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Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure.",{"EN":223,"VI":224},"Comparing effects of different writing activities on reading comprehension: A meta-analysis","So sánh tác động của các hoạt động viết khác nhau đến khả năng đọc hiểu: Một phân tích gộp",{"VOID":226},"citation_journal_title=Review of Educational Research; citation_title=The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis; citation_author=RL Bangert-Drowns, MM Hurley, B Wilkinson; citation_volume=74; citation_publication_date=2004; citation_pages=29-58; citation_doi=10.3102\u002F00346543074001029; citation_id=CR1\ncitation_journal_title=Reading Research Quarterly; citation_title=Effects of instruction in text organization on sixth-grade students’ memory for expository reading; citation_author=SJ Berkowitz; citation_volume=21; citation_publication_date=1986; citation_pages=161-178; citation_doi=10.2307\u002F747843; citation_id=CR2\nBerman, I. 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Unpublished Dissertation, Indiana State University, Terre Haute, IN.\ncitation_title=Meta-analysis: Quantitative methods for research synthesis; citation_publication_date=1986; citation_id=CR37; citation_author=I Wolf; citation_publisher=Sage",{"VOID":228},"10.1007\u002Fs11145-012-9386-3","PUBLICATION","VERIFIED","2025-02-15T04:33:01.502+00:00","Auto 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facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were randomly assigned to either an attention or no attention condition. They studied two sets of novel spoken words paired with pictures and spoken definitions, one set displaying spellings of the words beneath pictures, and one set with no spellings. Tests with no spellings present revealed that children learned pronunciations of words significantly better when spellings had been seen than not seen, and the benefit was still evident 2 weeks after training ended. Superior ability to spell the words by children who saw them showed that spellings were retained in memory to support learning. More advanced readers gained more benefit from spellings over no spellings in learning the words. However, drawing children’s attention to print did not boost memory for the words, suggesting that simple exposure was sufficient to activate grapheme-phoneme connections automatically and bond spellings to pronunciations of words in memory, even in beginning readers. Memory for the meanings of words was not improved by spelling exposure, possibly because children possessed no grapho-semantic mapping system comparable to the grapho-phonemic system to enhance the formation of connections between spellings and meanings in memory.",{"EN":366},"Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect?",{"VOID":368},"[\"7724187233401838726\"]",{"VOID":370},"Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.\nBeck, I. L., McKeown, M. G., & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147–163). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.\nBiemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223–242). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.\nBiemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498–520. doi:10.1037\u002F0022-0663.93.3.498.\nBravo, M. A., & Cervetti, G. N. (2008). Teaching vocabulary through text and experience in content areas. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 130–149). Newark, DE: International Reading Association.\nChall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.\nDale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42(8), 895–948.\nDunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test (4th ed.). Minneapolis, MN: Pearson Assessments.\nEhri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. Mahwah, NJ: Lawrence Erlbaum Associates Inc.\nEhri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. doi:10.1207\u002Fs1532799xssr0902_4.\nEhri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling, memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. doi:10.1080\u002F10888438.2013.819356.\nEhri, L. C., & Wilce, L. S. (1979). The mnemonic value of orthography among beginning readers. Journal of Educational Psychology, 71(1), 26–40. doi:10.1037\u002F0022-0663.71.1.26.\nEzell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult–child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9(1), 36–47. doi:10.1044\u002F1058-0360.0901.36.\nGanske, K. (1999). The developmental spelling analysis: A measure of orthographic knowledge. Educational Assessment, 6(1), 41–70. doi:10.1207\u002FS15326977EA0601_4.\nGanske, K. (2013). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York, NY: Guilford Publications.\nHart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American Children. Baltimore, MD: Paul H. Brookes Publishing Company.\nJubenville, K., Sénéchal, M., & Malette, M. (2014). The moderating effect of orthographic consistency on oral vocabulary learning in monolingual and bilingual children. Journal of Experimental Child Psychology, 12(6), 245–263. doi:10.1016\u002Fj.jecp.2014.05.002.\nJustice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257–269. doi:10.1044\u002F1058-0360.0903.257.\nJustice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech - Language Pathology, 11(1), 17–29. doi:10.1044\u002F1058-0360(2002\u002F003).\nJustice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literary enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35(20), 185–193. doi:10.1044\u002F0161-1461(2004\u002F018).