Reading Development

This research has cautiously reviewed past studies on Meta cognitive strategies encompassing on planning, monitoring and evaluating learners. The basic purpose of these reviews was to identify strategies to assist children in enhancing their reading and understanding potential. On basis of those reviews seven well defined strategies were formulated for the teachers to apply in a group of 8-9 years old learners for developing reading comprehension by an experiment. Study indicates that if proper strategies applied during reading sessions, positive change in the learners is significant. This study is helpful for readers specially teachers to consider cognitive and metacognitive strategies as a mean to plan their reading lessons on vocabulary building, making connections, questioning, summarizing, predicting, visualizing and monitoring. Therefore, it is recommended that these strategies be incorporated for teaching English reading lessons.

Akademisk avhandling för filosofie doktorsexamen i svenska som andraspråk, som med tillstånd av Humanistiska fakultetens dekanus vid Göteborgs universitet kommer att försvaras offentligt fredagen den 14 juni 2019 kl. 13.15 i T302, Olof Wijksgatan 6, Göteborg (Gamla hovrätten). Metadata, citation and similar papers at core.ac.uk

Akademisk avhandling för filosofie doktorsexamen i svenska som andraspråk, som med tillstånd av Humanistiska fakultetens dekanus vid Göteborgs universitet kommer att försvaras offentligt fredagen den 14 juni 2019 kl. 13.15 i T302, Olof Wijksgatan 6, Göteborg (Gamla hovrätten). Metadata, citation and similar papers at core.ac.uk

Introducción. Maestros e investigadores necesitan con frecuencia evaluar la lectura de palabras en grupo y en poco tiempo. El test LEO-1-min fue creado para medir la lectura de palabras a través de una tarea de decisión léxica donde el examinado debe identificar pseudopalabras dentro de una lista de palabras frecuentes. Método. Participaron 284 niños de 1º to 6 º de una escuela pública concertada. Se crearon cuatro formas alternativas del LEO-1-min, cada una con 180 estímulos (132 palabras y 48 pseudopalabras). Resultados. Los resultados mostraron que una adecuada fiabilidad para formas alternas (rango rs = de .57 a .81). Se encontraron altas correlaciones entre las puntaciones en el LEO-1min y las de un test estandardizado de lectura en voz alta. El análisis discriminante de las puntuaciones del LEO-1-min mostró un alto nivel de éxito en la predicción del rendimiento en lectura oral. La fiabilidad de las puntuaciones del LEO-1-min es aceptable a buena. La tarea de decisión léxica del LEO-1-min mostró una alta correlación con la lectura oral, lo que apoya el uso de la decisión léxica como test grupal para identificar rápidamente lectores con pobre lectura de palabras. Se ofrece la Forma A del test y baremos provisionales por curso. Palabras clave: Lectura de palabras, desarrollo lector, test de lectura, tareas de decisión léxica. Propiedades psicométricas de una prueba de lectura de palabras (LEO-1-min)

In the research on learning to read, it is fundamental to address the characteristics of the languages investigated, such as orthographic depth and syllabic structure. On the one hand, orthographic depth is understood as the reliability of print-to-speech correspondences (see . Orthography is considered shallow when grapheme-phoneme correspondences are one-to-one 1:1 and deep when rules of correspondences are far from being one-to-one. Orthographic depth has been extensively investigated, and cross-language empirical research has pointed out the following facts: first, the rhythm of learning letter-sound relationships varies depending on orthographic depth, and it is easier to learn to read in shallow orthographies than in deep ones (e.g., ; second, cognitive predictors of reading vary depending on orthographic

Many people today find it hard to read long books or understand deep ideas because they are distracted by phones and social media. This problem is called a “crisis of comprehension,” where our brains get lazy and stop thinking for themselves. This essay explains why we need to start “deep reading” again to truly understand what writers mean. It also looks at a critic named Sophia Corwin, who says there is no real problem, and explains why her thinking might be missing the bigger picture.

