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Reading and Writing

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https://www.readbyqxmd.com/read/29962661/differential-identification-of-females-and-males-with-reading-difficulties-a-meta-analysis
#1
Jamie M Quinn
Males are more likely than females to be identified as having reading difficulties, but it is unclear if this is a result of sample ascertainment or identification bias. The purpose of this meta-analysis was to determine the magnitude of gender differences in reading difficulties using available studies in which researchers investigated this difference and an additional dataset with a representative U.S. SAMPLE: After conducting a literature search, sixteen studies and a restricted use dataset were included in the present analysis ( N = 552,729)...
May 2018: Reading and Writing
https://www.readbyqxmd.com/read/29875548/operationalizing-and-validating-disciplinary-literacy-in-secondary-education
#2
Hiller A Spires, Shea N Kerkhoff, Abbey C K Graham, Isaac Thompson, John K Lee
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29875547/developmental-dynamics-of-early-reading-skill-literacy-interest-and-readers-self-concept-within-the-first-year-of-formal-schooling
#3
Bente Rigmor Walgermo, Njål Foldnes, Per Henning Uppstad, Oddny Judith Solheim
Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29875546/impact-of-handwriting-training-on-fluency-spelling-and-text-quality-among-third-graders
#4
Sibylle Hurschler Lichtsteiner, Werner Wicki, Péter Falmann
As recent studies and theoretical assumptions suggest that the quality of texts composed by children and adolescents is affected by their transcription skills, this experimental field trial aims at investigating the impact of combined handwriting/spelling training on fluency, spelling and text quality among normally developing 3rd graders (N = 175). In addition to the combined handwriting/spelling training group, the sample includes two other intervention groups, a handwriting training group and a spelling training group as well as a reading fluency training control group...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29456292/cbm-maze-scores-as-indicators-of-reading-level-and-growth-for-seventh-grade-students
#5
Siuman Chung, Christine A Espin, Claire E Stevenson
The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test. Results supported the technical adequacy of maze scores as indicators of reading level and growth. Alternate-form reliability coefficients were significant and intermediate to high...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29456291/the-role-of-semantic-processing-in-reading-japanese-orthographies-an-investigation-using-a-script-switch-paradigm
#6
Alexandra S Dylman, Mariko Kikutani
Research on Japanese reading has generally indicated that processing of the logographic script Kanji primarily involves whole-word lexical processing and follows a semantics-to-phonology route, while the two phonological scripts Hiragana and Katakana (collectively called Kana) are processed via a sub-lexical route, and more in a phonology-to-semantics manner. Therefore, switching between the two scripts often involves switching between two reading processes, which results in a delayed response for the second script (a script switch cost)...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29386748/lexical-quality-and-executive-control-predict-children-s-first-and-second-language-reading-comprehension
#7
Henriette Raudszus, Eliane Segers, Ludo Verhoeven
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD  = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29367807/rhythm-production-at-school-entry-as-a-predictor-of-poor-reading-and-spelling-at-the-end-of-first-grade
#8
Kjersti Lundetræ, Jenny M Thomson
Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading and spelling at the end of grade 1. The participants were 479 Norwegian 6-year-old first graders randomized as controls in the longitudinal RCT on track (n = 1171)...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29367806/morpho-phonemic-analysis-boosts-word-reading-for-adult-struggling-readers
#9
Susan H Gray, Linnea C Ehri, John L Locke
A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language background and reading levels, then randomly assigned to either morpho-phonemic analysis teaching word origins, morpheme and syllable structures, or traditional whole word study teaching multiple sentence contexts, meaningful connections, and spellings...
2018: Reading and Writing
https://www.readbyqxmd.com/read/29075050/writing-evaluation-rater-and-task-effects-on-the-reliability-of-writing-scores-for-children-in-grades-3-and-4
#10
Grace Young-Suk Kim, Christopher Schatschneider, Jeanne Wanzek, Brandy Gatlin, Stephanie Al Otaiba
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing...
