The impact of academic buoyancy and emotions on university students ’ self-regulated learning strategies in L2 writing classrooms
AbstractThe primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies (environmental, behavioral, and personal) were mediated by positive and negative academic emotions in English writing classrooms. A sample of 362 Chinese university students completed self-report questionnaires. Basic statistics and structural equation modelling were used to analy...
Source: Reading and Writing - February 16, 2023 Category: Child Development Source Type: research
Specifying the contributions of morphological awareness to decoding, syntactic awareness, and reading comprehension in Chinese children learning English as a second language
This study aims to explore the specific contributions of derivational, inflectional, and compounding morphological awareness to reading comprehension through decoding and syntactic awareness. A total of 181 Grade 3 and 4 Chinese primary school children learning English as a second language in Hong Kong participated in this study. The results of structural equational modeling show that all the three types of morphological awareness contributed to reading comprehension through decoding and syntactic awareness, and they explained about 66% of the variance in decoding and 47.2% of the variance in syntactic awareness. Derivatio...
Source: Reading and Writing - February 12, 2023 Category: Child Development Source Type: research
Role of transcription skills in young Chinese language learners ’ sentence writing: a one year longitudinal study
AbstractThe effects of transcription skills, comprising both spelling and handwriting fluency, on sentence writing among young Chinese as a second language (CSL) learners were evaluated and compared to those of reading and oral language using a one –year longitudinal study design. Various writing models postulated that transcription skills are essential in early writing development; however, studies have not yet clarified its role in CSL writing alongside other important writing component skills such as reading and oral skills. Participants included 204 primary-school-level CSL learners. These learners were evaluated in ...
Source: Reading and Writing - February 8, 2023 Category: Child Development Source Type: research
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students
AbstractReading research in the United States has mainly focused on early or, less frequently, middle grades and on monolingual (MN or English-only) rather than on multilingual (ML) students. To address these gaps, we focused on factors contributing to high school ML students ’ reading achievement. In particular, we first used machine learning to identify predictors of high school students’ reading achievement on PISA 2018. We then conducted multilevel modeling on the entire sample (baseline model) and tested the model’s generalizability to ML and MN populations. R esults suggest that ML students would benefit from i...
Source: Reading and Writing - February 1, 2023 Category: Child Development Source Type: research
The contribution of intrinsic motivation and home literacy environment to Singaporean bilingual children ’s receptive vocabulary
This study examined the within- and cross-language relationships between intrinsic language learning motivation, home literacy environment (shared book reading, parental literacy involvement, and parent perceived child literacy interest), and receptive vocabulary in 185 bilingual preschoolers and 233 primary school children in Singapore. Age differences were also examined. Unlike the motivation decline commonly observed in middle childhood, the primary school children demonstrated higher levels of intrinsic motivation than the preschoolers in both English and the second language (L2). Results showed a motivation gap betwee...
Source: Reading and Writing - February 1, 2023 Category: Child Development Source Type: research
Toward a better understanding of skill integration in integrated writing: a structural equation modeling study of EFL secondary learners ’ test performance
AbstractIntegrated writing has gained importance in both tertiary and secondary learning contexts. However, assessment tasks at secondary schools have received little attention. To obtain evidence of skill integration, a task-defining feature for integrated writing, we developed a comprehensive questionnaire study of an understudied task used in the secondary EFL context, namely, the story continuation writing task. An exploratory factor analysis of 258 secondary students ’ responses to a self-generated questionnaire and a confirmatory factor analysis of another 470 responses to a revised questionnaire revealed a correla...
Source: Reading and Writing - January 30, 2023 Category: Child Development Source Type: research
Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3 –8
AbstractThe COVID-19 pandemic has been an unprecedented disruption in students ’ academic development. Using reading test scores from 5 million U.S. students in grades 3–8, we tracked changes in achievement across the first two years of the pandemic. Average fall 2021 reading test scores in grades 3–8 were .09 to .17 standard deviations lower relative to same-grade peers in fall 2019, with the largest impacts in grades 3–5. Students of color attending high-poverty elementary schools saw the largest test score declines in reading. Our results suggest that many upper elementary students are at-risk for reading diffic...