Diffusion MRI (dMRI) is a powerful imaging modality that allows us to non-invasively examine the organization and integrity of fibrous tissue, particularly the brain's white matter. The result of a dMRI scan is a 3D image where each voxel contains a model that describes the local diffusion pattern of water molecules. The complicated nature and high dimensionality of these voxel-wise models make dMRI analysis especially challenging. The challenges increase when we look at dMRI scans from infants born prematurely. The smaller brain size for these infants, and the still-emerging brain structures these infants possess, increase the challenges involved in processing, analyzing, and interpreting dMRI scans. This thesis introduces four computational contributions in the area of dMRI analysis that attempt to address challenges exacerbated when imaging the preterm infant brain. Specifically, these four contributions are: (a) the first information content estimators for unaltered dMRI data, including a mutual information estimator for image registration; (b) a novel dMRI segmentation algorithm based on a cross-sectional piecewise constant image model; (c) the first global, closed-form probabilistic tractography algorithm, one where tracts compete for space in the brain; and (d) STEAM: the first patient-specific statistical abnormality mapping technique. In these four contributions, we model the dMRI data more accurately in order to improve the accuracy of dMRI analysis techniques, particularly in the presence of the small brain sizes and still-emerging brain structures seen in preterm infant dMRI. We further make the source code for these contributions publicly available to aid in the reproducibility of our research.

Two eye-movement experiments with one hundred and seven first-through fifth-grade children were conducted to examine the effects of visuomotor and linguistic factors on the recognition of words and pseudowords presented in central vision (using a variable-viewingposition technique) and in parafoveal vision (shifted to the left or right of a central fixation point). For all groups of children, we found a strong effect of stimulus location, in both central and parafoveal vision. This effect corresponds to the children's apparent tendency, for peripherally located targets, to reach a position located halfway between the middle and the left edge of the stimulus (preferred viewing location, PVL), whether saccading to the right or left. For centrally presented targets, refixation probability and lexical-decision time were the lowest near the word's center, suggesting an optimal viewing position (OVP). The viewing-position effects found here were modulated (1) by print exposure, both in central and parafoveal vision; (2) by the intrinsic qualities of the stimulus (lexicality and word frequency) for targets in central vision but not for parafoveally presented targets.

Eye-tracking methods have become a valuable tool for reading research, as they provide significant evidence on the behavioral and cognitive performance of developing readers. They also help identify reading behavior patterns among children with neurodevelopmental conditions, such as reading difficulties (RD) or attention-deficit hyperactivity disorder (ADHD). In this paper, we reviewed relevant literature (73 empirical studies) from 2008 to 2023 (15 years). We documented how reading performance was measured through eye-tracking methodology among typical and atypical readers across various languages. To ensure a rigorous and transparent review, we adhered to the PRISMA framework, defined keywords, established inclusion and exclusion criteria, conducted data extraction, and employed a multi-phase selection process. We focused on research samples, stimulus designs, independent variables, eye-tracking systems, and metrics. The results indicated that research involving typically developing children mainly included participants from primary school and employed various eye-tracking methods, with English being the most studied language. Studies on children with RD and ADHD varied significantly in participants' sample sizes, languages, and experimental designs. The discussion emphasizes the need for standardized data-collection procedures to enhance the reliability and comparability of findings, thereby supporting the development of effective interventions and instructional methods for reading difficulties.

Until at least the end of adolescence, children articulate speech differently than adults. While this discrepancy is often attributed to the maturation of the speech motor system, we sought to demonstrate that the development of spoken language fluency is shaped by complex interactions across motor and cognitive domains. In this study, we specifically tested for a relationship between reading proficiency and coarticulatory organization, a fundamental correlate of spoken language fluency, used for both reading aloud and conversational speech. We conducted reading assessments and ultrasoundbased kinematic measurements of intersegmental coarticulation in a group of 32 German children. In German, a language which supports rather consistent grapheme-to-phoneme relationships, reading aloud uses similar phoneme to speech motor gesture correspondences as well as coarticulatory mechanisms as conversational speech. Using general additive modeling we found that better readers exhibited lower degrees of intersegmental coarticulation than poorer readers. This study therefore provides evidence that reading proficiency interacts with coarticulatory patterns in beginning readers. It suggests that in addition to maturational factors, interactions between speech motor ability and other co-developing skills must be considered to fully account for spoken language fluency.

