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Is Phonological-Only Instruction Helpful for Reading?: A Meta-Analysis Sci. Stud. Read. (IF 4.2) Pub Date : 2024-04-13 Melissa V. Stalega, Devin M. Kearns, Jessica Bourget, Nina Bayer, Michael Hebert
Phonological awareness (PA), the awareness of sounds in spoken words, is strongly linked to reading outcomes. However, there is an ongoing debate regarding the effectiveness of PA instruction witho...
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Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners? Sci. Stud. Read. (IF 4.2) Pub Date : 2024-04-03 Vibeke Grøver, Jan-Eric Gustafsson, Veslemøy Rydland, Catherine E. Snow
Previous research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding...
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A Randomized Controlled Trial of Tutor- and Computer-Delivered Inferential Comprehension Interventions for Middle School Students with Reading Difficulties Sci. Stud. Read. (IF 4.2) Pub Date : 2024-04-03 Marcia A. Barnes, Nathan H. Clemens, Deborah Simmons, Colby Hall, Melissa Fogarty, Amanda Martinez-Lincoln, Sharon Vaughn, Leslie Simmons, Anna-Maria Fall, Greg Roberts
An inferential comprehension intervention addressing reading comprehension difficulties of middle schoolers was tested.Students in Grades 6 to 8 (n = 145; 53.8% female; 71% White; 24% Black) who fa...
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Enhanced Reading Skills are Associated with Auditory Spatial Attentional Rebalance Induced by the Exposure to Dual-language Contexts Sci. Stud. Read. (IF 4.2) Pub Date : 2024-03-08 Marie Lallier, Jose Peréz-Navarro, Mikhail Ordin
Research on the effects on early bilingualism on reading development is scarce. Here, we tackle this question by investigating whether the exposure to dual-language contexts (use of two languages i...
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Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire Sci. Stud. Read. (IF 4.2) Pub Date : 2024-02-15 Henry Brice, Benjamin Zinszer, Danielle Kablan, Fabrice Tanoh, Konan N. N Nana, Kaja K Jasińska
Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of the rich statistical regularities in the writing system. Reading skills in developing first...
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The Effects of Bookworms Literacy Curriculum on Student Achievement in Grades 2-5 Sci. Stud. Read. (IF 4.2) Pub Date : 2023-12-03 Henry May, John Z. Strong, Sharon Walpole
In this study, we investigated the effects of a schoolwide program, Bookworms K-5 Reading and Writing, on student achievement.The study included seven cohorts of students (N = 8,806) in grades 2–5 ...
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To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice Sci. Stud. Read. (IF 4.2) Pub Date : 2023-11-17 Madelon van den Boer, Elise H. de Bree
Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling erro...
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Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording Sci. Stud. Read. (IF 4.2) Pub Date : 2023-10-06 Victoria I. Adedeji, Julie A. Kirkby, Martin R. Vasilev, Timothy J. Slattery
Children progress from making grapheme–phoneme connections to making grapho-syllabic connections before whole-word connections during reading development (Ehri, 2005a). More is known about the deve...
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Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis Sci. Stud. Read. (IF 4.2) Pub Date : 2023-09-26 Sean McWeeny, Elizabeth S. Norton
Reading disability (RD) is frequently associated with deficits in auditory processing (i.e., processing speech and non-linguistic sounds). Several hypotheses exist regarding the link between RD and...
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Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults Sci. Stud. Read. (IF 4.2) Pub Date : 2023-09-25 Catharina Tibken, Tobias Richter, Wienke Wannagat
To understand complex expository text, readers often engage in metacognitive comprehension monitoring. Metacognitive monitoring is assumed to rely on basic cognitive abilities (working memory updat...
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Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements Sci. Stud. Read. (IF 4.2) Pub Date : 2023-09-18 Shuyuan Chen, Jinzuan Chen, Yanping Liu
This study aims to examine whether binocular vision plays a facilitating or impeding role in lexical processing during sentence reading in Chinese.Adopting the revised boundary paradigm, we orthogo...
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A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension Sci. Stud. Read. (IF 4.2) Pub Date : 2023-09-18 Ai Miyamoto
This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence.Utilizing data from the Nationa...
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Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties Sci. Stud. Read. (IF 4.2) Pub Date : 2023-09-19 Philip Capin, Sharon Vaughn, Joseph E. Miller, Jeremy Miciak, Anna-Mari Fall, Greg Roberts, Eunsoo Cho, Amy E. Barth, Paul K. Steinle, Jack M. Fletcher
This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied...
