Pub Date : 2022-09-13DOI: 10.1080/10888438.2022.2123275
George K. Georgiou, Tomohiro Inoue, R. Parrila
ABSTRACT Purpose The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; Mage = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading. Results Results of cross-lagged analyses revealed only unidirectional relations: word reading in Grade 1 predicted vocabulary in Grades 2 and 3. Conclusion These findings suggest that once children reach a basic level of proficiency in word reading this allows them to be independent readers and enhance their vocabulary.
{"title":"Are Vocabulary and Word Reading Reciprocally Related?","authors":"George K. Georgiou, Tomohiro Inoue, R. Parrila","doi":"10.1080/10888438.2022.2123275","DOIUrl":"https://doi.org/10.1080/10888438.2022.2123275","url":null,"abstract":"ABSTRACT Purpose The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; Mage = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading. Results Results of cross-lagged analyses revealed only unidirectional relations: word reading in Grade 1 predicted vocabulary in Grades 2 and 3. Conclusion These findings suggest that once children reach a basic level of proficiency in word reading this allows them to be independent readers and enhance their vocabulary.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"160 - 168"},"PeriodicalIF":3.7,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43749499","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 : 2022-09-12DOI: 10.1080/10888438.2022.2106866
Michal Shany, Ibrahim A. Asadi, D. Share
ABSTRACT Purpose We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features. Method and results In a nationally representative 4th grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles. Conclusion This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or “hard” subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers’ double-deficit typology.
{"title":"Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic","authors":"Michal Shany, Ibrahim A. Asadi, D. Share","doi":"10.1080/10888438.2022.2106866","DOIUrl":"https://doi.org/10.1080/10888438.2022.2106866","url":null,"abstract":"ABSTRACT Purpose We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features. Method and results In a nationally representative 4th grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles. Conclusion This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or “hard” subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers’ double-deficit typology.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"136 - 159"},"PeriodicalIF":3.7,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44831063","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 : 2022-07-18DOI: 10.1080/10888438.2022.2095281
Maria Psyridou, A. Tolvanen, Priyanka Patel, Daria Khanolainen, Marja‐Kristiina Lerkkanen, A. Poikkeus, M. Torppa
ABSTRACT Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a different set of kindergarten-age factors emerge as the strongest predictors of reading fluency and comprehension difficulties across the models. Method RD were identified in a Finnish sample (N ≈ 2,000) based on Grade 9 difficulties in reading fluency and reading comprehension. The predictors assessed in kindergarten included gender, parental factors (e.g., parental RD, education level), cognitive skills (e.g., phonological awareness, RAN), home literacy environment, and task-avoidant behavior. Results The results suggested that the neural networks model is the most accurate method, as compared to the linear and mixture models or their combination, for the early prediction of adolescent reading fluency and reading comprehension difficulties. The three models elicited rather similar results regarding the predictors, highlighting the importance of RAN, letter knowledge, vocabulary, reading words, number counting, gender, and maternal education. Conclusion The results suggest that neural networks have strong promise in the field of reading research for the early identification of RD.
