Pub Date : 2023-01-05DOI: 10.1080/10888438.2022.2164199
Jan-Henning Ehm, A. Schmitterer, Telse Nagler, A. Lervåg
ABSTRACT Purpose The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany replicates established findings and explores how curvilinear effects can add information to our understanding of reading development. Method 525 German-speaking children were followed during a 5-year period from kindergarten to fourth Grade. Phonological awareness (PA), letter knowledge (LK), rapid naming (RAN) and language skills (LS) were assessed in kindergarten, decoding and reading comprehension in elementary school. Analysis was based on latent growth models with curvilinear (quadratic) effects. Results The results indicate that PA and LK are of importance for early reading, RAN was additionally revealed to be of importance for further growth in decoding. Language skills and decoding, together with their interaction, explain variation in reading comprehension skills. A curvilinear effect was found for decoding on reading comprehension growth only. Conclusion Our study shows which precursors predict growth in reading development in a transparent orthography and expands our understanding of how language and decoding affect the development of reading comprehension.
{"title":"The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children","authors":"Jan-Henning Ehm, A. Schmitterer, Telse Nagler, A. Lervåg","doi":"10.1080/10888438.2022.2164199","DOIUrl":"https://doi.org/10.1080/10888438.2022.2164199","url":null,"abstract":"ABSTRACT Purpose The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany replicates established findings and explores how curvilinear effects can add information to our understanding of reading development. Method 525 German-speaking children were followed during a 5-year period from kindergarten to fourth Grade. Phonological awareness (PA), letter knowledge (LK), rapid naming (RAN) and language skills (LS) were assessed in kindergarten, decoding and reading comprehension in elementary school. Analysis was based on latent growth models with curvilinear (quadratic) effects. Results The results indicate that PA and LK are of importance for early reading, RAN was additionally revealed to be of importance for further growth in decoding. Language skills and decoding, together with their interaction, explain variation in reading comprehension skills. A curvilinear effect was found for decoding on reading comprehension growth only. Conclusion Our study shows which precursors predict growth in reading development in a transparent orthography and expands our understanding of how language and decoding affect the development of reading comprehension.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"311 - 333"},"PeriodicalIF":3.7,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43241604","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 : 2022-12-22DOI: 10.1080/10888438.2022.2156347
Apostolos Kargiotidis, Angeliki Mouzaki, Eleni Kagiampaki, Georgios Marinakis, Anna Vervelaki, Nantia Boufachrentin, George Manolitsis
ABSTRACT Purpose The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method Vocabulary, phonological and morphological awareness were assessed in the middle of grade 1, whereas word reading accuracy, word reading fluency, and reading comprehension were measured at the end of the same grade. Results Results from structural equation modeling showed that phonological awareness directly predicted word reading accuracy, which mediated the effects of phonological awareness on reading comprehension and word reading fluency. Reading comprehension was directly supported by vocabulary, which also mediated the effect of morphological awareness on reading comprehension. Morphological awareness had an indirect effect on word reading accuracy through phonological awareness and via this distal path indirectly predicted reading comprehension and word reading fluency. Conclusion Findings highlight the complex relations between oral language and early reading skills and suggest that, although the effects of oral language skills may differ depending on the reading outcome, all of them can significantly promote early reading development. Therefore, they should be included during reading instruction.
