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
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 character recogn...
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
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 awareness, rapid
automatized naming, orthographic awareness and word reading was administered to
142 Chine...
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
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 //) and orthographic conventions (/ð/, /θ/, // and silent
‘e’). Hebr...
Acquiring the complex English orthography: a triliteracy advantage?
Journal of Research in Reading - Tập 34 Số 1 - Trang 136-156 - 2011
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 Russian
(but only in Hebrew) and Hebr...
Examining the prediction of reading comprehension on different multiple-choice tests
Journal of Research in Reading - Tập 33 Số 3 - Trang 263-283
Exploring the effects of talking book software in UK primary classrooms
Journal of Research in Reading - Tập 23 Số 2 - Trang 149-157 - 2000
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
identification and...
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
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 years) pa...
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
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.MethodsThis
study used Programme of International Student Assessment (PISA) 2018 data to
examine the...
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
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 second grad...
Letter knowledge precipitates phoneme segmentation, but not phoneme invariance
Journal of Research in Reading - Tập 27 Số 3 - Trang 212-225 - 2004
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 eight‐m...
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