| 1. |
- Byrne, Brian, et al.
(författare)
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Longitudinal twin study of early literacy development : Preschool through Grade 1
- 2007
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 20:1-2, s. 77-102
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Tidskriftsartikel (refereegranskat)abstract
- Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are "online" sooner in Australia because of accelerated overall reading development. © Springer Science+Business Media B.V. 2007.
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| 2. |
- Dahlin, Karin I. E., 1945-
(författare)
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Effects of working memory training on reading in children with special needs
- 2011
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 24:4, s. 479-491
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children with special needs. First, it was examined whether children’s working memory could be enhanced by a cognitive training program, and how the training outcomes would relate to their reading development. Next, it was explored how differential aspects of working memory are related to children’s reading outcomes. The working memory training yielded effects, and these effects appeared beneficial to children’s reading comprehension development. Working memory measures were found to be related with children’s word reading and reading comprehension. The results show that working memory can be seen as a crucial factor in the reading development of literacy among children with special needs, and that interventions to improve working memory may help children becoming more proficient in reading comprehension.
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| 3. |
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| 4. |
- Danielsson, Kristina
(författare)
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Beginning readers’ sensitivity to different linguistic levels : an error and correction analysis at the lexical, syntactic, and semantic levels
- 2001
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Ingår i: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 14:5-6, s. 395-421
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Tidskriftsartikel (refereegranskat)abstract
- As the first step in a longitudinal investigation ofSwedish beginning readers' reading behaviour, thisstudy investigated the role of different linguisticlevels in beginning readers' oral reading. The 30participating beginning readers were all able to reada short running text without help. Recordings of theiroral readings of unfamiliar texts were video-recorded,transcribed and analysed as to linguistic consequencesof reading errors, and tendency to correct errors withdifferent linguistic consequences. The results revealthat the readers are sensitive to all of thelinguistic levels analysed: the majority of readingerrors lead to acceptable linguistic consequences,regardless of what linguistic level is analysed;moreover linguistically unacceptable errors weresignificantly more frequently corrected thanlinguistically acceptable errors, independent of thelinguistic level affected by the error.
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| 5. |
- Dylman, Alexandra S., et al.
(författare)
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Effects of orthography in the picture‑word task : Evidence from Japanese scripts
- 2022
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 35, s. 55-91
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Tidskriftsartikel (refereegranskat)abstract
- The picture-word task presents participants with a number of pictured objects together with a written distractor word superimposed upon each picture, and their task is to name the depicted object while ignoring the distractor word. Depending on the specifc picture and word combination, various efects, including the identity facilitation efect (e.g., DOG+dog) and the semantic interference efect (e.g., GOAT+cow), are often observed. The response patterns of the picture-word task in terms of naming latencies refect the mechanisms underlying lexical selection in speech production. Research using this method, however, has typically focused on alphabetic languages, or involved bilingual populations, making it difcult to specifcally investigate orthographic efects in isolation. In this paper, we report fve experiments investigating the role of orthography in the picture-word task by varying distractor script (using the multiscriptal language Japanese, and pseudohomophonic spellings in English) across three diferent populations (Japanese monolinguals, Japanese-English bilinguals, and English monolinguals), investigating both the identity facilitation efect and the semantic interference efect. The results generally show that the magnitude of facilitation is afected by orthography even within a single language. The findings and specifc patterns of results are discussed in relation to current theories on speech production.
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| 6. |
- Dylman, Alexandra, et al.
(författare)
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The role of semantic processing in reading Japanese orthographies : an investigation using a script-switch paradigm
- 2018
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 31:3, s. 503-531
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Tidskriftsartikel (refereegranskat)abstract
- 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). In the present study, participants responded to pairs of words that were written either in the same orthography (within-script), or in two different Japanese orthographies (cross-script), switching either between Kanji and Hiragana, or between Katakana and Hiragana. They were asked to read the words aloud (Experiments 1 and 3) and to make a semantic decision about them (Experiments 2 and 4). In contrast to initial predictions, a clear switch cost was observed when participants switched between the two Kana scripts, while script switch costs were less consistent when participants switched between Kanji and Hiragana. This indicates that there are distinct processes involved in reading of the two types of Kana, where Hiragana reading appears to bear some similarities to Kanji processing. This suggests that the role of semantic processing in Hiragana (but not Katakana) reading is more prominent than previously thought and thus, Hiragana is not likely to be processed strictly phonologically.
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| 7. |
- Furnes, Bjarte, et al.
(författare)
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The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
- 2023
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Ingår i: Reading and writing. - : SPRINGER. - 0922-4777 .- 1573-0905.
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Tidskriftsartikel (refereegranskat)abstract
- We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading being more predictable over time than spelling. Regarding the developmental interplay, we found a bidirectional relationship between reading and spelling from kindergarten to Grade 1. However, starting in Grade 1, reading predicted subsequent spelling beyond the autoregressor but not the other way around. In all analyses, the findings were similar across the two orthographies. The theoretical and practical implications of these findings are discussed.
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| 8. |
- Graham, Steve, et al.
(författare)
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Teaching writing during the COVID‑19 pandemic in the 2021–2022 school year
- 2023
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Ingår i: Reading and writing. - 0922-4777.
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Tidskriftsartikel (refereegranskat)abstract
- 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 to complete a survey each day during the 2020/2021 school year for a single class that best represented how they taught writing. The survey included questions about mode of instruction (in-class at school, online, and hybrid), whether writing or writing instruction was provided that day, and if so, whether 11 specific writing activities occurred. Teachers completed 2676 surveys, and their responses indicated there was only one statistically detectable difference between in-class, online, and hybrid lessons in terms of the proportion of lessons that included each of the targeted writing activities or the time devoted to them. The only difference involved creating digital written products, which occurred more often in hybrid lessons than at school in-class lessons, but not more often in online lessons One significant finding across all reported lessons was that teachers devoted little time to teaching writing. Writing and writing instruction did not occur in close to one-third of all lessons; teachers typically included only one writing activity in a lesson; and an average of just 19 min a lesson was devoted to the targeted writing activities.
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| 9. |
- Graham, Steve, et al.
(författare)
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Teaching writing in the primary grades in Norway : a national survey
- 2020
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Ingår i: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 34:2, s. 529-563
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Tidskriftsartikel (refereegranskat)abstract
- A sample of 1049 Norwegian teachers in grades 1–3 were surveyed about how they taught writing as well as their preparation and efficacy to do so. Although there was moderate variability in their response to survey items, most teachers provided students with a multi-faceted writing program. Teachers indicated students typically spent 20 min a day writing, and they were assigned various types of writing over the course of the school year. The average teacher applied numerous instructional practices frequently to teach writing skills, support students’ writing, provide students with feedback, and conference with them about writing. Less commonly, teachers taught planning and revising, promoted students’ motivation for writing, and applied evaluation data to adjust writing instruction. While teachers were not generally positive about their preservice preparation to teach writing, they believed that their inservice preparation was adequate. They were slightly to moderately positive about their efficacy to teach writing. Teachers’ beliefs about preparation and efficacy as well as their use of data-driven practices each uniquely predicted teachers’ reported writing practices. Recommendations for future research were offered.
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| 10. |
- Graham, Steve, et al.
(författare)
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Writing education around the globe : introduction and call for a new global analysis
- 2016
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Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:5, s. 781-792
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The paper show that while there are many similarities in writing instruction from one country to the next, there are also many differences. As a result, the authors call for a new international study of writing, one that takes more descriptive rather than a comparative approach.
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