{"title":"Modeling the Effects of Oral Language Skills on Early Reading Development in an Orthographically Consistent Language","authors":"Apostolos Kargiotidis, Angeliki Mouzaki, Eleni Kagiampaki, Georgios Marinakis, Anna Vervelaki, Nantia Boufachrentin, George Manolitsis","doi":"10.1080/10888438.2022.2156347","DOIUrl":"https://doi.org/10.1080/10888438.2022.2156347","url":null,"abstract":"ABSTRACT Purpose The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method Vocabulary, phonological and morphological awareness were assessed in the middle of grade 1, whereas word reading accuracy, word reading fluency, and reading comprehension were measured at the end of the same grade. Results Results from structural equation modeling showed that phonological awareness directly predicted word reading accuracy, which mediated the effects of phonological awareness on reading comprehension and word reading fluency. Reading comprehension was directly supported by vocabulary, which also mediated the effect of morphological awareness on reading comprehension. Morphological awareness had an indirect effect on word reading accuracy through phonological awareness and via this distal path indirectly predicted reading comprehension and word reading fluency. Conclusion Findings highlight the complex relations between oral language and early reading skills and suggest that, although the effects of oral language skills may differ depending on the reading outcome, all of them can significantly promote early reading development. Therefore, they should be included during reading instruction.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"272 - 288"},"PeriodicalIF":3.7,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377169","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 : 2022-12-19DOI: 10.1080/10888438.2022.2155524
George K. Georgiou, Ana Paula Alves Vieira, K. M. Rothou, J. Kirby, A. Antoniuk, Dalia Martinez, Kan Guo
ABSTRACT Purpose We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method We reviewed 40 studies published in English between January 1990 and August 2021, representing a total of 5,018 participants (age range = 5.1–13.9 years). Studies with adults or English language learners were excluded. There were 49 independent samples in the chronological-age (CA) – dyslexia (DYS) comparison and 18 independent samples in the comparison between DYS and reading–level (RL) controls. Results A random-effects model analysis revealed a large effect size for the CA–DYS comparison (g = 1.11) and a non-significant effect size for the RL–DYS comparison (g = −0.08). Age was the only significant moderator of the effect sizes. Conclusion These findings suggest, first, that individuals with dyslexia experience significant difficulties in MA and second, that the effect sizes are as large as those reported for phonological awareness, rapid automatized naming, and orthographic knowledge. The lack of a significant RL-DYS difference indicates that MA is not a core causal feature of dyslexia.
{"title":"A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia","authors":"George K. Georgiou, Ana Paula Alves Vieira, K. M. Rothou, J. Kirby, A. Antoniuk, Dalia Martinez, Kan Guo","doi":"10.1080/10888438.2022.2155524","DOIUrl":"https://doi.org/10.1080/10888438.2022.2155524","url":null,"abstract":"ABSTRACT Purpose We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method We reviewed 40 studies published in English between January 1990 and August 2021, representing a total of 5,018 participants (age range = 5.1–13.9 years). Studies with adults or English language learners were excluded. There were 49 independent samples in the chronological-age (CA) – dyslexia (DYS) comparison and 18 independent samples in the comparison between DYS and reading–level (RL) controls. Results A random-effects model analysis revealed a large effect size for the CA–DYS comparison (g = 1.11) and a non-significant effect size for the RL–DYS comparison (g = −0.08). Age was the only significant moderator of the effect sizes. Conclusion These findings suggest, first, that individuals with dyslexia experience significant difficulties in MA and second, that the effect sizes are as large as those reported for phonological awareness, rapid automatized naming, and orthographic knowledge. The lack of a significant RL-DYS difference indicates that MA is not a core causal feature of dyslexia.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"253 - 271"},"PeriodicalIF":3.7,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46283921","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 : 2022-12-01DOI: 10.1080/10888438.2022.2149335
Jinger Pan, Aiping Wang, C. McBride, Jeung-Ryeul Cho, Ming Yan
ABSTRACT Purpose The present study tested parafoveal morphological processing during sentence reading with two eye-tracking experiments, making use of an implicit measurement of morphological awareness. In Chinese and Korean, each character form typically corresponds to multiple mental lexicons, leading to morphological ambiguity. Method Using the gaze-contingent boundary paradigm, we manipulated the relation between the homographic parafoveal preview morphemes and the target words in Chinese and Korean, respectively, in two experiments. We tested 57 Chinese and 45 Korean university students. Together with baseline conditions in which the previews were either identical or unrelated to the target, we had two critical conditions in which the homographs shared/did not share the same morphemic meaning (i.e., same morpheme/different morpheme) with the target morpheme. Results Across the two experiments, the differences between the same and different morpheme conditions in a number of eye movement indices were significant, consistently showing that appropriate morpho-semantic information facilitates lexical processing. The different-morpheme previews facilitated the target word processing in Chinese but not in Korean reading. Conclusion These findings suggest that morphemic meanings are activated early on during word recognition in Chinese, a logographic orthography, and Korean Hangul, a phonologically transparent writing system, before the word is fixated upon.