June 2017: Reading and Writing
https://www.readbyqxmd.com/read/28190930/effective-beginning-handwriting-instruction-multi-modal-consistent-format-for-2-years-and-linked-to-spelling-and-composing
#11
Beverly Wolf, Robert D Abbott, Virginia W Berninger
In Study 1, the treatment group ( N = 33 first graders, M = 6 years 10 months, 16 girls) received Slingerland multi-modal (auditory, visual, tactile, motor through hand, and motor through mouth) manuscript (unjoined) handwriting instruction embedded in systematic spelling, reading, and composing lessons; and the control group ( N =16 first graders, M = 7 years 1 month, 7 girls) received manuscript handwriting instruction not systematically related to the other literacy activities. ANOVA showed both groups improved on automatic alphabet writing from memory; but ANCOVA with the automatic alphabet writing task as covariate showed that the treatment group improved significantly more than control group from the second to ninth month of first grade on dictated spelling and recognition of word-specific spellings among phonological foils...
February 2017: Reading and Writing
https://www.readbyqxmd.com/read/29056823/differential-relationships-between-language-skills-and-working-memory-in-turkish-dutch-and-native-dutch-first-graders-from-low-income-families
#12
Anna M T Bosman, Marije Janssen
In the Netherlands, Turkish-Dutch children constitute a substantial group of children who learn to speak Dutch at the age of four after they learned to speak Turkish. These children are generally academically less successful. Academic success appears to be affected by both language proficiency and working memory skill. The goal of this study was to investigate the relationship between language skills and working memory in Turkish-Dutch and native-Dutch children from low-income families. The findings revealed reduced Dutch language and Dutch working-memory skills for Turkish-Dutch children compared to native-Dutch children...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28932019/towards-identifying-dyslexia-in-standard-indonesian-the-development-of-a-reading-assessment-battery
#13
Bernard A J Jap, Elisabeth Borleffs, Ben A M Maassen
With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28932018/measuring-orthographic-transparency-and-morphological-syllabic-complexity-in-alphabetic-orthographies-a-narrative-review
#14
REVIEW
Elisabeth Borleffs, Ben A M Maassen, Heikki Lyytinen, Frans Zwarts
This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to measure differences between language scripts hasn't received much attention so far. This paper therefore reviews metrics proposed in the literature for quantifying orthographic transparency, syllabic complexity, and morphological complexity of alphabetic languages...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28804213/word-decoding-development-in-incremental-phonics-instruction-in-a-transparent-orthography
#15
Moniek M H Schaars, Eliane Segers, Ludo Verhoeven
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (Mage  = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences during 6 consecutive blocks of 3 weeks of phonics instruction. Children's accuracy and efficiency of curriculum embedded word decoding were assessed after each incremental block, followed by a standardized word decoding measurement...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28603383/foreign-language-reading-and-spelling-in-gifted-students-with-dyslexia-in-secondary-education
#16
Sietske van Viersen, Elise H de Bree, Lilian Kalee, Evelyn H Kroesbergen, Peter F de Jong
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28356655/early-literacy-and-comprehension-skills-in-children-learning-english-as-an-additional-language-and-monolingual-children-with-language-weaknesses
#17
Claudine Bowyer-Crane, Silke Fricke, Blanca Schaefer, Arne Lervåg, Charles Hulme
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months)...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28255199/differential-lexical-predictors-of-reading-comprehension-in-fourth-graders
#18
Nicole M Swart, Marloes M L Muijselaar, Esther G Steenbeek-Planting, Mienke Droop, Peter F de Jong, L Verhoeven
The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it serves as an output for the decoding process and as an input for comprehension processes. Although different aspects of the lexicon can be distinguished, research on the role of the mental lexicon in reading comprehension often does not take these individual aspects of the lexicon into account...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28163388/how-executive-functions-predict-development-in-syntactic-complexity-of-narrative-writing-in-the-upper-elementary-grades
#19
Elise Drijbooms, Margriet A Groen, Ludo Verhoeven
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results from path analyses revealed that later syntactic complexity of narrative writing was, in addition to initial syntactic complexity, predicted by oral grammar, inhibition, and planning...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28163387/how-working-memory-relates-to-children-s-reading-comprehension-the-importance-of-domain-specificity-in-storage-and-processing
#20
Suzan Nouwens, Margriet A Groen, Ludo Verhoeven
Working memory is considered a well-established predictor of individual variation in reading comprehension in children and adults. However, how storage and processing capacities of working memory in both the phonological and semantic domain relate to reading comprehension is still unclear. In the current study, we investigated the contribution of phonological and semantic storage, and phonological and semantic processing to reading comprehension in 123 Dutch children in fifth grade. We conducted regression and mediation analyses to find out to what extent variation in reading comprehension could be explained by storage and processing capacities in both the phonological and the semantic domain, while controlling for children's decoding and vocabulary...
2017: Reading and Writing
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