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The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary Sci. Stud. Read. (IF 4.2) Pub Date : 2023-08-07 Rebecca E. Knoph, Joshua F. Lawrence, David J. Francis
There are many aspects of words that can influence our lexical processing, and the words we are exposed to influence our opportunities for language and reading development. The purpose of this stud...
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Scanpath Regularity as an Index of Reading Comprehension Sci. Stud. Read. (IF 4.2) Pub Date : 2023-07-17 Diane C. Mézière, Lili Yu, Genevieve McArthur, Erik D. Reichle, Titus von der Malsburg
Recent research on the potential of using eye-tracking to measure reading comprehension ability suggests that the relationship between standard eye-tracking measures and reading comprehension is in...
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Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality Sci. Stud. Read. (IF 4.2) Pub Date : 2023-07-14 Valeria M. Rigobon, Nuria Gutiérrez, Ashley A. Edwards, Nancy Marencin, Matt Cooper Borkenhagen, Laura M. Steacy, Donald L. Compton
The lexical quality (LQ) hypothesis predicts that a skilled reader’s lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality...
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Cross-Modal Impact of Recent Word Encountering Experience Sci. Stud. Read. (IF 4.2) Pub Date : 2023-07-11 Jiayu Liu, Junjuan Gu, Chen Feng, Weiting Shi, Chris Biemann, Xingshan Li
This study was designed to distinguish the degree of sharing of representations between different modalities by investigating whether a word encountering experience in one modality impacts word pro...
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Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography Sci. Stud. Read. (IF 4.2) Pub Date : 2023-06-07 Gintautas Silinskas, Reda Gedutiene, Minna Torppa, Saule Raiziene
This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1...
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Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood Sci. Stud. Read. (IF 4.2) Pub Date : 2023-06-02 Sinead McNally, Kathryn A. Leech, Kathleen H. Corriveau, Michael Daly
This study investigated the effects of early shared reading and access to books on reading vocabulary in middle childhood and the pathways associated with later reading success.Path analysis of dat...
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Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children Sci. Stud. Read. (IF 4.2) Pub Date : 2023-06-01 Hua-Chen Wang, Luan Li, Nan Xu Rattanasone, Katherine Demuth, Anne Castles
Morphological knowledge is known to be positively associated with reading ability. However, whether morphological knowledge affects children’s learning of new orthographic representations is less c...
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How Do Adults with Dyslexia Recognize Spoken Words? Evidence from Behavioral and EEG Data Sci. Stud. Read. (IF 4.2) Pub Date : 2023-05-29 Ambre Denis-Noël, Pascale Colé, Deirdre Bolger, Chotiga Pattamadilok
In adults with dyslexia (DYS), the persistent influence of phonological deficits on spoken language processing has mainly been examined in either perceptual tasks or those tapping complex cognitive...
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The Impact of Character Complexity on Chinese Literacy: A Generalized Additive Modeling Approach Sci. Stud. Read. (IF 4.2) Pub Date : 2023-05-29 Shawn Hemelstrand, Brian W. L. Wong, Catherine McBride, Urs Maurer, Tomohiro Inoue
We examined the effect of character complexity on early Chinese literacy (word reading and writing). We also investigated whether cognitive skills (phonological awareness, morphological awareness, ...
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Effects of Target Age and Genre on Morphological Complexity in Children’s Reading Material Sci. Stud. Read. (IF 4.2) Pub Date : 2023-05-05 Nicola Dawson, Yaling Hsiao, Alvin Wei Ming Tan, Nilanjana Banerji, Kate Nation
Morphological regularities are an important feature of the English writing system, and exposure to written morphology may be key in the development of skilled word recognition. Our aim was to inves...
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Rapid Coding of Syllable Structure by Dysfluent Developing Readers Sci. Stud. Read. (IF 4.2) Pub Date : 2023-04-25 Lisa Hintermeier, Jarkko Hautala, Mikko Aro
The present study investigated whether the number of syllables affects developing readers’ word recognition when controlling for word length and word frequency and, if so, whether the effect is dep...
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Speech Perception in Noise Deficit in Individuals with Dyslexia: A Meta-Analysis Sci. Stud. Read. (IF 4.2) Pub Date : 2023-04-21 YiZhen Li, Jing Zhao, Hong-Yan Bi
Developmental dyslexia is a specific learning disorder that affects 5–17% children, and persists into adulthood. Speech perception in noise (SPIN) ability in dyslexia has been largely examined in p...
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The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children Sci. Stud. Read. (IF 4.2) Pub Date : 2023-04-02 Klaudia Krenca, Kate Cain, Stefka Marinova-Todd, Xi Chen
This study investigated the extent to which comprehension monitoring in children’s first and second language predicts reading comprehension.Children’s ability to detect inconsistencies in orally pr...
