Reading and Writing
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Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses
Reading and Writing - Tập 35 - Trang 427-455 - 2021
Motives for writing is a new research area in the field of writing motivation.
Recent studies have identified important motives for students’ writing. Adding
to this nascent foundation, the current study examined relationships between
writing motives, writing self-efficacy and time spent on writing using a sample
of grade 4 Chinese students in Shanghai (n = 619) who completed a questionnaire
asses...
Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth
Reading and Writing - Tập 33 - Trang 2459-2479 - 2020
It is widely accepted that orthographic knowledge comprises two components:
word-specific orthographic knowledge, also termed lexical orthographic
knowledge, and general orthographic knowledge, or sublexical orthographic
knowledge. Until now, the study of the relationship between these components
throughout literacy development has been somehow neglected. In this study, we
examined how they are re...
Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD
Reading and Writing - - 2022
The core of language disorders in children with autism spectrum disorder (ASD)
is the loss of social function in language communication.Futher, the correct use
and processing of personal pronouns is the basis of language social function.
Therefore, clarifying the mechanism of processing the pronoun reference in
children with ASD is a major focus in autism research. Currently, the main
contradictor...
Cognitive and linguistic factors in reading acquisition
Reading and Writing - Tập 24 - Trang 387-394 - 2010
Writing quality in Chinese children: speed and fluency matter
Reading and Writing - Tập 25 - Trang 1499-1521 - 2011
There were two goals of the present study. The first was to create a scoring
scheme by which 9-year-old Chinese children’s writing compositions could be
rated to form a total score for writing quality. The second was to examine
cognitive correlates of writing quality at age 9 from measures administered at
ages 6–9. Age 9 writing compositions were scored using a 7-element rubric;
following confirma...
Reading in multiple Arabics: effects of diglossia and orthography
Reading and Writing - Tập 34 - Trang 2291-2316 - 2021
We tested the effects of diglossia and orthography on reading in Arabic,
manipulating reading in Spoken Arabic (SA), using Arabizi, in which it is
written using Latin letters on computers/phones, and the two forms of the
conventional written form Modern Standard Arabic (MSA): vowelled (shallow) and
unvowelled (deep). 77 skilled readers in 8th grade performed oral reading of
single words and narrat...
Turning frogs into princes: can children make inferences from fairy tales?
Reading and Writing - Tập 23 - Trang 19-29 - 2008
Background This study investigates children’s ability to generate inferences
from narratives containing counterfactual information. Methods 39 typically
developing readers (mean age 10; 05) completed an on-line task in which they
were asked to read short passages, followed by sentences which they had to judge
as true or false. The sentences pertained to either a causal inference or a
static infere...
Functional reading difficulties in Denmark
Reading and Writing - Tập 7 - Trang 257-276 - 1995
In this first Danish study of adult reading skills, 1124 adults between 18 and
67 years of age participated in an interview about reading habits and skills,
and 445 were tested individually at home using six common texts. Great care was
taken to ascertain that subjects were representative of the whole adult
population and that the texts covered most types of everyday reading. Three
percent of the ...
Learning vocabulary through e-book reading of young children with various reading abilities
Reading and Writing - Tập 30 - Trang 1595-1616 - 2017
Previous studies revealed that young children learn novel word meanings by
simply reading and listening to a printed book. In today’s classroom, many
children’s e-books provide audio narration support so young readers can simply
listen to the e-books. The focus of the present study is to examine the effect
of e-book reading with audio narration support on the novel vocabulary learning
of first gra...
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