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A longitudinal eye-movement study of text-diagram integrative processing during multimedia reading among upper elementary children Read. Writ. (IF 2.795) Pub Date : 2024-03-26 Yu-Cin Jian, Leo Yuk Ting Cheung
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Sensitivity to morphological spelling regularities in Chinese-English bilinguals and English monolinguals Read. Writ. (IF 2.795) Pub Date : 2024-03-23
Abstract Evidence of sensitivity to graphotactic and morphological patterns in English spelling has been extensively examined in monolinguals. Comparatively few studies have examined bilinguals’ sensitivity to spelling regularities. The present study compared late Chinese-English bilinguals and English monolinguals on their sensitivity to systematic inflectional and derivational spelling regularities
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How orthographic knowledge is related to efficient word reading? Testing competing hypotheses Read. Writ. (IF 2.795) Pub Date : 2024-03-23
Abstract This study aims to explore the relations of phonological awareness and rapid naming with efficient word reading. Our work builds on the strong evidence base of associations between phonological awareness, rapid naming, orthographic knowledge, and efficient word reading. Specifically, we tested a pathway linking phonological awareness to orthographic knowledge and on to efficient word reading
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An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications Read. Writ. (IF 2.795) Pub Date : 2024-03-02 Sharlene A. Kiuhara, Karen R. Harris, Steve Graham, Douglas J. Hacker, Mary E. Story, Debra McKeown
Composing narrative text is complex, requiring development of knowledge of genre specific and general writing knowledge, and the ability to sequence and convey real or imagined experiences, reactions, and an effective ending. Teachers, however, typically do not receive adequate professional learning needed for effective instruction in narrative writing. We collaborated with district-level stakeholders
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Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences Read. Writ. (IF 2.795) Pub Date : 2024-02-28 Ivar Bråten, Ymkje E. Haverkamp, Øistein Anmarkrud
The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221–1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students’ scores on the deep cloze reading comprehension test, as well as the predictability of students’ scores
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Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills Read. Writ. (IF 2.795) Pub Date : 2024-02-27
Abstract The main aim of this study was to evaluate the Early Grade Writing Assessment for Kindergarten (EGWA-K), which is grounded in foundational literacy skills, for its validity and diagnostic accuracy in identifying children at risk of developing early learning disabilities in writing (LDW). To the best of our knowledge, no such tool exists for Spanish-speaking children. A sample of 363 Spanish
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Punctuation: a missing link between awareness of prosody and reading comprehension Read. Writ. (IF 2.795) Pub Date : 2024-02-22 Alexandra M. Ryken, Lesly Wade-Woolley, S. Hélène Deacon
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Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program Read. Writ. (IF 2.795) Pub Date : 2024-02-12 Kit-Ling Lau, Quan Qian
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The implementation of writing pedagogies in the Write to Read intervention in low-SES primary schools in Ireland Read. Writ. (IF 2.795) Pub Date : 2024-02-10 Eithne Kennedy, Gerry Shiel
This study describes the initial implementation of the writing component of the Write to Read (W2R) literacy intervention in eight low-SES (socio-economically disadvantaged) elementary-level urban schools. Through customised onsite professional development provided by coaches, the writing component sought to build teachers’ capacity to design and implement a writing workshop framework infused with
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Bridging to academic success: the impact of reading gains in an English bridging program on GPAs Read. Writ. (IF 2.795) Pub Date : 2024-02-01 Daniel Schmidtke, Seina Yamada, Anna L. Moro
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Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial Read. Writ. (IF 2.795) Pub Date : 2024-02-01
Abstract Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (N = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided
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Current writing assessment practices of kindergarten through second grade educators Read. Writ. (IF 2.795) Pub Date : 2024-01-13
Abstract This article describes the development and administration of the Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey. The K-2 Writing DBDM Survey was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language
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Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme Read. Writ. (IF 2.795) Pub Date : 2024-01-06
Abstract There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered