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Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension Sci. Stud. Read. (IF 4.2) Pub Date : 2023-04-02 Young-Suk Grace Kim
ABSTRACT Purpose A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading – are related. Grounded on the direct and indirect effects model of reading, we examined the extent to which the relation is explained by domain-general cognitions or executive functions (working memory and attentional
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To Punctuate, or Not to Punctuate? Grammatical and Prosodic Influences on Adults’ Judgments of Comma Use Sci. Stud. Read. (IF 4.2) Pub Date : 2023-03-27 Nenagh Kemp, Rebecca Treiman
ABSTRACT Purpose Punctuation is traditionally seen to represent grammatical structures in writing, but some authors argue that it can also reflect the intonation and pauses of speech. In two experiments, we examined the influence of grammar and prosody on adults’ judgments of comma placement. Method University students rated the appropriateness of commas in various sentence structures. These included
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Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children Sci. Stud. Read. (IF 4.2) Pub Date : 2023-03-08 Rebecca Treiman, Jacqueline Hulslander, Richard K. Olson, Stefan Samuelsson, Åsa Elwér, Bjarte Furnes, Brian Byrne
ABSTRACT Purpose Using data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a child’s errors on the kindergarten test help predict later spelling performance even after controlling for the number
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The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling Sci. Stud. Read. (IF 4.2) Pub Date : 2023-03-06 Helen L. Breadmore, Emily Côté, S. Hélène Deacon
ABSTRACT Purpose Despite abundant evidence that morphemes are important in reading and spelling, little is known about the nature of processing in spelling. This study identifies multiple morphological processes over the time course of spelling, revealing that these processes are influenced by development. Method Twenty adults and 46 children (8;0–12;1 years) completed an auditory lexical decision
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Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement Sci. Stud. Read. (IF 4.2) Pub Date : 2023-02-20 Jian Jin, Siyun Liu
ABSTRACT Purpose The use of attentional resources is an important cognitive indicator of reading engagement but it is unknown how this is influenced by linguistic cues. We designed two experiments to investigate whether shifts in narrative perspectives occupy more of the attention of readers and engage them more in the text. Methods Experiment 1 employed a dual-task paradigm to explore how shifts in
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The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018 Sci. Stud. Read. (IF 4.2) Pub Date : 2023-02-05 Geetanjali Basarkod, Herbert W. Marsh, Jiesi Guo, Theresa Dicke, Kate Xu, Philip D. Parker
ABSTRACT Purpose Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level academic self-concept) to generalize across countries. However, such evidence is largely limited to math and science. Given that reading self-concept is highly differentiated from math and science self-concepts and plays an important role in predicting educational
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A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia Sci. Stud. Read. (IF 4.2) Pub Date : 2023-01-17 Nitzan Kligler, Yafit Gabay
ABSTRACT Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is it clear how SL can be supported. Purpose The
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The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children Sci. Stud. Read. (IF 4.2) Pub Date : 2023-01-05 Jan-Henning Ehm, Alexandra M.A. Schmitterer, Telse Nagler, Arne Lervåg
ABSTRACT Purpose The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany replicates established findings and explores how
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Advancements in Identification and Risk Prediction of Reading Disabilities Sci. Stud. Read. (IF 4.2) Pub Date : 2022-12-22 Florina Erbeli, Richard K. Wagner
Published in Scientific Studies of Reading (Vol. 27, No. 1, 2023)
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Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability Sci. Stud. Read. (IF 4.2) Pub Date : 2022-12-22 Florina Erbeli, Kai He, Connor Cheek, Marianne Rice, Xiaoning Qian
ABSTRACT Purpose Researchers have developed a constellation model of decoding-related reading disabilities (RD) to improve the RD risk determination. The model’s hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation model framework. However, some issues may arise
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A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia Sci. Stud. Read. (IF 4.2) Pub Date : 2022-12-22 Richard K. Wagner, Jerad Moxley, Chris Schatschneider, Fotena A. Zirps
ABSTRACT Purpose Bayesian-based models for diagnosis are common in medicine but have not been incorporated into identification models for dyslexia. The purpose of the present study was to evaluate Bayesian identification models that included a broader set of predictors and that capitalized on recent developments in modeling the prevalence of dyslexia. Method Model-based meta-analysis was used to create
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Modeling the Effects of Oral Language Skills on Early Reading Development in an Orthographically Consistent Language Sci. Stud. Read. (IF 4.2) Pub Date : 2022-12-22 Apostolos Kargiotidis, Angeliki Mouzaki, Eleni Kagiampaki, Georgios Marinakis, Anna Maria Vervelaki, Nantia Boufachrentin, George Manolitsis
