The impact of mind wandering on the recall of central ideas
We examined the relation between mind wandering and readers’ memory for text. More specifically, we assessed whether mind wandering inhibits the reader’s development of the situation model and thus their ability to identify and recall the text’ s most central ideas. Undergraduate participants (M = 18.92 years;SD = 1.32) read and recalled three expository passages. Participants responded to intermittent probes to report mind wandering frequency. We examined how mind wandering impacted the readers’ situation model, indicated by the proportion of central and peripheral ideas recalled. Using path analysi s mode...
Source: Reading and Writing - December 8, 2023 Category: Child Development Source Type: research
Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context
AbstractThis longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or ...
Source: Reading and Writing - November 22, 2023 Category: Child Development Source Type: research
Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school
This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills. Participants were 102 children followed for 2 years from school-entry. Study variables correlated concurrently and predictively, although multivariate results varied by outcome measure. School-ent ry alphabet knowledge consistently contributed to spelling measures and teachers’ judgments of writing progress at follow-up. School-entry phonological awareness uniquely contributed to one measure, pseudowords spelled correctly...
Source: Reading and Writing - November 21, 2023 Category: Child Development Source Type: research
Exploring the interplay between writing feedback perception and Lexical Complexity among Chinese University students: a latent Profile Analysis and Retrodictive qualitative modeling study
This study introduces a comprehensive writing feedback perception model encompassing perceptions of teacher-, peer-, and automated written corrective (AWE) feedback, alongside two lexical complexity metrics —Uber and Lambda. By employing latent profile analysis, this research profiles Chinese university students based on their writing feedback perceptions and investigates the resultant lexical complexity variations. Analyzing data from 442 participants, three distinct profiles emerged: students demon strating preference for feedback from all three agents (teachers, peers, and AWE); students with hold preferable perceptio...
Source: Reading and Writing - November 9, 2023 Category: Child Development Source Type: research
The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students
AbstractThe aim of this study is to explore the relation of morphological awareness to vocabulary, word reading, and reading comprehension for middle school students in Korea. A total of 121 students (73 boys and 48 girls) in Grade 7 from two middle schools in a metropolitan city in South Korea participated in the study. The students were assessed on the following skills in Korean: morphological awareness in three dimensions (inflectional, derivational, and compound morphological awareness), vocabulary, word reading, and reading comprehension. Using structural equation modeling, we found that students ’ morphological awa...
Source: Reading and Writing - November 7, 2023 Category: Child Development Source Type: research
The effect of word concreteness on spelling to dictation across adulthood
AbstractPrevious research has demonstrated conflicting findings concerning orthographic access in older age. The current study examines whether older adults rely more heavily on stored knowledge while spelling, through testing of word concreteness. Forty-one younger (age 20 –29), 41 middle age (age 45–55), and 40 healthy older adults (age 70–80) spelled 60 concrete and 60 abstract Hebrew words from dictation. Coding distinguished between homophonic errors that involved the use of a phonologically plausible letter and non-homophonic errors that could indicate work ing memory difficulties. All participants spelled more...
Source: Reading and Writing - November 1, 2023 Category: Child Development Source Type: research
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors
AbstractWriting a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process ’ orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. (Written Communication,40(1), 90 –144, 20...
Source: Reading and Writing - November 1, 2023 Category: Child Development Source Type: research
Correction: Explicit and evidence-based literacy instruction in middle school: an observation study
(Source: Reading and Writing)
Source: Reading and Writing - November 1, 2023 Category: Child Development Source Type: research
Seeing the mouth: the importance of articulatory gestures during phonics training
AbstractSubstantial evidence exists suggesting that access to articulatory gestures during instruction improves students ’ phonological awareness skills, but researchers have yet to explore the role of articulatory gestures in initial phonics instruction. The purpose of this study was to examine if visual access to articulatory gestures (i.e., mouth cues) of the instructor increases the acquisition and retention of grapheme-phoneme correspondences (GPC). A secondary purpose was to examine if strategic incremental rehearsal (SIR) is an effective method for teaching GPC to preschoolers. A multiple probe across behaviors wi...
Source: Reading and Writing - October 18, 2023 Category: Child Development Source Type: research
Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review
AbstractThis 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 dista nce” between L1 and L2-English (i.e., “close r...
Source: Reading and Writing - October 17, 2023 Category: Child Development Source Type: research
Visual-orthographic skills predict the covariance of Chinese word reading and arithmetic calculation
This study provides evidence connecting two aspects of visual-orthographic skills (orthographic awareness and delayed copying) to the common variance shared by Chinese word reading and arithmetic calculation, as well as in identifying positional knowledge of numbers as a potential mediator of these connections in Chinese primary school students (N = 155, 81 boys). Nonverbal Intelligent Quotient (IQ), socioeconomic status (SES), working memory, and attentional control were included as covariates. Path analyses demonstrated that both orthographic awareness and delayed copying significantly explained the covariance of wor...
Source: Reading and Writing - September 10, 2023 Category: Child Development Source Type: research
Examining the relations between mothers ’ reading skills, home literacy environment, and Chinese children’s word reading across contexts
We examined the relations between mothers ’ reading skills, home literacy environment (HLE), and children’s emergent literacy skills and word reading and whether their relations vary across urban and rural contexts in China. Four hundred third-year kindergarten Chinese children (Mage = 74.50 ± 3.77 months) were recruited from Jining (N = 232) and the small towns of Luqiao and Mapo (N = 168). The children were assessed on emergent literacy skills (pinyin letter knowledge, phonological awareness, rapid automatized naming [RAN], and vocabulary) and word reading. Their mothers were also assessed on readin...
Source: Reading and Writing - September 4, 2023 Category: Child Development Source Type: research
Is the home literacy environment different depending on the media? Paper vs. tablet-based practices
AbstractThe Home Literacy model predicts different outcomes depending on formal and informal literacy practices carried out at home. However, this model does not explicitly consider the potential differences that the media (paper vs. tablets) in which these practices are carried out can have on performance. The present study explored this issue. Participants were 136 children aged 6 –7 years old and their parents. The different activities performed at home were analysed through reports of the parents, and children were assessed at school for their reading performance (decoding and comprehension). Results showed how forma...
Source: Reading and Writing - August 27, 2023 Category: Child Development Source Type: research
The home literacy environment and television exposure as mediators between migration background and preschool children ’s linguistic abilities
AbstractThe development of key linguistic abilities is essential for young children and their academic success at school, in particular for children with a migration background who are at a greater risk of developing language deficits. Here, family interactions can provide valuable opportunities to support children ’s linguistic learning within the Home Literacy Environment (HLE). Although the importance of the HLE for children’s language acquisition has often been investigated, research has not focused on specific facets of the HLE and other influencing factors that may be associated with early linguistic abilities su...
Source: Reading and Writing - August 26, 2023 Category: Child Development Source Type: research
Numeral comprehension in children with different levels of language proficiency
This study examines numeral comprehension in 600 Chinese primary second graders with different levels of decoding and linguistic comprehension skills. Four groups of children were compared, including typical readers (TR), poor decoders (PD), poor comprehenders (PC) and general poor readers (GPR). Results showed that the four groups had similar performances in numeral comprehension when the answer options to a question on the quantity of numerals were presented in Arabic numbers. However, when the answer options to a question on the quantity of numeral information were presented in analogue nonsymbolic magnitude representat...
Source: Reading and Writing - August 22, 2023 Category: Child Development Source Type: research