Learning to read is a crucial milestone in children’s development that has a lasting impact on socioeconomic integration and professional success. In transparent orthographies (e.g., German) bearing consistent relations
between graphemes and phonemes, beginning readers rely on sequential grapheme-to-phoneme recoding. This leads to early segmental accuracy but protracts word reading fluency. The present study revisited the seriality in
word reading with innovative kinematic measurements of anticipatory coarticulation, an essential feature of speech fluency. We employed ultrasound imaging to investigate German beginning and proficient readers’
tongue movements when reading aloud or repeating acoustically presented pseudowords. Using generalized additive mixed models, we show that unlike adults, children in 2nd and 3rd grade initiated lingual gestures for target
vowels substantially later in the Reading compared to the Repetition condition. Their extent of anticipatory coarticulation was therefore lower in the former than in the latter condition. The present study provides first evidence that after 2 years of formal reading training, children still lack phonemic blending fluency when reading aloud.
It further demonstrates the potential of kinematic measurements to detect fine-grained differences in phonological recoding not revealed by standard measures of reading fluency. Implications for models of oral word reading
and its development, as well as developmental changes in phonological representations, are discussed.

Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading acro...

Five years of emergent literacy and literacy data from 2002 to 2007 were reviewed for first through third graders in a small, rural school in the Midwest. Forty first graders had received Reading Recovery services over that time span. Their scores on DIBELS were compared to 41 low average to average students. Subsequent placement in special education and Title I Reading was also tracked. Results indicate that the Reading Recovery students were just as proficient in emergent literacy skills such as phonemic awareness, but they scored significantly lower on a reading fluency measure. Most of them (78%) required subsequent reading services in second and/or third grades. Implications of the findings are discussed. The passage of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has led to an increased emphasis on the provision of scientific, research-based interventions prior to eligibility determination in special education. IDEA 2004 also allows local edu...

Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains unclear to what extent skill level in these temporal aspects of music may uniquely contribute to the prediction of reading outcomes. A longitudinal design was used to test a groupadministered musical sequence transcription task (MSTT). This task was designed to preferentially engage sequence processing skills while controlling for fine-grained pitch discrimination and rhythm in terms of temporal grouping. Forty-five children, native speakers of Portuguese (M age = 7.4 years), completed the MSTT and a cognitive-linguistic protocol that included visual and auditory working memory tasks, as well as phonological awareness and reading tasks in second grade. Participants then completed reading assessments in third and fifth grade. Longitudinal regression models showed that MSTT and phonological awareness had comparable power to predict reading. MSTT showed an overall classification accuracy for identifying low-achievement readers in grades 2, 3 and 5 that was analogous to a comprehensive model including core predictors of reading disability. In addition, MSTT was the variable with the highest loading and the most discriminatory indicator of a phonological factor. These findings carry implications for the role of temporal sequence processing in contributing to the relationship between music and language and the potential use of MSTT as a language-independent, time-and cost-effective tool for the early identification of children at-risk for reading disability.

This study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional development training modules (alphabetics and fluency) and four surveys (one before and one after each module). Surveys assessed teachers' confidence and knowledge consistent with the primary elements of the TPACK model (i.e., content, pedagogy, technology). Knowledge gains were observed for fluency content, but not alphabetics content. Across the program, there were gains in pedagogical knowledge and teachers' confidence. Given the importance of technology in the present study, additional analyses involving intersections of key elements with technology were examined. Outcomes supported the importance of technological pedagogy for the overarching integrated TPACK model. Overall, the TPD and accompanying course material provided some support for teachers who struggle with literacy instruction.

Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention,
cognitive flexibility, fluid intelligence, and reading comprehension were assessed.
Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.

This paper examines the positive impact of educational volunteering on early childhood literacy development. Through a review of existing literature, the study explores how educational volunteering contributes to improving children’s reading skills, providing personalized support, and fostering empowerment among young learners. Findings suggest that one-on-one mentoring and structured volunteering programs create supportive learning environments that enhance literacy development, motivation, and confidence in children. The paper also highlights limitations in current research and offers recommendations for future studies on educational volunteering across different age groups.