{"title":"Online Assessment of Parafoveal Morphological Processing/Awareness during Reading among Chinese and Korean Adults","authors":"Jinger Pan, Aiping Wang, C. McBride, Jeung-Ryeul Cho, Ming Yan","doi":"10.1080/10888438.2022.2149335","DOIUrl":"https://doi.org/10.1080/10888438.2022.2149335","url":null,"abstract":"ABSTRACT Purpose The present study tested parafoveal morphological processing during sentence reading with two eye-tracking experiments, making use of an implicit measurement of morphological awareness. In Chinese and Korean, each character form typically corresponds to multiple mental lexicons, leading to morphological ambiguity. Method Using the gaze-contingent boundary paradigm, we manipulated the relation between the homographic parafoveal preview morphemes and the target words in Chinese and Korean, respectively, in two experiments. We tested 57 Chinese and 45 Korean university students. Together with baseline conditions in which the previews were either identical or unrelated to the target, we had two critical conditions in which the homographs shared/did not share the same morphemic meaning (i.e., same morpheme/different morpheme) with the target morpheme. Results Across the two experiments, the differences between the same and different morpheme conditions in a number of eye movement indices were significant, consistently showing that appropriate morpho-semantic information facilitates lexical processing. The different-morpheme previews facilitated the target word processing in Chinese but not in Korean reading. Conclusion These findings suggest that morphemic meanings are activated early on during word recognition in Chinese, a logographic orthography, and Korean Hangul, a phonologically transparent writing system, before the word is fixated upon.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"232 - 252"},"PeriodicalIF":3.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784221","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 : 2022-11-10DOI: 10.1080/10888438.2022.2143271
Y. Gan, Jie Zhang, Lana Kharabi-Yamato, Yongqiang Su, Jiawen Zhang, Yueyao Jiang, Yi Hui, Hong Li
ABSTRACT Purpose This 2-year longitudinal study examined the unique prediction of a dynamic assessment (DA) of character decoding on Chinese early reading development, and further explored whether learning potential, as assessed by DA, predicts subsequent character reading development in a sample of 135 native Mandarin-speaking Chinese students from first grade to second grade. Method Latent Growth Modeling was carried out to examine the prediction of DA administered in grade 1 for the character reading growth in Chinese children from grade 1 to 2. Growth Mixture Modeling was used to identify latent-class groups with varying learning potential based on the trial-by-trial progresses on DA, and predicted the distal outcome, Chinese character reading. Results DA uniquely predicted the final level and growth rate of character reading for Chinese children from grade 1 to 2 after controlling for traditional static predictors. Additionally, three latent groups were identified to characterize different responsiveness to graduated prompts in the DA task; the three latent groups showed significant differences in character reading over time. Conclusion The findings underscore the importance of DA in predicting Chinese children’s early reading development and the classification validity of learning potential subgroups of DA in differentiating early character reading development in Chinese children.
{"title":"The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2","authors":"Y. Gan, Jie Zhang, Lana Kharabi-Yamato, Yongqiang Su, Jiawen Zhang, Yueyao Jiang, Yi Hui, Hong Li","doi":"10.1080/10888438.2022.2143271","DOIUrl":"https://doi.org/10.1080/10888438.2022.2143271","url":null,"abstract":"ABSTRACT Purpose This 2-year longitudinal study examined the unique prediction of a dynamic assessment (DA) of character decoding on Chinese early reading development, and further explored whether learning potential, as assessed by DA, predicts subsequent character reading development in a sample of 135 native Mandarin-speaking Chinese students from first grade to second grade. Method Latent Growth Modeling was carried out to examine the prediction of DA administered in grade 1 for the character reading growth in Chinese children from grade 1 to 2. Growth Mixture Modeling was used to identify latent-class groups with varying learning potential based on the trial-by-trial progresses on DA, and predicted the distal outcome, Chinese character reading. Results DA uniquely predicted the final level and growth rate of character reading for Chinese children from grade 1 to 2 after controlling for traditional static predictors. Additionally, three latent groups were identified to characterize different responsiveness to graduated prompts in the DA task; the three latent groups showed significant differences in character reading over time. Conclusion The findings underscore the importance of DA in predicting Chinese children’s early reading development and the classification validity of learning potential subgroups of DA in differentiating early character reading development in Chinese children.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"215 - 231"},"PeriodicalIF":3.7,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41575512","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 : 2022-10-18DOI: 10.1080/10888438.2022.2132864
Minkyung Cho, Youngsuh Kim, Jiali Wang
ABSTRACT This study examined the extent of perspective taking and language features represented in secondary students’ text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students’ English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students’ text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students’ text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing.
