Reading and Writing最新文献

Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (mean age = 8.35 years, standard deviation = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.

Reading engagement is a strong predictor of students’ reading outcomes, but its consistent positive effects across diverse student groups remain unclear. Research on the reading engagement of multilingual adolescents is notably limited. We investigated the interactions of affective and cognitive dimensions of reading engagement in relation to reading achievement among multilingual and English-dominant students. Specifically, we explored how reading motivation is related to reading achievement through metacognitive strategies. For a nuanced understanding of reading engagement, we further examined whether these relationships are distinct for students with different language backgrounds. We conducted multi-group structural equation modeling using data from the U.S. Programme for International Student Assessment 2018. Our analyses included 2,928 students: 2,407 English-dominant, 359 Spanish-speaking, and 162 other-language-speaking multilingual students. We found differential relationships between reading engagement and reading achievement across language groups. For English-dominant and Spanish-speaking students, reading motivation had both a direct and indirect effect on reading achievement through metacognitive strategies. In contrast, for other-language-speaking students, motivation was only linked to achievement through metacognitive strategies, with no direct contribution from motivation. Our results suggest that metacognitive reading strategies were a critical explanatory mechanism for translating reading motivation into reading achievement. For effective reading instruction, integrated instructional practices that support both metacognitive strategies and motivation are necessary, with a tailored approach that adapts responsibly to linguistic differences among students.

The trend of podcast and audiobook listening is on the rise, thus paving the way for a new, popular learning environment. It is crucial to deliberate on the influence of multiple-text listening comprehension. This research aimed to explore the impact of conceptual network processing on multiple-text comprehension performance from the perspective of long-term working memory (LT-WM). Additionally, it examined the sensitivity of a concept network analysis measure in facilitating the construction of conceptual structures during text listening. To this end, 128 participants were randomly assigned to four different treatment groups. These groups varied in terms of text order (theoretical text followed by applied text or vice versa) and post-listening network drawing tasks. Participants either drew concept maps using key terms specific to each text or irrelevant terms as a control group. After completing both texts, all participants were required to complete a final multi-document network drawing task. Finally, a multiple-choice delayed test was administered three days later. The findings suggest that conceptual networks in LT-WM significantly influence multiple-text comprehension performance. Furthermore, the network drawing task appears to be an effective method for reconstructing knowledge structures in LT-WM, serving as a complementary measure to the MCT in assessing listening comprehension.

Shifting demographics in K-12 schools have increased Spanish-speaking Multi-Language Learners’ (MLLs’) enrollment across the United States. While literacy variations between MLLs and proficient English speakers have been studied predominantly with upper elementary students, there remains a need for more exploration among early elementary Spanish-speaking MLLs in English-dominant settings. Leveraging universal screening data from a Southern U.S. state, students were categorized into literacy profiles based on the simple view of reading (SVR) using end-of-kindergarten listening comprehension and start-of-first-grade decoding measures. We aimed to explore possible differences in the distribution of MLLs and English-proficient students across these literacy profiles. Additionally, we analyzed performance levels in phonemic awareness, letter knowledge, and vocabulary. Our exploration aimed to discern potential differences in these skills between MLLs and proficient English-speaking students and determine if literacy profile membership mediated any observed differences. Analyses showed distinct distributions of MMLs and proficient English speakers across SVR-derived literacy profiles. Also, proficient speakers demonstrated higher proficiency in early literacy skills than MLLs, except in letter knowledge, a main effect that did not interact with literacy profile membership. Our findings underscore the importance of enriching MLLs’ language experiences and prioritizing vocabulary-building activities. Furthermore, they catalyze discussions on accommodating diverse MLL profiles, ensuring equitable educational access, and addressing the comprehensive language learning needs of MLLs in both oral and written language.

Typical print formatting provides no information regarding the linguistic features of a text, although texts vary considerably with respect to grammatical complexity and readability. Complex texts may be particularly challenging for individuals with weak language knowledge, such as English language learners. This paper investigates the usefulness of a text format referred to as Linguistically-Driven Text Formatting (LDTF), which provides visual cues to grammatical structure for in-the-moment language support during reading. We assessed reading comprehension in adult English Language Learners after a two-session exposure to the new format (also called Cascade Format). Participants’ primary languages were Mandarin and Korean, which have substantially different syntactic structures from English. Ninety participants (30 L1 English, 30 L1 Mandarin, 30 L1 Korean) were randomly assigned to either the traditional or the LDTF format and read six English passages across two sessions within the same week. Comprehension was assessed via questions that probe sentence comprehension and global text properties. Participants also completed a TOEFL assessment, presented in either LDTF or traditional format. Bayesian analyses showed that the Cascade Format improved sentence comprehension relative to control participants for all language groups and experience levels. Effects on the TOEFL assessment, which taps inferencing and meta-linguistic skills, were not observed. Syntactic knowledge plays a fundamental role in reading comprehension, and LDTF appears to support comprehension by providing visual cues to this knowledge that can be used at the very moment of meaning construction.