\nJustice, L. M., Kaderavek, J. N., Xitao, F., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67–85. doi:10.1044\u002F016101461(2008\u002F07-0098).\nKame’enui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., Smith, S. B., Sprick, M., Lin, S. J. (1997). Effective strategies for teaching beginning reading. In E. J. Kame’enui & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (pp. 53–92). Des Moines, IA: Prentice-Hall Inc.\nLi, H., Zhang, J., Ehri, L., Chen, Y., Ruan, X., & Dong, Q. (2016). The role of orthography in oral vocabulary learning in Chinese children. Reading and Writing, 29(7), 1363–1381. doi:10.1007\u002Fs11145-016-9641-0.\nLucas, R., & Norbury, C. F. (2014). Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD). Quarterly Journal of Experimental Psychology, 67(7), 1317–1334. doi:10.1080\u002F17470218.2013.859714.\nMcGinty, A. S., Justice, L. M., Piasta, S. B., Kaderavek, J., & Fan, X. (2012). Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors. Early Childhood Research Quarterly, 27(1), 77–89. doi:10.1016\u002Fj.ecresq.2011.05.002.\nMengoni, S. E., Nash, H., & Hulme, C. (2013). The benefit of orthographic support for oral vocabulary learning in children with down syndrome. Journal of Child Language, 40(1), 221–243. doi:10.1017\u002FS0305000912000396.\nMiles, K. P., Ehri, L. C., & Lauterbach, M. D. (2016). Mnemonic value of orthography for vocabulary learning in monolinguals and language minority English-speaking college students. Journal of College Reading and Learning, 46(2), 99–112. doi:10.1080\u002F10790195.2015.1125818.\nNagy, W. E., & Herman, P. A. (1984). Limitations of vocabulary instruction (Report no. 326). Cambridge, MA: Bolt, Beranek, and Newman, Inc.\nNational Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (Report no. 00–4754) Washington, D.C.: National Institute of Child Health and Human Development.\nPerfetti, C., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–214). Amsterdam, NL: John Benjamins Publishing.\nRicketts, J., Bishop, D. M., & Nation, K. (2009). Orthographic facilitation in oral vocabulary acquisition. Quarterly Journal of Experimental Psychology, 62(10), 1948–1966. doi:10.1080\u002F17470210802696104.\nRicketts, J., Dockrell, J. E., Patel, N., Charman, T., & Lindsay, G. (2015). Do children with specific language impairment and autism spectrum disorders benefit from the presence of orthography when learning new spoken words? Journal of Experimental Child Psychology, 13(4), 43–61. doi:10.1016\u002Fj.jecp.2015.01.015.\nRosenthal, J., & Ehri, L. C. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100(1), 175–191. doi:10.1016\u002Fj.jecp.2015.01.015.\nSavaiano, M. E., Compton, D. L., Hatton, D. D., & Lloyd, B. P. (2016). Vocabulary word instruction for students who read braille. Exceptional Children, 82(3), 337–353. doi:10.1177\u002F0014402915598774.\nShare, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. doi:10.1016\u002F0010-0277(94)00645-2.\nShare, D. L. (2008). Orthographic learning, phonology and the self-teaching hypothesis. In R. Kail (Ed.), Advances in child development and behavior (pp. 31–82). Amsterdam: Elsevier.\nSnow, C., Burns, M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academic Press.\nStahl, S. A., & Fairbansk, M. M. (1986). The effects of vocabulary instruction: A model-based meta-anayalsis. Review of Educational Research, 56(1), 72–110. doi:10.3102\u002F00346543056001072.\nVadasy, P. F., & Sanders, E. A. (2015). Incremental learning of difficult words in story contexts: The role of spelling and pronouncing new vocabulary. Reading and Writing, 28(3), 371–394. doi:10.1007\u002Fs11145-014-959-9.\nVygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University Press.\nWeizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265–279. doi:10.1037\u002F0012-1649.37.2.265.\nWells, G. (1985). Language development in the pre-school years. Cambridge: Cambridge University Press.\nWoodcock, R. W. (1998). Woodcock reading mastery tests-revised. 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bài báo này, chúng tôi khám phá các mối quan hệ giữa nhận thức âm thanh về cấu trúc bao pha âm lượng, nhạy cảm ngữ điệu và nhận thức âm vị trong một mẫu gồm 56 trẻ em phát triển bình thường và trẻ em mắc chứng khó đọc phát triển. Chúng tôi kiểm tra xem nhạy cảm với thời gian tăng có liên quan đến nhạy cảm ngữ điệu hay không, và liệu nhạy cảm ngữ điệu có liên quan đến nhận thức âm vị hay không. Nhạy cảm ngữ điệu được đo bằng hai nhiệm vụ phát ngôn lặp lại được mô phỏng trên nền tảng của Kitzen (2001). Trẻ em mắc chứng khó đọc phát triển gặp khó khăn đáng kể trong các nhiệm vụ phát ngôn lặp lại và trong các nhiệm vụ nhận thức âm vị (nhận thức mở và vần). Có những mối quan hệ dự đoán đáng kể giữa xử lý âm thanh cơ bản về cấu trúc bao pha âm lượng (đặc biệt là thời gian tăng), nhạy cảm ngữ điệu, nhận thức âm vị, đọc và viết. Những khó khăn trong xử lý âm thanh đặc trưng cho trẻ em mắc chứng khó đọc phát triển dường như làm giảm nhạy cảm của họ đối với các tín hiệu ngữ điệu ở cấp độ câu như cấu trúc nhịp cũng như âm vị, nhưng trong nghiên cứu này, nhạy cảm âm vị và nhạy cảm ngữ điệu đóng góp một cách độc lập chủ yếu cho việc đọc.","Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness. Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling. The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic sensitivity made largely independent contributions to reading.",{"EN":497,"VI":498},"Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia","Cảm nhận về bao pha âm lượng, ngữ âm và nhạy cảm ngữ điệu ở trẻ em mắc chứng khó đọc phát triển",{"VOID":500},"[\"3374229084986538655\"]",{"VI":502},"cảm nhận bao pha âm lượng, nhạy cảm ngữ điệu, nhận thức âm vị, trẻ em khó đọc, sự phát triển ngôn ngữ",{"VOID":504},"10.1007\u002Fs11145-009-9186-6","2024-04-28T20:26:08.673+00:00",[234],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11145-009-9186-6",[509,526,539],{"id":510,"sortIndex":23,"researcher":22,"roles":511,"affiliations":512,"properties":521,"displayName":523,"givenName":22,"familyName":22},"06c9230d-b2f5-4dab-8574-1dc79b86877a",[241],[513],{"id":514,"sortIndex":23,"affiliation":515,"properties":22},"278b5cfb-ccef-4f22-a9ce-e58c27a69bfa",{"id":514,"createTime":22,"updateTime":22,"relativeEntities":516,"slug":22,"properties":517,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":520,"statistic":22},[],{"title":518},{"VI":519},"Centre for Neuroscience in Education, University of Cambridge, Cambridge, UK",[],{"title":522,"gsAuthor":524},{"VI":523},"Usha 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S. E., & Stevens, K. N. (1981). Phonetic features and acoustic invariance in speech. Cognition, 10, 25–32.","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":628},"10.1007\u002Fs10440-022-00541-7",{"id":630,"text":631,"url":632,"identifiers":633},"1745dfe7-c771-4e17-a589-afb7e45ad0ca","Boets, B., Ghesquiere, P., van Wieringen, A., & Wouters, J. (2007). Speech perception in preschoolers at family risk for dyslexia: Relations with low-level auditory processing and phonological ability. Brain & Language, 101, 19–30.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0093934X06002367",{"doi":634},"10.1016\u002Fj.bandl.2006.06.009",{"id":624,"text":636,"url":626,"identifiers":637},"Choi, J.-Y., Hasegawa-Johnson, M., & Cole, J. (2005). Finding intonational boundaries using acoustic cues related to the voice source. Journal of the Acoustical Society of America, 118(4), 2579–2587.",{"doi":628},{"id":639,"text":640,"url":641,"identifiers":642},"a294b1a2-9ed2-41f0-9fd4-6c9afa7c8d4e","Corriveau, K., & Goswami, U. (2009). Rhythmic motor entrainment in children with speech and language impairment: Tapping to the beat. Cortex, 45, 119–130.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0010945208002426",{"doi":643},"10.1016\u002Fj.cortex.2007.09.008",{"id":624,"text":645,"url":626,"identifiers":646},"Corriveau, K., Pasquini, E., & Goswami, U. (2007). Basic auditory processing skills and specific language impairment: A new look at an old hypothesis. Journal of Speech, Language and Hearing Research, 50, 1–20.",{"doi":628},{"id":22,"text":648,"url":22,"identifiers":649},"Curtin, S., Mintz, T. H., & Christiansen, M. H. (2005). Stress changes the representational landscape: Evidence from word segmentation. Cognition, 96, 233–262.",{},{"id":624,"text":651,"url":626,"identifiers":652},"Cutler, A. (1996). Prosody and the word boundary problem. In J. L. Morgan & K. Demuth (Eds.), Signal to syntax. Bootstrapping from speech to grammar in early acquisition (pp. 87–99). Mahwah, NJ: Lawrence Erlbaum.",{"doi":628},{"id":624,"text":654,"url":626,"identifiers":655},"de Boysson-Bardies, B., Sagart, L., & Durant, C. (1984). Discernible differences in the babbling of infants according to target language. Journal of Child Language, 11(1), 1–15.",{"doi":628},{"id":22,"text":657,"url":22,"identifiers":658},"Dunn, L. M., Dunn, L. M., Whetton, C., & Pintilie, D. (1982). British picture vocabulary scale. Windsor, UK: NFER-Nelson.",{},{"id":22,"text":660,"url":22,"identifiers":661},"Elliott, C. D., Smith, P., & McCullogh, K. (1996). British ability scales (2nd ed.). Windsor, UK: NFER-Nelson.",{},{"id":624,"text":663,"url":626,"identifiers":664},"Findlay, J. M. (1978). Estimates on probability functions: A more virulent PEST. Perception and Psychophysics, 23, 181–185.",{"doi":628},{"id":624,"text":666,"url":626,"identifiers":667},"Fry, D. B. (1954). Duration and intensity as physical correlates of linguistic stress. Journal of the Acoustical Society of America, 26, 138.",{"doi":628},{"id":624,"text":669,"url":626,"identifiers":670},"Gerken, L. (1994). Prosodic structure in young children’s language productions. Language, 72, 683–712.",{"doi":628},{"id":624,"text":672,"url":626,"identifiers":673},"Gerken, L., & McGregor, K. (1998). An overview of prosody and its role in normal and disordered child language. American Journal of Speech-Language Pathology, 7, 38–48.",{"doi":628},{"id":624,"text":675,"url":626,"identifiers":676},"Goetry, V., Wade-Woolley, L., Kolinsky, R., & Mousty, P. (2006). The role of stress processing abilities in the development of bilingual reading. Journal of Research in Reading, 29(3), 349–362.",{"doi":628},{"id":22,"text":678,"url":22,"identifiers":679},"Goswami, U., Fosker, T., Huss, M., Fegan, N., & Szűcs, D. (2008). Developmental dyslexia and auditory perception: The ba\u002Fwa distinction. Manuscript submitted for publication.",{},{"id":624,"text":681,"url":626,"identifiers":682},"Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., et al. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences of the United States of America, 99(16), 10911–10916.",{"doi":628},{"id":624,"text":684,"url":626,"identifiers":685},"Greenberg, S. (1999). Speaking in shorthand—A syllable-centric perspective for understanding pronunciation variation. Speech Communication, 29, 159–176.",{"doi":628},{"id":624,"text":687,"url":626,"identifiers":688},"Greenberg, S. (2006). A multi-tier framework for understanding spoken language. In S. Greenberg & W. Ainsworth (Eds.), Listening to speech—an auditory perspective. Hillsdale, NJ: Lawrence Erlbaum Associates.",{"doi":628},{"id":690,"text":691,"url":692,"identifiers":693},"8d2ffb5c-d62c-4988-bc22-58ed7bfe7e86","Greenberg, S., Carvey, H., Hitchcock, L., & Chang, S. (2003). Temporal properties of spontaneous speech—a syllable-centric perspective. Journal of Phonetics, 31, 465–485.