{"title":"Reading Difficulties Identification: A Comparison of Neural Networks, Linear, and Mixture Models","authors":"Maria Psyridou, A. Tolvanen, Priyanka Patel, Daria Khanolainen, Marja‐Kristiina Lerkkanen, A. Poikkeus, M. Torppa","doi":"10.1080/10888438.2022.2095281","DOIUrl":"https://doi.org/10.1080/10888438.2022.2095281","url":null,"abstract":"ABSTRACT Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a different set of kindergarten-age factors emerge as the strongest predictors of reading fluency and comprehension difficulties across the models. Method RD were identified in a Finnish sample (N ≈ 2,000) based on Grade 9 difficulties in reading fluency and reading comprehension. The predictors assessed in kindergarten included gender, parental factors (e.g., parental RD, education level), cognitive skills (e.g., phonological awareness, RAN), home literacy environment, and task-avoidant behavior. Results The results suggested that the neural networks model is the most accurate method, as compared to the linear and mixture models or their combination, for the early prediction of adolescent reading fluency and reading comprehension difficulties. The three models elicited rather similar results regarding the predictors, highlighting the importance of RAN, letter knowledge, vocabulary, reading words, number counting, gender, and maternal education. Conclusion The results suggest that neural networks have strong promise in the field of reading research for the early identification of RD.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"39 - 66"},"PeriodicalIF":3.7,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478482","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 : 2022-07-03DOI: 10.1080/10888438.2022.2095279
Natalia V. Rakhlin, Catalina Mourgues, T. Logvinenko, Alexander N. Kornev, E. Grigorenko
ABSTRACT Purpose To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method We applied RL-match design to a sample of 2nd – 6th graders reading a consistent orthography, Russian, using an “extreme phenotype” approach. Readers with suspected specific reading disability (sSRD, n = 538) and high-performing readers (HPR; n = 806) were matched via propensity Scores, using IQ and each of the alternatives: accuracy of word decoding, pseudoword decoding, word unitization, or paragraph reading fluency. In each case, two groups were compared on the remaining literacy tasks as well as phonological processing, orthographic processing, and rapid serial naming. Results When matched on word or pseudoword decoding (288 and 313 pairs, respectively), readers with sSRD and HPR differed on all remaining indicators. When matched on word unitization (173 pairs), the differences disappeared or had substantially diminished effect sizes. When matched on paragraph reading fluency (57 pairs), no significant differences remained. Thus, none of the componential skills appeared antecedent to the observed difficulties assessed via the number of correctly orally read words per minute. However, certain inherent limitations of RL-match design preclude us from considering this to be a definitive outcome.
【摘要】目的评估阅读水平匹配方法的优缺点，并探讨其对阅读能力和阅读障碍认知基础的影响。方法采用“极端表型”方法，采用rl匹配设计，对阅读俄语统一正字法的二、六年级学生进行研究。怀疑有特殊阅读障碍的读者(sSRD, n = 538)和高绩效读者(HPR;n = 806)通过倾向得分匹配，使用智商和每个选项:单词解码的准确性，伪单词解码，单词统一，或段落阅读流畅性。在每种情况下，两组被试在其余的识字任务、语音处理、正字法处理和快速序列命名方面进行比较。结果在单词和伪单词解码配对(分别为288对和313对)时，sSRD组和HPR组在其余指标上均存在差异。当在单词统一(173对)上匹配时，差异消失或显著减小效应大小。在段落阅读流畅性方面(57对)，没有显著差异。因此，没有任何组成技能出现在通过每分钟正确口头阅读单词的数量来评估观察到的困难之前。然而，rl匹配设计的某些固有限制使我们无法将其视为确定的结果。
{"title":"What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It","authors":"Natalia V. Rakhlin, Catalina Mourgues, T. Logvinenko, Alexander N. Kornev, E. Grigorenko","doi":"10.1080/10888438.2022.2095279","DOIUrl":"https://doi.org/10.1080/10888438.2022.2095279","url":null,"abstract":"ABSTRACT Purpose To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method We applied RL-match design to a sample of 2nd – 6th graders reading a consistent orthography, Russian, using an “extreme phenotype” approach. Readers with suspected specific reading disability (sSRD, n = 538) and high-performing readers (HPR; n = 806) were matched via propensity Scores, using IQ and each of the alternatives: accuracy of word decoding, pseudoword decoding, word unitization, or paragraph reading fluency. In each case, two groups were compared on the remaining literacy tasks as well as phonological processing, orthographic processing, and rapid serial naming. Results When matched on word or pseudoword decoding (288 and 313 pairs, respectively), readers with sSRD and HPR differed on all remaining indicators. When matched on word unitization (173 pairs), the differences disappeared or had substantially diminished effect sizes. When matched on paragraph reading fluency (57 pairs), no significant differences remained. Thus, none of the componential skills appeared antecedent to the observed difficulties assessed via the number of correctly orally read words per minute. However, certain inherent limitations of RL-match design preclude us from considering this to be a definitive outcome.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"101 - 118"},"PeriodicalIF":3.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47562093","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 : 2022-06-30DOI: 10.1080/10888438.2022.2095280
María Teresa Daza González, Jessica Phillips-Silver, Nahuel Gioiosa Maurno, Laura Fernández García, P. Ruiz-Castañeda
ABSTRACT Purpose To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading abilities in prelingually deaf children in comparison with a non-multisensory phonological training in combination with ST (nonMPT+ST). Furthermore, we compared phonological recoding abilities (via pseudohomophone effect) of deaf children who received the MPT+ST training with that of their hearing peers. Finally, we investigated whether the effects observed in deaf children after MPT+ST and nonMPT+ST were retained six months. Results The MPT+ST improved phonological recoding abilities, both in reading isolated words and in recoding abilities that contributed to improved syntactic processing tasks. After MPT+ST the deaf children’s pseudohomophone effect was similar to that of typical hearing children, but this effect was not retained six months after training. Conclusion The phonological route is mediated by multiple sensory systems and MPT+ST contributes to deaf children’s ability to achieve higher reading comprehension by the time they finish primary education; however, sustaining the gains likely requires a longer-term intervention.
