Pub Date : 2023-09-18DOI: 10.1080/10888438.2023.2260032
Ai Miyamoto
ABSTRACTPurpose This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence.Method Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with approximately 48% female students and 26% students with immigration backgrounds. On average, students were 10.64 years old (SD = 0.37) at wave 1 in grade 5. Measurements for intrinsic reading motivation and reading comprehension were taken at three separate time points: grades 5, 7, and 9. A multi-group cross-lagged panel model was employed to examine gender similarities and differences in the reciprocal relations between intrinsic reading motivation and reading comprehension over four years.Results The results revealed reciprocal cross-lagged effects between intrinsic reading motivation and reading comprehension for both male and female students from grades 5 to 9. The strengths of cross-lagged effects between intrinsic reading motivation and reading comprehension were largely similar across genders.Conclusions This study provides insights into the reciprocal relations between intrinsic reading motivation and reading comprehension from grades 5 to 9, emphasizing that these relations are largely consistent across genders. The findings reinforce the generalization of the positive reciprocal relations between intrinsic reading motivation and reading comprehension, regardless of gender or age. It calls for caution in interpreting gender differences without considering the complex, reciprocal nature of these variables and highlights potential avenues for future research. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the German National Educational Panel Study (NEPS) after registration from the NEPS website at https://www.neps-data.de/Data-Center/Data-Access.Notes1. The NEPS data and documentation are public and can be accessed after registration from the NEPS website at https://www.neps-data.de/en-us/home.aspx. NEPS is a framework with a multi-cohort longitudinal design to investigate educational developments and outcomes through a life course (Blossfeld, Roßbach, & von Maurice, Citation2011).2. The HRMQ (Habitual Reading Motivation Questionnaire) is an established German scale with high internal consistency and strong factorial, convergent (e.g., related to reading activity), and discriminant (e.g., unrelated to interests for sports) validity (Möller & Bonerad, Citation2007; Schiefele et al., Citation2012). It has been widely used by researchers in Germany, in particular within large-scale assessments (e.g., Miyamoto et al., Citation2018, Citation2019; Retelsdorf, et al., Citation2011, 2014). The NEPS experts selected the items from the original HRMQ according to several
{"title":"A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension","authors":"Ai Miyamoto","doi":"10.1080/10888438.2023.2260032","DOIUrl":"https://doi.org/10.1080/10888438.2023.2260032","url":null,"abstract":"ABSTRACTPurpose This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence.Method Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with approximately 48% female students and 26% students with immigration backgrounds. On average, students were 10.64 years old (SD = 0.37) at wave 1 in grade 5. Measurements for intrinsic reading motivation and reading comprehension were taken at three separate time points: grades 5, 7, and 9. A multi-group cross-lagged panel model was employed to examine gender similarities and differences in the reciprocal relations between intrinsic reading motivation and reading comprehension over four years.Results The results revealed reciprocal cross-lagged effects between intrinsic reading motivation and reading comprehension for both male and female students from grades 5 to 9. The strengths of cross-lagged effects between intrinsic reading motivation and reading comprehension were largely similar across genders.Conclusions This study provides insights into the reciprocal relations between intrinsic reading motivation and reading comprehension from grades 5 to 9, emphasizing that these relations are largely consistent across genders. The findings reinforce the generalization of the positive reciprocal relations between intrinsic reading motivation and reading comprehension, regardless of gender or age. It calls for caution in interpreting gender differences without considering the complex, reciprocal nature of these variables and highlights potential avenues for future research. