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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 Hits 1 – 11 of 11 1 Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO) Siegelman, Noam; Schroeder, Sascha; Acartürk, Cengiz... In: Behav Res Methods (2022) BASE Show details 2 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. &#x27E8;10.1002/rrq.407&#x27E9; (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 3 Precocious readers: a cognitive or a linguistic advantage? [<Journal>] Papadopoulos, Timothy C. [Verfasser]; Spanoudis, George [Verfasser]; Ktisti, Christiana [Verfasser]. DNB Subject Category Language Show details 4 Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues Martins, Margarida Alves; Sousa, Otília; Castro, São Luís. - : Ispa, 2020 BASE Show details 5 Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues Mifsud, Charles; Sousa, Otília; Castro, São Luís. - : Instituto Superior de Psicologia Aplicada, 2020 BASE Show details 6 Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues Martins, Margarida Alves; Sousa, Otília; Castro, São Luís. - 2019 BASE Show details 7 How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts Papadopoulos, Timothy C.; Spanoudis, George C.; Georgiou, George K.. - : Frontiers Media S.A., 2016 BASE Show details 8 Different RAN components relate to reading at different points in time Georgiou, George K.; Papadopoulos, Timothy C.; Kaizer, Eleni L. In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 8, 1379-1394 OLC Linguistik Show details 9 Evidence for the early emergence of the simple view of reading in a transparent orthography Kendeou, Panayiota; Papadopoulos, Timothy C.; Kotzapoulou, Marianna In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 2, 189-204 OLC Linguistik Show details 10 Are auditory and visual processing deficits related to developmental dyslexia? Parrila, Rauno K.; Zarouna, Elena; Georgiou, George K.... In: Dyslexia. - Bracknell : British Dyslexia Association 18 (2012) 2, 110-129 BLLDB OLC Linguistik Show details 11 The dimensionality of phonological abilities in Greek Papadopoulos, Timothy C.; Spanoudis, George; Kendeou, Panayiota In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 44 (2009) 2, 127-143 BLLDB Show details

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