{"title":"Perspective taking and language features in secondary students’ text-based analytical writing","authors":"Minkyung Cho, Youngsuh Kim, Jiali Wang","doi":"10.1080/10888438.2022.2132864","DOIUrl":"https://doi.org/10.1080/10888438.2022.2132864","url":null,"abstract":"ABSTRACT This study examined the extent of perspective taking and language features represented in secondary students’ text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students’ English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students’ text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students’ text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"199 - 214"},"PeriodicalIF":3.7,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43452364","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 : 2022-09-28DOI: 10.1080/10888438.2022.2127357
Eunsoo Cho, Unhee Ju, Eun Ha Kim, Minhye Lee, Garam A. Lee, D. Compton
ABSTRACT Purpose We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate the relations between achievement goals and reading comprehension. Method We fit multigroup structural equation models with data from monolingual English-speaking fifth graders (n = 146 for RD; n = 109 for non-RD) in the United States. Results Results revealed that achievement goals predict reading comprehension as measured by the free recall but not by the constructed response format, and this pattern was moderated by RD status. For students with RD, mastery goals positively predicted performance on free recall, a relationship that was completely mediated by semantic verbal fluency, whereas performance-approach goals were negatively related to free recall. For students without RD, however, achievement goals did not predict reading comprehension as measured by either assessment format. Conclusion Our findings underscore the need to account for motivational differences in reading comprehension and the importance of fostering mastery goals when teaching reading comprehension, particularly for students with RD.
{"title":"Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?","authors":"Eunsoo Cho, Unhee Ju, Eun Ha Kim, Minhye Lee, Garam A. Lee, D. Compton","doi":"10.1080/10888438.2022.2127357","DOIUrl":"https://doi.org/10.1080/10888438.2022.2127357","url":null,"abstract":"ABSTRACT Purpose We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate the relations between achievement goals and reading comprehension. Method We fit multigroup structural equation models with data from monolingual English-speaking fifth graders (n = 146 for RD; n = 109 for non-RD) in the United States. Results Results revealed that achievement goals predict reading comprehension as measured by the free recall but not by the constructed response format, and this pattern was moderated by RD status. For students with RD, mastery goals positively predicted performance on free recall, a relationship that was completely mediated by semantic verbal fluency, whereas performance-approach goals were negatively related to free recall. For students without RD, however, achievement goals did not predict reading comprehension as measured by either assessment format. Conclusion Our findings underscore the need to account for motivational differences in reading comprehension and the importance of fostering mastery goals when teaching reading comprehension, particularly for students with RD.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"289 - 310"},"PeriodicalIF":3.7,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065069","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 : 2022-09-22DOI: 10.1080/10888438.2022.2127356
Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, K. Nation, D. Colenbrander, A. Castles
ABSTRACT Purpose Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method Seventy-eight adults received oral vocabulary training on 16 novel words over two days, while another set of 16 items was untrained. Following training, participants saw both trained and untrained novel words in print for the first time within a lexical recognition task. Half of the items had spellings that were predictable from their pronunciations (e.g., nesh), while the remainder had spellings that were less predictable from their pronunciations (e.g., koyb). Results Participants were able to recognize newly learned words, and lexical recognition latencies displayed clear evidence of orthographic expectancies, as evidenced by a larger effect of spelling predictability for orally trained than untrained items. Conclusion These data are consistent with the emergence of orthographic expectancies even when written words are first encountered in isolation.
{"title":"Orthographic Expectancies in the Absence of Contextual Support","authors":"Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, K. Nation, D. Colenbrander, A. Castles","doi":"10.1080/10888438.2022.2127356","DOIUrl":"https://doi.org/10.1080/10888438.2022.2127356","url":null,"abstract":"ABSTRACT Purpose Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method Seventy-eight adults received oral vocabulary training on 16 novel words over two days, while another set of 16 items was untrained. Following training, participants saw both trained and untrained novel words in print for the first time within a lexical recognition task. Half of the items had spellings that were predictable from their pronunciations (e.g., nesh), while the remainder had spellings that were less predictable from their pronunciations (e.g., koyb). Results Participants were able to recognize newly learned words, and lexical recognition latencies displayed clear evidence of orthographic expectancies, as evidenced by a larger effect of spelling predictability for orally trained than untrained items. Conclusion These data are consistent with the emergence of orthographic expectancies even when written words are first encountered in isolation.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"187 - 197"},"PeriodicalIF":3.7,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45008835","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 : 2022-09-20DOI: 10.1080/10888438.2022.2121655
N. Gutiérrez, V. M. Rigobon, Nancy Marencin, Ashley A. Edwards, Laura M. Steacy, D. Compton
ABSTRACT Purpose Fourth grade typically involves shifting the instruction from learning to read to reading to learn, which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and regression tree (CART) model predicting fourth-grade reading groups using first-grade measures. Method Students were assessed in first and fourth grade (N = 452). Fourth-grade groups were determined using latent class analysis based on word reading and reading comprehension measures with a cut-point at the 15th percentile. A CART model was trained to determine the best decision rules to classify students at risk of developing later RD and compared to a logistic regression model. Results Important first-grade predictors included a mix of oral language and foundational word-reading skills with final classification accuracy estimates of .90 AUC, .91 sensitivity, and .75 specificity. Conclusion While the CART and logistic regression models’ classification accuracy was similar, CART has the advantage of offering a more intuitive way for practitioners to determine risk. Multivariate screening can be time-consuming, but CART models offer the potential to reduce false positives and guide targeted interventions, leading to better use of school resources.
