记忆、处理速度、形态认知、语音认知和数列估算的测量。在预测单词阅读时，RAN 主要与形态认知共享方差，而在预测算术计算时，RAN 与处理速度和数列估计共享方差。RAN与阅读的关系部分反映了RAN刺激和汉字的正字法-音形联系对语义的促进作用，而RAN与计算的关系部分反映了这两项任务中蕴含的从长时记忆中检索语义信息的共同过程。

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引用次数: 0

Antecedents of child literacy in Romania 罗马尼亚儿童扫盲的先决条件

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2024-06-27 DOI: 10.1111/1467-9817.12463

Anca Petrescu, Dragos Iliescu

Background

This paper investigates multiple antecedents of literacy in children, such as demographics, child reading behaviour, parent reading behaviour and family context.

Methods

The study included a Romanian sample of 924 primary schoolers (Grades 1–4) and their parents; children and parents were tested with a standardised measure of literacy, and parents answered a number of self-report questions about their and their child's literacy-related behaviours.

Results

Regression analyses and relative predictor weights showed a significant positive association between child literacy and child behaviour (time currently spent by the child reading books), as well as with family context (especially parent literacy), followed by demographics and, to a lesser degree, with parent behaviour.

Conclusions

The findings provide a first solid understanding of the children's literacy phenomenon in the less investigated educational and cultural environment of Romania and encourage further research on this important topic.

背景本文研究了儿童识字的多种前因，如人口统计学、儿童阅读行为、父母阅读行为和家庭环境。方法研究对象包括罗马尼亚的 924 名小学生（1-4 年级）及其父母；对儿童和父母进行了标准化的识字测试，父母回答了一系列关于自己和孩子识字相关行为的自我报告问题。结果回归分析和相对预测权重显示，儿童识字率与儿童行为（儿童目前阅读书籍所花费的时间）以及家庭环境（尤其是家长识字率）之间存在显著的正相关，其次是人口统计学，其次是家长行为。

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引用次数: 0

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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