Journal of Research in Reading最新文献

英文中文

Educational significances and limitations of “intermediating texts in reading poems” “读诗中介文本”的教育意义与局限性

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-02-28 DOI: 10.17095/jrr.2023.66.2

Younhee Lee, Jaechan Jeong

引用次数: 0

Analysis of Zhu Xi’s reading theory based on "question" 从“问题”看朱熹的阅读理论

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-02-28 DOI: 10.17095/jrr.2023.66.1

Won-Suk Cheon

引用次数: 0

Contributions of processes using semantic information and character-to-sound correspondences to kanji word-reading performance in Japanese primary school children 使用语义信息和字音对应的过程对日本小学生汉字阅读表现的贡献

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-02-15 DOI: 10.1111/1467-9817.12419

Ami Sambai, Mayu Tsukada, Ayaka Miki, Akira Uno

Background

In opaque orthographies, such as English, children with low reading skills tend to rely more on semantic information due to their inadequate acquisition of sub-lexical knowledge. This tendency has also been reported for kanji, a non-alphabetic and opaque Japanese orthography. However, previous studies on this phenomenon have had methodological limitations, such as a small number of stimuli in reading tests and insufficient investigation of a consistency effect. This study addressed these limitations and aimed to clarify whether Japanese children with low reading accuracy are characterised by a stronger reliance on semantic information and a smaller contribution to the reading process based on character-to-sound correspondences to the kanji word-reading performance than children with high reading accuracy in reading kanji words.

Methods

A total of 129 Japanese students in the fifth and sixth grades participated in this study, and 11 of them had been previously diagnosed with developmental dyslexia. They read an experimenter-created list of kanji words. We tested how frequency, imageability and consistency of character-to-sound correspondences affected children's reading accuracy and error types and how the effects of these variables were modulated by reading accuracy level.

Results

For children with lower reading accuracy, the frequency and consistency effects on reading accuracy decreased, whereas the imageability effect was stronger. Children with low reading accuracy frequently did not respond, whereas children with high reading accuracy made word substitution and legitimate alternative reading of component (LARC) errors frequently.

Conclusions

The reading processing of children with low reading accuracy is characterised by a stronger reliance on semantic information and a smaller contribution of a reading process based on character-to-sound correspondences to reading performance than that of children with high reading accuracy. Reading characteristics of children with low reading accuracy might be due to their inadequate lexical and sub-word knowledge.

在不透明的正字法中，如英语，由于亚词汇知识的习得不足，低阅读能力的儿童往往更多地依赖语义信息。这种趋势也被报道为汉字，一种非字母和不透明的日语正字法。然而，以往对这一现象的研究存在方法上的局限性，如阅读测试中的刺激数量少，对一致性效应的研究不足。本研究旨在解决这些局限性，并旨在澄清阅读准确性低的日本儿童是否比阅读准确性高的儿童在阅读汉字时更依赖语义信息，对基于字音对应的阅读过程的贡献更小。方法对129名日本五、六年级学生进行研究，其中11人曾被诊断为发展性阅读障碍。他们阅读了一份由实验者创建的汉字列表。我们测试了字音对应的频率、可想象性和一致性如何影响儿童的阅读准确性和错误类型，以及这些变量的影响如何被阅读准确性水平调节。结果对于阅读准确性较低的儿童，频率和一致性对阅读准确性的影响减弱，而可想象性对阅读准确性的影响更强。阅读准确性低的儿童经常没有反应，而阅读准确性高的儿童经常出现词语替换和合理替代阅读成分(LARC)错误。结论与高阅读准确率儿童相比，低阅读准确率儿童的阅读加工过程更依赖语义信息，而基于字音对应的阅读过程对阅读表现的贡献较小。阅读准确性低的儿童的阅读特征可能是由于他们的词汇和亚词知识不足。

