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Descriptors:
Memory; Teaching Methods; Foreign Countries; Correlation; Chinese; Visual Perception; Reading Research; Meta Analysis; Effect Size; Reading Skills; Reading Processes; Verbal Ability; Elementary School Students

Abstract:
This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a global construct had a medium correlation effect size (r = 0.32) associated with Chinese reading acquisition. The various visual processing skills differed in their relation to Chinese reading acquisition in different stages. Visual perception, speed of processing visual information, and pure visual memory had low-to-moderate correlations with Chinese reading acquisition in the lower grades (i.e., below second grade), whereas these relations did not retain their magnitude for children in the higher grades (i.e., second through sixth grades). By contrast, visual-verbal association skill was found to account for 34 and 41 % of the variance in children's Chinese reading acquisition in both lower and higher grade levels, respectively. Greater attention to this construct can significantly benefit reading research and instructional practice. No regional differences between studies in Mainland China and Hong Kong were found in the meta-analysis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Neurology; Reading Research; Mandarin Chinese; Alphabets; Second Language Learning; Native Language; English; Written Language; Orthographic Symbols; Phoneme Grapheme Correspondence; Brain Hemisphere Functions

Abstract:
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comparative Analysis; Measurement Techniques; Meta Analysis; Elementary Secondary Education; Research Reports; Reading Writing Relationship; Writing Research; Reading Research; Reading Comprehension; Statistical Analysis; Reading Improvement

Abstract:
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? 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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Reading Comprehension; Reading Fluency; Immersion Programs; Elementary School Students; Grade 3; Structural Equation Models; Native Language; English (Second Language); Second Language Learning; Grade 4; Language Research; Reading Research

Abstract:
Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading comprehension is scarce. This study therefore investigated cross-language transfer between first-language (L1) and second-language (L2) reading fluency and reading comprehension in a group of 220 German elementary school students who were enrolled in English partial immersion programs. Students were tested in grades 3 and 4. Structural equation modeling was used to examine cross-language transfer in a cross-lagged panel design. Results showed moderate cross-language paths when controlling for autoregressive effects. These findings are in line with previous results showing reciprocal transfer effects between L1 and L2 reading comprehension and reading fluency. In addition, the overall dominance of paths from L2 to L1 over paths from L1 to L2 suggests immersion-specific relations that may be attributable to the plentiful opportunities for academic reading in the L2 at school. Hence, skills necessary for successful reading can evidently be acquired in an L2 context and transferred to the L1. These findings underline the importance of cross-language transfer between reading skills in immersion programs. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Evidence; Guidelines; Journal Articles; Response to Intervention; Reading Fluency; Psychometrics; Program Evaluation; Curriculum Based Assessment; Data Collection; Benchmarking; Guides; Publications; Databases; Reading Research; Oral Reading; Decision Making; Reading Skills

Abstract:
Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery. Although the evidence for CBM-R as a screening and benchmarking procedure has been summarized multiple times in the literature, there is no comprehensive review of the evidence for its application to monitor and evaluate individual student progress. The purpose of this study was to identify and summarize the psychometric and empirical evidence for CBM-R as it is used to monitor and evaluate student progress. There was an emphasis on the recommended number of data points collected during progress monitoring and interpretive guidelines. The review identified 171 journal articles, chapters, and instructional manuals using online search engines and research databases. Recommendations and evidence from 102 documents that met the study criteria were evaluated and summarized. Results indicate that most decision-making practices are based on expert opinion and that there is very limited psychometric or empirical support for such practices. There is a lack of published evidence to support program evaluation and progress monitoring with CBM-R. More research is required to inform data collection procedures and interpretive guidelines. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accuracy; Reading Skills; Spelling; Foreign Countries; Writing (Composition); Reading Research; Reading; Phoneme Grapheme Correspondence