ABSTRACT Purpose The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method Vocabulary, phonological and morphological awareness were assessed in the middle of grade
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A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia Sci. Stud. Read. (IF 4.2) Pub Date : 2022-12-19 George K. Georgiou, Ana Paula Alves Vieira, Kyriakoula M. Rothou, John R. Kirby, Andrea Antoniuk, Dalia Martinez, Kan Guo
ABSTRACT Purpose We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method We reviewed 40 studies published in English between January 1990 and August 2021
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Perspective taking and language features in secondary students’ text-based analytical writing Sci. Stud. Read. (IF 4.2) Pub Date : 2022-10-18 Minkyung Cho, Young-Suk Grace Kim, Jiali Wang
ABSTRACT This study examined the extent of perspective taking and language features represented in secondary students’ text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students’ English learner status is related to perspectives represented in their writing; and (3) whether the relation
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Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties? Sci. Stud. Read. (IF 4.2) Pub Date : 2022-09-28 Eunsoo Cho, Unhee Ju, Eun Ha Kim, Minhye Lee, Garam Lee, Donald L. Compton
ABSTRACT Purpose We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate the relations between achievement goals and reading
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Orthographic Expectancies in the Absence of Contextual Support Sci. Stud. Read. (IF 4.2) Pub Date : 2022-09-22 Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, Kate Nation, Danielle Colenbrander, Anne Castles
ABSTRACT Purpose Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method Seventy-eight adults received oral vocabulary training on 16 novel words
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Early Prediction of Reading Risk in Fourth Grade: A Combined Latent Class Analysis and Classification Tree Approach Sci. Stud. Read. (IF 4.2) Pub Date : 2022-09-20 Nuria Gutiérrez, Valeria M. Rigobon, Nancy C. Marencin, Ashley A. Edwards, Laura M. Steacy, Donald L. Compton
ABSTRACT Purpose Fourth grade typically involves shifting the instruction from learning to read to reading to learn, which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and regression tree (CART) model predicting fourth-grade reading groups using
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Investigating Reading from Screens and Mind Wandering in the Context of Standards of Coherence Sci. Stud. Read. (IF 4.2) Pub Date : 2022-09-18 Virginia Clinton-Lisell
ABSTRACT Purpose The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading
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Are Vocabulary and Word Reading Reciprocally Related? Sci. Stud. Read. (IF 4.2) Pub Date : 2022-09-13 George Georgiou, Tomohiro Inoue, Rauno Parrila
ABSTRACT Purpose The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; Mage = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading. Results Results of cross-lagged
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Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic Sci. Stud. Read. (IF 4.2) Pub Date : 2022-09-12 Michal Shany, Ibrahim Asadi, David L. Share
ABSTRACT Purpose We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic
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Reading Difficulties Identification: A Comparison of Neural Networks, Linear, and Mixture Models Sci. Stud. Read. (IF 4.2) Pub Date : 2022-07-18 Maria Psyridou, Asko Tolvanen, Priyanka Patel, Daria Khanolainen, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Minna Torppa
ABSTRACT Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a different set of kindergarten-age factors emerge as
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What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It Sci. Stud. Read. (IF 4.2) Pub Date : 2022-07-03 Natalia Rakhlin, Catalina Mourgues, Tatiana Logvinenko, Alexander N. Kornev, Elena L. Grigorenko
ABSTRACT Purpose To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method We applied RL-match design to a sample of 2nd – 6th graders reading a consistent orthography, Russian, using an “extreme phenotype” approach. Readers with suspected specific reading disability
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Improving phonological skills and reading comprehension in deaf children: A new multisensory approach Sci. Stud. Read. (IF 4.2) Pub Date : 2022-06-30 María Teresa Daza Gonzalez, Jessica Phillips-Silver, Nahuel Gioiosa Maurno, Laura Fernández García, Pamela Ruiz-Castañeda
ABSTRACT Purpose To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading
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Simple view of second language reading: A meta-analytic structural equation modeling approach Sci. Stud. Read. (IF 4.2) Pub Date : 2022-06-26 Hansol Lee, Geryong Jung, Jang Ho Lee
ABSTRACT Purpose The present study aimed to systemically summarize the structural relationships among correlated components of second language (L2) reading comprehension to investigate the extent to which the two major components – language comprehension abilities and decoding skills – could account for reading comprehension in L2 contexts in accordance with the model of Simple View of Reading. Method
