Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills
This study examines the relational structure between skills common reading assessments are measuring in this group, as well as the effect of the method of measurement on assessing reading skills in this group, focusing on the following questions: How do reading assessment methods (speed, battery) and skills (silent reading, contextual reading, phonic decoding) in a selection of measures of reading performance relate to each other in a sample of adults, and what are the implications for test selection and interpretation for this population? Results indicate that modeling reading in this population is complicated as some tes...
Source: Reading and Writing - November 16, 2022 Category: Child Development Source Type: research
Correction to: Does brief exposure to a written text affect spelling performance in a second language?
(Source: Reading and Writing)
Source: Reading and Writing - November 16, 2022 Category: Child Development Source Type: research
Longitudinal predictors of word reading for children with Williams syndrome
We examined the cognitive, language, and instructional predictors of early word-reading ability in a sample of children with Williams syndrome longitudinally. At Time 1, sixty-nine 6 –7-year-olds (mean age = 6.53 years) completed standardized measures of phonological awareness, visual-spatial perception, vocabulary, and overall intellectual ability. Word-reading instruction type was classified as (systematic) Phonics (n = 35) or Other (n = 34). At Time 2, approximately 3 years later (mean age = 9.47 years), children completed a standardized assessment of single-word reading ability. Reading ability at ...
Source: Reading and Writing - November 15, 2022 Category: Child Development Source Type: research
Reading strategy use scale: an analysis using the rasch rating scale model
AbstractAlthough reading strategy use can be measured using different methods, self-report measures are particularly cost-effective in educational settings. The main goal of this study was to investigate the psychometric properties of the items of the Reading Strategy Use Scale (RSU), using the Rasch Rating Scale Model. Although the RSU has already been studied using classical analyses, some issues remain regarding the suitability of the response scale and the items ’ validity. A total of 179 students attending the fifth and sixth grades participated in this study. The results supported a unidimensional structure and loc...
Source: Reading and Writing - November 15, 2022 Category: Child Development Source Type: research
Spelling English as a foreign language: a narrative review of cross-language influences due to distance in writing system, orthography and phonology
We present a detailed examination of these inter-connected aspects of distance in order to characterize the different sources of CLI in spelling. Because CLI plays a significant role in learning a new language, understanding and characterizing the types of distance that lead to CLI has important implications for EFL instruction and learning. The empirical studies reviewed here clearly indicate that distance from L1 affects the English spelling of both beginning and advanced English learners, and this effect depends on the type of distance. In addition, we suggest that spelling difficulties are exacerbated in cases where L1...
Source: Reading and Writing - November 15, 2022 Category: Child Development Source Type: research
Exploring reading-writing connections in native English speakers and English language learners
AbstractIn the present study, we aimed to compare reading-writing relations between first-grade Native English Speakers (NESs) and English Language Learners (ELLs). Thirty-four ELLs and 35 NESs completed measures of receptive and expressive vocabulary, lexical-level reading (word reading) and writing (spelling), and discourse-level reading (reading comprehension) and writing (written composition). After matching students on receptive vocabulary, differences in reading-writing connections were explored across lexical and discourse levels. We also examined the role of vocabulary knowledge in reading and writing performance. ...
Source: Reading and Writing - November 15, 2022 Category: Child Development Source Type: research
Home and school interventions aided at-risk students ’ literacy during Covid-19: a longitudinal analysis
We examined whether different parent- and teacher-related factors had an effect on at-risk children ’s reading development during the first six months of the Covid-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males;Mage = 6.60,SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In A pril-May 2020, their parents (n = 70) and teachers (n =â€...
Source: Reading and Writing - November 14, 2022 Category: Child Development Source Type: research
The COVID-19 impact on reading achievement growth of Grade 3 –5 students in a U.S. urban school district: variation across student characteristics and instructional modalities
AbstractThe current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3 –5 students in a large urban school district in the U.S. and whether the impact differed by students’ demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent students made gains in reading during the 2020–2021 school year relative to the pre-COVID-19 typical school year in 2018–2019. We further examined whether the effects of students’ instructional modality on reading growth varied by demographic characteristics. O...
