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Reading and Writing

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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
#1
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
#2
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
#3
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
#4
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
#5
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
#6
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
#7
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
#8
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
#9
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
#10
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
#11
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
https://www.readbyqxmd.com/read/27313395/the-contribution-of-vocabulary-knowledge-and-spelling-to-the-reading-comprehension-of-adolescents-who-are-and-are-not-english-language-learners
#12
Deborah K Reed, Yaacov Petscher, Barbara R Foorman
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels...
April 2016: Reading and Writing
https://www.readbyqxmd.com/read/27777496/effects-of-induced-orthographic-and-semantic-knowledge-on-subsequent-learning-a-test-of-the-partial-knowledge-hypothesis
#13
Suzanne Adlof, Gwen Frishkoff, Jennifer Dandy, Charles Perfetti
Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies...
March 2016: Reading and Writing
https://www.readbyqxmd.com/read/26877595/dialect-variation-dialect-shifting-and-reading-comprehension-in-second-grade
#14
Nicole Patton Terry, Carol McDonald Connor, Lakeisha Johnson, Adrienne Stuckey, Novell Tani
The purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills...
February 1, 2016: Reading and Writing
https://www.readbyqxmd.com/read/27546985/immediate-and-delayed-effects-of-invented-writing-intervention-in-preschool
#15
Hilde Hofslundsengen, Bente Eriksen Hagtvet, Jan-Eric Gustafsson
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers...
2016: Reading and Writing
https://www.readbyqxmd.com/read/27340335/preschool-morphological-training-produces-long-term-improvements-in-reading-comprehension
#16
Solveig-Alma Halaas Lyster, Arne Olav Lervåg, Charles Hulme
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level...
2016: Reading and Writing
https://www.readbyqxmd.com/read/27340334/learning-from-texts-activation-of-information-from-previous-texts-during-reading
#17
Katinka Beker, Dietsje Jolles, Robert F Lorch, Paul van den Broek
Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts (experiment 2). In both experiments, texts with inconsistent target sentences were preceded by texts that either did or did not contain explanations that resolved the inconsistencies...
2016: Reading and Writing
https://www.readbyqxmd.com/read/27073294/the-unique-role-of-lexical-accessibility-in-predicting-kindergarten-emergent-literacy
#18
Ludo Verhoeven, Jan van Leeuwe, Rosemarie Irausquin, Eliane Segers
The goal of this longitudinal study was to examine how lexical quality predicts the emergence of literacy abilities in 169 Dutch kindergarten children before formal reading instruction has started. At the beginning of the school year, a battery of precursor measures associated with lexical quality was related to the emergence of letter knowledge and word decoding. Confirmatory factor analysis evidenced five domains related to lexical quality, i.e., vocabulary, phonological coding, phonological awareness, lexical retrieval and phonological working memory...
2016: Reading and Writing
https://www.readbyqxmd.com/read/27073293/how-logical-reasoning-mediates-the-relation-between-lexical-quality-and-reading-comprehension
#19
Eliane Segers, Ludo Verhoeven
The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms...
2016: Reading and Writing
https://www.readbyqxmd.com/read/26957783/contributions-of-morphological-skill-to-children-s-essay-writing
#20
Mary Northey, Deborah McCutchen, Elizabeth A Sanders
Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U...
January 1, 2016: Reading and Writing
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