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Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study 阅读动机与阅读效率的关系——来自纵向眼动追踪研究的证据
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-14 DOI: 10.1002/rrq.502
Anja Rettig, Ulrich Schiefele
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引用次数: 0
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books 父亲和幼儿在使用基于文本和无文字的绘本共享阅读时的语言
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-27 DOI: 10.1002/rrq.501
Mirela Conica, Linda Kelly, E. Nixon, J. Quigley
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引用次数: 0
Tender Shoots : A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later 嫩芽:一项父母介导的学龄前儿童一年后开始阅读获益的随机对照试验
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-20 DOI: 10.1002/rrq.500
E. Schaughency, K. Linney, Jane L. D. Carroll, Shika Das, Jessica Riordan, E. Reese
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引用次数: 2
Using Eye‐Tracking Measures to Predict Reading Comprehension 使用眼动追踪方法预测阅读理解
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-04 DOI: 10.1002/rrq.498
Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur
ABSTRACT This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT‐4), participants were asked to provide a missing word in sentences that they read silently (i.e., a cloze task). Linear models predicting comprehension scores from eye‐tracking measures yielded different results for the three tests. Eye‐tracking measures explained significantly more variance than reading‐speed data for the YARC (four times better), GORT (three times better), and the WRAT (1.3 time better). Importantly, there was no common strong predictor for all three tests. These results support growing recognition that reading comprehension tests do not measure the same cognitive processes, and that participants adapt their reading strategies to the tests' varying task demands. This study also suggests that eye‐tracking may provide a useful alternative for measuring reading comprehension.
本研究考察了眼动追踪作为评估阅读理解能力工具的潜力。我们对79名典型的成年读者进行了三项广泛使用的不同任务要求的阅读理解测试,同时监测了他们的眼球运动。在约克阅读理解评估(YARC)中,参与者被要求默读文本段落,然后回答理解问题。在格雷口语阅读测试(GORT‐5)中,参与者被要求大声朗读文本段落,然后回答理解问题。在宽范围成就测试(WRAT‐4)的句子理解子测试中,参与者被要求在他们默读的句子中提供一个缺失的单词(即完形填空任务)。从眼动追踪测量中预测理解分数的线性模型在三个测试中产生了不同的结果。眼动追踪测量比YARC(好4倍)、GORT(好3倍)和WRAT(好1.3倍)的阅读速度数据解释了更多的差异。重要的是,这三种测试没有共同的强预测因子。这些结果支持了越来越多的认识,即阅读理解测试并不测量相同的认知过程,参与者根据测试的不同任务要求调整他们的阅读策略。这项研究还表明,眼动追踪可能为测量阅读理解能力提供了一种有用的替代方法。
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引用次数: 0
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction. 神经和遗传过程在学习阅读和特定阅读障碍中的作用:对教学的启示。
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 Epub Date: 2021-08-04 DOI: 10.1002/rrq.439
Jessica A Church, Elena L Grigorenko, Jack M Fletcher

To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field's understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.

为了学习阅读,大脑必须重新调整口语和视觉处理的神经系统,以调节书面语言。我们首先描述如何处理字母书写语言的计算模型。接下来,我们将解释大脑中与印刷品和语音相关的背侧亚茎系统的作用,腹侧词汇系统为单词水平的快速拼写处理发展视觉专业知识,以及认知控制网络在儿童阅读时调节注意力过程的作用。然后,我们使用对儿童、学习阅读的成年文盲的研究,以及对参与干预的贫困读者的研究,来证明这些神经网络在发展中以及与教学相关的可塑性。我们简要介绍了该领域对评估遗传对阅读影响的理解和技术的快速增长。对双胞胎的家庭研究表明,阅读技能是可遗传的,分子遗传学研究已经确定了基因组中许多可能携带阅读遗传力候选基因的区域。在选定的家庭中,阅读障碍与主要的遗传影响有关,尽管在更广泛的人群中,个体基因贡献似乎很小。神经和遗传研究并没有规定应该如何教孩子阅读,但这些研究强调了早期干预和持续支持的关键作用。这些研究还强调了结构化教学是训练大脑阅读的关键部分,它有助于获得单词的亚化学成分。
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引用次数: 0
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading. 阅读障碍儿童的早期识别:变量差异预测阅读不良与意外阅读不良。
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 Epub Date: 2022-10-12 DOI: 10.1002/rrq.480
Richard K Wagner, Christopher J Lonigan

Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency. An implication is that what optimally predicts poor reading may not optimally predict unexpected poor reading. The goal of the three presented studies was to test this implication empirically. In Study 1, a model-based meta-analysis, phonological awareness accounted for 40% of the variance in decoding but only 1% of the variance in decoding that was unexpected based on level of vocabulary. Conversely, unexpected phonological awareness accounted for 34% of the variance in unexpected decoding but only 1% of the variance in decoding. An analogous pattern of results occurred for reading comprehension. In Study 2, a study of 766 children in kindergarten, first grade, and second grade, latent variables were used to represent oral vocabulary, phonological awareness, and decoding. As was seen in Study 1, unexpected decoding was better predicted by unexpected phonological awareness than by phonological awareness. In Study 3, a longitudinal study of 1,025 children followed from preschool through grade 2, the pattern of results mirrored those of Studies 1 and 2. An important implication of these studies is that typical assessments may be better at identifying poor reading than they are at identifying unexpected poor reading or dyslexia.

阅读障碍的定义通常指意外的阅读不良,尽管如何最好地操作意外仍然是一个问题。当根据口语水平将阅读定义为低于预期时,意外阅读不良的案例不到阅读不良案例的一半,而意外阅读不良案例发生在整个阅读水平范围内。言下之意是,最佳预测阅读不良的东西可能无法最佳预测意外的阅读不良。三项研究的目的是实证检验这一含义。在基于模型的荟萃分析研究1中,语音意识占解码方差的40%,但仅占基于词汇水平的解码方差的1%。相反,意外语音意识占意外解码方差的34%,但仅占解码方差的1%。阅读理解也出现了类似的结果模式。在研究2中,对766名幼儿园、一年级和二年级的儿童进行了研究,使用潜在变量来表示口语词汇、语音意识和解码。正如在研究1中所看到的,出乎意料的语音意识比语音意识更好地预测出乎意料的解码。在研究3中,对1025名从学前班到二年级的儿童进行了纵向研究,结果模式与研究1和2的结果模式相一致。这些研究的一个重要含义是,典型的评估可能更善于识别阅读不良,而不是识别意外的阅读不良或阅读障碍。
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引用次数: 0
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia. 将变异性作为单词阅读的关键预测因素:对早期识别和治疗诵读困难的潜在启示。
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 Epub Date: 2022-08-17 DOI: 10.1002/rrq.475
Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, Nuria Gutierrez, Nancy C Marencin, Noam Siegelman, Alexandra Himelhoch, Cristina Himelhoch, Jay Rueckl, Donald L Compton

Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a "set for variability" (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e.g., the word wasp is pronounced to rhyme with clasp [i.e., /wæsp/] and the child must recognize the actual pronunciation of the word to be /wɒsp/). SfV has been shown to be a significant predictor of word reading variance. However, little is known about the relative strength of SfV as a predictor of word reading compared to other well-established predictors or the strength of this relationship in children with dyslexia. To address these questions, we administered the SfV task to a sample of grade 2-5 children (N=489) along with other reading related measures. SfV accounted for 15% unique variance in word reading above and beyond other predictors, whereas phonological awareness (PA) accounted for only 1%. Dominance analysis indicated SfV is the most powerful predictor, demonstrating complete statistical dominance over other variables including PA. Quantile regression revealed SfV is a stronger predictor at lower levels of reading skill, indicating it may be an important predictor in students with dyslexia. Results suggest that SfV is a powerful and potentially highly sensitive predictor of early reading difficulties and, therefore, may be important for early identification and treatment of dyslexia.

