| 1. |
- Byrne, Brian, et al.
(författare)
-
Longitudinal twin study of early literacy development : Preschool through Grade 1
- 2007
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 20:1-2, s. 77-102
-
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.
|
|
| 2. |
- Dahlin, Karin I. E., 1945-
(författare)
-
Effects of working memory training on reading in children with special needs
- 2011
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 24:4, s. 479-491
-
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.
|
|
| 3. |
- Danielsson, Kristina
(författare)
-
Beginning readers’ sensitivity to different linguistic levels : an error and correction analysis at the lexical, syntactic, and semantic levels
- 2001
-
Ingår i: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 14:5-6, s. 395-421
-
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.
|
|
| 4. |
- Dylman, Alexandra S., et al.
(författare)
-
Effects of orthography in the picture‑word task : Evidence from Japanese scripts
- 2022
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 35, s. 55-91
-
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.
|
|
| 5. |
- Dylman, Alexandra, et al.
(författare)
-
The role of semantic processing in reading Japanese orthographies : an investigation using a script-switch paradigm
- 2018
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 31:3, s. 503-531
-
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.
|
|
| 6. |
- Furnes, Bjarte, et al.
(författare)
-
The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
- 2023
-
Ingår i: Reading and writing. - : SPRINGER. - 0922-4777 .- 1573-0905.
-
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.
|
|
| 7. |
- Graham, Steve, et al.
(författare)
-
Teaching writing in the primary grades in Norway : a national survey
- 2020
-
Ingår i: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 34:2, s. 529-563
-
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.
|
|
| 8. |
- Graham, Steve, et al.
(författare)
-
Writing education around the globe : introduction and call for a new global analysis
- 2016
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:5, s. 781-792
-
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.
|
|
| 9. |
- Hallberg, Andreas, 1985, et al.
(författare)
-
Parsing written language with non-standard grammar : An eye-tracking study of case marking in Arabic
- 2020
-
Ingår i: Reading and Writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905.
-
Tidskriftsartikel (refereegranskat)abstract
- Morphologically marked case is in Arabic a feature exclusive to the variety of Standard Arabic, with no parallel in the spoken varieties, and it is orthographically marked only on some word classes in specific grammatical situations. In this study we test the hypothesis that readers of Arabic do not parse sentences for case and that orthographically marked case can therefore be removed with no effect on reading. Twenty-nine participants read sentences in which one of the two most frequent types of orthographically marked case was either retained or omitted, while their eye-movements were monitored. The removal of case marking from subjects in the sound masculine plural declension (changing the suffix‑ūn ـون to ‑īn ـين) had no negative effect on gaze duration, regressions out, or go-past time. The removal of case marking form direct objects in the triptote declension (omitting the suffix -an ـاً) did however resulted in an increase in these measures. These results indicate that only some forms of case marking are required in the grammar used by readers for parsing written text.
|
|
| 10. |
- Hofslundsengen, Hilde, et al.
(författare)
-
Immediate and delayed effects of invented writing intervention in preschool
- 2016
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 29:7
-
Tidskriftsartikel (refereegranskat)abstract
- 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. The classroom based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read.
|
|