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the German National Educational Panel Study (NEPS) after registration from the NEPS website at https://www.neps-data.de/Data-Center/Data-Access.Notes1. The NEPS data and documentation are public and can be accessed after registration from the NEPS website at https://www.neps-data.de/en-us/home.aspx. NEPS is a framework with a multi-cohort longitudinal design to investigate educational developments and outcomes through a life course (Blossfeld, Roßbach, & von Maurice, Citation2011).2. The HRMQ (Habitual Reading Motivation Questionnaire) is an established German scale with high internal consistency and strong factorial, convergent (e.g., related to reading activity), and discriminant (e.g., unrelated to interests for sports) validity (Möller & Bonerad, Citation2007; Schiefele et al., Citation2012). It has been widely used by researchers in Germany, in particular within large-scale assessments (e.g., Miyamoto et al., Citation2018, Citation2019; Retelsdorf, et al., Citation2011, 2014). The NEPS experts selected the items from the original HRMQ according to several ","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206074","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}
Pub Date : 2023-09-18DOI: 10.1080/10888438.2023.2260033
Shuyuan Chen, Jinzuan Chen, Yanping Liu
ABSTRACTPurpose This study aims to examine whether binocular vision plays a facilitating or impeding role in lexical processing during sentence reading in Chinese.Method Adopting the revised boundary paradigm, we orthogonally manipulated the parafoveal and foveal viewing conditions (monocular vs. binocular) of target words (high- vs. low-frequency) within sentences. Forty participants (30 females, mean age = 19.9 years) were recruited to read these sentences and their eye movements were monitored.Results Through directly comparing the eye movement measures in different viewing conditions, the results indicated that compared with monocular viewing, binocular viewing resulted in shorter fixation durations, thereby facilitating lexical processing. Critically, in addition to the higher information encoding speed toward the currently fixated word in the fovea, the more efficient preprocessing of the upcoming text to the right of fixation in the parafovea may also contribute to the superiority of binocular vision over monocular.Conclusion Our findings provide the first evidence to support the binocular advantages in Chinese reading, which reveals that high-quality visual input from binocular vision plays a vital role in fluent and efficient written text reading. AcknowledgmentsThis research was supported by grant from the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (18YJC190014).Disclosure statementNo potential conflict of interest was reported by the authors.Statements and declarationsThis research was supported by grants from the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (18YJC190014). Correspondence should be addressed to Yanping Liu, Department of Psychology, Sun Yat-sen University, No. 135, Xingang Xi Road, Guangzhou, 510275, P. R. China; e-mail: liuyp33@mail.sysu.edu.cn.The authors declare that they have no competing financial interests.Additional informationFundingThis work was supported by the the MOE (Ministry of Education in China) Project of Humanities and Social Sciences [18YJC190014].
{"title":"Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements","authors":"Shuyuan Chen, Jinzuan Chen, Yanping Liu","doi":"10.1080/10888438.2023.2260033","DOIUrl":"https://doi.org/10.1080/10888438.2023.2260033","url":null,"abstract":"ABSTRACTPurpose This study aims to examine whether binocular vision plays a facilitating or impeding role in lexical processing during sentence reading in Chinese.Method Adopting the revised boundary paradigm, we orthogonally manipulated the parafoveal and foveal viewing conditions (monocular vs. binocular) of target words (high- vs. low-frequency) within sentences. Forty participants (30 females, mean age = 19.9 years) were recruited to read these sentences and their eye movements were monitored.Results Through directly comparing the eye movement measures in different viewing conditions, the results indicated that compared with monocular viewing, binocular viewing resulted in shorter fixation durations, thereby facilitating lexical processing. Critically, in addition to the higher information encoding speed toward the currently fixated word in the fovea, the more efficient preprocessing of the upcoming text to the right of fixation in the parafovea may also contribute to the superiority of binocular vision over monocular.Conclusion Our findings provide the first evidence to support the binocular advantages in Chinese reading, which reveals that high-quality visual input from binocular vision plays a vital role in fluent and efficient written text reading. AcknowledgmentsThis research was supported by grant from the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (18YJC190014).Disclosure statementNo potential conflict of interest was reported by the authors.Statements and declarationsThis research was supported by grants from the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (18YJC190014). Correspondence should be addressed to Yanping Liu, Department of Psychology, Sun Yat-sen University, No. 135, Xingang Xi Road, Guangzhou, 510275, P. R. China; e-mail: liuyp33@mail.sysu.edu.cn.The authors declare that they have no competing financial interests.Additional informationFundingThis work was supported by the the MOE (Ministry of Education in China) Project of Humanities and Social Sciences [18YJC190014].","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206073","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}