{"title":"Early Prediction of Reading Risk in Fourth Grade: A Combined Latent Class Analysis and Classification Tree Approach","authors":"N. Gutiérrez, V. M. Rigobon, Nancy Marencin, Ashley A. Edwards, Laura M. Steacy, D. Compton","doi":"10.1080/10888438.2022.2121655","DOIUrl":"https://doi.org/10.1080/10888438.2022.2121655","url":null,"abstract":"ABSTRACT Purpose Fourth grade typically involves shifting the instruction from learning to read to reading to learn, which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and regression tree (CART) model predicting fourth-grade reading groups using first-grade measures. Method Students were assessed in first and fourth grade (N = 452). Fourth-grade groups were determined using latent class analysis based on word reading and reading comprehension measures with a cut-point at the 15th percentile. A CART model was trained to determine the best decision rules to classify students at risk of developing later RD and compared to a logistic regression model. Results Important first-grade predictors included a mix of oral language and foundational word-reading skills with final classification accuracy estimates of .90 AUC, .91 sensitivity, and .75 specificity. Conclusion While the CART and logistic regression models’ classification accuracy was similar, CART has the advantage of offering a more intuitive way for practitioners to determine risk. Multivariate screening can be time-consuming, but CART models offer the potential to reduce false positives and guide targeted interventions, leading to better use of school resources.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"21 - 38"},"PeriodicalIF":3.7,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573045","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 : 2022-09-18DOI: 10.1080/10888438.2022.2125320
Virginia Clinton-Lisell
ABSTRACT Purpose The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading comprehension, mind wandering, as well as both preference for and use of screens and paper. Methods In this study, undergraduate students (N = 133) were randomly assigned to reading purposes of study or entertainment as well as reading from paper (from a book) or screens (from an iPad). Results Neither reading medium nor purpose had reliable differences in performance on the text comprehension assessment, metacomprehension, or mind wandering. Reading from one’s preferred medium appeared to be related to more accurate metacomprehension. Exploratory analyses indicated less studying from paper and more task-unrelated thoughts while reading from screens after the COVID-19 learning changes. Conclusions Reading medium may possibly have less effect on comprehension when readers have purposes for reading and the haptic experience of reading is similar by medium. Medium effects on metacomprehension and mind wandering may vary depending on characteristics of the reader.
{"title":"Investigating Reading from Screens and Mind Wandering in the Context of Standards of Coherence","authors":"Virginia Clinton-Lisell","doi":"10.1080/10888438.2022.2125320","DOIUrl":"https://doi.org/10.1080/10888438.2022.2125320","url":null,"abstract":"ABSTRACT Purpose The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading comprehension, mind wandering, as well as both preference for and use of screens and paper. Methods In this study, undergraduate students (N = 133) were randomly assigned to reading purposes of study or entertainment as well as reading from paper (from a book) or screens (from an iPad). Results Neither reading medium nor purpose had reliable differences in performance on the text comprehension assessment, metacomprehension, or mind wandering. Reading from one’s preferred medium appeared to be related to more accurate metacomprehension. Exploratory analyses indicated less studying from paper and more task-unrelated thoughts while reading from screens after the COVID-19 learning changes. Conclusions Reading medium may possibly have less effect on comprehension when readers have purposes for reading and the haptic experience of reading is similar by medium. Medium effects on metacomprehension and mind wandering may vary depending on characteristics of the reader.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"169 - 186"},"PeriodicalIF":3.7,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43394450","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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