| 11. |
- Jarvella, Robert, et al.
(author)
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A comparative study of error detection in discourse
- 1992
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In: Reading and writing. - 0922-4777 .- 1573-0905. ; 4:1, s. 79-94
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Journal article (peer-reviewed)abstract
- A study of error detection in discourse is reported in which children 10 to 13 years old listened to set of expository texts read aloud, read the texts via a moving window simulated on a computer screen, or read them typed on paper. Occasional changes were introduced in the texts, resulting in illformedness at a semantic level, at a morpho-syntactic level, or (in reading) at an orthographic level. The subjects were 278 Swedish 4th and 6th grade pupils. Analysis of d' showed that all test groups performed above chance, that 6th grade children were better at the task, and that errors were easiest to detect while listening. By the same standard, detecting errors when reading was easier from hard copy. However, 4th graders detected both more othographic and morpho-syntactic errors when reading from the moving window, suggesting some advantage in presenting text to younger readers from left to right.
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| 12. |
- Johansson, Roger, et al.
(author)
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Looking at the keyboard or the monitor : relationship with text production processes
- 2010
-
In: Reading and writing. - : Springer Netherlands. - 0922-4777 .- 1573-0905. ; 23:7, s. 835-851
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Journal article (peer-reviewed)abstract
- In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one's own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.
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| 13. |
- Kerestes, Gordana, 1965, et al.
(author)
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Literacy development beyond early schooling: a 4‑year follow‑up study of Croatian
- 2019
-
In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 32:8, s. 1955-1988
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Journal article (peer-reviewed)abstract
- The purpose of this study was to investigate literacy development beyond the early school years. We investigated mean-level and rank-order changes in two reading (word decoding speed and reading comprehension) and two spelling (word and pseudoword spelling accuracy) tasks during a 4-year period from beginning to the later grades of elementary school, and examined whether rank-order changes in liter- acy skills could be predicted from verbal working memory, phonological awareness, and morpho-syntactic awareness. The sample consisted of Croatian speaking chil- dren, poor (n = 50) and good (n = 61) readers. Croatian is a language with a highly transparent orthography but a rather complex grammar. Word decoding speed and word spelling accuracy improved significantly over the study period, word decoding speed more so among good than among poor readers, supporting the Matthew effect hypothesis. Literacy skills were moderately stable, with the highest stability coef- ficients obtained for word decoding speed, and the lowest for pseudoword spelling. The predictors of rank-order changes varied across literacy outcomes, but did not differ for poor and good readers. Morpho-syntactic awareness predicted rank-order development of all outcomes except for word spelling. Phonological awareness pre- dicted rank-order development of reading comprehension and word spelling. Ver- bal working memory predicted rank-order development of word spelling only, and at a low level. The finding that the more language related cognitive variables, i.e., morpho-syntactic and phonological skills, were stronger predictors of literacy devel- opment than working memory, for both poor and good readers, suggests remedial focus on these more predictive variables.
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| 14. |
- Lacerda, Francisco
(author)
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Phonolgoy: An emergent consequence of memory constraints and sensory input
- 2003
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In: Reading and Writing: An Interdisciplinary Journal. - 0922-4777 .- 1573-0905. ; 16:1, s. 41-59
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Journal article (peer-reviewed)abstract
- This paper presents a theoretical model that attempts to account for the early stages of language acquisition in terms of interaction between biological constraints and input characteristics. The model uses the implications of stochastic representations of the sensory input in a volatile and limited memory. It is argued that phonological structure is a consequence of limited memory resources under the pressure of ecologically relevant multi-sensory information.
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| 15. |
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| 16. |
- Nilvius, Camilla, 1974-, et al.
(author)
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Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context
- 2022
-
In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 35, s. 1239-1264
-
Journal article (peer-reviewed)abstract
- Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.
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| 17. |
- Samuelsson, Stefan, et al.
(author)
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Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia
- 2007
-
In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 20:1-2, s. 51-75
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Journal article (peer-reviewed)abstract
- Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory, genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins. © Springer Science+Business Media B.V. 2007.
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| 18. |
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| 19. |
- Stang Lund, Elisabeth, et al.
(author)
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Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
- 2018
-
In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 32:2, s. 335-356
-
Journal article (peer-reviewed)abstract
- The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format, specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly through memory for textual conflicts. Thus, compared to interacting with a single text, interacting with multiple texts improved students’ sourcing performance directly as well as indirectly. Further, the individual factors of prior knowledge and gender affected source-content integration directly, with prior knowledge also having an indirect effect that was mediated by memory for textual conflicts. Specifically, students with higher prior knowledge and girls were likely to display better sourcing performance than were students with lower prior knowledge and boys, and prior knowledge also had an indirect positive effect on sourcing via memory for textual conflicts. Theoretical as well as educational implications of the findings are discussed.
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| 20. |
- Strømsø, Helge, et al.
(author)
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Profles of warm engagement and cold evaluation in multiple‑document comprehension
- 2020
-
In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 33, s. 2337-2359
-
Journal article (peer-reviewed)abstract
- We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model’s assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.
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