Abstract:
Severe enduring reading- and writing-accuracy difficulties seem a phenomenon largely restricted to nations using complex orthographies, notably Anglophone nations, given English's highly complex orthography (Geva and Siegel, "Read Writ" 12:1-30, 2000; Landerl et al., "Cognition" 63:315-334, 1997; Share, "Psychol Bul"l 134(4):584-615, 2008; Torgesen and Davis, "J Exp Child Psychol' 63:1-21, 1996; Vellutino, "J Learn Disabil" 33(3):223, 2000). They seem rare in transparent orthography nations such as Finland, which use highly regular spelling and few spelling rules beyond letter sounds, and most children read and write with impressive accuracy by the end of Year 1 (Holopainen et al., "J Learn Disabil" 34(5):401-413, 2001; Seymour et al., "Br J Psychol" 94:143-174, 2003; Spencer and Hanley, "Br J Psychol" 94(1):1-29, 2003; "J Res Read" 27(1):1-14, 2004). Orthographic complexity has strong and diverse impacts on reading, writing and academic development (Aro, "Learning to read: The effect of orthography," 2004; Galletly and Knight, "Aust J Learn Disabil" 9(4):4-11, 2004; "Aust Educ Res" 38(3):329-354, 2011). Despite these strong effects, orthographic complexity is rarely included as a variable in reading research studies considering evidence from both Anglophone (complex orthography) and transparent-orthography readers, or included in discussion of factors influencing results. This paper discusses the differences in reading-accuracy development and difficulties evidenced in studies of Anglophone (complex-orthography) and transparent-orthography readers. It then explores instances of orthographic complexity not being considered in studies where it may have impacted results. This disregarding of orthographic complexity as a variable in research studies appears an oversight, one likely to be contributing to continuing confusion on many aspects of reading and writing development in both healthy- and low-progress readers. Needs for research in these areas are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Reading Research; Learning Theories; Vocabulary; Semantics; Models; Reading Aloud to Others; Validity; English; Pronunciation; Lexicology; Phonemes; Graphemes; Phoneme Grapheme Correspondence

Abstract:
Two prominent dual-route computational models of reading aloud are the dual-route cascaded (DRC) model, and the connectionist dual-process plus (CDP+) model. While sharing similarly designed lexical routes, the two models differ greatly in their respective nonlexical route architecture, such that they often differ on nonword pronunciation. Neither model has been appropriately tested for nonword reading pronunciation accuracy to date. We argue that empirical data on the nonword reading pronunciation of people is the ideal benchmark for testing. Data were gathered from 45 Australian-English-speaking psychology undergraduates reading aloud 412 nonwords. To provide contrast between the models, the nonwords were chosen specifically because DRC and CDP+ disagree on their pronunciation. Both models failed to accurately match the experiment data, and both have deficiencies in nonword reading performance. However, the CDP+ model performed significantly worse than the DRC model. CDP++, the recent successor to CDP+, had improved performance over CDP+, but was also significantly worse than DRC. In addition to highlighting performance shortcomings in each model, the variety of nonword responses given by participants points to a need for models that can account for this variety. (Contains 5 tables, 2 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interpersonal Relationship; Documentaries; Video Technology; Personal Narratives; Reading Comprehension; Reading Research; Story Telling; Technological Literacy; Reading; Middle School Students; Language Arts

Abstract:
New literacies in reading research demand the study of comprehension skills using multiple modalities through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, this article presents an update to the traditional literature circle lesson to include digital storytelling and multimedia. Digital Storytelling Circles (DSCs) support the idea of creating a "community of learners" who participate in purpose-driven engagement with text to create meaning. Digital storytelling as an activity is not new to English language arts classes, but this article discusses the versatility of digital storytelling and how DSCs provide a framework for social interaction where students create video adaptations of the texts they have read to showcase their comprehension, ultimately producing book trailers, documentaries, or personal narratives, depending on the demands of the text. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Reading Skills; Reading Research; Reading Fluency; Error of Measurement; Intervention; Reliability; Decision Making; Replication (Evaluation); Program Effectiveness

Abstract:
The purpose of this study was to examine the impact of probe variability on the ability to replicate results in brief experimental analysis (BEA) of reading. In the first phase of the study, 41 first- and second- grade students completed 16 oral reading fluency probes. Calculations of probe difficulty were used to identify Low and High Variability probe sets. In the second phase of the study, the performance of 40 second- through fifth-grade students during two reading interventions was compared. The best-performing intervention for each student in the initial trial was replicated during a second trial for only 43% of students regardless of probe variability. The best-performing intervention was replicated for 60% of students when average performance across two trials was compared. Rules for determining the best-performing intervention in academic BEA should consider the standard error of measurement (SEM) for the probe set to be used, the reliability for absolute decisions using the probe set, and the number of replications relative to SEM needed to adequately demonstrate experimental control. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reading Research; Emotional Response; Affective Behavior; Reader Response; Reader Text Relationship; Reading Improvement; Emotional Intelligence; Reading Processes; Change Strategies; Reading Strategies; Psychological Patterns

Abstract:
Moment-to-moment emotions are affective states that dynamically change during reading and potentially influence comprehension. Researchers have recently identified these emotions and the emotion trajectories in reading, tutoring, and problem solving. The primary learning-centered emotions are boredom, frustration, confusion, flow (engagement), delight, surprise, and anxiety. Emotion transitions occur when the text becomes too difficult or easy for the reader and when conceptual obstacles create cognitive disequilibrium. Teachers and computer environments have the potential to improve reading comprehension by detecting and strategically handling the readers' boredom, frustration, and confusion. One frontier in reading research is to understand the complex dance between comprehension and emotions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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