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Prior, Anat; Zeltsman-Kulick, Rita; Katzir, Tami – Journal of Research in Reading, 2020
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th…
Descriptors: Word Recognition, Reading Processes, Elementary School Students, Language Proficiency
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de la Rie, Sanneke; van Steensel, Roel C. M.; van Gelderen, Amos J. S.; Severiens, Sabine – Journal of Research in Reading, 2020
Background: Various conversational contexts elicit stimulating parent-child interactions to a different degree. Shared reading, a scripted activity, is reported to elicit most abstract speech compared with other activities (e.g., toy play). Parental socioeconomic status (SES) is another key predictor of abstract talk. Shared reading can attenuate…
Descriptors: Parent Child Relationship, Reading Aloud to Others, Socioeconomic Status, Parent Background
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Álvarez-Cañizo, Marta; Martínez-García, Cristina; Cuetos, Fernando; Suárez-Coalla, Paz – Journal of Research in Reading, 2020
Background: Prosodic reading is one of the steps needed to achieve reading fluency. It is already known that English children develop their reading prosody from the earliest grades of primary school, showing the greatest improvement between first and second grade, but there are no Spanish studies of the development of reading prosody in the first…
Descriptors: Intonation, Suprasegmentals, Reading Fluency, Grade 1
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Guerin, Julia M.; Sylvia, Allison M.; Yolton, Kimberly; Mano, Quintino R. – Journal of Research in Reading, 2020
Background: Multiple perspectives on cognitive development, including Cattell's Investment Theory (1963, 1987), suggest that fluid reasoning (Gf) is foundational to the development of academic knowledge and skills. Yet little is known of the role that Gf may play in reading achievement, particularly in comparison with a larger literature…
Descriptors: Role, Intelligence, Phonemic Awareness, Word Recognition
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Muñoz, Carla; Valenzuela, Jorge – Journal of Research in Reading, 2020
Background: In this study, we analyse the process of academic reading demotivation in elementary preservice teachers. Academic reading motivation is conceptualised from the Expectancy-Value Theory, with the respective eponymous dimensions as well as interest, attainment, utility, and cost as subcomponents for task value. Methods: These…
Descriptors: Academic Language, Preservice Teachers, Elementary School Teachers, Reading Motivation
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Locher, Franziska; Pfost, Maximilian – Journal of Research in Reading, 2020
Background: In the present paper, we investigated the association between time spent reading and reading comprehension throughout the lifespan. According to the Matthew effect (or rich-get-richer and poor-get-poorer) model, interindividual differences in reading-related skills between poor and average readers become wider as individuals grow…
Descriptors: Time on Task, Reading Comprehension, Reading Skills, Recreational Reading
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Babayigit, Selma; Shapiro, Laura – Journal of Research in Reading, 2020
Aims: The primary aim of this study is to augment our understanding of the component skills that underpin second-language learners' text comprehension by examining the direct and indirect roles of vocabulary knowledge and grammatical skills in second-language learners' listening and reading comprehension. Methods: Our sample included 134 learners…
Descriptors: English (Second Language), Second Language Learning, Grammar, Vocabulary Development
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Calet, Nuria; López-Reyes, Rocío; Jiménez-Fernández, Gracia – Journal of Research in Reading, 2020
Background: Detecting reading comprehension difficulties is challenging because many factors are involved in comprehension ability. Various reading comprehension tests can be used to detect difficulties but often do not yield the same results. Method: Our aim was to analyse the agreement between three commonly used standardised reading…
Descriptors: Reading Comprehension, Reading Difficulties, Nonverbal Ability, Reading Tests
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Guzmán-Simón, Fernando; Gil-Flores, Javier; Pacheco-Costa, Alejandra – Journal of Research in Reading, 2020
Background: Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions.…
Descriptors: Elementary School Students, Reading Achievement, Achievement Tests, Foreign Countries
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Oliveira, Márcia; Levesque, Kyle C.; Deacon, S. Hélène; Mota, Márcia Maria Peruzzi Elia – Journal of Research in Reading, 2020
Background: Reading comprehension is a complex skill, drawing on a range of resources. One is morphological awareness, or the awareness of the smallest meaningful units in language. Testing the predictions of the Simple View of Reading, we evaluate how morphological awareness relates to reading comprehension in a relatively transparent…
Descriptors: Morphology (Languages), Reading Comprehension, Portuguese, Elementary School Students
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Chen, MingLei; Chen, ChiaHsing – Journal of Research in Reading, 2020
Background: Reading researchers have generally considered that reading is an interactive combination of top-down (higher-level language skill) and bottom-up (lower-level language skill) processes. Nevertheless, the mechanisms through which readers apply these skills for online text comprehension are unclear. Methods: The present study thus used…
Descriptors: Language Skills, Text Structure, Eye Movements, Chinese
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Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Journal of Research in Reading, 2020
Background: Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive-linguistic skills (i.e., word dictation and syntactic skills) and…
Descriptors: Syntax, Chinese, Writing (Composition), Elementary School Students
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Lingwood, Jamie; Billington, Josie; Rowland, Caroline – Journal of Research in Reading, 2020
Background: Shared reading interventions can impact positively on preschool children's language development and on their caregiver's attitudes/behaviours towards reading. However, a number of barriers may discourage families from engaging with these interventions, particularly families from lower socio-economic status (SES) backgrounds. We…
Descriptors: Intervention, Reading Instruction, Attendance, Preschool Children
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Fung, Wing Kai; Chung, Kevin Kien Hoa; Lam, Chun Bun – Journal of Research in Reading, 2020
This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory…
Descriptors: Executive Function, Foreign Countries, Young Children, Time Perspective
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Soto, Christian; Gutierrez de Blume, Antonio P.; Carrasco Bernal, Macarena Andrea; Contreras Castro, Marco Antonio – Journal of Research in Reading, 2020
We explored whether performance differences exist between proficient and poor readers on implicit text information. Next, we explored whether indices of meta-cognitive monitoring predicted reading performance. Finally, we examined whether poor and proficient readers exhibited distinct meta-cognitive profiles with respect to reading comprehension…
Descriptors: Cues, Metacognition, Reading Comprehension, Undergraduate Students
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