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0095447003000603",{"doi":694},"10.1016\u002Fj.wocn.2003.09.005",{"id":696,"text":697,"url":698,"identifiers":699},"6f2df6ee-e3cf-4733-ad41-d3c20777c726","Hämäläinen, J., Leppanen, P. H. T., Torppa, M., Muller, K., & Lyytinen, H. (2005). Detection of sound rise time by adults with dyslexia. Brain and Language, 94, 32–42.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0093934X04002974",{"doi":700},"10.1016\u002Fj.bandl.2004.11.005",{"id":22,"text":702,"url":22,"identifiers":703},"Hämäläinen, J. A., Salminen, H. K., & Leppänen, P. H. T. (2009). Basic auditory processing deficits in dyslexia: Review of the behavioural, event-related potential and magnetoencephalographic evidence. Journal of Learning Disabilities.",{},{"id":624,"text":705,"url":626,"identifiers":706},"Hayes, B. (1995). Metrical stress theory. Principles and case studies. Chicago and London: The University of Chicago Press.",{"doi":628},{"id":624,"text":708,"url":626,"identifiers":709},"Hoequist, C. A. (1983). The perceptual centre and rhythm categories. Language and Speech, 26, 367–376.",{"doi":628},{"id":624,"text":711,"url":626,"identifiers":712},"Holliman, A. J., Wood, C., & Sheehy, K. (2008). Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness. British Journal of Developmental Psychology, 26, 357–368.",{"doi":628},{"id":22,"text":714,"url":22,"identifiers":715},"Kitzen, K. R. (2001). Prosodic sensitivity, morphological ability and reading ability in young adults with and without childhood histories of reading difficulty (Doctoral dissertation, University of Columbia, 2001). Dissertation Abstracts International, 62 (02), 0460A.",{},{"id":624,"text":717,"url":626,"identifiers":718},"Kochanski, G., Grabe, E., Coleman, J., & Rosner, B. (2005). Loudness predicts prominence: Fundamental frequency adds little. Journal of the Acoustical Society of America, 118(2), 1038–1054.",{"doi":628},{"id":720,"text":721,"url":722,"identifiers":723},"79348ddd-517a-4886-980a-c94de37ff551","Lehiste, I. (1970). Suprasegmentals. Cambridge, Massachusetts\u002FLondon, England: The M.I.T. Press.","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F3811891-suprasegmentals",{"isbn":724,"isbn13":725},"0262120232","9780262120234",{"id":624,"text":727,"url":626,"identifiers":728},"Levitt, H. (1971). Transformed up–down methods in psychoacoustics. 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The basic mechanisms accounting for age-related decline in cognitive function. In D. Park & N. Schwarz (Eds.), Cognitive aging: A primer (pp. 1–20). Philadelphia, PA: Psychology Press.",{},{"id":22,"text":1066,"url":22,"identifiers":1067},"Pickering, M. J., Traxler, M. J., & Crocker, M. W. (2000). Ambiguity resolution in sentence processing: Evidence against frequency-based accounts. Journal of Memory and Language, 43, 447–475.",{"doi":1068},"10.1006\u002Fjmla.2000.2708",{"id":22,"text":1070,"url":22,"identifiers":1071},"Rumelhart, D. E. (1984). Understanding understanding. In J. Flood (Ed.), Understanding reading comprehension (pp. 1–20). Newark, NJ: International Reading Association.",{},{"id":22,"text":1073,"url":22,"identifiers":1074},"Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103, 403–428.",{"doi":1075},"10.1037\u002F0033-295X.103.3.403",{"id":22,"text":1077,"url":22,"identifiers":1078},"Schneider, W., Eschman, A., & Zuccolutto, A. (2002). E-Prime reference guide. Pittsburgh, PA: Psychology Software Tools, Inc.",{},{"id":22,"text":1080,"url":22,"identifiers":1081},"Stine, E. A. (1990). On-line processing of written text by younger and older adults. Psychology and Aging, 5, 68–78.",{"doi":1082},"10.1037\u002F0882-7974.5.1.68",{"id":22,"text":1084,"url":22,"identifiers":1085},"Stine-Morrow, E. A., Ryan, S., & Leonard, J. S. (2000). Age differences in on-line syntactic processing. Experimental Aging Research, 26, 315–322.",{"doi":1086},"10.1080\u002F036107300750015714",{"id":22,"text":1088,"url":22,"identifiers":1089},"Vos, S., Gunter, T., Kolk, H. H. J., & Mulder, G. (2001). Working memory constraints on syntactic processing: An electrophysiological investigation. Psychophysiology, 38, 41–63.",{"doi":1090},"10.1111\u002F1469-8986.3810041",{"id":22,"text":1092,"url":22,"identifiers":1093},"Waters, G., & Caplan, D. (2005). The relationship between age, processing speed, working memory capacity, and language comprehension. Memory, 13, 403–413.",{"doi":1094},"10.1080\u002F09658210344000459",{"id":22,"text":1096,"url":22,"identifiers":1097},"Zacks, R. T., Hasher, L., & Li, K. Z. (2000). Human memory. In F. I. M. Craik & T. A. Salthouse (Eds.), The handbook of aging and cognition (pp. 293–359). Mahwah, NJ: Erlbaum Associates.",{},{"id":1099,"createTime":1100,"updateTime":1101,"relativeEntities":1102,"slug":1103,"properties":1104,"entityType":229,"verifyStatus":230,"verifyTime":1113,"verifyNote":232,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1114,"fullTextUrl":22,"authors":1115,"publicationType":289,"publisherRelationship":1153,"citationCount":23,"citationInfo":1213,"publishDate":1216,"publishYear":1214,"citationAnalyzeStatus":21,"lastCitationAnalyze":1217,"indexDatabases":1218,"openAccess":22,"references":1219,"isForceReanalyzing":355},"1a70a3c0-875e-4785-800b-0d5346d64f68","2023-12-26T07:55:33.009+00:00","2026-04-30T03:20:04.817+00:00",[],"Speech-production-deficits-in-early-readers-predictors-of-risk",{"abstract":1105,"title":1107,"gsPaper":1109,"doi":1111},{"EN":1106},"Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around 