{"title":"Contributions of processes using semantic information and character-to-sound correspondences to kanji word-reading performance in Japanese primary school children","authors":"Ami Sambai, Mayu Tsukada, Ayaka Miki, Akira Uno","doi":"10.1111/1467-9817.12419","DOIUrl":"10.1111/1467-9817.12419","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In opaque orthographies, such as English, children with low reading skills tend to rely more on semantic information due to their inadequate acquisition of sub-lexical knowledge. This tendency has also been reported for kanji, a non-alphabetic and opaque Japanese orthography. However, previous studies on this phenomenon have had methodological limitations, such as a small number of stimuli in reading tests and insufficient investigation of a consistency effect. This study addressed these limitations and aimed to clarify whether Japanese children with low reading accuracy are characterised by a stronger reliance on semantic information and a smaller contribution to the reading process based on character-to-sound correspondences to the kanji word-reading performance than children with high reading accuracy in reading kanji words.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 129 Japanese students in the fifth and sixth grades participated in this study, and 11 of them had been previously diagnosed with developmental dyslexia. They read an experimenter-created list of kanji words. We tested how frequency, imageability and consistency of character-to-sound correspondences affected children's reading accuracy and error types and how the effects of these variables were modulated by reading accuracy level.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>For children with lower reading accuracy, the frequency and consistency effects on reading accuracy decreased, whereas the imageability effect was stronger. Children with low reading accuracy frequently did not respond, whereas children with high reading accuracy made word substitution and legitimate alternative reading of component (LARC) errors frequently.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The reading processing of children with low reading accuracy is characterised by a stronger reliance on semantic information and a smaller contribution of a reading process based on character-to-sound correspondences to reading performance than that of children with high reading accuracy. Reading characteristics of children with low reading accuracy might be due to their inadequate lexical and sub-word knowledge.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 2","pages":"163-186"},"PeriodicalIF":2.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44928891","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

Does speed-reading training work, and if so, why? Effects of speed-reading training and metacognitive training on reading speed, comprehension and eye movements 速读训练有效吗？如果有效，为什么？速读训练和元认知训练对阅读速度、理解和眼动的影响

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-01-30 DOI: 10.1111/1467-9817.12417

Marina Klimovich, Simon P. Tiffin-Richards, Tobias Richter

Background

Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.

Methods

We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M_age = 22.77 years, SD_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.

Results

Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.

Conclusions

We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.

商业快速阅读培训项目通常都以在不影响理解的情况下显著提高阅读速度为卖点。从阅读心理学的角度来看，快速阅读训练似乎不太可能真的有这样的效果。然而，关于现代快速阅读训练方案对典型读者阅读表现的有效性的研究却很少。目前的研究有两个目标。首先，我们试图通过在训练前和训练后与对照组设计中评估快速阅读应用程序对阅读表现的影响来扩展先前的快速阅读研究。其次，我们旨在确定快速阅读训练计划的机制。方法对30名德语本科生(年龄22.77岁，年龄3.41岁)进行商业、基于app的快速阅读训练、元认知训练和不进行训练前后的阅读速度、理解能力和眼球运动进行评估。结果快速阅读组和元认知组的阅读速度均高于对照组，但未达到应用中所宣称的程度。眼动数据表明，阅读速度的提高是由于在反映晚期而非早期词汇加工的测量中注视的时间更少、更短。三种情况下的理解能力没有差异。我们讨论了我们的研究结果，以支持阅读速度的提高不是由参与者阅读行为的基本特征的改变引起的，而是由他们对自己阅读过程的认识的提高引起的。需要进一步的研究来调查观察到的影响是否会随着时间的推移而保持。

{"title":"Does speed-reading training work, and if so, why? Effects of speed-reading training and metacognitive training on reading speed, comprehension and eye movements","authors":"Marina Klimovich, Simon P. Tiffin-Richards, Tobias Richter","doi":"10.1111/1467-9817.12417","DOIUrl":"10.1111/1467-9817.12417","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (<i>M</i><sub>age</sub> = 22.77 years, <i>SD</i><sub>age</sub> = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 2","pages":"123-142"},"PeriodicalIF":2.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44643472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The effects of expressions of fear induced by background music on reading comprehension 背景音乐引起的恐惧表达对阅读理解的影响

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2023-01-30 DOI: 10.1111/1467-9817.12418

Agnes S.K. Wong, Matthew Moreno, Samantha Burns, Earl Woodruff

Background

Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.

Methods

Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using t-test and ANOVA.

Results

Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.

Conclusions

Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.