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Testing the model of a proficient academic reader (PAR) in a postsecondary context Read. Writ. (IF 2.795) Pub Date : 2024-01-03 Gal Kaldes, Karyn Higgs, Jodi Lampi, Alecia Santuzzi, Stephen M. Tonks, Tenaha O’Reilly, John P. Sabatini, Joseph P. Magliano
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Exploring the frequency contours in close reading texts Read. Writ. (IF 2.795) Pub Date : 2024-01-02 Heidi Anne E. Mesmer
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Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting Read. Writ. (IF 2.795) Pub Date : 2023-12-26
Abstract Writing attitude, strategy use, and confidence surveys help educators understand how students perceive writing and cope with writing challenges in schools. The dimensions (i.e., constructs reflected by survey items) of these surveys have been studied in general students in the U.S., and we investigated how these surveys would reflect the dimensions in Grade 4 students taught in a largely Hispanic
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Sensitivity to derivational morphology as cues to lexical stress among English as second language learners Read. Writ. (IF 2.795) Pub Date : 2023-12-12 Jinglei Ren, Min Wang
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Methods for studying the writing time-course Read. Writ. (IF 2.795) Pub Date : 2023-12-08 Mark Torrance, Rianne Conijn
The understanding of the cognitive processes that underlie written composition requires analysis of moment-by-moment fluctuation in the rate of output that go beyond traditional approaches to writing time-course analysis based on, for example, counting pauses. This special issue includes 10 papers that provide important new tools and methods for extracting and analyzing writing timecourse data that
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The impact of mind wandering on the recall of central ideas Read. Writ. (IF 2.795) Pub Date : 2023-12-08 Amanda C. Miller, Irene Adjei, Hannah Christensen
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Bilingual (Irish-English) phonemic awareness: language-specific and universal contributions Read. Writ. (IF 2.795) Pub Date : 2023-12-08 Emily Barnes, Neasa Ní Chiaráin, Ailbhe Ní Chasaide
This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total of 345 students in Irish immersion schools and in schools
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Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school Read. Writ. (IF 2.795) Pub Date : 2023-11-21 Ruby-Rose McDonald, Elizabeth Schaughency, Kaitlin Boddie, Tracy A. Cameron, Jane L. D. Carroll
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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 Read. Writ. (IF 2.795) Pub Date : 2023-11-22 Junko Yamashita, Toshihiko Shiotsu, Kunihiro Kusanagi
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The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students Read. Writ. (IF 2.795) Pub Date : 2023-11-07 Joong won Lee, Young-Suk Kim
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The effect of word concreteness on spelling to dictation across adulthood Read. Writ. (IF 2.795) Pub Date : 2023-11-01 Gitit Kavé, Maayan Sayag, Mira Goral
Previous 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
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Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors Read. Writ. (IF 2.795) Pub Date : 2023-11-01 Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Marije Lesterhuis, Gert Rijlaarsdam
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Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge Read. Writ. (IF 2.795) Pub Date : 2023-10-30 Oddny Judith Solheim, Julie Arntzen, Njål Foldnes
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Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level Read. Writ. (IF 2.795) Pub Date : 2023-10-28 Fernando Moncada, Romualdo Ibáñez, Andrea Santana, Claudia Guerra
The Hybrid Text Comprehension cloze (HyTeC-cloze) (Kleijn et al. Lang Test 36:553–572, 2019) is a procedure developed for the Dutch language that has been proved to be a valid and reliable measure of text comprehension beyond the sentence level. Given its advantages, including its relatively rapid construction and scoring and performance compared to standardized tests, we adapted the HyTeC-cloze procedure
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Recursivity in source-based writing: a process analysis Read. Writ. (IF 2.795) Pub Date : 2023-10-26 Christian Tarchi, Ruth Villalón, Nina Vandermeulen, Lidia Casado-Ledesma, Anna Paola Fallaci
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Seeing the mouth: the importance of articulatory gestures during phonics training Read. Writ. (IF 2.795) Pub Date : 2023-10-18 Christina Novelli, Scott P. Ardoin, Derek B. Rodgers
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Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review Read. Writ. (IF 2.795) Pub Date : 2023-10-17 G. Vettori, L. Casado Ledesma, S. Tesone, C. Tarchi
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Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills Read. Writ. (IF 2.795) Pub Date : 2023-09-29 Kathryn Mathwin, Christine Chapparo, Julianne Challita, Joanne Hinitt
