Journal of Research in Reading

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Chinese children's character recognition: Visuo‐orthographic, phonological processing and morphological skills
Journal of Research in Reading - Tập 35 Số 3 - Trang 287-307 - 2012
Hong Li, Hua Shu, Catherine McBride‐Chang, Hongyun Liu, Hong Peng
Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese characte...... hiện toàn bộ
Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6
Journal of Research in Reading - Tập 43 Số 4 - Trang 482-495 - 2020
Ruibo Xie, Xinchun Wu, Thi Phuong Nguyen, Ying Zhao, Jie Feng
BackgroundThis study examined the developmental relationship between Chinese children's compounding awareness and vocabulary knowledge following a 4‐year longitudinal design.MethodsA test battery that included measures of vocabulary knowledge, compounding awareness, nonverbal IQ, phonological ...... hiện toàn bộ
English as a foreign language spelling: comparisons between good and poor spellers
Journal of Research in Reading - Tập 38 Số 3 - Trang 307-330 - 2015
Susie Russak, Janina Kahn‐Horwitz
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth‐grade, eighth‐grade and 10th‐grade Hebrew first‐language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/æ/, /Λ/ and / hiện toàn bộ
Acquiring the complex English orthography: a triliteracy advantage?
Journal of Research in Reading - Tập 34 Số 1 - Trang 136-156 - 2011
Janina Kahn‐Horwitz, Mila Schwartz, David L. Share
The script‐dependence hypothesis was tested through the examination of the impact of Russian and Hebrew literacy on English orthographic knowledge needed for spelling and decoding among fifth graders. We compared the performance of three groups: Russian–Hebrew‐speaking emerging triliterates, Russian–Hebrew‐speaking emerging biliterates who were not literate in Ru...... hiện toàn bộ
Examining the prediction of reading comprehension on different multiple-choice tests
Journal of Research in Reading - Tập 33 Số 3 - Trang 263-283
Rune Andreassen, Ivar Bråten
Exploring the effects of talking book software in UK primary classrooms
Journal of Research in Reading - Tập 23 Số 2 - Trang 149-157 - 2000
Cathy Lewin
This paper reports on an exploratory study concerning the effectiveness of specific design features in talking book software. Talking book software has the potential to complement current approaches to literacy instruction. In addition to common features such as word pronunciations, the implementation included sub‐syllabic word pronunciations, hints to encourage independent word identifica...... hiện toàn bộ
Contributions of print exposure to first and second grade oral language and reading in Chile
Journal of Research in Reading - Tập 40 Số S1 - 2017
Katherine Strasser, Daniela Vergara, M. Francisca del Río
This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills. Two‐hundred and eighty one children (mean age 6.55 y...... hiện toàn bộ
The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018
Journal of Research in Reading - Tập 45 Số 1 - Trang 137-156 - 2022
Quan Qian, Kit Ling Lau
BackgroundResearch has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China.Methods... hiện toàn bộ
Double dissociations in reading comprehension difficulties among Chinese–English bilinguals and their association with tone awareness
Journal of Research in Reading - Tập 40 Số 2 - Trang 184-198 - 2017
William Choi, Xiuli Tong, S. Hélène Deacon
Poor comprehenders have reading comprehension difficulties but normal word recognition ability. Here, we report the first study, which investigated (i) the dissociation and (ii) the prevalence of L1–L2 reading comprehension difficulties, and (iii) the levels of key metalinguistic skills in poor comprehenders among Chinese‐English bilingual children. From a sample of 124 Chinese–English sec...... hiện toàn bộ
Letter knowledge precipitates phoneme segmentation, but not phoneme invariance
Journal of Research in Reading - Tập 27 Số 3 - Trang 212-225 - 2004
Julia M. Carroll
There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub‐skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an...... hiện toàn bộ
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