研究表明，背景音乐可以有积极或消极的影响，可以影响个人的情感状态。虽然研究表明恐惧对我们的认知表现有负面影响，但在理解不同背景音乐节奏和恐惧对阅读理解表现的综合影响方面，研究还存在空白。方法从加拿大一所公立大学招收的70名参与者中收集资料。参与者被要求在三种情况下(无音乐、慢音乐和快音乐)听不同速度的背景音乐。我们采用横截面多层次建模方法进行主要分析，并使用t检验和方差分析进行进一步分析。结果结果显示，恐惧表达不是被试阅读理解成绩的显著预测因子(模型1)。然而，在恐惧表达的基础上加入音乐条件(模型2)，阅读理解成绩与音乐条件之间存在显著的相关关系，慢音乐条件下的阅读理解成绩优于无音乐条件。此外，音乐条件和恐惧表达对阅读理解表现有显著的交互作用(模型3)。重要的是，并非所有个体都受到音乐的影响程度相同，恐惧基线水平可能是影响阅读理解表现的关键因素。结论需要同时考虑恐惧表达和音乐条件对认知表现的影响。在阅读等认知任务中表达恐惧可能是应该采取干预措施的重要信号。这种策略可能对具有较高恐惧基线水平的任务执行者特别有益，并可能为我们在特殊需求个体的阅读理解领域提供最佳实践和研究启示。

{"title":"The effects of expressions of fear induced by background music on reading comprehension","authors":"Agnes S.K. Wong, Matthew Moreno, Samantha Burns, Earl Woodruff","doi":"10.1111/1467-9817.12418","DOIUrl":"10.1111/1467-9817.12418","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using <i>t</i>-test and ANOVA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 2","pages":"143-162"},"PeriodicalIF":2.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43327552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of stimulus-driven and goal-directed attentional control on word reading skills among first-grade Chinese children 刺激驱动和目标导向注意控制对中国一年级儿童单词阅读技能的影响

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2022-12-20 DOI: 10.1111/1467-9817.12416

Sisi Liu, Zhengye Xu, Duo Liu

Background

Visual–spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention.

Method

One hundred ninety-four Chinese-speaking first graders completed two visual search tasks, in which they searched for a target among a number of distractor items. In the feature search task, the orientation of the target was different from that of the distractors (i.e., a horizontal line amid vertical lines), whereas in the conjunction search, the target was defined by a combination of orientation and colour (i.e., a red horizontal line among red vertical lines and green horizontal lines). They then completed two reading tasks in addition to morphological awareness, rapid naming, vocabulary, nonverbal intelligence, and verbal working memory tasks.

Results

Accuracy in the conjunction, but not feature, search was positively correlated with Chinese character recognition and reading fluency. Moreover, conjunction search accuracy explained unique variance in character recognition accuracy after controlling for morphological awareness, rapid naming, and vocabulary, as well as age, nonverbal intelligence, and verbal working memory. Additionally, children with good reading skills tended to show smaller decreases in search accuracy with larger set sizes than those with poor reading skills.

Conclusions

The data suggest that reading is associated with goal-directed but not stimulus-driven visual–spatial attention. This non-linguistic ability appears to contribute to reading beyond established reading-related linguistic skills.

视觉空间注意力与阅读发展有关，但我们不知道这主要是由目标导向的注意力还是刺激驱动的注意力驱动的。方法194名一年级汉语学生完成两项视觉搜索任务，在若干干扰物中寻找目标。在特征搜索任务中，目标的方向与干扰物的方向不同(即竖线中有一条水平线)，而在结合搜索任务中，目标的方向与颜色相结合(即红色竖线与绿色水线之间有一条红色水平线)。然后他们完成了两项阅读任务，以及词形意识、快速命名、词汇、非语言智力和语言工作记忆任务。结果连词准确度与汉字识别率和阅读流畅度呈正相关，而特征和检索准确度与汉字识别率和阅读流畅度呈正相关。此外，在控制了词形意识、快速命名、词汇、年龄、非语言智力和言语工作记忆之后，连接搜索准确度解释了汉字识别准确度的独特差异。此外，与阅读能力差的孩子相比，阅读能力好的孩子在更大的集合尺寸下搜索准确性的下降幅度更小。结论阅读与目标导向的视觉空间注意有关，而与刺激驱动的视觉空间注意无关。这种非语言能力似乎有助于超越既定的阅读相关语言技能的阅读。