Pub Date : 2023-08-14DOI: 10.1080/10888438.2023.2244620
Miaomiao Liu, Yixun Li, Yongqiang Su, Hong Li
{"title":"Text Complexity of Chinese Elementary School Textbooks: Analysis of Text Linguistic Features Using Machine Learning Algorithms","authors":"Miaomiao Liu, Yixun Li, Yongqiang Su, Hong Li","doi":"10.1080/10888438.2023.2244620","DOIUrl":"https://doi.org/10.1080/10888438.2023.2244620","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793423","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}
Pub Date : 2023-08-07DOI: 10.1080/10888438.2023.2241939
R. Knoph, J. Lawrence, David J. Francis
{"title":"The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary","authors":"R. Knoph, J. Lawrence, David J. Francis","doi":"10.1080/10888438.2023.2241939","DOIUrl":"https://doi.org/10.1080/10888438.2023.2241939","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747656","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}
Pub Date : 2023-07-17DOI: 10.1080/10888438.2023.2232063
D. Meziere, Lili Yu, G. McArthur, Erik D. Reichle, Titus von der Malsburg
Purpose: Recent research on the potential of using eye-tracking to measure reading comprehension ability suggests that the relationship between standard eye-tracking measures and reading comprehension is influenced by differences in task demands between comprehension assessments. We compared standard eye-tracking measures and scanpath regularity as predictors of reading comprehension scores. Method: We used a dataset in which 79 participants (mean age: 22 years, 82% females, 76% monolingual English speakers) were administered three widely-used reading comprehension assessments with varying task demands while their eye movements were monitored: the York Assessment of Reading for Comprehension ; (YARC), the Gray Oral Reading Test ; (GORT-5), and the sentence comprehension subtest of the Wide Range Achievement Test ; (WRAT-4). Results: Results showed that scanpath regularity measures, similarly to standard eye-tracking measures, were influenced by differences in task demands between the three tests. Nevertheless, both types of eye-tracking measures made unique contributions as predictors of comprehension and the best set of predictors included both standard eye-tracking measures and at least one scanpath measure across tests. Conclusion: The results provide evidence that scanpaths capture differences in eye-movement patterns missed by standard eye-tracking measures. Overall, the results highlight the effect of task demands on eye-movement behavior and suggest that reading goals and task demands need to be considered when interpreting eye-tracking data.
{"title":"Scanpath Regularity as an Index of Reading Comprehension","authors":"D. Meziere, Lili Yu, G. McArthur, Erik D. Reichle, Titus von der Malsburg","doi":"10.1080/10888438.2023.2232063","DOIUrl":"https://doi.org/10.1080/10888438.2023.2232063","url":null,"abstract":"Purpose: Recent research on the potential of using eye-tracking to measure reading comprehension ability suggests that the relationship between standard eye-tracking measures and reading comprehension is influenced by differences in task demands between comprehension assessments. We compared standard eye-tracking measures and scanpath regularity as predictors of reading comprehension scores. Method: We used a dataset in which 79 participants (mean age: 22 years, 82% females, 76% monolingual English speakers) were administered three widely-used reading comprehension assessments with varying task demands while their eye movements were monitored: the York Assessment of Reading for Comprehension ; (YARC), the Gray Oral Reading Test ; (GORT-5), and the sentence comprehension subtest of the Wide Range Achievement Test ; (WRAT-4). Results: Results showed that scanpath regularity measures, similarly to standard eye-tracking measures, were influenced by differences in task demands between the three tests. Nevertheless, both types of eye-tracking measures made unique contributions as predictors of comprehension and the best set of predictors included both standard eye-tracking measures and at least one scanpath measure across tests. Conclusion: The results provide evidence that scanpaths capture differences in eye-movement patterns missed by standard eye-tracking measures. Overall, the results highlight the effect of task demands on eye-movement behavior and suggest that reading goals and task demands need to be considered when interpreting eye-tracking data.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42468431","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}