5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory were also explored, and appear to account for some of these findings.",{"EN":1108},"Speech production deficits in early readers: predictors of risk",{"VOID":1110},"[\"9580191171373765112\"]",{"VOID":1112},"10.1007\u002Fs11145-011-9300-4","2024-04-29T13:40:48.540+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11145-011-9300-4",[1116,1133],{"id":1117,"sortIndex":23,"researcher":22,"roles":1118,"affiliations":1119,"properties":1128,"displayName":1130,"givenName":22,"familyName":22},"20306b1a-811e-4981-8cf2-f2bc43930622",[241],[1120],{"id":1121,"sortIndex":23,"affiliation":1122,"properties":22},"6586ee14-75d1-48ae-9f8b-de6892b30ceb",{"id":1121,"createTime":22,"updateTime":22,"relativeEntities":1123,"slug":22,"properties":1124,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1127,"statistic":22},[],{"title":1125},{"VI":1126},"Department of Psychology, Loyola Marymount University, Los Angeles, USA",[],{"title":1129,"gsAuthor":1131},{"VI":1130},"Judith G. Foy",{"VOID":1132},"[\"wH4088sAAAAJ\"]",{"id":1134,"sortIndex":256,"researcher":22,"roles":1135,"affiliations":1136,"properties":1148,"displayName":1150,"givenName":22,"familyName":22},"f78e6d5b-f740-4855-89a5-cdd8fd3727c4",[241],[1137],{"id":1138,"sortIndex":23,"affiliation":1139,"properties":1145},"5feca9c0-53be-47f7-8624-0d75920ea366",{"id":1138,"createTime":22,"updateTime":22,"relativeEntities":1140,"slug":22,"properties":1141,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1144,"statistic":22},[],{"title":1142},{"VI":1143},"University of California, Irvine, United States",[],{"title":1146},{"VI":1147},"University of California, Irvine, USA",{"title":1149,"gsAuthor":1151},{"VI":1150},"Virginia A. Mann",{"VOID":1152},"[\"48YwakUAAAAJ\"]",{"url":1114,"publisher":1154,"properties":1208},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1155,"slug":10,"properties":1156,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1160,"manageAffiliations":1177,"indexDatabases":1188,"url":22,"thumbnailPath":22,"statistic":1203,"gsStatistic":22,"type":208,"analyzePriority":22},[],{"issn":1157,"title":1158,"eissn":1159},{"VOID":15},{"EN":17},{"VOID":13},[1161,1165,1169,1173],{"id":26,"createTime":22,"updateTime":22,"relativeEntities":1162,"label":1163,"description":1164,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":29},{},{"id":32,"createTime":22,"updateTime":22,"relativeEntities":1166,"label":1167,"description":1168,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":35},{},{"id":38,"createTime":22,"updateTime":22,"relativeEntities":1170,"label":1171,"description":1172,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":41,"VI":42},{},{"id":45,"createTime":22,"updateTime":22,"relativeEntities":1174,"label":1175,"description":1176,"parentId":22,"standard":22,"scholarHubFieldId":22},[],{"EN":48},{},[1178,1183],{"id":52,"createTime":22,"updateTime":22,"relativeEntities":1179,"slug":22,"properties":1180,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1182,"statistic":22},[],{"title":1181},{"EN":56},[58],{"id":60,"createTime":22,"updateTime":22,"relativeEntities":1184,"slug":22,"properties":1185,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1187,"statistic":22},[],{"title":1186},{"EN":64},[],[1189,1196],{"id":68,"indexDatabase":1190,"url":81,"indexYears":22,"academicFieldIds":1195,"indexDatabaseRanking":22},{"id":70,"createTime":22,"updateTime":22,"relativeEntities":1191,"label":1192,"description":1193,"key":77,"publicationTags":1194,"standard":22},[],{"EN":73,"VI":73},{"EN":75,"VI":76},[79,80],[83,84],{"id":86,"indexDatabase":1197,"url":97,"indexYears":98,"academicFieldIds":1202,"indexDatabaseRanking":104},{"id":88,"createTime":22,"updateTime":22,"relativeEntities":1198,"label":1199,"description":1200,"key":94,"publicationTags":1201,"standard":22},[],{"EN":91,"VI":91},{"EN":91,"VI":93},[96],[100,101,102,103],{"impactFactor":23,"impactFactorByYear":1204,"i10Index":119,"i10IndexLast5Year":120,"totalPublication":121,"totalPublicationByYear":1205,"totalCitation":150,"totalCitationByYear":1206,"totalCitationPerPublication":178,"totalCitationPerPublicationByYear":1207,"hindexLast5Year":207,"hindex":207},{"2012":107,"2013":108,"2014":109,"2015":110,"2016":111,"2017":112,"2018":113,"2019":114,"2020":115,"2021":116,"2022":117,"2023":118},{"1989":123,"1990":124,"1991":125,"1992":126,"1993":125,"1994":127,"1995":128,"1996":124,"1997":128,"1998":120,"1999":129,"2000":130,"2001":131,"2002":132,"2003":130,"2004":133,"2005":134,"2006":135,"2007":136,"2008":137,"2009":138,"2010":139,"2011":138,"2012":140,"2013":141,"2014":135,"2015":142,"2016":143,"2017":144,"2018":145,"2019":146,"2020":147,"2021":148,"2022":149,"2023":145,"2024":132},{"1989":152,"1990":153,"1991":154,"1992":155,"1993":156,"1994":157,"1995":158,"1996":159,"2004":147,"2005":160,"2006":161,"2007":162,"2008":163,"2009":164,"2010":165,"2011":166,"2012":167,"2013":168,"2014":169,"2015":170,"2016":171,"2017":172,"2018":173,"2019":174,"2020":175,"2021":176,"2022":136,"2023":177,"2024":120},{"1989":180,"1990":181,"1991":182,"1992":183,"1993":184,"1994":185,"1995":186,"1996":187,"2004":188,"2005":189,"2006":190,"2007":191,"2008":192,"2009":193,"2010":194,"2011":195,"2012":196,"2013":197,"2014":198,"2015":199,"2016":200,"2017":201,"2018":202,"2019":203,"2020":204,"2021":205,"2022":117,"2023":114,"2024":206},{"pages":1209,"volume":1211},{"VOID":1210},"799-830",{"VOID":1212},"25",{"total":23,"publishYear":1214,"statisticByYear":1215},2011,{},"2011-02-17","2026-04-30T03:20:04.816+00:00",[79,104],[1220,1223,1226,1229,1232,1235,1238,1241,1244,1247,1250,1253,1256,1259,1262,1265,1268,1274,1277,1280,1283,1286,1289,1292,1295,1298,1301,1304,1307,1310,1313,1316,1319,1322,1325,1328,1331,1334,1337,1340,1346,1349,1352,1355,1358,1361,1364,1367,1370,1373,1379,1382,1385,1388,1391,1394,1397,1403,1406,1412,1415,1418,1421,1424,1430,1433,1436,1439,1442,1446,1449,1452,1455,1458,1461,1464,1467,1470],{"id":624,"text":1221,"url":626,"identifiers":1222},"Al Otaiba, S., & Torgesen, J. 