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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...12 Hits 1 – 20 of 240 1 Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies Papadopoulos, Timothy,; Csépe, Valéria; Aro, Mikko; Caravolas, Marketa; Diakidoy, Irene‐anna; Olive, Thierry In: ISSN: 0034-0553 ; Reading Research Quarterly ; https://hal.archives-ouvertes.fr/hal-03351326 ; Reading Research Quarterly, International Reading Association, 2021, S1 (S1), pp.S351-S370. ⟨10.1002/rrq.407⟩ (2021) Abstract: International audience ; Research on literacy has become universal and is essential for researchers of various disciplines, educators, and psychologists. For this article, we examined the most important methodological challenges that arise when conducting literacy research across languages, some of which have long been acknowledged in the relevant literature. Specifically, we focused on challenges related to research on word reading, spelling, passage comprehension, and writing, ranging from the target skills, constructs, and assessment issues to the matching of the samples and measurement and factorial invariance issues. We conclude that although theoretical and applied issues have been addressed in the literature, to date, this has happened only with limited relevance for reading and writing research across languages. The discussion provides some relevant evidence from a neuroscience perspective to promote useful insights and greater methodological rigor in literacy research across languages. L iteracy research across languages is essential for researchers of various disciplines, educators, and psychologists. However, for the broad range of research to be informative and useful, the data collected in various languages have to be comparable (see Verhoeven & Perfetti, 2017). This comparability hinges on diverse issues, such as the definition of constructs (e.g., Olive, 2012), the precision of assessment and research methods (e.g., Caravolas, Lervåg, Defior, Seidlová Málková, & Hulme, 2013), the measurement and factorial invariance of the predictor and outcome measures (e.g., Papadopoulos, Kendeou, & Spanoudis, 2012), or even challenges at the level and complexity of statistical analysis and deriving conclusions (e.g., Aro & Wimmer, 2003). In the present article, we review some of the most relevant methodological issues involved in literacy research across languages and provide guidelines for addressing these issues. Literacy relates to reading, spelling, reading comprehension, and text composition. In learning to read and write, students learn to encode language into their writing system and decode printed words to speech to derive meaning (see Alves, Limpo, & Joshi, 2020). Much of the history of literacy research on European alphabets, 1 to which we restricted ourselves for the present review, shows that the field has been driven by data acquired in cross-linguistic studies. Cross-linguistic research focuses on the development of these fundamental literacy skills in different languages, varying primarily in orthographic consistency. It also investigates various relations among fundamental components, or precursor skills, and between literacy skills themselves. Most of the cross-linguistic Keyword: & Olive; [SCCO.PSYC]Cognitive science/Psychology; [SHS.EDU]Humanities and Social Sciences/Education; Aro; Caravolas; Csépe; Diadikoy; I-A; literacy research across languages; M; methodological challenges; passage comprehension Papadopoulos; reading; S351-S370; spelling; T; T. (2021). Methodological issues in literacy research across languages. Reading Research Quarterly. 56(S1); V; writing URL: https://hal.archives-ouvertes.fr/hal-03351326 https://doi.org/10.1002/rrq.407 https://hal.archives-ouvertes.fr/hal-03351326/document https://hal.archives-ouvertes.fr/hal-03351326/file/RRQ-2021%20PREPRINT%20%281%29.pdf BASE Hide details 2 Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ... Gray, Shelley. - : Open Science Framework, 2021 BASE Show details 3 Addendum to osf.io/4sfnu: Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ... Gray, Shelley. - : Open Science Framework, 2021 BASE Show details 4 Literaturtheorie nach 2001 Thelen, Julius (Herausgeber); Schadewaldt, Annika M. (Herausgeber); Zobrist, Zoe (Herausgeber). - Berlin : Matthes & Seitz, 2020 BLLDB UB Frankfurt Linguistik Show details 5 Teachers and Research Practices: Perspectives from English Language Educators in a Philippine University Tarrayo, Veronico N.; Hernandez, Philippe Jose S.; Claustro, Judith Ma. Angelica S. In: Australian Journal of Teacher Education (2020) BASE Show details 6 Über die Körperkraft von Sprache : Studien zum Sprechakt Gehring, Petra. - Frankfurt am Main : Campus Verlag, 2019 UB Frankfurt Linguistik Show details 7 Über die Körperkraft von Sprache : Studien zum Sprechakt Gehring, Petra. - Frankfurt am Main : Campus Verlag, 2019 UB Frankfurt Linguistik Show details 8 Über die Körperkraft von Sprache : Studien zum Sprechakt Gehring, Petra. - New York : Campus Verlag, 2019 BLLDB UB Frankfurt Linguistik Show details 9 Authentisches Lesen im Fremd-/Zweitsprachenunterricht Reiß, Bernd. - 2019 BASE Show details 10 Literarisches Verstehen : Grundlagen und didaktische Perspektiven Odendahl, Johannes. - Berlin : Peter Lang, 2018 BLLDB UB Frankfurt Linguistik Show details 11 Principles of English spelling formation RYAN, DES. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2018 BASE Show details 12 Literature Review / Qualitative Literaturanalyse „Gestaltung von Mensch-Maschine-Schnittstellen: Zur Usability digitaler Lesemedien“ Kunz, Sibylle. - 2018 BASE Show details 13 Metaphern in Text-Bild-Gefügen : sprachliche und kognitive Metaphorik, visuelle Metaphorik, Zeitmetaphern in der Anzeigenwerbung und der Gegenwartskunst Fehse, Beatrix. - Duisburg : Universitätsverlag Rhein-Ruhr, 2017 BLLDB UB Frankfurt Linguistik Show details 14 The social life of books : reading together in the eighteenth-century home Williams, Abigail. - London : Yale University Press, 2017 BLLDB UB Frankfurt Linguistik Show details 15 The Effects of a Curriculum Sequence on the Emergence of Reading Comprehension Involving Derived Relations in First Grade Students Laurent, Vanessa. - 2017 BASE Show details 16 Das Projekt Mehrsprachiges Lesetheater: Ausgangslage, Zielsetzung und praxisrelevante Ergebnisse der Entwicklung Kutzelmann, Sabine; Massler, Ute; Hendel, Robert In: Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2017, S. 7-14 (2017) BASE Show details 17 Leseflüssigkeit und Lesemotivation: Die beiden Förderdimensionen des Mehrsprachigen Lesetheaters Götz, Kristina; Kutzelmann, Sabine In: Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2017, S. 57-69 (2017) BASE Show details 18 Das Projekt Mehrsprachiges Lesetheater: Ausgangslage, Zielsetzung und praxisrelevante Ergebnisse der Entwicklung ... Kutzelmann, Sabine; Massler, Ute; Hendel, Robert. - : Verlag Barbara Budrich, 2017 BASE Show details 19 Leseflüssigkeit und Lesemotivation: Die beiden Förderdimensionen des Mehrsprachigen Lesetheaters ... Götz, Kristina; Kutzelmann, Sabine. - : Verlag Barbara Budrich, 2017 BASE Show details 20 Chinesische Texte lesen lernen: Aktionsforschend begleitete Entwicklung und Erprobung eines didaktischen Konzepts zur Schriftsprachlichkeit chinesischer Gebrauchstexte Bazant-Kimmel, Christina. - 2017 BASE Show details Page: 1 2 3 4 5...12

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