Investigating multiple source use among students with and without dyslexia
This study compared students with and without dyslexia working with multiple information sources on a socio-scientific issue in a digital environment. Participants were 44 Norwegian tenth-graders, of whom 22 were diagnosed with dyslexia. All participants were presented with a researcher generated Internet site containing three different web pages, each including a video, a text, and a picture, on which conflicting perspectives on the controversial issue of sun exposure and health were discussed. In a first session, participants ’ topic knowledge, word recognition, and working memory were measured. In a second session...
Source: Reading and Writing - September 8, 2018 Category: Child Development Source Type: research

The effects of ideal and ought-to L2 selves on Korean EFL learners ’ writing strategy use and writing quality
This study provides some empirical support for the potential of an idealized future L2 self-image to become a major determinant of writing processes and products. The results are discussed with reference to a promotion/prevention focus and a sensitivity of the ideal and ought-to L2 selves to positive/negative learning outcomes. (Source: Reading and Writing)
Source: Reading and Writing - September 5, 2018 Category: Child Development Source Type: research

Spelling errors respect morphology: a corpus study of Hebrew orthography
AbstractThe paper aims to account for linguistic and processing factors responsible for the incidence of spelling errors in Hebrew. The theoretical goal is to disentangle a complex interaction between morphology, phonology, and orthography in production of written words. We focused on a specific spelling error in Hebrew: an overt representation of the word-internal segment/i/by the letter Y ( י). This Y-insertion goes against the prescriptive spelling rules (cf. substandard MYRPST מירפסת vs conventional MRPST מרפסת,/miʁpeset/‘balcony’) and yet in our data it affects 25% of nouns with an appropriate...
Source: Reading and Writing - September 5, 2018 Category: Child Development Source Type: research

The effects of ideal and ought-to L2 selves on Korean EFL learners ’ writing strategy use and writing quality
This study provides some empirical support for the potential of an idealized future L2 self-image to become a major determinant of writing processes and products. The results are discussed with reference to a promotion/prevention focus and a sensitivity of the ideal and ought-to L2 selves to positive/negative learning outcomes. (Source: Reading and Writing)
Source: Reading and Writing - September 5, 2018 Category: Child Development Source Type: research

Spelling errors respect morphology: a corpus study of Hebrew orthography
AbstractThe paper aims to account for linguistic and processing factors responsible for the incidence of spelling errors in Hebrew. The theoretical goal is to disentangle a complex interaction between morphology, phonology, and orthography in production of written words. We focused on a specific spelling error in Hebrew: an overt representation of the word-internal segment/i/by the letter Y ( י). This Y-insertion goes against the prescriptive spelling rules (cf. substandard MYRPST מירפסת vs conventional MRPST מרפסת,/miʁpeset/‘balcony’) and yet in our data it affects 25% of nouns with an appropriate...
Source: Reading and Writing - September 5, 2018 Category: Child Development Source Type: research

Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison
AbstractWe investigated the extent to which working memory and behavioral attention predicted reading and listening comprehension in grades 1 through 3 and, whether their relative contributions differed by modality and grade. Separate grade samples (N = 370;ns  = 125, 123, and 122 for grades 1, 2, and 3 respectively) completed multiple measures of word reading, working memory, and parallel measures of reading and listening comprehension. Teachers and parents provided behavioral attention ratings. Concurrently, working memory was more important for lis tening than for reading comprehension and pr...
Source: Reading and Writing - September 1, 2018 Category: Child Development Source Type: research

Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder
AbstractThe primary purpose of this investigation was to determine if there were differences in note-taking and test-taking in students with and without ADHD, and if there were, to examine the cognitive variables that might explain them. Participants included 22 postsecondary students with self-reported ADHD and 50 postsecondary student controls. Students took notes on a lecture, reviewed them, and took a written recall test. The independent variables were disability status, sustained attention, handwriting speed, verbal working memory, and listening comprehension. The dependent variables were quality of notes and written ...
Source: Reading and Writing - September 1, 2018 Category: Child Development Source Type: research

Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese –English bilingual learners
In this study, we investigated the contribution of morphological awareness (MA) in one language to word reading and vocabulary in another language in Hong Kong Cantonese –English speaking children, who learn Chinese and English in school in parallel from the age of 3.5 years onwards. Our sample consisted of 97 Cantonese–English speaking children including 34 first graders, 28 second graders, 21 third graders and 14 fourth graders. All children were administered tasks of nonverbal reasoning, phonological awareness in Chinese, and lexical compounding, vocabulary, and word reading in both Chinese and English....
Source: Reading and Writing - August 30, 2018 Category: Child Development Source Type: research

Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency
AbstractIn the present study, we examined the role of morphological awareness in reading and spelling performance across three languages varying in orthographic consistency (English, French, and Greek), after controlling for the effects of phonological awareness and rapid automatized naming (RAN). One hundred fifty-nine English-speaking Canadian, 238 French-speaking Canadian, and 224 Greek children were assessed at the beginning of Grade 2 on measures of morphological awareness, phonological awareness, and RAN. At the end of Grade 2, they were assessed on reading accuracy, reading fluency, reading comprehension, and spelli...
Source: Reading and Writing - August 30, 2018 Category: Child Development Source Type: research

Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties
This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or at-risk for writing difficulties. Using a multiple baseline across participants design, four 10th grade students (three males, one female) were taught to analyze ACT prompts, plan, and write an argumentative essay using the SRSD model. Following instruction, students increased quality of their plans, number of argumentative elements, overall ACT essay score, number of words, and number of transition words in their ACT es...
Source: Reading and Writing - August 20, 2018 Category: Child Development Source Type: research

Roles of paper-based reading ability and ICT-related skills in online reading performance
AbstractOnline reading requires a hybrid of reading and information and communication technology (ICT)-related skills. The purpose of this study was to explore the role of paper-based reading skills and ICT-related skills in online reading and to identify the effects of age on learning online reading. ICT-related skills that investigated in this study were defined as information searching which indicate abilities to locate online information. To verify these relationships, a path analysis model was proposed. The age effect for learning online reading was analyzed through multivariate analysis of variance. In total, 376 chi...
Source: Reading and Writing - August 17, 2018 Category: Child Development Source Type: research

Accuracy in identifying students ’ miscues during oral reading: a taxonomy of scorers’ mismarkings
AbstractInformal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty in accurately identifying students ’ miscues. To identify and tabulate scorers’ mismarkings, this study employed examiners and raters who scored 15,051 words from 108 passage readings by students in Grades 5 and 6. Word-by-word scoring from these individuals was compared with a consensus score obtained from the first autho r and two graduate students after repeated replaying of the audio from the passage readings. Microanalysis co...
Source: Reading and Writing - August 13, 2018 Category: Child Development Source Type: research

Historical argument writing: the role of interpretive work, argument type, and classroom instruction
This study examines whether and how five novice history teachers incorporated writing into their instruction. We analyzed observations, student writing, teacher feedback and interviews, and classroom artifacts from teachers ’ preservice program experiences and first 2 years of teaching. All novices included writing in their instruction; however; we find that their use of writing required different types of historical work and arguments. We also found that key aspects of classroom instruction leading up to writing sh aped students’ argument writing. The process leading up to writing—including task, pr...
Source: Reading and Writing - August 11, 2018 Category: Child Development Source Type: research

Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
This study explored productive academic language use in the persuasive writing of a sample of 40 middle school students (grades 6 –8) by examining the use of (1) argumentative moves that display various levels of sophistication and (2) major classes of connectives (additive, adversative, causal, and temporal) that signal different cohesive functions within a text. Essays in our analytical sample (n  =  158) were produced in the context of an academic vocabulary curriculum, Word Generation, and were transcribed, coded, and analyzed for types of arguments by researchers and undergraduate research assistan...
Source: Reading and Writing - August 10, 2018 Category: Child Development Source Type: research

Preschool children ’s early writing: repeated measures reveal growing but variable trajectories
AbstractFindings from education to neuroscience highlight the role of young children ’s print-related skills, including early writing, in predicting and enhancing the development of their later literacy abilities. However, the field lacks standardized, comprehensive measures with relatively brief scoring systems that can capture the progression from scribble lines into shapes, let ters, first words, and messages. Repeated writing samples from Tools of the Mind curriculum provided a unique opportunity to examine growth across 6 months of preschool. To score the continuum of early writing skills, we designed a pil...
Source: Reading and Writing - August 9, 2018 Category: Child Development Source Type: research

