Journal of Research in Reading最新文献_第6页

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。

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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。

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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。

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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。

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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。

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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。

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引用次数: 0

Development and validation of the simplified Chinese Author Recognition Test: Evidence from eye movements of Chinese adults in Mainland China 简体中文作者识别测验的开发与验证：来自中国大陆成年人眼球运动的证据

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-10-06 DOI: 10.1111/1467-9817.12437

Yongqiang Su, Yixun Li, Hong Li

Background

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.

Methods

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.

Results

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.

Conclusions

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.

研究背景众所周知，个人的印刷品接触水平与其跨语言阅读能力显著相关，而作者识别测验通常被用来客观测量印刷品接触水平。本研究首次开发并验证了简体中文作者识别测验（SCART），并考察了它在解释中文在线阅读中的作用。研究方法在研究 1 中，我们为简体中文读者构建了 SCART，并使用从中国大陆 203 名青少年中收集的数据对该测试进行了验证。我们对参与者进行了 SCART 测验，并对他们的阅读经验和习惯进行了三项自我报告。研究 2 在中国大陆招募了另外 68 名青少年，并通过眼动跟踪段落阅读任务测量了他们的印刷接触情况（与研究 1 中使用的任务相同）、与阅读相关的认知能力（工作记忆、快速自动命名、汉字阅读和词汇知识）以及中文在线阅读情况。结果研究 1 的结果支持 SCART 的高度可靠性和有效性。研究 2 的结果表明，在控制主观阅读经验和习惯以及与阅读相关的认知能力的情况下，SCART 分数能显著预测受试者的在线阅读处理能力。在两项研究中，我们发现了一致的证据，即对作者的深入认识（即参与者读过这些作者所写的书）似乎比对作者姓名的肤浅认识更能说明阅读量。结论综上所述，这项研究提供了一种基于证据的、客观的简体中文印刷接触测量方法，填补了文献空白，并有助于更广泛地了解不同书写系统中的印刷接触和在线阅读处理。

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引用次数: 0

What's format got to do with it? A comparison of three syntactic comprehension measures 格式有什么关系？三种句法理解测量方法的比较

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-10-05 DOI: 10.1111/1467-9817.12438

Jessie Leigh Nielsen, Rikke Vang Christensen, Mads Poulsen

Background

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.

Methods

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.

Results

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.

Conclusions

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.

研究背景对句法理解和阅读理解的研究使用了大量的句法理解测试，这些测试的形式差异很大。本研究的目的是考察不同形式的句法理解测试在多大程度上测量了相同的结构。方法 69 名四年级学生完成了解码、词汇、流畅推理能力、阅读理解等多项测试，以及三项句法理解测试：TROG-2、句子重复测试和侦探小说测试。结果句法理解测试之间的共享方差有限，这表明它们只是部分地挖掘了同一结构。此外，与其他句法测试相比，TROG-2 与流畅推理能力的相关性更高。最后，TROG-2 和whodunnit 测试能解释对照组之后阅读理解能力的额外差异，而句子重复则不能。结论句法理解测试之间存在重要差异。这既影响了对以往句法理解和阅读理解研究的解释，也影响了未来研究的设计，因为句法理解测试方法的选择可能会直接影响研究结果。

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引用次数: 0

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 课堂效应与年级水平对有特殊教育需求和无特殊教育需求中学生基于课程测量的迷宫阅读成绩的影响一样大

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-09-18 DOI: 10.1111/1467-9817.12436

Jana Jungjohann, Michael Schurig, Markus Gebhardt

Background

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.

Methods

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?

Results

The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R² = .114).

Conclusions

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.

背景先前的研究使用基于课程的测量（CBM）迷宫得分作为多个年级有和没有特殊教育需求的中学生阅读理解水平的指标，指出了学生和情境相关变量的高度影响。然而，对累积影响的研究对于更好地理解基于数据的决策是必要的。方法我们使用四个线性混合效应模型对1066名中学生进行了抽样调查：不同年级的多个学生特征（即性别、移民背景、学习障碍和发展性语言障碍）和情境变量（即课堂、年级和学校类型）之间的迷宫得分差异有多大5–8？结果班内相关性（ICC）结果显示，与情境相关的可变课堂（ICC=.094）的影响几乎与可变年级水平（ICC=.126）的影响一样大。学校类型（即包容性学校与特殊学校）的影响最小（ICC=.02）。此外，学生相关变量的影响只解释了一小部分方差（边际R2=0.114）。结论迷宫分数可以作为跨年级具有多种特征的学生的筛选工具；他们还表明，学生就读哪种类型的学校没有区别。由于教师和其他课堂相关变量的影响几乎与年级水平一样大，我们讨论了教师可以通过使用迷宫得分作为一种形成性方法来最大限度地减少课堂影响。

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引用次数: 0

Effects of word emotional experience and participant emotionality in lexical decision 词汇情感体验和参与者情感在词汇决策中的作用

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-09-06 DOI: 10.1111/1467-9817.12435

Ethan Prueitt, Mark Yates

Background

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.

Methods

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.

Results

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.

Conclusions

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.

背景先前的研究表明，单词的情感内容会影响它们被识别的速度。最近对单词情感性的一种衡量是情感体验，它衡量阅读一个单词能在多大程度上唤起与该单词相关的情感体验。情绪体验较高的单词在词汇决策任务中被更快地识别。方法本研究考察了词汇的情绪体验和参与者的情绪性如何影响词汇决策任务的表现。为此，参与者被给予五种情绪测量，并完成了一项词汇决策任务，其中单词因情绪体验而异。结果研究发现，在积极和消极情绪表中得分较高的参与者表现出较弱的情绪体验效应。没有其他情绪测量与情绪体验相互作用。结论这些结果是在一个框架内预测和解释的，其中单词的语义表示包括基于我们内部状态经验的情感信息。

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引用次数: 0