Objectives To investigate differences in brain volumes between children born extremely preterm and term born controls at term age and at 10 years of age. Study design Children born extremely preterm (EPT), up to 26 weeks and 6 days gestational age, in Stockholm between January 1 2004 to March 31 2007 were included in this population-based cohort study. A total of 45 EPT infants were included at term age and 51 EPT children were included at 10 years of age. There were 27 EPT children included at both time points. Two different control groups were recruited; 15 control infants were included at term age and 38 control children at 10 years of age. The primary outcomes were the grey and white matter volumes. Linear regression, adjusted for intracranial volume and sex, was used. Results At term age, the extremely preterm infants had significantly smaller grey matter volume compared to the control infants with an adjusted mean difference of 5.0 cm3 and a 95% confidence interval of −8.4 to ...

Parafoveal preprocessing of upcoming words and the resultant preview benefit are key aspects of fluent reading. Evidence regarding the development of parafoveal preprocessing during reading acquisition, however, is scarce. The present developmental (cross-sectional) eye tracking study estimated the magnitude of parafoveal preprocessing of beginning readers with a novel variant of the classical boundary paradigm. Additionally, we assessed the association of parafoveal preprocessing with several reading-related psychometric measures. The participants were children learning to read the regular German orthography with about 1, 3, and 5 years of formal reading instruction (Grade 2, 4, and 6, respectively). We found evidence of parafoveal preprocessing in each Grade. However, an effective use of parafoveal information was related to the individual reading fluency of the participants (i.e., the reading rate expressed as words-per-minute) which substantially overlapped between the Grades. The size of the preview benefit was furthermore associated with the children's performance in rapid naming tasks and with their performance in a pseudoword reading task. The latter task assessed the children's efficiency in phonological decoding and our findings show that the best decoders exhibited the largest preview benefit.

Throughout history, the earth's environmental situation has worsened as human civilization progresses. Most people clearly don't care much about it, however. All they care about is money and profit, not about the trees that allow them to breathe, or the water they drink from, or the marvelous wonders the world has to offer. Today, there are more than 48,600 species on the IUCN Red List, with cycads being the most threatened with a whopping 71% of them on the list. And according to NASA, Antarctica is losing ice mass at an average of 135 billion tons each year. Greenland, losing 266 billion.

Summer slide, uneven growth of academic skills over the calendar year, captures the fact that the learning gains children make over the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and over the summer months in children with pre-or perinatal brain lesion (PL) and typically-developing (TD) children from varying socioeconomic status (SES) backgrounds as a new way to probe the role of structured environmental support in functional plasticity for reading skills in children with PL. Results showed that children with PL performed lower than TD children on both reading decoding and reading comprehension. Group differences were primarily driven by children with larger lesions and children with right hemisphere lesions (RH). For reading comprehension, children with RH showed greater growth during the school year but more slide during the summer months than both TD children and children with left hemisphere lesions, implicating a particularly strong role of structured input in supporting reading comprehension in this group. TD children from lower SES backgrounds fell behind their TD peers from higher SES backgrounds on decoding and reading comprehension, but did not show differential patterns of school year and summer growth. Overall, results highlight the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of typically and atypically-developing children.

In imaging studies of neonates, particularly in the clinical setting, diffusion tensor imaging-based tractography is typically unreliable due to the use of fast acquisition protocols that yield low resolution and signal-to-noise ratio (SNR). These image acquisition protocols are implemented with the aim of reducing motion artifacts that may be produced by the movement of the neonate's head during the scanning session. Furthermore, axons are not yet fully myelinated in these subjects. As a result, the water molecules' movements are not as constrained as in older brains, making it even harder to define structure using diffusion profiles. Here, we introduce a post-processing method that overcomes the difficulties described above, allowing the determination of reliable tracts in newborns. We tested our method using neonatal data and successfully extracted some of the limbic, association and commissural fibers, all of which are typically difficult to obtain by direct tractography. Geometrical and diffusion based features of the tracts are then utilized to compare premature babies to term babies. Our results quantify the maturation of white matter fiber tracts in neonates.