{"title":"Improving phonological skills and reading comprehension in deaf children: A new multisensory approach","authors":"María Teresa Daza González, Jessica Phillips-Silver, Nahuel Gioiosa Maurno, Laura Fernández García, P. Ruiz-Castañeda","doi":"10.1080/10888438.2022.2095280","DOIUrl":"https://doi.org/10.1080/10888438.2022.2095280","url":null,"abstract":"ABSTRACT Purpose To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading abilities in prelingually deaf children in comparison with a non-multisensory phonological training in combination with ST (nonMPT+ST). Furthermore, we compared phonological recoding abilities (via pseudohomophone effect) of deaf children who received the MPT+ST training with that of their hearing peers. Finally, we investigated whether the effects observed in deaf children after MPT+ST and nonMPT+ST were retained six months. Results The MPT+ST improved phonological recoding abilities, both in reading isolated words and in recoding abilities that contributed to improved syntactic processing tasks. After MPT+ST the deaf children’s pseudohomophone effect was similar to that of typical hearing children, but this effect was not retained six months after training. Conclusion The phonological route is mediated by multiple sensory systems and MPT+ST contributes to deaf children’s ability to achieve higher reading comprehension by the time they finish primary education; however, sustaining the gains likely requires a longer-term intervention.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"119 - 135"},"PeriodicalIF":3.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44409224","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 : 2022-06-26DOI: 10.1080/10888438.2022.2087526
Hansol Lee, Geryong Jung, J. Lee
ABSTRACT Purpose The present study aimed to systemically summarize the structural relationships among correlated components of second language (L2) reading comprehension to investigate the extent to which the two major components – language comprehension abilities and decoding skills – could account for reading comprehension in L2 contexts in accordance with the model of Simple View of Reading. Method We used a meta-analytic structural equation modeling. This study included 81 samples (from 67 studies) including 10,526 participants, and the collected dataset successfully fitted the proposed model of Simple View of L2 Reading. Results L2 comprehension abilities and L2 decoding skills accounted for over 60% of the variation in L2 reading comprehension, with the former having a larger contribution. Considering age and L2 proficiency as moderator variables, it was revealed that L2 decoding skills played less important roles for more proficient and older learners, whereas L2 comprehension abilities maintained their importance across different ages and L2 proficiency levels. The moderators related to language differences between learners’ first language and L2 did not show significant moderating effects. Conclusion The study presented acceptable model fit indices for its models. Future studies can incorporate more pooled correlation coefficients and variables to investigate an effective instruction for L2 reading.