Preschool teachers’ literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers’ literacy skills. In this light, we explored how preschool teachers’ beliefs regarding early literacy and its promotion predict their knowledge, reflected in how they evaluate three young children’s writing products and their recommendations for ways to promote these children’s writing, taking into consideration teacher and classroom variables (teacher training, preschool age group, and preschool SES). Participants were 110 teachers of preschoolers (aged 4–6). The teachers completed a literacy beliefs questionnaire. They were then presented with three products written by anonymous 5.5-year-old preschoolers, representing three writing levels: initial, intermediate, and advanced, and asked what each child knows about writing and recommendations for how they can be promoted. Responses were coded for the following aspects: letters, phonology, orthography, the writing system, and composing. Results showed that preschool teachers believe children’s early literacy and its promotion are important, and that these beliefs predicted some of their evaluations and recommendations. In the evaluations, the teachers did not relate at all to composing. They related primarily to letters and phonology, both in their assessments of the children’s knowledge and their recommendations for promoting the children’s writing. At more advanced writing levels, they also related to Hebrew orthography and the writing system, and made recommendations regarding these aspects. The study suggests that preschool teachers should be encouraged to incorporate composing and more complex aspects of writing into their writing activities and instruction.

In the last decade, researchers have focused more on how to provide instructional supports for mathematics writing (Powell et al., 2017). In this synthesis, we examined 22 studies about mathematics writing to determine the overall mathematics-writing and mathematics outcomes of mathematics-writing instruction, the mathematics-writing and mathematics outcomes based on study and instructional features, the methods used within mathematics-writing instruction, and the methods used within studies involving students with mathematics difficulty (MD). We conducted a comprehensive review of peer-reviewed studies, published since 2000, focused on instruction in mathematics writing in Kindergarten through Grade 12. We included studies with and without students with MD. Results demonstrated positive student outcomes for mathematics-writing instruction. Furthermore, instructional methods for mathematics writing frequently aligned with practices used for mathematics instruction and writing instruction. Although we identified positive outcomes related to mathematics-writing instruction, and we would recommend for practitioners to provide instruction in mathematics writing, results should be interpreted with caution. Additional high-quality research on mathematics-writing instruction is needed to verify and extend on the results from this synthesis.

Digital tools are an integral part of most writing communities across the globe, enhancing the criticality of gaining a comprehensive understanding of both paper and computer-based writing acquisition and development. The relationships between transcription skills and children’s paper-based writing performance are well documented. Less is known about the relationships between transcription skills and children’s computer-based writing performance. In this study, we examined the unique contributions of transcription skills (i.e., handwriting automaticity, keyboarding automaticity and spelling) in predicting Grade 2 students (N = 544) paper-based and computer-based writing performance (i.e., compositional quality and productivity) after controlling for other student-level factors (i.e., gender, word reading, reading comprehension, and attitudes towards writing) and classroom-level factors (i.e., amount of time teaching handwriting, keyboarding, and spelling). Multilevel modelling showed that, compared to handwriting automaticity, spelling skills accounted for a larger percentage of unique variance in predicting paper-based compositional quality; handwriting automaticity accounted for a larger percentage of unique variance in explaining paper-based compositional productivity. Findings further showed that keyboarding automaticity accounted for a larger percentage of unique variance in students’ computer-based compositional quality and productivity when compared to spelling. Gender and word reading skills were also found to be uniquely related to students’ writing performance across modalities. These findings underscore the need for educators to address and nurture the automaticity of inscription and spelling skills to enhance students' compositional quality and productivity, whether in traditional paperbased or computer-based text composing.

While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and reading skills, and whether the factors affecting writing skills differ between EAL and EL1 groups. In a longitudinal design, 100 children aged 9 to 10 years completed a fiction writing task and single-word spelling task twice over a school year. They also completed a non-fiction writing task, and measures of nonverbal intelligence, receptive vocabulary, expressive and receptive oral language, decoding, and reading comprehension. Children with EAL demonstrated lower general writing performance than monolinguals, commensurate with their other language and reading skills, but a relative strength in single-word spelling. Predictors were similar for children with EAL and monolinguals, with decoding skill predicting spelling and writing, and expressive oral language predicting writing. Effects of genre and specific writing sub-skills are also discussed, as well as implications for closing the writing attainment gap.