Hong Kong senior secondary students ’ reading motivation and classical Chinese reading comprehension
This study investigated Hong Kong secondary students ’ Classical Chinese (CC) reading comprehension, reading motivation, and the effects of different types of motivation on CC reading. Four hundred forty-eight seniors from four secondary schools in Hong Kong voluntarily completed a CC reading comprehension test and a reading motivation questionnaire . Findings indicated that students’ CC reading performance was unsatisfactory. They had poor self-efficacy and intrinsic motivation in CC reading and read CC texts mainly for extrinsic reasons. While high-achievers had better CC reading comprehension performance and...
Source: Reading and Writing - August 9, 2018 Category: Child Development Source Type: research

The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children
In this study, we examine syllable, rime and phoneme level awareness for bilingual children with differences in structure of their known languages in order to investigate any potential cross-languag e effects of their ethnic language on English reading. For 612 Chinese and English, Malay and English, and Tamil and English speakers in kindergarten, different patterns emerged across the language groups with regard to the grain size of phonological awareness over a 2-year period. The patterns of p honological awareness levels in predicting early English reading skills also differed amongst these bilingual language groups. The...
Source: Reading and Writing - August 3, 2018 Category: Child Development Source Type: research

Orthographic knowledge: clarifications, challenges, and future directions
AbstractOrthographic knowledge is the understanding of how spoken language is represented in print. However, the terms used to describe the two levels of orthographic knowledge, lexical and sublexical orthographic knowledge, have been variably defined and inconsistently measured, potentially contributing to discrepancies in research findings. Dissimilarities in how orthographic knowledge has been operationally defined and measured and the associated differences in tasks used to assess that construct are discussed. As part of that discussion, we relate how some measures assess either implicit or more explicit levels of orth...
Source: Reading and Writing - August 2, 2018 Category: Child Development Source Type: research

Dynamic assessment of phonological awareness in young foreign language learners: predictability and modifiability
AbstractDynamic assessment has been recognized as a nonbiased approach to evaluating language learning potential among children who do not have equal access to the target language. However, it remains to be determined whether the graduated prompting approach of dynamic assessment is feasible in foreign language (FL) learning contexts as FL learners may not benefit from the small number of prompts administered in a single test session. The study explored the feasibility of a dynamic assessment of phonological awareness by examining its predictability of spelling performance in young FL learners and its potential to reveal l...
Source: Reading and Writing - August 2, 2018 Category: Child Development Source Type: research

Cross-language transfer of reading skills: an empirical investigation of bidirectionality and the influence of instructional environments
AbstractThe linguistic interdependence hypothesis (Cummins,1979,2000) states that children ’s second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examinedbidirectional influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To do so, we used longitudinal data from a randomized controlled trial of a literacy intervention for children in Grades 1 and...
Source: Reading and Writing - August 1, 2018 Category: Child Development Source Type: research

Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English
This study compares a group of students who were exposed to 18 sessions of reading-while-listening with a group exposed to the same number of sessions through reading-only, and a control group. Linguistic outcomes show that students in the two intervention groups obtained higher vocabulary gains than those in the control group but did not present superior scores in reading or listening comprehension or reading fluency. Non-linguistic outcomes showed a clear preference on the part of the students for the reading-while-listening mode of input. The study concludes that the lack of differences in comprehension and fluency gain...
Source: Reading and Writing - July 26, 2018 Category: Child Development Source Type: research

Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students
AbstractLatent transition analysis (LTA) was conducted on data from a recent cluster randomized controlled study of 1808 seventh-grade students ’ use of a web-based intelligent tutoring system (ITSS). This analysis goes beyond traditional variable-centered methods to focus on profiles of learners and changes in reading class membership between pre- and post-tests for students with and without receiving ITSS intervention. A four-class mode l was obtained, consisting of poor readers (class 1), delayed readers (class 2), proficient readers (class 3), and readers with specific deficits in problem and solution (class 4). ...
Source: Reading and Writing - July 25, 2018 Category: Child Development Source Type: research

Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers
AbstractThe purpose of this study was to examine the shared, direct, and indirect contributions of three metalinguistic skills (phonological awareness, morphological awareness, orthographic knowledge) to the reading comprehension abilities of struggling adult readers. Across studies, these three metalinguistic skills have individually emerged as important predictors of reading comprehension with samples of struggling adult readers. In contrast to research conducted with children, no studies have simultaneously included and examined the shared and direct relations of these metalinguistic skills as well as indirect relations...
Source: Reading and Writing - July 23, 2018 Category: Child Development Source Type: research

Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents ’ written summaries
AbstractTo assess text comprehension and concept mastery, standards-aligned measures have moved from using multiple-choice questions to using source-based writing tasks (sometimes referred to as Reading-to-Write tasks). For example, it is now common for students to be asked to read a text and then to produce a written response, often a summary or argumentative essay. While this task involves comprehension of the source text, it remains unclear the degree to which these reading-to-write tasksalso tap additional skills, such as academic language proficiency, which may support or hamper the writer ’s ability to convey i...
Source: Reading and Writing - July 20, 2018 Category: Child Development Source Type: research

Writing task complexity, students ’ motivational beliefs, anxiety and their writing production in English as a second language
This study explored the effects of increasing the number of elements and the degree of reasoning on second language (L2) writing and also examined the relationship between writing motivational beliefs and anxiety and L2 writing in simple versus complex tasks. Sixty upper-intermediate L2 learners were invited to write simple and complex argumentative essays and to complete a multidimensional writing motivational beliefs questionnaire and a writing anxiety questionnaire. Multiple measures were taken to detect the effects of increasing task complexity on learners ’ L2 writing syntactic complexity and accuracy and the re...
Source: Reading and Writing - July 20, 2018 Category: Child Development Source Type: research

Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents
This study investigated the hypothesis that academic vocabulary instruction infused with morphological analysis of bound Latin roots-such as analysis of the relation between innovative and its bound root, nov (meaning “new”)-will enhance word learning outcomes for English Learner (EL) adolescents. Latinate words with bound roots comprise a majority of general academic vocabulary words in English and are ubiquitous in texts across content areas. However, the effect of instruction in this area of morphology is unclear. Theory suggests that morphological knowledge is a critical component of lexical representations...
Source: Reading and Writing - July 17, 2018 Category: Child Development Source Type: research

Children ’s integration of information across texts: reading processes and knowledge representations
AbstractConstructing a knowledge representation from multiple texts requires the integration of information across texts. The aim of the current study was to investigate how elementary school students integrate information across multiple text passages and, particularly, whether students use information from a prior text to improve understanding of a current text. A sample of 105 children in grades 4 and 6 participated in the experiment. The multiple-text integration paradigm was used to study integration processes across texts during reading. Recall and (application) questions were used to investigate the extent to which ...
Source: Reading and Writing - July 16, 2018 Category: Child Development Source Type: research

Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia
AbstractThe present study examines the visual attention span deficit hypothesis in Chinese developmental dyslexia. Twenty-five Cantonese-speaking Chinese dyslexic children (DD group) were compared with 25 chronological-age-matched (CA) controls and another 25 reading-level-matched (RL) controls on their performance in visual attention span, reading, and reading-related cognitive tasks. Results of analysis of variance showed that the DD group performed significantly worse than the CA group in most measures and less well than the RL group in the visual attention span character task. 68 and 52% of the dyslexic participants sh...
Source: Reading and Writing - July 13, 2018 Category: Child Development Source Type: research

Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading?
The objective of the present study is to examine the error patterns for Persian reading and spelling when controlling for the complexity level of words. A sample of 140 children attending Grades 1 –4 in Iran read and spelled the same words that differed in reading transparency (transparent vs. opaque) and spelling consistency (monographic vs. polygraphic). Children’s reading and spelling errors were analyzed for four types of words including transparent-monographic, transparent-polygraphi c, opaque-monographic, and opaque-polygraphic. Children, across all grades, read transparent-monographic words as accurately...
Source: Reading and Writing - July 9, 2018 Category: Child Development Source Type: research

Understanding the influence of text complexity and question type on reading outcomes
AbstractIn the current study, we examined how student characteristics and cognitive skills, differing levels of text complexity (cohesion, decoding, vocabulary, and syntax), and reading comprehension question types (literal, inferential, critical analysis, and reading strategy) affected different types of reading outcomes (multiple-choice reading comprehension questions, free recall, and oral reading fluency) in a sample of 181 native English-speaking adolescents (9 to 14.83  years). Results from item response theory one-parameter models and multilevel models suggested that different cognitive skills predicted perform...
Source: Reading and Writing - July 9, 2018 Category: Child Development Source Type: research

