Journal of Research in Reading最新文献_第5页

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

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

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

Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston

Background

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

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

Seung-Hee Claire Son, Kirsten R. Butcher

Background

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

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

Jiali Wang, Young-Suk Grace Kim, Minkyung Cho

Background

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

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

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

Background

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

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

Nannan Cui, Yang Wang, Jiefei Luo, Yan Wu

Background

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

Methods

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

Results

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

Conclusions

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

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

{"title":"The role of executive functions in 9- to 12-year-old children's sentence processing: An eye-movement study","authors":"Nannan Cui, Yang Wang, Jiefei Luo, Yan Wu","doi":"10.1111/1467-9817.12449","DOIUrl":"10.1111/1467-9817.12449","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Executive function (EF) plays a crucial role in children's reading. However, previous studies were based on offline products of reading comprehension. Online research is needed to reveal the core mechanisms underlying children's reading processing. By measuring children's working memory (WM) and cognitive flexibility (CF), we investigated whether individual differences in EF could modulate sentence processing and, if so, how they exert their roles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The present study manipulated semantic congruency and the association between crucial words in a sentence. We recruited 89 Chinese children aged 9–12 years and monitored their eye movement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study revealed distinct associations between reader- and text-related characteristics, as evidenced by eye-movement patterns during reading. A significant incongruency effect was observed in reading, underscoring the children's capacity to discern incongruent information. Children's WM and CF were found to modulate this process. Specifically, high-WM children showed more effective integration of incongruent information when the textual context was closely related during the later-stage processing. In contrast, low-WM children faced more challenges with incongruent words. Additionally, CF was influential during the early processing period. High-CF children exhibited longer early-stage reading times for incongruent words in associated contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Individual differences in EF can modulate children's online sentence processing. However, different EF components may play different roles.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"201-219"},"PeriodicalIF":2.7,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140720027","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 impact of online learning during the pandemic on language and reading performance in English–French bilingual children 大流行病期间在线学习对英法双语儿童语言和阅读能力的影响

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

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

Zein Abuosbeh, Diana Burchell, Klaudia Krenca, Xi Chen

Background

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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。

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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。

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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。

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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}

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