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. 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
Development of silent reading fluency and reading comprehension across grades 1 to 9: unidirectional or bidirectional effects between the two skills?
ConclusionsThe results thus suggest only weak developmental within-person associations between silent reading fluency and comprehension, although some unidirectional associations emerged with a change in the direction of the associations over time. (Source: Reading and Writing)
Source: Reading and Writing - October 25, 2022 Category: Child Development Source Type: research
Literacy in vocational education and training: scenario-based reading and writing education
This study reports results from a semester-long intervention study conducted in Switzerland in 2018/19 (N = 285) in which we investigated the impact of a scenario-based integration of reading-to-write-tas ks on the development of VET students’ text quality. In the approach, problem-solving processes are set in motion by scenarios representing real- or work-life situations. Reading-to-write tasks form part of the student-initiated problem-solving process, and result in situated argumentative writing . A small experimental intervention effect was found where text quality developed significantly better in the experiment...
Source: Reading and Writing - October 22, 2022 Category: Child Development Source Type: research
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools
AbstractIn the current study, the development in reading comprehension performance of students in lower-SES versus higher-SES schools during and after school closures due to Covid-19 lockdowns was examined, and compared to a normed reference group. Furthermore, we explored protective factors against negative effects at the time of school closures, by pinpointing successful practices in a sub sample of resilient lower-SES schools. The total sample consisted of 2202 students followed from grade 2 –4. Overall, we found that students in lower-SES schools made less progress over time than students in higher-SES schools. On av...
Source: Reading and Writing - October 21, 2022 Category: Child Development Source Type: research
Do EFL learners use different grammatical complexity features in writing across registers?
AbstractIn successful writing development, English as a foreign language (EFL) learners not only need to acquire grammatical complexity (GC) features but also know when and how to use them flexibly across communicative contexts, known as register flexibility. The present study, guided by the sociocultural theory of language learning, examines descriptive features and developmental patterns of register flexibility, operationalized as cross-register variations in GC features in academic and colloquial writing. The sample contains 205 late adolescent and adult EFL learners, each completing two writing tasks designed to addres...
Source: Reading and Writing - October 19, 2022 Category: Child Development Source Type: research
Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired
AbstractUS students who are blind or have visual impairments do not read at the level of a third-grader with typical sight until, on average, halfway through the seventh grade. As a first step toward narrowing that gap, we investigated levels of linguistic awareness among teachers of students who are blind or visually impaired (TSBVIs) because research with general education teachers has demonstrated a link between teacher linguistic awareness and student literacy outcomes. We also examined the accuracy of dyslexia beliefs among TSBVIs and whether TSBVI linguistic awareness and dyslexia beliefs are associated with training...
Source: Reading and Writing - October 18, 2022 Category: Child Development Source Type: research
Introduction to the special issue on practitioner knowledge to support reading and writing: new directions and approaches
(Source: Reading and Writing)
Source: Reading and Writing - October 18, 2022 Category: Child Development Source Type: research
Correction to: What do teacher educators know about English spelling?
(Source: Reading and Writing)
Source: Reading and Writing - October 18, 2022 Category: Child Development Source Type: research
Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn
AbstractNon-science majors often lack motivation to take science courses required for their graduation, because these courses are usually taught in a lecture format and are disconnected from their everyday life and needs related to future careers. This two-phase action research, utilizing argumentative writing (AW) supported with online simulation, was conducted over three academic years in a college chemistry course designed for non-science majors. Phase 1, a quasi-experimental design (n = 134), examined the treatment effects of AW projects and determined the components of AW that contributed to student gains in conc...
Source: Reading and Writing - October 17, 2022 Category: Child Development Source Type: research
Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?
AbstractEmpirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical implications for educational contexts. These issues are of particular relevance in semitransparent orthographies such as European Portuguese, as there is empirical evidence that these relations change over time. The goal of this study was to examine the longitudinal relations be...
Source: Reading and Writing - October 12, 2022 Category: Child Development Source Type: research