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How should ‘unresponsiveness’ to secondary intervention be operationalized? It is all about the nudge. Journal of Learning Disabilities, 39(2), 170–173.",{},{"id":624,"text":1257,"url":626,"identifiers":1258},"Dahlin, E., Neely, A. S., Larsson, H., Backman, L., & Nyberg, L. (2008). Transfer of learning after updating training mediated by the striatum. Science, 320, 1510–1512.",{"doi":628},{"id":624,"text":1260,"url":626,"identifiers":1261},"Diamond, A. (2005). Attention-deficit disorder (attention-deficit\u002Fhyperactivity disorder without hyperactivity): A neurobiologically and behaviorally distinct disorder from attention-deficit\u002Fhyperactivity disorder (with hyperactivity). Development and Psychopathology, 17, 807–825.",{"doi":628},{"id":624,"text":1263,"url":626,"identifiers":1264},"Engel, P. M. J., Sanos, F. H., & Gathercole, S. E. (2008). Are working memory measures free of socio-economic influence? 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Effectiveness of the Bookworm Project: A university-school partnership providing low-cost, research-based early reading intervention for at-risk kindergarteners. Early Childhood Services, 3(4), 281–300.",{},{"id":624,"text":1278,"url":626,"identifiers":1279},"Foy, J. G., & Mann, V. A. (2006). Changes in letter sound knowledge are associated with development of phonological awareness in preschool children. Journal of Research in Reading, 29(2), 143–161.",{"doi":628},{"id":624,"text":1281,"url":626,"identifiers":1282},"Gathercole, S. E., Alloway, T. P., Willis, C. S., & Adams, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93, 265–281.",{"doi":628},{"id":624,"text":1284,"url":626,"identifiers":1285},"Gathercole, S. E., & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? 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Journal of the Academy of Adolescent and Child Psychiatry, 44(2), 177–186.",{"doi":628},{"id":22,"text":1323,"url":22,"identifiers":1324},"Leather, V. J., & Henry, L. A. (1994). Working memory spans and phonological tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58, 88–111.",{},{"id":624,"text":1326,"url":626,"identifiers":1327},"Leitao, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: Long-term follow-up. International Journal Language Communication Disorders, 39, 245–256.",{"doi":628},{"id":22,"text":1329,"url":22,"identifiers":1330},"Mann, V. A., & Foy, J. G. (2003). Speech development, phonological awareness, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149–173.",{},{"id":624,"text":1332,"url":626,"identifiers":1333},"Mann, V. A., & Foy, J. G. (2007). Speech production patterns and phonological awareness in preschool children. 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A group of children completed reading and cognitive measures between Kindergarten (5–6 years old) and Grade 7 (12–13 years old). Our results showed that 22 % of children were identified as at-risk for reading deficits in Kindergarten, but only 6 % of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. 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Circle Pines, MN: American Guidance Service.",{"VOID":1489},"10.1007\u002Fs11145-013-9472-1","2024-05-16T10:06:31.997+00:00","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs11145-013-9472-1",[1493,1510],{"id":1494,"sortIndex":23,"researcher":22,"roles":1495,"affiliations":1496,"properties":1505,"displayName":1507,"givenName":22,"familyName":22},"96754bac-a894-4b8f-ac91-78cff4badc87",[241],[1497],{"id":1498,"sortIndex":23,"affiliation":1499,"properties":22},"5360c72c-c91f-4f90-8622-59f6bb1ba2a1",{"id":1498,"createTime":22,"updateTime":22,"relativeEntities":1500,"slug":22,"properties":1501,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1504,"statistic":22},[],{"title":1502},{"VI":1503},"Department of Educational and Counselling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, Canada",[],{"title":1506,"gsAuthor":1508},{"VI":1507},"Marita Partanen",{"VOID":1509},"[\"PdJb-YwAAAAJ\"]",{"id":1511,"sortIndex":256,"researcher":22,"roles":1512,"affiliations":1513,"properties":1520,"displayName":1522,"givenName":22,"familyName":22},"43271ee5-0db8-41a9-9a0a-0c37f3faea5a",[241],[1514],{"id":1498,"sortIndex":23,"affiliation":1515,"properties":22},{"id":1498,"createTime":22,"updateTime":22,"relativeEntities":1516,"slug":22,"properties":1517,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1519,"statistic":22},[],{"title":1518},{"VI":1503},[],{"title":1521},{"VI":1522},"Linda S. 