{"title":"Simple view of second language reading: A meta-analytic structural equation modeling approach","authors":"Hansol Lee, Geryong Jung, J. Lee","doi":"10.1080/10888438.2022.2087526","DOIUrl":"https://doi.org/10.1080/10888438.2022.2087526","url":null,"abstract":"ABSTRACT Purpose The present study aimed to systemically summarize the structural relationships among correlated components of second language (L2) reading comprehension to investigate the extent to which the two major components – language comprehension abilities and decoding skills – could account for reading comprehension in L2 contexts in accordance with the model of Simple View of Reading. Method We used a meta-analytic structural equation modeling. This study included 81 samples (from 67 studies) including 10,526 participants, and the collected dataset successfully fitted the proposed model of Simple View of L2 Reading. Results L2 comprehension abilities and L2 decoding skills accounted for over 60% of the variation in L2 reading comprehension, with the former having a larger contribution. Considering age and L2 proficiency as moderator variables, it was revealed that L2 decoding skills played less important roles for more proficient and older learners, whereas L2 comprehension abilities maintained their importance across different ages and L2 proficiency levels. The moderators related to language differences between learners’ first language and L2 did not show significant moderating effects. Conclusion The study presented acceptable model fit indices for its models. Future studies can incorporate more pooled correlation coefficients and variables to investigate an effective instruction for L2 reading.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"585 - 603"},"PeriodicalIF":3.7,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59646727","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 : 2022-06-16DOI: 10.1080/10888438.2022.2088373
Stephen Man Kit Lee, Hey Wing Liu, Shelley Xiuli Tong
ABSTRACT Purpose Dyslexia is characterized by its diverse causes and heterogeneous manifestations. Chinese children with dyslexia exhibit orthographic, phonological, and semantic deficits across character and radical levels when writing. However, whether character dictation can be used to distinguish children with dyslexia from their typically developing peers remains unexplored. Method A dataset of written characters from 1,015 Chinese children with and without dyslexia from Grades 2–6 was used to train multiple machine models with different learning algorithms. Results The multi-level multidimensional model reached a predictive accuracy of 78.0%, with stroke, grade, lexicality, and character configuration manifesting as the most predictive features. The accuracy of the model improved to 80.0% when only these features were included. Conclusion These results not only provide evidence for the multidimensional causes of Chinese dyslexia, but also highlight the utility of machine learning in distinguishing children with dyslexia from their peers via Chinese dictation, which elucidates a promising area of future research.
{"title":"Identifying Chinese Children with Dyslexia Using Machine Learning with Character Dictation","authors":"Stephen Man Kit Lee, Hey Wing Liu, Shelley Xiuli Tong","doi":"10.1080/10888438.2022.2088373","DOIUrl":"https://doi.org/10.1080/10888438.2022.2088373","url":null,"abstract":"ABSTRACT Purpose Dyslexia is characterized by its diverse causes and heterogeneous manifestations. Chinese children with dyslexia exhibit orthographic, phonological, and semantic deficits across character and radical levels when writing. However, whether character dictation can be used to distinguish children with dyslexia from their typically developing peers remains unexplored. Method A dataset of written characters from 1,015 Chinese children with and without dyslexia from Grades 2–6 was used to train multiple machine models with different learning algorithms. Results The multi-level multidimensional model reached a predictive accuracy of 78.0%, with stroke, grade, lexicality, and character configuration manifesting as the most predictive features. The accuracy of the model improved to 80.0% when only these features were included. Conclusion These results not only provide evidence for the multidimensional causes of Chinese dyslexia, but also highlight the utility of machine learning in distinguishing children with dyslexia from their peers via Chinese dictation, which elucidates a promising area of future research.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"82 - 100"},"PeriodicalIF":3.7,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41934703","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 : 2022-06-05DOI: 10.1080/10888438.2022.2084399
K. Cartwright, Ana Taboada Barber, Casey J. Archer
ABSTRACT Purpose Math word problem solving, a form of reading comprehension, is complicated by mathematical lexical ambiguity (e.g., the word difference can mean dissimilarity in everyday discourse but the answer in a subtraction problem in math). This study examined the role of mathematical lexical ambiguity in math word problem solving. Method Lexically ambiguous math word knowledge, reading comprehension, vocabulary breadth, executive function (EF) skills, and math word problem solving were assessed in 521 3rd- to 5th-grade emergent bilingual (EB) and English monolingual (EM) students. Results Students knew fewer math than common meanings of lexically ambiguous math words, and EBs knew fewer meanings than EMs. Multi-group path analysis indicated reading comprehension and lexically ambiguous math word knowledge contributed directly to math word problem solving and partially mediated the influence of EFs on math word problem solving. Conclusion Consistent with the language function hypothesis, language skills supported math word problem solving directly and mediated the influence of EF skills on math word problem performance for both EBs and EMs alike. Our findings move the field forward by revealing a specific mechanism by which EF skills contribute to a particular aspect of content area reading comprehension.