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What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders Sci. Stud. Read. (IF 4.2) Pub Date : 2022-06-05 Kelly B. Cartwright, Ana Taboada Barber, Casey J. Archer
ABSTRACT Purpose Math word problem solving, a form of reading comprehension, is complicated by mathematical lexical ambiguity (e.g., the word difference can mean dissimilarity in everyday discourse but the answer in a subtraction problem in math). This study examined the role of mathematical lexical ambiguity in math word problem solving. Method Lexically ambiguous math word knowledge, reading comprehension
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Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading Sci. Stud. Read. (IF 4.2) Pub Date : 2022-05-21 Laura M. Steacy, Valeria M. Rigobon, Ashley A. Edwards, Daniel R. Abes, Nancy C. Marencin, Kathryn Smith, James D. Elliott, Lesly Wade-Woolley, Donald L. Compton
ABSTRACT Purpose The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variability and vocabulary), word-level properties (concreteness), word structure (mono- vs polymorphemic), and interactions between these properties and word structure within a comprehensive item-level
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Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods Sci. Stud. Read. (IF 4.2) Pub Date : 2022-05-17 Danielle Colenbrander, Saskia Kohnen, Elisabeth Beyersmann, Serje Robidoux, Signy Wegener, Tara Arrow, Kate Nation, Anne Castles
ABSTRACT Purpose Children learning to read in English must learn to read words with varying degrees of grapheme-phoneme correspondence regularity, but there is very little research comparing methods of instruction for words with less predictable or irregular spellings. Therefore, we compared three methods of instruction for beginning readers. Method Eighty-five Kindergarten children were randomly assigned
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Reading Impairment in Adolescents with Fetal Alcohol Spectrum Disorders Sci. Stud. Read. (IF 4.2) Pub Date : 2022-04-26 Nadine M. Lindinger, Sandra W. Jacobson, Landi Davidson, Simone Conradie, Neil C. Dodge, Christopher D. Molteno, Ernesta M. Meintjes, Nadine Gaab, Joseph L. Jacobson
ABSTRACT Purpose To date, research on effects of prenatal alcohol exposure (PAE) has focused on a broad range of cognitive impairments, but relatively few studies have examined effects of PAE on development of reading skills. Although PAE has been linked to poorer reading comprehension, it remains unclear whether this impairment is attributable to deficits in phonological processing, word reading,
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From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension Sci. Stud. Read. (IF 4.2) Pub Date : 2022-04-26 Sanne W. van der Kleij, Adrian P. Burgess, Jessie Ricketts, Laura R. Shapiro
ABSTRACT Purpose We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys). Method Structural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both. Results
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Even in predictable orthographies: Surface dyslexia in Turkish Sci. Stud. Read. (IF 4.2) Pub Date : 2022-04-25 Selçuk Güven, Naama Friedmann
ABSTRACT Purpose We report here, for the first time, on developmental surface dyslexia in Turkish, a very transparent orthography. Surface dyslexia is a deficit in the lexical route, which forces the reader to read words via the sublexical route, leading to regularization errors. Methods To detect surface dyslexia, we used reading aloud of loanwords with irregular conversion of vowel length or consonant
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Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School Sci. Stud. Read. (IF 4.2) Pub Date : 2022-03-16 Julie Lassault, Liliane Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, Ulla Richardson, Heikki Lyytinen, Johannes C. Ziegler
ABSTRACT Purpose This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week
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Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science Sci. Stud. Read. (IF 4.2) Pub Date : 2022-03-15 Ludo Verhoeven, Karin Landerl
(2022). Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science. Scientific Studies of Reading: Vol. 26, Processes of Reading and its Development across Orthographies: State of the Science, pp. 91-95.
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The Word Length Effect on Text Reading Via the Braille Code Sci. Stud. Read. (IF 4.2) Pub Date : 2022-03-02 Vassilios Papadimitriou, Vassilios Argyropoulos
ABSTRACT Purpose The main objective of the present study was to examine the effect of word length, word frequency and number of syllables on graphemic errors during a text-reading task via the braille code. Method Thirty students with severe visual impairments participated in the present study. They were invited individually to read aloud a number of texts via the braille code for forty-five minutes
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The Role of Genetic Factors in Reading and its Development Across Languages and Writing Systems Sci. Stud. Read. (IF 4.2) Pub Date : 2022-01-31 Elena L. Grigorenko
ABSTRACT This mini-review attempts to provide a capsule overview of the role of genetic factors in reading and its development across languages and writing systems. The review is conceived and executed with a scoping review approach, synthesizing the methods employed in the existing research rather than producing a summary of evidence to answer a discrete research question. Specifically, major research