Pub Date : 2023-10-26DOI: 10.1007/s11145-023-10482-8
Christian Tarchi, Ruth Villalón, Nina Vandermeulen, Lidia Casado-Ledesma, Anna Paola Fallaci
Abstract In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.
{"title":"Recursivity in source-based writing: a process analysis","authors":"Christian Tarchi, Ruth Villalón, Nina Vandermeulen, Lidia Casado-Ledesma, Anna Paola Fallaci","doi":"10.1007/s11145-023-10482-8","DOIUrl":"https://doi.org/10.1007/s11145-023-10482-8","url":null,"abstract":"Abstract In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"117 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1007/s11145-023-10485-5
Quan Qian, Jiangze Lin
{"title":"Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences","authors":"Quan Qian, Jiangze Lin","doi":"10.1007/s11145-023-10485-5","DOIUrl":"https://doi.org/10.1007/s11145-023-10485-5","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1007/s11145-023-10487-3
Christina Novelli, Scott P. Ardoin, Derek B. Rodgers
{"title":"Seeing the mouth: the importance of articulatory gestures during phonics training","authors":"Christina Novelli, Scott P. Ardoin, Derek B. Rodgers","doi":"10.1007/s11145-023-10487-3","DOIUrl":"https://doi.org/10.1007/s11145-023-10487-3","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1007/s11145-023-10479-3
G. Vettori, L. Casado Ledesma, S. Tesone, C. Tarchi
Abstract This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles? Following preferred reporting items for systematic reviews and meta-analyses guidelines, twenty-seven studies were included for a systematic synthesis of results in the light of the different grades of “family language distance” between L1 and L2-English (i.e., “close related” vs. “partially related” vs. “not related”). We found that several L1 and L2 language skills (e.g., vocabulary, morphological awareness), cognitive skills (e.g., working memory) and high-order factors as metacognitive knowledge were positively associated with L2-English reading comprehension, regardless of different language groups. Conversely, we found that several well-known predictors of text comprehension are neglected in the scientific literature on reading in L2. We discuss practical implications and key recommendations to support school and future research.
{"title":"Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review","authors":"G. Vettori, L. Casado Ledesma, S. Tesone, C. Tarchi","doi":"10.1007/s11145-023-10479-3","DOIUrl":"https://doi.org/10.1007/s11145-023-10479-3","url":null,"abstract":"Abstract This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles? Following preferred reporting items for systematic reviews and meta-analyses guidelines, twenty-seven studies were included for a systematic synthesis of results in the light of the different grades of “family language distance” between L1 and L2-English (i.e., “close related” vs. “partially related” vs. “not related”). We found that several L1 and L2 language skills (e.g., vocabulary, morphological awareness), cognitive skills (e.g., working memory) and high-order factors as metacognitive knowledge were positively associated with L2-English reading comprehension, regardless of different language groups. Conversely, we found that several well-known predictors of text comprehension are neglected in the scientific literature on reading in L2. We discuss practical implications and key recommendations to support school and future research.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135996066","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}
Abstract The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children’s alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly representing the Latin alphabet-letters in written form. 408 typical children from the first two years of formal schooling were recruited from eight Western Australian schools and asked to write the twenty-six-lowercase alphabet-letters under three different writing conditions: from memory; the initial sounds of words; and copying. Performance was measured using the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage One). Analyses revealed the mean average number of the 26- lowercase alphabet-letters correctly written from memory was 8.17 (Year 1) and 12.76 (Year 2). Mean averages were similar across the three writing conditions. Comparative analysis showed children in Year 2 were significantly better than Year 1 children at recalling the alphabet-sequence, sound-letter-translation, and retrieving the letter-shape, letter-case, and letter-orientation. No significant difference was found in name-to-letter translation, letter-formation, or letter-placement skills. The results highlighted that many typical Year 1 and 2 children have difficulty accurately generating all 26- lowercase alphabet-letters. The findings suggested that the way early writers learn to form and place an alphabet-letter, whether it is accurate or not, is how they continue to write the alphabet-letter through their early school journey. Considerations for evaluation and instruction of alphabet-letter-writing are discussed.
{"title":"Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills","authors":"Kathryn Mathwin, Christine Chapparo, Julianne Challita, Joanne Hinitt","doi":"10.1007/s11145-023-10476-6","DOIUrl":"https://doi.org/10.1007/s11145-023-10476-6","url":null,"abstract":"Abstract The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children’s alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly representing the Latin alphabet-letters in written form. 408 typical children from the first two years of formal schooling were recruited from eight Western Australian schools and asked to write the twenty-six-lowercase alphabet-letters under three different writing conditions: from memory; the initial sounds of words; and copying. Performance was measured using the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage One). Analyses revealed the mean average number of the 26- lowercase alphabet-letters correctly written from memory was 8.17 (Year 1) and 12.76 (Year 2). Mean averages were similar across the three writing conditions. Comparative analysis showed children in Year 2 were significantly better than Year 1 children at recalling the alphabet-sequence, sound-letter-translation, and retrieving the letter-shape, letter-case, and letter-orientation. No significant difference was found in name-to-letter translation, letter-formation, or letter-placement skills. The results highlighted that many typical Year 1 and 2 children have difficulty accurately generating all 26- lowercase alphabet-letters. The findings suggested that the way early writers learn to form and place an alphabet-letter, whether it is accurate or not, is how they continue to write the alphabet-letter through their early school journey. Considerations for evaluation and instruction of alphabet-letter-writing are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1007/s11145-023-10478-4
Lin Chen, Yi Xu, Charles Perfetti
{"title":"A character-word dual function model of reading Chinese: evidence from reading Chinese compounds","authors":"Lin Chen, Yi Xu, Charles Perfetti","doi":"10.1007/s11145-023-10478-4","DOIUrl":"https://doi.org/10.1007/s11145-023-10478-4","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135958366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1007/s11145-023-10465-9
Bjarte Furnes, Åsa Elwér, Stefan Samuelsson, Rebecca Treiman, Richard K. Olson
Abstract We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.
{"title":"The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4","authors":"Bjarte Furnes, Åsa Elwér, Stefan Samuelsson, Rebecca Treiman, Richard K. Olson","doi":"10.1007/s11145-023-10465-9","DOIUrl":"https://doi.org/10.1007/s11145-023-10465-9","url":null,"abstract":"Abstract We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135958928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1007/s11145-023-10477-5
Chieh-Fang Hu
{"title":"Two facets of context sensitivity and reading comprehension in L2 children","authors":"Chieh-Fang Hu","doi":"10.1007/s11145-023-10477-5","DOIUrl":"https://doi.org/10.1007/s11145-023-10477-5","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1007/s11145-023-10473-9
Dora Jue Pan, Yingyi Liu, Mo Zheng, Connie Suk Han Ho, David J. Purpura, Catherine McBride, JingTong Ong
{"title":"Visual-orthographic skills predict the covariance of Chinese word reading and arithmetic calculation","authors":"Dora Jue Pan, Yingyi Liu, Mo Zheng, Connie Suk Han Ho, David J. Purpura, Catherine McBride, JingTong Ong","doi":"10.1007/s11145-023-10473-9","DOIUrl":"https://doi.org/10.1007/s11145-023-10473-9","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071645","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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