{"title":"The effects of stimulus-driven and goal-directed attentional control on word reading skills among first-grade Chinese children","authors":"Sisi Liu, Zhengye Xu, Duo Liu","doi":"10.1111/1467-9817.12416","DOIUrl":"10.1111/1467-9817.12416","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Visual–spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>One hundred ninety-four Chinese-speaking first graders completed two visual search tasks, in which they searched for a target among a number of distractor items. In the feature search task, the orientation of the target was different from that of the distractors (i.e., a horizontal line amid vertical lines), whereas in the conjunction search, the target was defined by a combination of orientation and colour (i.e., a red horizontal line among red vertical lines and green horizontal lines). They then completed two reading tasks in addition to morphological awareness, rapid naming, vocabulary, nonverbal intelligence, and verbal working memory tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Accuracy in the conjunction, but not feature, search was positively correlated with Chinese character recognition and reading fluency. Moreover, conjunction search accuracy explained unique variance in character recognition accuracy after controlling for morphological awareness, rapid naming, and vocabulary, as well as age, nonverbal intelligence, and verbal working memory. Additionally, children with good reading skills tended to show smaller decreases in search accuracy with larger set sizes than those with poor reading skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The data suggest that reading is associated with goal-directed but not stimulus-driven visual–spatial attention. This non-linguistic ability appears to contribute to reading beyond established reading-related linguistic skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 1","pages":"104-121"},"PeriodicalIF":2.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49306147","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

Reading motivation, well-being and reading achievement in second grade students 二年级学生的阅读动机、幸福感与阅读成绩

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2022-12-05 DOI: 10.1111/1467-9817.12414

Vered Vaknin-Nusbaum, Elizabeth D. Tuckwiller

Background

Prior research has indicated that high levels of motivation and subjective well-being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading.

Method

We examined the relationships between reading motivation, school-based well-being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well-being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests.

Results

Findings showed a positive correlation between reading motivation and full-scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low–medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation.

Conclusions

The worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school-based well-being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well-being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children.

先前的研究表明，高水平的动机和主观幸福感可以预测具有挑战性的学术环境和成就的投入。然而，该领域的研究在年轻的小学生中得出了不一致的结果，表明需要进一步研究这一主题。这对于处于小学早期基础阶段的幼儿来说尤其紧迫，因为他们正在学习包括阅读在内的关键学术技能。方法对268名二年级希伯来语阅读习得过程中的阅读动机、校本幸福感与读写成绩之间的关系进行了研究。幸福感和阅读动机通过为小学生设计和/或改编的问卷和通过语言和阅读测试的读写能力进行了检查。结果阅读动机与整体共生活力得分及其大部分一级因子(感恩、乐观、热情和坚持)呈显著正相关。此外，阅读动机和共生活力都与阅读技能和语言能力呈正相关。阅读动机中低的学生与阅读动机高的学生在所有共生活力子因素和大多数读写能力测量中存在显著差异，有利于阅读动机高的儿童。令人担忧的是，低阅读动机的儿童也报告了低水平的共生活力，这表明在一年级时应该适当关注阅读动机和学校幸福感，这两者都可能影响学习。由于儿童的认知准备与他们的社会情感健康有关，语言能力差和缺乏读写能力的儿童可能需要特殊的支持，以防止他们预期的阅读困难和随之而来的负面情绪。因此，设计阅读教学方案，实施动机方面应该是教育幼儿的教育工作者的一个高度优先的兴趣。

{"title":"Reading motivation, well-being and reading achievement in second grade students","authors":"Vered Vaknin-Nusbaum, Elizabeth D. Tuckwiller","doi":"10.1111/1467-9817.12414","DOIUrl":"10.1111/1467-9817.12414","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prior research has indicated that high levels of motivation and subjective well-being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We examined the relationships between reading motivation, school-based well-being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well-being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings showed a positive correlation between reading motivation and full-scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low–medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school-based well-being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well-being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 1","pages":"64-85"},"PeriodicalIF":2.7,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740142","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: 1

Readability assesment using user history and ensenble model 使用用户历史和可感知模型进行可读性评估

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2022-11-30 DOI: 10.17095/jrr.2022.65.7

Guehyun Wang, Soojin Lee, Hee-Jin Jung, Nuri Lim

引用次数: 0

A study on the use of literacy concept in big data articles 大数据文章中素养概念的运用研究

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2022-11-30 DOI: 10.17095/jrr.2022.65.5

Hohyun Kil, Jeesun Lee

引用次数: 0

A study on the reading ability in multicultural society 多元文化社会中阅读能力研究

IF 2.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading

Pub Date : 2022-11-30 DOI: 10.17095/jrr.2022.65.1

Mihyeon Kim

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Journal of Research in Reading

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