Source: Reading and Writing - January 29, 2023 Category: Child Development Source Type: research
Study of the orthographic neighborhood frequency effect on Chinese compound characters
This study confirmed that the orthographic NF effect exists in Chinese compound characters. Additionally, different definitions of neighbors cause varied patterns of the NF effect in the condition of high-frequency targets. The findings were explained in terms of activation and inhibition processes in the interactive activation framework. (Source: Reading and Writing)
Source: Reading and Writing - January 20, 2023 Category: Child Development Source Type: research
What is the role of audiovisual associative learning in Chinese reading?
AbstractTo investigate whether audiovisual associative learning uniquely contributed to Chinese character reading (accuracy and fluency), the current study examined it along with phonological processing skills, including phonological memory, phonological awareness, and rapid automatized naming (hereafter, RAN). Hierarchical regression analyses found that after controlling for the effects of age, nonverbal IQ, and phonological processing skills, the learning speed of verbal and nonverbal audiovisual feedback learning (hereafter, A-V CFL) could each account for an additional 8.5% of the variance in reading fluency, whereas t...
Source: Reading and Writing - January 17, 2023 Category: Child Development Source Type: research
Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia
AbstractLiteracy skills are important for children ’s development. The present study explored the effectiveness of a parent coaching approach on the reading and spelling skills and compared cognitive-linguistic skills performances between Chinese children with and without dyslexia. Participants were 33 children with dyslexia and 77 children withou t dyslexia, as well as their parent, in Hong Kong. Children were divided into three groups: dyslexia with training, non-dyslexia with training, and non-dyslexia without training. Parents in both training groups were instructed to facilitate children’s literacy skills. A serie...
Source: Reading and Writing - January 17, 2023 Category: Child Development Source Type: research
How does first language achievement impact second language reading anxiety? Exploration of mediator variables
AbstractAlthough studies have consistently found negative correlations between second language (L2) anxiety and L2 achievement, the anxiety concept is criticized for the failure to consider confounding variables, particularly first language (L1) achievement, in the relationship between language anxiety and language achievement. Also, past studies tend to rely on cross-sectional data to conclude causality. To assess long-term causal relationships between L1 and L2 achievement, the study used structural equation modeling to examine pathways by which L1 achievement is associated with L2 reading anxiety after two years vi...
Source: Reading and Writing - January 13, 2023 Category: Child Development Source Type: research
Word reading by sequential trilingual: the relative strength of lexical and sub-lexical processing in Arabic and English orthographies
This study investigated the strength of lexical and non-lexical processing among Arabic (L1) English (L3)-speaking children (fourth and fifth grades, N = 532) in two writing systems that vary in terms of transparency. Children were assessed using word reading, phonological and vocabulary measures. In Arabic, the study focused on standard form. Assessing the contribution of phonological and lexical routes to reading accuracy involved the use of structural equation modeling (SEM) analysis. The findings revealed that the contribution of the lexical route was similar in vowelized and unvowelized Arabic orthographies, with...
Source: Reading and Writing - January 12, 2023 Category: Child Development Source Type: research
Joint book reading, library visits and letter teaching in families: relations to parent education and children ’s reading behavior
This study focuses on family literacy activities in preschool age – joint book reading, joint library visits, and the teaching of letters – and how these relate to the children’ s later leisure time reading and reading comprehension. Furthermore, the role of parents’ education is considered. Empirical findings are based on a sample ofN = 1.242 children from the National Education Panel Study (NEPS). Joint book reading and joint library visits in families, both aspects of informal literacy activities, predicted leisure time reading of children in Grade 4, which was related to their reading comprehension. In addi...
Source: Reading and Writing - January 11, 2023 Category: Child Development Source Type: research
The relationship between grammatical understanding and writing skills in Finnish secondary L1 education
This study investigates the relationship between grammatical understanding and writing skills using statistical methods as well as a complementary qualitative analysis of student texts. The data are derived from a large cross-sectional assessment of L1 learning achievement in Finnish year 9 students (N = 6,044). Linear regression analyses indicate that grammatical understanding is a significant predictor of writing skills and correlates strongly with the syntactic, stylistic, genre-related, and orthographical quality of the students ’ argumentative texts. Weaker writers use less complex vocabulary and sometimes “lose c...
Source: Reading and Writing - January 9, 2023 Category: Child Development Source Type: research
Correction to: Morphological structure influences saccade generation in Chinese reading
(Source: Reading and Writing)
Source: Reading and Writing - January 9, 2023 Category: Child Development Source Type: research