英语等准规则正字法在正字法和音韵学之间存在很大的歧义,这迫使发展中的读者在解码不熟悉的单词时获得灵活性,这一技能被称为“可变性集合”(SfV)。使用SfV发音错误任务,儿童可以很容易地消除单词解码形式与其实际词汇语音形式之间的不匹配(例如,单词wasp发音为与clack[即/wæsp/]押韵,并且儿童必须将单词的实际发音识别为/wŞsp/)。SfV已被证明是单词阅读方差的重要预测因子。然而,与其他公认的预测因素相比,SfV作为单词阅读的预测因素的相对强度,或者阅读障碍儿童的这种关系的强度,我们知之甚少。为了解决这些问题,我们对2-5年级儿童(N=489)的样本进行了SfV任务,并采取了其他与阅读相关的措施。SfV在单词阅读中占15%的独特差异,高于其他预测因素,而语音意识(PA)仅占1%。优势分析表明,SfV是最强大的预测因子,显示出对包括PA在内的其他变量的完全统计优势。分位数回归显示,在阅读技能水平较低的情况下,SfV是一个更强大的预测因素,表明它可能是阅读障碍学生的一个重要预测因素。结果表明,SfV是早期阅读困难的一个强大且潜在的高度敏感的预测因子,因此,它可能对阅读障碍的早期识别和治疗很重要。
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引用次数: 0
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia. 我们对阅读困难和残疾(包括阅读障碍)小学生识字干预的了解和需要了解。
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 Epub Date: 2022-01-12 DOI: 10.1002/rrq.458
Stephanie Al Otaiba, Kristen McMaster, Jeanne Wanzek, Mai W Zaru

The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta-analyses and systematic reviews of experimental and quasi-experimental studies published in the last decade that examined the effects of reading and writing interventions in the elementary grades, including research focused on students with reading difficulties and disabilities, including dyslexia. We attended to moderator analyses, when available, to further refine what we know and need to learn about interventions. Findings from these reviews indicate that explicit and systematic intervention focusing on the code and meaning dimensions of reading and writing, and delivered one-to-one or in small groups, are likely to improve foundational code-based reading skills, and to a lesser extent, meaning-based skills, across elementary grade levels. Findings, at least in the upper elementary grades, indicate that some intervention features including standardized protocols, multiple components, and longer duration can yield stronger effects. And, integrating reading and writing interventions shows promise. We still need to learn more about specific instructional routines and components that provide more robust effects on students' ability to comprehend and individual differences in response to interventions. We discuss limitations of this review of reviews and suggest directions for future research to optimize implementation, particularly to understand for whom and under what conditions literacy interventions work best.

本文的目的是描述我们对学习阅读遇到重大困难的儿童的识字干预的了解和需要了解的内容。我们回顾了过去十年中发表的14项荟萃分析和实验和准实验研究的系统综述,这些研究考察了阅读和写作干预对小学年级的影响,包括针对有阅读困难和残疾(包括阅读障碍)的学生的研究。我们参加了主持人分析(如有),以进一步完善我们对干预措施的了解和需要了解的内容。这些综述的结果表明,专注于阅读和写作的代码和意义维度的明确和系统的干预,一对一或小组进行,可能会提高基础的基于代码的阅读技能,并在较小程度上提高小学各年级的基于意义的技能。至少在小学高年级的研究结果表明,一些干预特征,包括标准化方案、多个组成部分和更长的持续时间,可以产生更强的效果。而且,将阅读和写作干预结合起来显示出希望。我们仍然需要更多地了解具体的教学程序和组成部分,这些程序和组成对学生的理解能力和对干预措施的个体差异产生更有力的影响。我们讨论了这篇综述的局限性,并为未来的研究提出了优化实施的方向,特别是了解扫盲干预措施对谁以及在什么条件下最有效。
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引用次数: 0
Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue 关于阅读障碍的认识与误区——特刊简介
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 DOI: 10.1002/rrq.499
Nathan H. Clemens, S. Vaughn
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引用次数: 1
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders 形态知识的维度性——来自挪威三年级学生的证据
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-26 DOI: 10.1002/rrq.497
J. K. Kristensen, Björn Andersson, S. Bratlie, J. V. K. Torkildsen
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引用次数: 1
期刊
Reading Research Quarterly
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