The case for scenario-based assessment of written argumentation
AbstractThis paper presents a theoretical and empirical case for the value of scenario-based assessment (SBA) in the measurement of students ’ written argumentation skills. First, we frame the problem in terms of creating a reasonably efficient method of evaluating written argumentation skills, including for students at relatively low levels of competency. We next present a proposed solution in the form of an SBA and lay out the design for such an assessment. We then describe the results of prior research done within our group using this design. Fourth, we present the results of two new analyses of prior data that ex...
Source: Reading and Writing - July 7, 2018 Category: Child Development Source Type: research

When a silent reading fluency test measures more than reading fluency: academic language features predict the test performance of students with a non-German home language
AbstractSilent reading is the primary mode of reading for proficient readers, and therefore, silent reading fluency is often assessed in research and practice. However, little is known about the validity of the tests administered to students with different language backgrounds. Given that academic language is assumed to be especially challenging for students with a non-German home language, one might wonder if effects of academic language proficiencies can be found on these tests. In the present study, we explored whether, owing to academic language demands, students with a non-German home language (N = 748) ...
Source: Reading and Writing - July 7, 2018 Category: Child Development Source Type: research

Speed of reading texts in Arabic and Hebrew
AbstractWe tested the effects of orthography on text reading by comparing reading measures in Arabic and Hebrew-speaking adults. The languages are typologically very similar, but use different orthographies. We measured naming speed of single letters, words and nonwords, and visual processing. Arabic-speakers also performed some of the tasks in Hebrew. We measured silent and oral reading speed of simpler and complex texts and their relationships with component abilities. Results show that Arabic-speakers read complex texts in Arabic more slowly than Hebrew-speakers read in Hebrew. Arabic-speakers read texts in Hebrew more ...
Source: Reading and Writing - June 21, 2018 Category: Child Development Source Type: research

Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL
This article investigates the relationship between reading and writing. We assume that these skills share a number of subskills as can be inferred from models of reading and writing. A set of these subskills are studied for the extent to which they can explain the common variance (correlation) between reading and writing. Data from a sample of Dutch students performing reading and writing tasks in Dutch and English as a foreign language, as well as tests for various Dutch and English subskills, both declarative knowledge and processing fluency, were analyzed using structural equation modeling to estimate residual correlati...
Source: Reading and Writing - June 16, 2018 Category: Child Development Source Type: research

Visual-motor integration and reading Chinese in children with/without dyslexia
AbstractVisual-motor integration is an ability to coordinate the visual information and limb movement, which has direct relevance to Chinese handwriting ability. Interestingly handwriting practice can also improve Chinese reading. However, the relationship between visual-motor integration and reading ability in Chinese is unclear. The present study investigated the role of visual-motor integration skills in reading Chinese among children with and without developmental dyslexia. In the study Chinese children with developmental dyslexia (DD-Group), chronological-age-matched children (CA-Group), and reading-level-matched chil...
Source: Reading and Writing - June 13, 2018 Category: Child Development Source Type: research

Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students
This study was conducted in the province of Qu ébec, Canada, among French-speaking Grade 6 students (n = 175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an inform ative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to infor...
Source: Reading and Writing - June 13, 2018 Category: Child Development Source Type: research

Phonological awareness and reading in Thai children
This study aimed at investigating phonological development, reading development, and the relationship between phonological awareness and reading ability in Thai language. Three hundred and ten students from Grade 1 to Grade 3 from four schools in Bangkok, Thailand, were assessed on phonological awareness, letter knowledge, and reading ability. Phonological awareness and reading ability in Thai language continuously developed throughout the lower primary school grades. Phonological awareness significantly predicted reading ability in lower primary school students even after age, gender, parental education, and letter knowle...
Source: Reading and Writing - June 6, 2018 Category: Child Development Source Type: research

Comparative signaling generated for expository texts by 4th –8th graders: variations by text structure strategy instruction, comprehension skill, and signal word
This study provided the first detailed investigation about the effects of structure strategy instruction on understanding several types of comparative signal words in multi-paragraph expository texts. The study, set in 41 school districts, examined four comparative signal words generated by three groups of reading comprehenders in Grades 4, 5, 7, and 8 and how such understandings were impacted by instruction with the text structure strategy. Students in classrooms randomly assigned to structure strategy instruction showed more understanding of comparative signal words than those in the business as usual control. The interv...
Source: Reading and Writing - June 5, 2018 Category: Child Development Source Type: research

Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language
This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing (grammaticality and sentence integrity), and verbal working memory (two reading span indicators) to written Chinese composition (narration, explanation, and argumentation) in 129 15-year-old L2 learners. A matrix task was also administered as a control task to tap cognitive flexibility. Structural equation modeling (SEM) analysis with written composition as a latent variable revealed orthographic processing and working memory as two significant, independent contrib...
Source: Reading and Writing - June 4, 2018 Category: Child Development Source Type: research

Morphological awareness and literacy in second language learners: a cross-language perspective
(Source: Reading and Writing)
Source: Reading and Writing - June 4, 2018 Category: Child Development Source Type: research

A latent variable analysis of the contribution of executive function to adult readers ’ comprehension of science text: the roles of vocabulary ability and level of comprehension
This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension. The roles of additional reader character istics, including age, reading time, prior knowledge, and vocabulary ability, in comprehension were also examined. Using structural equation modeling, a latent executive function factor significantly predicted comprehension after accounting for age, reading time, prior knowledge, and vocabulary abil ity. Vocabulary ability mediated the relation between e...
Source: Reading and Writing - June 1, 2018 Category: Child Development Source Type: research

Text-based writing in elementary classrooms: teachers ’ conceptions and practice
AbstractWriting analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however, is generally weak, with variation in the rigor of the writing tasks teachers assign. Previous research suggests that teachers ’ beliefs about instruction significantly contribute to their decision-making; therefore, teachers’ conception of text-based writing likely influences the tasks they assign. Yet, teachers’ conceptions of text-based writing have yet to be charted. In the present study, through qualitative analy sis of ...
Source: Reading and Writing - June 1, 2018 Category: Child Development Source Type: research

Relations between reading and writing: a longitudinal examination from grades 3 to 6
AbstractWe investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3 –6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading comprehension and written composition showed nonlinear growth trajectories with a quadratic function during the examined developmental period. Word reading and spe lling were consistently strongly related (.73 ≤ rs  ≤ .80) whereas r...
Source: Reading and Writing - May 29, 2018 Category: Child Development Source Type: research

The relationship between the processing of semantic relation information and morphological awareness among Hong Kong Chinese children
AbstractIn the present study, 151 third-grade Hong Kong children participated in two expression-picture matching experiments (a relation priming paradigm). In this paradigm, an unambiguous prime was first presented, followed by an ambiguous target that could be interpreted with either of two relations (i.e., Descriptor and Possessor). Children were asked to judge which picture matched with the compounds in both the prime and target sessions. The linear mixed model analysis was applied to investigate the semantic relation processing in novel ambiguous combination and its relationship with children ’s performances on m...
Source: Reading and Writing - May 29, 2018 Category: Child Development Source Type: research

Urban teachers ’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity
AbstractWriting allows access to venues often limited by poverty, disabilities, and geography. Promoting writing skills can create bridges to overcome the isolation that often keeps communities from engaging with one another. However, most of the students in the nation ’s schools are not capable writers and find the persuasive genres challenging. In this wait-list quasi-experimental study, 25 teachers from four urban schools were assigned to treatment (n = 11) or control conditions (n = 14). Teachers received practice-based professional development to le arn to teach self-regulated strateg...
Source: Reading and Writing - May 29, 2018 Category: Child Development Source Type: research

An analysis of the ecological components within a text structure intervention
In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematic...
Source: Reading and Writing - May 26, 2018 Category: Child Development Source Type: research

Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
Abstract The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers ’ ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format , specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly ...
Source: Reading and Writing - May 24, 2018 Category: Child Development Source Type: research

Examining interest throughout multiple text use
This study examines two forms of interest, individual interest and situational interest, in the context of students’ completion of a multiple text task. Time on texts and the number of texts students accessed were examined in association with both forms of interest and as mediators of the relation between situational interest and task performance. Situational interest, but not individual interest, was found to be associated with time devoted to text use, a measure of pe rsistence or engagement during task completion. Prior knowledge, situational interest, number of texts used, and time on texts were found to predict ...
Source: Reading and Writing - May 22, 2018 Category: Child Development Source Type: research