In imaging studies of neonates, particularly in the clinical setting, diffusion tensor imaging-based tractography is typically unreliable due to the use of fast acquisition protocols that yield low resolution and signal-to-noise ratio (SNR). These image acquisition protocols are implemented with the aim of reducing displacement artifacts that may be produced by the movement of the neonate's head during the scanning session. 1 In addition, axons are not yet fully myelinated in neonates. As a result, the water molecule's movements are not as constrained as in older brains, making it even more difficult to define structure by means of diffusion profiles. Here, we introduce a post-processing method that overcomes some of the difficulties described above, allowing the determination of reliable tracts in newborns. We test our method using neonatal data and in particular, we successfully extract a limbic and some association and commisural fibers, all of which are typically difficult to obtain by direct tractography. The method is further validated through visual inspection by expert pediatric neuroradiologists.

Individual differences in working memory (WM) influence reading skills. We aim to identify how different domains of WM explain reading performance, and how this association changes with age and reading expertise. Hungarian children from first to sixth grade took part in our study. The decoding skills of all children were assessed with 1-min word reading and pseudoword reading tasks. Furthermore, children participated in one of three WM tasks: a visuospatial, a verbal, and a phonological WM task, yielding three groups. Moderation analyses examined how the relationship between reading and WM changes with increasing school grades. We observed a decreasing role of visuospatial and verbal WM in predicting reading. No age-related change was detected in the prediction of reading skills from phonological WM. Our study suggests that visuospatial and verbal WM are crucial at the beginning of reading, while the role of phonological WM in reading does not change during the elementary school years. Implications for reading instruction are discussed.

Adults often learn to spell words during the course of reading for meaning, without intending to do so. We used an incidental learning task in order to study this process. Spellings that contained double n, r and t which are common doublets in French, were learned more readily by French university students than spellings that contained less common but still legal doublets. When recalling or recognizing the latter, the students sometimes made transposition errors, doubling a consonant that often doubles in French rather than the consonant that was originally doubled (e.g., tiddunar recalled as tidunnar). The results, found in three experiments using different nonwords and different types of instructions, show that people use general knowledge about the graphotactic patterns of their writing system together with word-specific knowledge to reconstruct spellings that they learn from reading. These processes contribute to failures and successes in memory for spellings, as in other domains.

Objective (s): Health information seeking behavior describes how the individual search for and obtain health and medical information about health risks, diseases and illnesses, and health promotion activities. Understanding the patients' information seeking behavior can provide the medical and information specialists useful evidence in improving the patients' health. Methods: A sample of 362 diabetic patients in Isfahan, Iran was studied. The SPSS version 20 , descriptive and analytic statistics are applied in analysis of this work. The Lngo's health information seeking behavior questionnaire was used to collect data. Descriptive analysis was performed to explore the data. The findings indicatedthat most usable information sources by diabetic patients were physicians (3.12%), television (2.43%), family members (2.32%), news (2.01%), other health care providers (1.38%) and radio (1.19%). Help lines was not indicated as a source of information at all. Differences between passive information seeking (41.68) and active information seeking (39.20) considered statistically significant (p < 0.001 ). Passive transition of health information on diabetes through most usable information sources seems to be the best way of making these patients alert.

Paired-associate learning (PAL) tasks measure the ability to form a novel association between a stimulus and a response. Performance on such tasks is strongly associated with reading ability, and there is increasing evidence that verbal task demands may be critical in explaining this relationship. The current study investigated the relationships between different forms of PAL and reading ability. A total of 97 children aged 8-10 years completed a battery of reading assessments and six different PAL tasks (phoneme-phoneme, visual-phoneme, nonverbal-nonverbal, visual-nonverbal, nonword-nonword, and visual-nonword) involving both familiar phonemes and unfamiliar nonwords. A latent variable path model showed that PAL ability is captured by two correlated latent variables: auditory-articulatory and visual-articulatory. The auditory-articulatory latent variable was the stronger predictor of reading ability, providing support for a verbal account of the PAL-reading relationship.