Pub Date : 2023-07-11DOI: 10.1080/10888438.2023.2234518
Jiayu Liu, Junjuan Gu, Chen Feng, W. Shi, Chris Biemann, Xingshan Li
{"title":"Cross-Modal Impact of Recent Word Encountering Experience","authors":"Jiayu Liu, Junjuan Gu, Chen Feng, W. Shi, Chris Biemann, Xingshan Li","doi":"10.1080/10888438.2023.2234518","DOIUrl":"https://doi.org/10.1080/10888438.2023.2234518","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42186874","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}
Pub Date : 2023-06-07DOI: 10.1080/10888438.2023.2220848
Gintautas Silinskas, Reda Gedutiene, Minna Torppa, Saule Raiziene
Purpose This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1.Method The language and early literacy skills of 229 children (Mage = 6.79, SD = .47) were tested at the end of kindergarten (vocabulary, letter knowledge, phonological awareness, and RAN); listening comprehension and word reading fluency were tested at the start of Grade 1; and reading comprehension was measured at the end of Grade 1.Results Together with parental education, word reading fluency and listening comprehension predicted reading comprehension (R2 = 43.2%). The second model, which also included language and early literacy skills, showed that vocabulary and phonological awareness indirectly predicted reading comprehension via listening comprehension, while phonological awareness, letter knowledge, and rapid automatized naming (RAN) indirectly predicted reading comprehension via word reading fluency (R2 = 43.6%). However, after allowing the direct paths from language and early literacy skills in kindergarten to reading comprehension, listening comprehension and word reading fluency were no longer significant predictors of reading comprehension, whereas vocabulary and letter knowledge were (R2 = 58.9%).Conclusion The results provided support for the SVR model in transparent Lithuanian orthography in that linguistic and decoding components are important for early reading comprehension. However, the results also suggested that, in the Lithuanian context, kindergarten vocabulary and letter knowledge are stronger measures in predicting reading comprehension than listening comprehension and word reading fluency in Grade 1.
{"title":"Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography","authors":"Gintautas Silinskas, Reda Gedutiene, Minna Torppa, Saule Raiziene","doi":"10.1080/10888438.2023.2220848","DOIUrl":"https://doi.org/10.1080/10888438.2023.2220848","url":null,"abstract":"Purpose This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1.Method The language and early literacy skills of 229 children (Mage = 6.79, SD = .47) were tested at the end of kindergarten (vocabulary, letter knowledge, phonological awareness, and RAN); listening comprehension and word reading fluency were tested at the start of Grade 1; and reading comprehension was measured at the end of Grade 1.Results Together with parental education, word reading fluency and listening comprehension predicted reading comprehension (R2 = 43.2%). The second model, which also included language and early literacy skills, showed that vocabulary and phonological awareness indirectly predicted reading comprehension via listening comprehension, while phonological awareness, letter knowledge, and rapid automatized naming (RAN) indirectly predicted reading comprehension via word reading fluency (R2 = 43.6%). However, after allowing the direct paths from language and early literacy skills in kindergarten to reading comprehension, listening comprehension and word reading fluency were no longer significant predictors of reading comprehension, whereas vocabulary and letter knowledge were (R2 = 58.9%).Conclusion The results provided support for the SVR model in transparent Lithuanian orthography in that linguistic and decoding components are important for early reading comprehension. However, the results also suggested that, in the Lithuanian context, kindergarten vocabulary and letter knowledge are stronger measures in predicting reading comprehension than listening comprehension and word reading fluency in Grade 1.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135404611","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}