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However, the relations between specific components of EF and language are unclear. This study examined these relations among young children in three Asian countries. A series of EF and language tasks was administered to 700 children (350 girls) aged from 3 to 6 years from urban and rural areas in Bangladesh (n = 232), China (n = 233), and India (n = 235). Overall EF was positively associated with oral language and literacy after controlling for age, socio-demographic variables, and country. Hierarchical linear regression analyses examined the associations of three EF components (working memory, shifting, and inhibitory control) with oral language and literacy. In all three contexts, inhibitory control was significantly associated with oral language; and working memory was significantly associated with literacy. Specific patterns of relations between EF components and language were observed across contexts. Future research may consider whether these findings can be generalized to different language systems.",{"EN":1596},"Relation between executive function and early language and literacy development in Bengali, Chinese, and Hindi",{"VOID":1598},"[]",{"VOID":1600},"Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189–208. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0021-9924(03)00019-4\nBlair, C. (2016). Developmental science and executive function. Current Directions in Psychological Science, 25(1), 3–7. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0963721415622634\nBlair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8624.2007.01019.x\nBlese, D., Makransky, G., Dale, P. S., Højen, A., & Ari, B. A. (2016). Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37(6), 1461–1476. https:\u002F\u002Fdoi.org\u002F10.1017\u002Fs0142716416000060\nBright, W. (2000). A matter of typology: Alphasyllabaries and abugidas. Studies in the Linguistic Sciences, 30(1), 63–71.\nCebolla-Boado, H., Radl, J., & Salazar, L. (2017). Preschool education as the great equalizer? A cross-country study into the sources of inequality in reading competence. Acta Sociologica, 60(1), 41–60. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0001699316654529\nChung, K. K. H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese word reading. Journal of Educational Psychology, 103(4), 909–921. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0024744\nDeak, G. O. (2003). The development of cognitive flexibility and language abilities. In R. V. Kail (Ed.), Advances in child development and behavior (Vol. 31, pp. 271–327). Academic Press.\nDuncan, R. 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J., Mangis, H. A., & McCoy, E. L. B. (2006). Substantive validity of working memory measures in major cognitive functioning test batteries for children. Applied Neuropsychology, 13(4), 230–241. https:\u002F\u002Fdoi.org\u002F10.1207\u002Fs15324826an1304_4\nMather, C., & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. M. Joshi & C. McBride (eds.), Handbook of literacy in akshara orthography (pp. 279–309). Springer. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-030-05977-4_15\nMcClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2006.09.003\nMcClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). 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Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(5), 1263–1294.",{"VOID":1602},"10.1007\u002Fs11145-022-10285-3","2024-05-17T03:37:06.894+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11145-022-10285-3",[1606,1621],{"id":1607,"sortIndex":23,"researcher":22,"roles":1608,"affiliations":1609,"properties":1618,"displayName":1620,"givenName":22,"familyName":22},"57e6bd4d-e969-4e44-9a18-48f77141d543",[241],[1610],{"id":1611,"sortIndex":23,"affiliation":1612,"properties":22},"3408a9d4-d44b-4458-8047-4231f120a01d",{"id":1611,"createTime":22,"updateTime":22,"relativeEntities":1613,"slug":22,"properties":1614,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1617,"statistic":22},[],{"title":1615},{"VI":1616},"Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong SAR",[],{"title":1619},{"VI":1620},"Stephanie W. Y. Chan",{"id":1622,"sortIndex":256,"researcher":22,"roles":1623,"affiliations":1624,"properties":1631,"displayName":1633,"givenName":22,"familyName":22},"b1e7fdcf-f03f-446e-bc23-893ba03f5461",[241],[1625],{"id":1611,"sortIndex":23,"affiliation":1626,"properties":22},{"id":1611,"createTime":22,"updateTime":22,"relativeEntities":1627,"slug":22,"properties":1628,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1630,"statistic":22},[],{"title":1629},{"VI":1616},[],{"title":1632},{"VI":1633},"Nirmala 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purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.",{"EN":1709},"Comparing the effects of different book reading techniques on young children’s language development",{"VOID":1711},"[\"2649645571280061983\"]",{"VOID":1713},"Acarlar, F. (2005). Türkçe ediniminde gelişimsel özelliklerin dil örneği ölçümleri açısından incelenmesi [Examination of developmental characteristics in terms of language sample in Turkish acquisition]. Turkish Journal of Psychology, 20(56), 61–74.\nAcarlar, F., & Johnston, J. R. (2011). Acquisition of Turkish grammatical morphology by children with developmental disorders. International Journal of Language and Communication Disorders, 46(6), 728–738.\nAlsumait, A., & Al-Musawi, Z. S. (2013). 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Shared book reading by parents with young children: Evidence-based practice. Australasian Journal of Early Childhood, 39(1), 50. https:\u002F\u002Fdoi.org\u002F10.1177\u002F183693911403900107.\nŞimşek, Z. C., & Işıkoğlu Erdogan, N. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Procedia-Social and Behavioral Sciences, 197, 754–758. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.sbspro.2015.07.172.\nSnell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560–571. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftrtr.1347.