{"title":"What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders","authors":"K. Cartwright, Ana Taboada Barber, Casey J. Archer","doi":"10.1080/10888438.2022.2084399","DOIUrl":"https://doi.org/10.1080/10888438.2022.2084399","url":null,"abstract":"ABSTRACT Purpose Math word problem solving, a form of reading comprehension, is complicated by mathematical lexical ambiguity (e.g., the word difference can mean dissimilarity in everyday discourse but the answer in a subtraction problem in math). This study examined the role of mathematical lexical ambiguity in math word problem solving. Method Lexically ambiguous math word knowledge, reading comprehension, vocabulary breadth, executive function (EF) skills, and math word problem solving were assessed in 521 3rd- to 5th-grade emergent bilingual (EB) and English monolingual (EM) students. Results Students knew fewer math than common meanings of lexically ambiguous math words, and EBs knew fewer meanings than EMs. Multi-group path analysis indicated reading comprehension and lexically ambiguous math word knowledge contributed directly to math word problem solving and partially mediated the influence of EFs on math word problem solving. Conclusion Consistent with the language function hypothesis, language skills supported math word problem solving directly and mediated the influence of EF skills on math word problem performance for both EBs and EMs alike. Our findings move the field forward by revealing a specific mechanism by which EF skills contribute to a particular aspect of content area reading comprehension.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"565 - 584"},"PeriodicalIF":3.7,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42710668","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 : 2022-05-17DOI: 10.1080/10888438.2022.2077653
D. Colenbrander, Saskia Kohnen, Elisabeth Beyersmann, Serje Robidoux, Signy Wegener, Tara Arrow, K. Nation, A. Castles
ABSTRACT Purpose Children learning to read in English must learn to read words with varying degrees of grapheme-phoneme correspondence regularity, but there is very little research comparing methods of instruction for words with less predictable or irregular spellings. Therefore, we compared three methods of instruction for beginning readers. Method Eighty-five Kindergarten children were randomly assigned to either Look and Say (LSay), Look and Spell (LSpell), mispronunciation correction (MPC), or wait-list control conditions. Children were taught 12 irregular words over three sessions. Amount of instructional time and number of exposures to the written and spoken forms of the words was controlled across the three experimental conditions. After training, children were assessed on reading aloud and orthographic choice measures. Results Children showed evidence of superior learning of trained words in the LSpell and MPC conditions, compared to LSay and control conditions. Differences between the LSpell and MPC conditions were not significant. There was no evidence of generalization to untrained items. Conclusions Findings indicate that active processing of a word’s orthography is crucial for learning irregular words. These results have implications for initial reading instruction. Further research is required to determine whether differences between LSpell and MPC conditions emerge after longer periods of training.
{"title":"Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods","authors":"D. Colenbrander, Saskia Kohnen, Elisabeth Beyersmann, Serje Robidoux, Signy Wegener, Tara Arrow, K. Nation, A. Castles","doi":"10.1080/10888438.2022.2077653","DOIUrl":"https://doi.org/10.1080/10888438.2022.2077653","url":null,"abstract":"ABSTRACT Purpose Children learning to read in English must learn to read words with varying degrees of grapheme-phoneme correspondence regularity, but there is very little research comparing methods of instruction for words with less predictable or irregular spellings. Therefore, we compared three methods of instruction for beginning readers. Method Eighty-five Kindergarten children were randomly assigned to either Look and Say (LSay), Look and Spell (LSpell), mispronunciation correction (MPC), or wait-list control conditions. Children were taught 12 irregular words over three sessions. Amount of instructional time and number of exposures to the written and spoken forms of the words was controlled across the three experimental conditions. After training, children were assessed on reading aloud and orthographic choice measures. Results Children showed evidence of superior learning of trained words in the LSpell and MPC conditions, compared to LSay and control conditions. Differences between the LSpell and MPC conditions were not significant. There was no evidence of generalization to untrained items. Conclusions Findings indicate that active processing of a word’s orthography is crucial for learning irregular words. These results have implications for initial reading instruction. Further research is required to determine whether differences between LSpell and MPC conditions emerge after longer periods of training.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"545 - 564"},"PeriodicalIF":3.7,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44734293","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 : 2022-04-26DOI: 10.1080/10888438.2022.2068418
S. W. van der Kleij, A. Burgess, J. Ricketts, L. Shapiro
ABSTRACT Purpose We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys). Method Structural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both. Results We found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated. Conclusion Our findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary.
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