| 1. |
- Dylman, Alexandra S., et al.
(author)
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Effects of orthography in the picture‑word task : Evidence from Japanese scripts
- 2022
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In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 35, s. 55-91
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Journal article (peer-reviewed)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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| 2. |
- Furnes, Bjarte, et al.
(author)
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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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In: Reading and writing. - : SPRINGER. - 0922-4777 .- 1573-0905.
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Journal article (peer-reviewed)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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| 3. |
- Graham, Steve, et al.
(author)
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Teaching writing in the primary grades in Norway : a national survey
- 2020
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In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 34:2, s. 529-563
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Journal article (peer-reviewed)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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| 4. |
- Hallberg, Andreas, 1985, et al.
(author)
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Parsing written language with non-standard grammar : An eye-tracking study of case marking in Arabic
- 2020
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In: Reading and Writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905.
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Journal article (peer-reviewed)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.
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| 5. |
- 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
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In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 35, s. 1239-1264
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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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| 6. |
- Strømsø, Helge, et al.
(author)
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Profles of warm engagement and cold evaluation in multiple‑document comprehension
- 2020
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In: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 33, s. 2337-2359
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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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| 7. |
- Tarchi, Christian, et al.
(author)
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Recursivity in source-based writing : a process analysis
- 2023
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In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905.
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Journal article (peer-reviewed)abstract
- In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.
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| 8. |
- Vandermeulen, Nina, et al.
(author)
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In search of an effective source use pattern for writing argumentative and informative synthesis texts
- 2020
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In: Reading and Writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 33, s. 239-266
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Journal article (peer-reviewed)abstract
- In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during synthesis writing processes, and its effect on text quality. The writing processes of 294 Dutch secondary students (grade 10–12) were logged using keystroke logging software Inputlog. Two different synthesis text genres were investigated of which three source-related process measures were analysed: the relative time spent in the sources, the transitions per minute between the sources, and the transitions per minute between the synthesis text and the sources. First, the study explored the effect of temporal distribution and genre (argumentative or informative synthesis) on the writing process, providing insights into the distribution of source-related writing activities over the process intervals and the possible influence of genre on this distribution. Secondly, the individual source-related process measures were linked to text quality. Thirdly, via polynomial regression analyses, the various source-related activities and their temporal distribution were taken into account in an integrated way to identify patterns of effective source use. These patterns vary across genre and explain a considerable amount of variance in the data (24.6% for argumentative synthesis texts, 16.2% for informative synthesis texts). Our findings can be used to develop process-oriented feedback, giving students an insight into their synthesis writing process.
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| 9. |
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| 10. |
- Vandermeulen, Nina, et al.
(author)
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Learning to write syntheses : the effect of process feedback and of observing models on performance and process behaviors
- 2024
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In: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 37, s. 1375-1405
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Journal article (peer-reviewed)abstract
- Writing a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process’ orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. (Written Communication, 40(1), 90–144, 2023) on the effect of keystroke logging data-based process feedback with feed-forward exemplars when compared to national baseline performances. In addition, we report the effect of a brief extension in which learners had the opportunity to observe an enacted model of their choice, showing one of three orchestrations of the initial stage of writing a synthesis task. A total of 173 10th—grade students were randomly assigned to a process feedback condition with or without added models. A baseline, consisting of a nationally representative sample of upper-secondary students’ texts and processes, served as an alternative control group. Results showed that the process feedback, both with and without observation, had a significant effect on text quality. Regarding the process data, students in the feedback condition had a more prominent focus on the sources as they spent more time in them and switched more often between text and sources, compared to the baseline. The observation task magnified this effect.
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