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The effect of student-directed writing goals on writing outcomes for adolescent developing writers Read. Writ. (IF 2.795) Pub Date : 2023-09-27 A. Angelique Aitken, Madeline Halkowski
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The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4 Read. Writ. (IF 2.795) Pub Date : 2023-09-23 Bjarte Furnes, Åsa Elwér, Stefan Samuelsson, Rebecca Treiman, Richard K. Olson
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A character-word dual function model of reading Chinese: evidence from reading Chinese compounds Read. Writ. (IF 2.795) Pub Date : 2023-09-23 Lin Chen, Yi Xu, Charles Perfetti
There is a long-standing argument about whether words or character morphemes are the functional units in reading Chinese. We propose a Character-Word Dual Function (CWDF) model of reading Chinese in which both characters and words are functional units that contribute differentially to orthographic and meaning processes in reading Chinese. Two masked constituent priming experiments examined one of the
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Two facets of context sensitivity and reading comprehension in L2 children Read. Writ. (IF 2.795) Pub Date : 2023-09-15 Chieh-Fang Hu
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Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education Read. Writ. (IF 2.795) Pub Date : 2023-08-30 Renske Bouwer, Chiel van der Veen
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Is the home literacy environment different depending on the media? Paper vs. tablet-based practices Read. Writ. (IF 2.795) Pub Date : 2023-08-27 Álvaro Jáñez, Javier Rosales, Raquel De Sixte, Marta Ramos
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The home literacy environment and television exposure as mediators between migration background and preschool children’s linguistic abilities Read. Writ. (IF 2.795) Pub Date : 2023-08-26 María Valcárcel Jiménez, Astrid Wirth, Efsun Birtwistle, Frank Niklas
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The simple view of reading and its broad types of reading difficulties Read. Writ. (IF 2.795) Pub Date : 2023-08-12 Wesley A. Hoover
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Explicit and evidence-based literacy instruction in middle school: an observation study Read. Writ. (IF 2.795) Pub Date : 2023-08-03 Kristabel Stark, Jade Wexler, Alexandra Shelton, Tara Burke Johnston, Karen Omohundro
As evidenced by national data, a large proportion of students in middle school, contentarea classrooms in the United States (U.S.) may be considered developing readers (U.S. Department of Education in All aboard the literacy special: Reading resources from the What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/literacyresources1, 2023a; U.S. Department of Education in National assessment of educational
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Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students Read. Writ. (IF 2.795) Pub Date : 2023-07-29 Anna Hawrot, Ji Zhou
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Stimulating inference-making in second grade children when reading and listening to narrative texts Read. Writ. (IF 2.795) Pub Date : 2023-07-28 Brechtje E. J. van Zeijts, Lesya Y. Ganushchak, Bjorn B. de Koning, Huib K. Tabbers
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Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension? Read. Writ. (IF 2.795) Pub Date : 2023-07-23 Helge I. Strømsø
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Evaluating the structural and predictive validity of a derivational morphology task with struggling adult readers Read. Writ. (IF 2.795) Pub Date : 2023-07-14 Gal Kaldes, Elizabeth L. Tighe
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The effects of purpose instructions and strategy-focused instructions on reading processes and products Read. Writ. (IF 2.795) Pub Date : 2023-07-14 Bailing Lyu, Matthew T. McCrudden, Catherine Bohn-Gettler
In educational settings, students read for multiple purposes, such as preparing for an exam, practicing a new reading strategy, writing an essay, and more. Because reading is a goal-directed activity, providing students with task instructions can help them create goals for reading and develop a plan to meet these goals. In the current experiment, we investigated the effects of purpose instructions
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Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being Read. Writ. (IF 2.795) Pub Date : 2023-07-10 Minna Torppa, Tuija Aro, Kenneth Eklund, Rauno Parrila, Anna-Kaija Eloranta, Timo Ahonen
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Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components Read. Writ. (IF 2.795) Pub Date : 2023-07-03 Renata S. Rocha, Inês Soeiro, Sofia Magalhães, São Luís Castro, Teresa Limpo
Children’s writing depends on strategic and self-regulated behaviors as well as on attention and transcription skills. Despite the well-established effectiveness of interventions based on the self-regulated strategy development model (SRSD), little is known about their effects when combined with the explicit teaching and systematic training of attention or transcription. This study compared the effects