\nSutton, M., Sofka, A., Bojczyk, K. E., & Curenton, S. M. (2007). Assessing the quality of storybook reading. In C. L. Pence (Ed.), Assessment in emergent and early literacy (pp. 227–265). San Diago, USA: Plural Publishing.\nTetik, G., & Işıkoğlu Erdoğan, N. (2017). Diyaloğa dayalı okumanın 48-60 aylık çocukların dil gelişimine etkisi. Kastamonu Eğitim Dergisi, 25(2), 1–16.\nTopbaş, S., & Güven, S. (2011). Test of Early Language Development: Turkish (Teld3: T). Türkçe Erken Dil Gelişimi Testi (TEDİL). Ankara, Turkey: Detay Yayıncılık.\nTowson, J. A., Gallagher, P. A., & Bingham, G. E. (2016). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Journal of Early Intervention, 38(4), 230–246. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1053815116668643.\nVerhallen, M. J., & Bus, A. G. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102(1), 54. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0017133.\nWasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. 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Journal of Applied Developmental Psychology, 24(1), 1–15. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0193-3973(03)00021-2.\nZipke, M. (2017). Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension. 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Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out for its epistemic value and its contribution to constructive learning processes. However, there are no known educational interventions that have combined these two didactic activities to teach science. The objective of this research was to compare the impact of four intervention programs, based on deliberative dialogues and argumentative synthesis writing activities, on the learning of socio-scientific content. The four programs resulted from the combination of two instructional components (Explicit Instruction; Guide), while deliberative dialogues and argumentative syntheses were constant elements. We conducted a pre-post quasi-experimental study in which participated 151 Spanish third grade secondary school students. Socio-scientific learning was evaluated through a content test made up of open questions. The results showed all students progressed in their socio-scientific knowledge. Instructional practices did not have a direct effect on content learning. However, we observed an indirect effect of explicit instruction on learning socio-scientific content, through learning of argumentative synthesis writing. 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Journal of Research in Science Teaching, 39, 35–62. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftea.10008","https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftea.10008",{"mag":2393,"openalex":2394,"doi":2395},"1978941103","W1978941103","10.1002\u002Ftea.10008",{"id":2397,"createTime":2398,"updateTime":2399,"relativeEntities":2400,"slug":2401,"properties":2402,"entityType":229,"verifyStatus":230,"verifyTime":2412,"verifyNote":232,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":2413,"fullTextUrl":22,"authors":2414,"publicationType":289,"publisherRelationship":2445,"citationCount":22,"citationInfo":22,"publishDate":2504,"publishYear":2505,"citationAnalyzeStatus":1696,"lastCitationAnalyze":2506,"indexDatabases":2507,"openAccess":22,"references":22,"isForceReanalyzing":355},"ec28dc7c-b8f9-4a71-80cf-fd846bff1062","2024-02-10T01:47:42.487+00:00","2026-02-28T00:20:25.300+00:00",[],"Parents-support-during-different-writing-tasks-a-comparison-between-parents-of-precocious-readers-preschoolers-and-school-age-children",{"abstract":2403,"title":2405,"gsPaper":2407,"references":2408,"doi":2410},{"EN":2404},"The study aimed to deepen the understanding of parental sensitivity to their children’s abilities and the nature of their scaffolding during writing tasks. We compared the parent–child writing interactions of three groups: precocious readers (PRs), same age preschoolers (SA), and older children with the same reading level (SRL) as the PRs. Each of 60 parent child-dyads was videotaped during three writing activities that varied in their structure level: word writing, writing a birthday invitation, and free writing within a wordless children’s book. Interactions were analyzed for parental literacy-specific, social-emotional, and general cognitive support. Results demonstrated parents’ sensitivity to their children’s developmental level and skills. Parents of PRs showed levels of literacy-specific support similar to parents of older children with the SRL, and higher than parents of SA non-reading children. Parents of PRs resembled parents of SA preschoolers and provided their children with more social-emotional support than parents of the older SRL children. The general cognitive support of parents of PRs was higher than that of the two other groups. Moreover, parents of PRs referred to writing conventions and showed more responsiveness than parents in the other two groups. Parents in all three groups emphasized literacy-specific support during the more structured writing tasks (words and invitation), and placed greater emphasis on the social-emotional and general cognitive support during the least structured task (free writing within the wordless book). Beyond these differences, parents demonstrated a consistent support style. We discuss parent–child writing interactions as a context for early literacy development.",{"EN":2406},"Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children",{"VOID":1598},{"VOID":2409},"Anbar, A. (1986). Reading acquisition of preschool children without systematic instruction. 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