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Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal-amu.archives-ouvertes.fr/hal-03549026 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2022, pp.1-28. ⟨10.1017/S014271642100062X⟩ (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Comprensión de lectura, reconocimiento de palabras y fluidez lectora en escolares de sexto año básico
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 156-173 (2022)
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Using Virtual Reality to Assess Reading Fluency in Children
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In: ISSN: 2504-284X ; Frontiers in Education ; https://hal-amu.archives-ouvertes.fr/hal-03257346 ; Frontiers in Education , Frontiers, 2021, 6, ⟨10.3389/feduc.2021.693355⟩ (2021)
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A systematic review of reading-while-listening in foreign language learners ...
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Orthographic processing in Russian/German biliterate adults varying in reading fluency ...
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Αναγνωστική Ευχέρεια σε Μαθητές με Ειδικές Μαθησιακές Δυσκολίες: Προβλεπτικοί Δείκτες σε μια Διαφανή Ορθογραφία ...
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Reading Fluency in Children and Adolescents Who Stutter
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In: Brain Sciences; Volume 11; Issue 12; Pages: 1595 (2021)
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The Author Naming Task: A newly-proposed measure for assessing print exposure ...
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Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language
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Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Unassisted repeated reading: Exploring the effects of intensity, treatment duration, background knowledge, individual variation, and text variation on reading rate
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Lynn, Ethan M.. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Visuospatial Working Memory and the Hybrid Reading Fluency Measure
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Bazan, Bartolo. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula
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Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
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Impacto de variáveis cognitivo - linguísticas na compreensão da leitura ; Effect of cognitive - linguistic variables on reading comprehension
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Extensive reading in an EFL classroom: Impact and learners’ perceptions
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 109-131 (2021) (2021)
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Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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Abstract:
The present studies advance current understanding of the skills and processes involved in multilingual reading, especially in less researched alphabetic languages. These studies examined whether the dominant models in reading in English can explain the reading processes involved among low-income multilingual speakers of Kapampangan (L1), Filipino (L2), and English (L3) in the Philippines, a developing country. Kapampangan and Filipino use the same Roman alphabet that English uses. However, these two languages have transparent orthographies while English has an opaque orthography. Study 1 examined the psycholinguistic grain size theory within the context of multilingual reading. There were three hundred twenty-six children aged 8 to 15 years old who were individually tested on phonological awareness (PA), vocabulary, and word reading fluency in their three languages (Kapampangan, Filipino, and English), as well as on non-verbal intelligence and rapid automatized naming (RAN). It was hypothesized that 1) phonological awareness would be related to word reading fluency in each language (no matter the transparency/depth of its orthography), and 2) phonological awareness (PA) in the three languages would make unique and shared contributions to word reading fluency in each language. As expected, hierarchical regression analyses showed that PA was significantly related to word reading fluency in each language. The relationship was stronger in opaque English than in the two transparent local languages. Vocabulary made a significant contribution to English word reading fluency, but not to Kapampangan and Filipino word reading fluency. English PA and vocabulary were related to L1 and L2 word reading fluency as well. RAN was a robust predictor of word reading fluency in the three languages. As predicted, commonality analyses showed that PA in the three languages made unique and shared contributions to word reading fluency in each language. English PA yielded the highest unique contribution to word reading fluency in all languages, larger than the common variance shared by PA in the three languages. Study 2 examined a modified simple view of reading (SVR) within the context of multilingual reading. There were two hundred twelve children aged 8 to 13 years old who were individually assessed on word reading fluency and vocabulary and group tested on reading comprehension in their three languages (Kapampangan, Filipino, and English). It was hypothesized that 1) word reading fluency (proxy for decoding) and vocabulary (proxy for linguistic comprehension) would make unique contributions to reading comprehension in each language, and 2) the product of word reading fluency and vocabulary would significantly contribute to reading comprehension over and above their own unique contributions. Contrary to expectations, hierarchical regression analyses showed that the predictors contributed unique variance in reading comprehension only in English. Word reading fluency and vocabulary, as well as the product of word reading fluency and vocabulary, significantly predicted reading comprehension even after the other variables were controlled for. Grade level, a control variable, contributed unique variance in reading comprehension in Filipino, over and above the contributions of the other predictors. The findings suggest that a modified SVR is insufficient for understanding reading among multilingual readers in socio-economically and educationally challenging contexts. Aside from cognitive-linguistic factors, ecological factors matter in reading. Study 3 examined the longitudinal relationship between vocabulary and word reading fluency in multilingual Kapampangan-Filipino-English speakers. There were two hundred children aged 8 to 13 years old who were individually tested on vocabulary and word reading fluency in the three languages across three time points that were six months apart. To determine the nature of this relationship, a three-wave cross-lagged panel analysis was conducted for each language (with rapid automatized naming and phonological awareness as control variables in the first time point). As predicted, the best-fitting model for the data indicated a similar pattern of relations between vocabulary and word reading fluency over time across the three alphabetic languages (though the strength of the associations varied). Results showed a relative weakness in vocabulary, as well as the absence of significant relations to word reading fluency in all three languages. Overall, the autoregressive, concurrent, and cross-lagged relations of vocabulary and word reading fluency suggest a unidirectional relationship from word reading fluency to vocabulary.
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Keyword:
and Multicultural Education; Bilingual; Developmental Psychology; Language and Literacy Education; longitudinal; multilingual; phonological awareness; reading comprehension; vocabulary; word reading fluency
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URL: https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3477&context=etd
https://scholars.wlu.ca/etd/2349
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