Development of the cerebral cortex may be affected by aberrant white matter development. Preterm birth with very low birth weight (VLBW) has been associated with reduced fractional anisotropy of white matter and changes in cortical thickness and surface area. We use a new methodological approach to combine white and gray matter data and test the hypothesis that white matter injury is primary, and acts as a mediating factor for concomitant gray matter aberrations, in the developing VLBW brain. T1 and dMRI data were obtained from 47 young adults born preterm with VLBW and 73 term-born peers (mean age ¼ 26). Cortical thickness was measured across the cortical mantle and compared between the groups, using the FreeSurfer software suite. White matter pathways were reconstructed with the TRACULA software and projected to their cortical end regions, where cortical thickness was averaged. In the VLBW group, cortical thickness was increased in anteromedial frontal, orbitofrontal, and occipital regions, and fractional anisotropy (FA) was reduced in frontal lobe pathways, indicating compromised white matter integrity. Statistical mediation analyses demonstrated that increased cortical thickness in the frontal regions was mediated by reduced FA in the corpus callosum forceps minor, consistent with the notion that white matter injury can disrupt frontal lobe cortical development. Combining statistical mediation analysis with pathway projection onto the cortical surface offers a powerful novel tool to investigate how cortical regions are differentially affected by white matter injury.

Descripción y resultados de la aplicación de las técnicas de lectura eficaz a lo largo del curso 1994•1995 en cerca de 200 Centros Escolares. En la experiencia han participado 16.860 alumnos (573 aulas) de los niveles de 2º a 6º de E.P. de casi todas las provincias españolas. PRESENTACIÓN: Motivación. un niño C01110 ensetiarle bien a leer. Formar buenos lectores es preparar buenos estudiantes" Todo buen educador habrá sentido la necesidad de responder a las necesidades educativas de sus alumnos, máxime si quiere eliminar el fracaso escolar y buscar con garantía la calidad educativa. La enseñanza de la lectura tiene, por muchas razones, una apremiante actualidad. La recientemente implantada Reforma Educativa entiende la importancia que tiene C0l110 instrumento eficaz de comunicación, por lo que articula y favorece todos los medios didácticos que estimulen el dominio de la destreza lectora por parte de los alumnos, Encontrar el método ideal para la enseñanza de la lectura es una utopía, pero buscar un método activo, eficiente, motivador y asequible, que abarque el proceso lector de toda la Educación Primaria, sí que ha sido realmente un desafío ilusionante. Aunque la lectura eficaz se viene trabajando en España desde 1986, en los tres Últil110S alias se ha expandido casi de forma sistemática y estable, con la progresiva implantación de la Reforma Educativa y C0l110 instrumento afianzador de la calidad en muchos Centros Escolares. Un equipo de expertos en lectura eficaz ha liderado con acierto la aplicación y expansión del método, propiciando la forlnación de numerosos profesores y controlando los resultados que ahora salen a la luz.

Empirical evidence from masked priming research shows that skilled readers can rapidly identify morphological structure in written language. However, comparatively little is known about how and when this skill is acquired in children. The present work investigates the developmental trajectory of morphological processing in a two-year longitudinal study that involves two large cohorts of German and French primary school children. The masked priming paradigm was used within an experimental design that allowed us to dissociate effects of (i) non-morphological embedded word activation, (ii) morpho-orthographic decomposition, and (iii) morpho-semantics. Four priming conditions were used: affixed word (farmer-FARM), affixed nonword (farmity-FARM), non-affixed nonword (farmald-FARM), and unrelated control (workald-FARM). The results revealed robust embedded word priming effects across both languages. However, morphoorthographic and morpho-semantic effects were only evident in the French sample. These findings are discussed in the context of a theoretical framework that specifies the distinct roles played by embedded words and affixes, their distinct developmental trajectories, and how the intrinsic linguistic properties of a given language may impact on morphological processing.

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

This article presents the main results of an analysis of important flaws in the Spanish translation of a number of children's story books, known as Beginning Readers' Books. It addresses errors which can affect the children's process of acquiring reading and writing skills. These deficiencies can be attributed to the translators' lack of familiarity with the initial reading patterns and their relation to a phonological awareness of Spanish. This study aims to provide initial guidelines for a translation of this sort. resumen Se exponen los principales resultados de un estudio que analiza significativas deficiencias en la traducción al español de varios tomos de cuentos, bajo el título general de Beginning Readers' Books. Se trata de errores que afectan el proceso de lectoescritura del lector meta. Tales deficiencias se atribuyen al desconocimiento de patrones básicos de lectura y su relación con la conciencia fonológica del español. El estudio tiene como objetivo ofrecer una guía inicial para mejorar este tipo de traducciones.