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Teaching writing during the COVID-19 pandemic in the 2021–2022 school year Read. Writ. (IF 2.795) Pub Date : 2023-06-15 Steve Graham, Alan Huebner, Gustaf B. Skar, Jessica Azani, Phil Weinberg
This study examined if in-class, online, and hybrid (in-class and on-line) instruction provided to middle and high school students in the U.S. differed during the third school year of the COVID-19 pandemic. It also provided a description of how writing was taught to secondary students. Thirty-eight middle and high school teachers (32 female, 6 male), who mostly taught languages arts (84%), were asked
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Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading? Read. Writ. (IF 2.795) Pub Date : 2023-06-16 Estelle Ardanouy, Pascal Zesiger, Hélène Delage
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Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities Read. Writ. (IF 2.795) Pub Date : 2023-06-09 Sharlene A. Kiuhara, Joel R. Levin, Malynda Tolbert, Breda V. O’Keeffe, Robert E. O’Neill, J. Matt Jameson
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Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension Read. Writ. (IF 2.795) Pub Date : 2023-06-09 Susan B. Porter, Timothy N. Odegard, Emily A. Farris, Eric L. Oslund
The importance of having a highly qualified teacher in every classroom is an educational necessity. Determining which teacher characteristics define teacher quality and measuring their impact on student outcomes has offered mixed results. This study explored the effect of teachers’ knowledge of language and literacy on their students’ reading outcomes in foundational skills and reading comprehension
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A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2 Read. Writ. (IF 2.795) Pub Date : 2023-06-08 Gustaf B. Skar, Steve Graham, Alan Huebner, Anne Holten Kvistad, Marita Byberg Johansen, Arne Johannes Aasen
The current study examined the effectiveness of a writing is caught approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if increasing first grade students’ opportunities to write in various genres
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Crosslinguistic influence on spelling in written compositions: Evidence from English-Spanish dual language learners in primary grades Read. Writ. (IF 2.795) Pub Date : 2023-06-07 Alissa Patricia Wolters, Young-suk Grace Kim
We investigated spelling errors in English and Spanish essays by Spanish-English dual language learners in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. We examined what types of spelling errors students made, whether they made spelling errors that could be due to crosslinguistic influence, and whether errors were associated
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Supporting multilingual children at-risk of reading failure: impacts of a multilingual structured pedagogy literacy intervention in Kenya Read. Writ. (IF 2.795) Pub Date : 2023-06-05 Brenda Aromu Wawire, Adrienne Elissa Barnes-Story, Xinya Liang, Benjamin Piper
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A multi-dimensional framework for characterizing the role of writing system variation in literacy learning: a case study in Malayalam Read. Writ. (IF 2.795) Pub Date : 2023-06-03 Nirmala Vasudevan, Mithun Haridas, Prema Nedungadi, Raghu Raman, Peter T. Daniels, David L. Share
Most children across the world learn to read and write in non-alphabetic orthographies such as abjads (e.g., Arabic), abugidas (e.g., Ethiopic Ge’ez), and morphosyllabaries (e.g., Chinese). However, most theories of reading, reading development, and dyslexia derive from a relatively narrow empirical base of research in English—an outlier alphabetic orthography—and a handful of mainly Western European
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Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading Read. Writ. (IF 2.795) Pub Date : 2023-06-02 Colby Hall, Emily J. Solari, Latisha Hayes, Katlynn Dahl-Leonard, Jamie DeCoster, Karen F. Kehoe, Carlin L. Conner, Alyssa R. Henry, Alisha Demchak, Cassidi L. Richmond, Isabel Vargas
In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. This article describes the development and
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Examining the heterogeneous early literacy profiles of first-grade students who are English learners Read. Writ. (IF 2.795) Pub Date : 2023-05-28 Isabel Vargas, Mia C. Daucourt, Colby Hall, Sara A. Hart, Emily J. Solari
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Measuring non-linearity of multi-session writing processes Read. Writ. (IF 2.795) Pub Date : 2023-05-13 Floor Buschenhenke, Rianne Conijn, Luuk Van Waes
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Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing Read. Writ. (IF 2.795) Pub Date : 2023-05-12 Yana Landrieu, Fien De Smedt, Hilde Van Keer, Bram De Wever
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Predicting variation in word decoding development in deaf and hard-of-hearing children Read. Writ. (IF 2.795) Pub Date : 2023-05-12 Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were