Pub Date : 2023-06-02DOI: 10.1080/10888438.2023.2220846
Sinead McNally, Kathryn A. Leech, K. Corriveau, Michael Daly
{"title":"Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood","authors":"Sinead McNally, Kathryn A. Leech, K. Corriveau, Michael Daly","doi":"10.1080/10888438.2023.2220846","DOIUrl":"https://doi.org/10.1080/10888438.2023.2220846","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"1 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434019","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}
Pub Date : 2023-06-01DOI: 10.1080/10888438.2023.2217965
Hua-Chen Wang, Luan Li, Nan Xu Rattanasone, K. Demuth, A. Castles
ABSTRACT Morphological knowledge is known to be positively associated with reading ability. However, whether morphological knowledge affects children’s learning of new orthographic representations is less clear. Purpose This study aimed to investigate morphological effects on orthographic learning in English, and whether this effect, if any, is different for monolingual compared to Chinese-English-speaking bilingual children, who often have difficulty acquiring English inflectional morphology. Method 59 Year 2 children, including 29 English-speaking monolinguals and 30 Chinese-English-speaking bilinguals participated. We assessed children’s preexisting English inflectional morphological knowledge. The children learned twelve novel words that were either presented with morphological variation (e.g., vack, vacks, vacking, vacked) or pure repetition (e.g., vack x 4). Orthographic learning was measured by orthographic choice and spelling tasks. Results 1) orthographic learning from the spelling task showed better performance in the repetition condition, 2) there were no differences in orthographic learning between the monolinguals and bilinguals, despite the fact that the monolinguals had better inflectional morphological knowledge than the bilinguals. Conclusion Children learned novel written words better when they are presented without morphological variation, supporting the item-based feature of the self-teaching hypothesis. Chinese-English-speaking bilinguals’ weaker English morphological knowledge does not seem to hinder their orthographic learning ability.
{"title":"Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children","authors":"Hua-Chen Wang, Luan Li, Nan Xu Rattanasone, K. Demuth, A. Castles","doi":"10.1080/10888438.2023.2217965","DOIUrl":"https://doi.org/10.1080/10888438.2023.2217965","url":null,"abstract":"ABSTRACT Morphological knowledge is known to be positively associated with reading ability. However, whether morphological knowledge affects children’s learning of new orthographic representations is less clear. Purpose This study aimed to investigate morphological effects on orthographic learning in English, and whether this effect, if any, is different for monolingual compared to Chinese-English-speaking bilingual children, who often have difficulty acquiring English inflectional morphology. Method 59 Year 2 children, including 29 English-speaking monolinguals and 30 Chinese-English-speaking bilinguals participated. We assessed children’s preexisting English inflectional morphological knowledge. The children learned twelve novel words that were either presented with morphological variation (e.g., vack, vacks, vacking, vacked) or pure repetition (e.g., vack x 4). Orthographic learning was measured by orthographic choice and spelling tasks. Results 1) orthographic learning from the spelling task showed better performance in the repetition condition, 2) there were no differences in orthographic learning between the monolinguals and bilinguals, despite the fact that the monolinguals had better inflectional morphological knowledge than the bilinguals. Conclusion Children learned novel written words better when they are presented without morphological variation, supporting the item-based feature of the self-teaching hypothesis. Chinese-English-speaking bilinguals’ weaker English morphological knowledge does not seem to hinder their orthographic learning ability.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668569","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}
Pub Date : 2023-05-29DOI: 10.1080/10888438.2023.2217967
Shawn Hemelstrand, B. Wong, C. McBride, U. Maurer, Tomohiro Inoue
{"title":"The Impact of Character Complexity on Chinese Literacy: A Generalized Additive Modeling Approach","authors":"Shawn Hemelstrand, B. Wong, C. McBride, U. Maurer, Tomohiro Inoue","doi":"10.1080/10888438.2023.2217967","DOIUrl":"https://doi.org/10.1080/10888438.2023.2217967","url":null,"abstract":"","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46366549","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}
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