This paper presents the first systematic review and meta-analysis on cross-linguistic correlations between sign language and spoken/written language competences in bilingual d/Deaf learners. A total of 202 effect sizes were identified based on 70 independent samples that appeared in 52 studies from 1981 to 2023 (N = 3570). The effect sizes involved seven sign language correlates (e.g., fingerspelling, phonological awareness [PA], lexico-semantic knowledge) and eight spoken/written language correlates (e.g., PA, lexico-semantic knowledge, word reading, reading comprehension). Estimated mean correlations of 26 cross-linguistic relationships ranged from r = 0.322 (p < 0.001) for sign language PA and reading comprehension to r = 0.645 (p < 0.001) for fingerspelling and word reading. Among other moderators, age/grade (elementary, secondary, vs. university/adult), signer status (native vs. non-native), program type (bilingual vs. Total Communication/SimCom), and task type (passage vs. sentence comprehension) either showed significant moderation effects or resulted in differing size (small, medium vs. large) in the correlation coefficients among subgroups of primary studies. The meta-analytic findings lend support to the legitimate application of linguistic interdependence, common underlying proficiency, cross-linguistic transfer facilitation, and their associated constructs to the educational development of signing/bimodal bilingual learners. The moderator analysis results, in particular, have shed light on the conditioning of linguistic interdependence and transfer and expanded current understandings about the complexity of the issue and its practical implications in bilingual deaf education.

This systematic literature review explores the evolution and promotion of the love of reading, or philanagnosia, within Greek education from 2004 to 2024. The review highlights key trends, methodologies, and findings, focusing on how reading promotion varies across educational levels. Significant advancements include a shift from traditional methods to the integration of digital technologies, making reading more engaging and accessible. Socio-cultural factors, such as parental involvement and socioeconomic conditions, play a crucial role in fostering a love of reading. Effective educational policies and programs have emerged, emphasizing curriculum integration, library development, and innovative initiatives like reading clubs and creative writing workshops. The review identifies positive impacts on students' cognitive, emotional, social, and creative development. However, challenges persist, including maintaining student interest, integrating programs into school culture, and ensuring equal access to resources. In conclusion, the review underscores the need for a comprehensive approach combining technology, socio-cultural support, and effective policies to cultivate a lifelong engagement with reading in Greek education.

To understand what they read or hear, children and adults must create a coherent mental representation of presented information. Recent research suggests that the ability to do so starts to develop early-well before reading age-and that early individual differences are predictive of later reading-comprehension performance. In this paper, we review this research and discuss potential applications to early intervention. We then present two exploratory studies in which we examine whether it is feasible to design interventions with early readers (3 rd grade) and even toddlers (2-3 years old). The interventions employed causal questioning techniques as children listen to orally presented, age-appropriate narratives. Afterwards, comprehension was tested through question answering and recall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest that for both toddlers and early readers questions during comprehension are more effective than questions after comprehension. Finally, for both groups higher working memory capacity was related to better comprehension.

Most theories of reading development claim that young children are logographic, or prealphabetic, readers, unable to take advantage of the systematic links between spellings and sounds that exist in an alphabetic writing system. To test this view, we taught preschool and kindergarten children to pronounce three types of made-up spellings. In the name condition, the name of the word&#39;s first letter was heard in the spoken word (e.g., BT for “beet”). In the sound condition, letter-sound cues were present but letter-name cues were not (e.g., BT for “bait”). Neither type of cue was available in the visual condition (e.g., bT for “ham”). Even children who were unable to read any simple words performed better in the name condition than the other two conditions. Thus, children are able to benefit from links between spellings and sounds when these links involve the names of letters.