Source: Reading and Writing - November 14, 2022 Category: Child Development Source Type: research
Effects of oral language and decoding skills on reading comprehension performance across multiple assessments: a longitudinal study
AbstractReading comprehension (RC) is a multi-faceted construct but is often assessed with a single instrument. Previous research has highlighted that commonly used RC tests are only mildly correlated and  vary in the skills they assess, including the differential contribution of oral language and decoding to children’s performance. Our study, framed within the Simple View of Reading model, examined the contribution of underlying component skills for multiple RC measures and evaluated whether the contribution of decoding and oral language skills changes according to the RC test used and developmental level. Two hundred ...
Source: Reading and Writing - November 12, 2022 Category: Child Development Source Type: research
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19
We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16–18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020–2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-1...
Source: Reading and Writing - November 11, 2022 Category: Child Development Source Type: research
The processing of morphologically complex words by developing readers of Turkish: a masked priming study
This study investigated the early stages of morphological processing in Turkish-speaking children using the visual masked priming paradigm. We used different prime conditions (truly suffixed, pseudo-suffixed, non-suffixed, and semantic) and measured reading proficiency skills (vocabulary, spelling, reading speed, and comprehension) to investigate whether prime types or individual differences modulate early word processing. Our sample of children showed priming effects for truly suffixed words, without sound differences between derived and inflected primes in their reaction times. The reaction times of the participants decr...
Source: Reading and Writing - November 11, 2022 Category: Child Development Source Type: research
Effects of working memory and relevant knowledge on reading texts and infographics
This study adopted Chinese texts and infographics as materials and employed eye-tracking technology to assess how working memory and relevant knowledge affected 137 college students’ reading comprehension, as indicat ed by reading accuracy (ACC), and reading efficiency, which in turn was indicated by reading time (RT) and total fixation duration (TFD). For texts, verbal working memory (VWM) exhibited no effects on individuals’ reading performance; visuospatial working memory (VSWM) exerted positive effects on both ACC and TFD, and participants with higher knowledge demonstrated better ACC. For infographics, higher-VWM ...
Source: Reading and Writing - October 27, 2022 Category: Child Development Source Type: research
Mathematics-writing profiles for students with mathematics difficulty
In this study, we explored how students with MD who participated in a word-problem intervention randomized-control trial performed on a mathematics-writing task. We sampled 144 third-grade students with MD and evaluated student performance on an explanatory mathematics-writing measure. Overall, students with MD, on a mathematics-writing rubric with five categories, scored between 1 and 2 points out of a possible 5 points for each category. For one of the five rubric categories, Mathematics Content, the students in the word-problem interventions marginally outperformed the students in the business-as-usual condition. Â On a...
Source: Reading and Writing - October 26, 2022 Category: Child Development Source Type: research
Transfer? Reading, writing, and parental factors in Hong Kong Chinese families across Chinese and English
AbstractThe role of parental literacy skills in cross-linguistic transfer, the phenomenon of the sharing of skills and competence from one language to another, is under-researched. The present study tested 147 Hong Kong Chinese children and their parents (76 boys; mean age  = 7.16). Parental literacy skills significantly explained children’s reading and spelling in English after controlling for socioeconomic status, highlighting the role of parental skills in facilitating children’s second language development. Cross-linguistic transfers between Chinese and En glish were found between reading and writing after cont...
Source: Reading and Writing - October 25, 2022 Category: Child Development Source Type: research
Pandemic effects on the reading trajectories of deaf and hard of hearing students: a pilot analysis
AbstractIt is important to understand the nature of the effect that the COVID-19 pandemic had upon student learning, especially those at risk such as deaf students. The limited communication that many deaf students have at home may mean less support is available for learning remotely. Reading may be one of the areas where progress was diminished. We collected Measures of Academic Progress (MAP) scores in reading from deaf students in a residential school for the deaf in grades 3 to 12 every fall and spring from 2016 to 2021. A cohort-sequential approach yielded growth data (2570 observations), with 546 students measured up...
Source: Reading and Writing - October 25, 2022 Category: Child Development Source Type: research