Background The COVID-19 pandemic caused a sudden shift towards the use of online teaching method in medical education. This study aims to investigate the knowledge and attitude of medical students towards the online learning of physiology at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Methods This is a descriptive-analytical study conducted in 2021. The study population consists of all students of the School of Medicine (semesters 2-4) at AJUMS. Data collection tools included a demographic form and a researcher-made questionnaire with a content validity index of 0.80-1 and reliability (Cronbach's alpha) of 0.937. Results Among 176 participants, 92 (52.3%) were female and 84 (47.7%) were male, with a mean age of 21.76±1.12 years. The knowledge and attitude of medical students regarding online learning of physiology were relatively favorable and positive. The knowledge and attitude scores were 3.51±0.81 and 4.23±1.07, respectively. The mean knowledge score was significantly different between male (Mean=3.65) and female (Mean= 4.11) students, but there was no significant difference in the attitude score between male (Mean=4.36) and female (Mean=4.11) groups. Conclusion The knowledge and attitude of medical students of AJUMS regarding the online education of physiology during the COVID-19 pandemic is relatively favorable. The results can be helpful for the studies in the future during health-related critical situations.

This special issue of Journal of Research in Reading was prompted by two ideas. First, it was felt that the area of children's later development as readers needed more attention. So often children who are of an age to be becoming fluent readers do not attract the attention of researchers unless they are giving us cause for concern. The papers included in this special issue report on research about children in the later stages of reading development but who are not necessarily finding it difficult. The second reason was to bring together researchers from a range of different perspectives to publish in the journal. Cognitive psychologists have been well represented over the last few years, but this has perhaps been at the expense of other perspectives, despite the huge advances in our understanding of the teaching and learning of reading from the diversity of disciplines. A journal such as this, which focuses on a subject whose understanding is contributed to from a range of fields, is in a unique position of being able to bring together research findings to contribute to a wider understanding of how readers develop and are developed.

This systematic literature review explores the evolution and promotion of the love of reading, or philanagnosia, within Greek education from 2004 to 2024. The review highlights key trends, methodologies, and findings, focusing on how reading promotion varies across educational levels. Significant advancements include a shift from traditional methods to the integration of digital technologies, making reading more engaging and accessible. Socio-cultural factors, such as parental involvement and socioeconomic conditions, play a crucial role in fostering a love of reading. Effective educational policies and programs have emerged, emphasizing curriculum integration, library development, and innovative initiatives like reading clubs and creative writing workshops. The review identifies positive impacts on students' cognitive, emotional, social, and creative development. However, challenges persist, including maintaining student interest, integrating programs into school culture, and ensuring equal access to resources. In conclusion, the review underscores the need for a comprehensive approach combining technology, socio-cultural support, and effective policies to cultivate a lifelong engagement with reading in Greek education.

The topic of this essay of literature review falls in the broad spectrum of morphological awareness. To be specific, it talks about processing morphologically complex words by applying morphological problem solving strategies . This essay unfolds in the following manner: first, background information is reported to explain the interest on this topic; second, the general development of morphological awareness is carefully addressed following the definition of morphological awareness; third, the relationship morphological awareness and vocabulary acquisition is examined briefly; fourth, the essay talks about various forms of morphological awareness assessment tasks, giving readers a grasp of what aspects are normally investigated and how; fifth, the essay specifically choose upper elementary students as its targeted learners, and discusses the specialty of this student body in the perspective of morphological awareness development; after that, the framework of morphological problem solving is discussed in detail, providing the theoretical reference for the proposed intervention; and, in the last part, implications to classrooms are discussed by unfolding a proposed Chinese word formation instruction, examined the theoretical understanding of the effectiveness of such instruction and the meaningfulness in the reality. Finally, a conclusion briefly ends this essay, tapping on the cross-language morphological awareness and looking forward to the transferring between non-cognates such as Chinese and English.

The topic of this essay of literature review falls in the broad spectrum of morphological awareness. To be specific, it talks about processing morphologically complex words by applying morphological problem solving strategies (Anglin, 1993). This essay unfolds in the following manner: first, background information is reported to explain the interest on this topic; second, the general development of morphological awareness is carefully addressed following the definition of morphological awareness; third, the relationship morphological awareness and vocabulary acquisition is examined briefly; fourth, the essay talks about various forms of morphological awareness assessment tasks, giving readers a grasp of what aspects are normally investigated and how; fifth, the essay specifically choose upper elementary students as its targeted learners, and discusses the specialty of this student body in the perspective of morphological awareness development; after that, the framework of morphologi...