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Relyea, Jackie Eunjung; Rich, Patrick; Kim, James S.; Gilbert, Joshua B. – Reading and Writing: An Interdisciplinary Journal, 2023
The current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent…
Descriptors: COVID-19, Pandemics, Reading Achievement, Achievement Gains
Zhang, Jie; Lo, Meng-Ting; Lin, Tzu-Jung – Reading and Writing: An Interdisciplinary Journal, 2023
This study investigated how word and child characteristics affect children's ability to learn the meanings of novel words. Participants were fourth- and fifth-graders representing native English speakers (NE) and bilingual learners with fluent English proficiency (FEP) and designated English Learners (EL). Students were taught the meanings of a…
Descriptors: Vocabulary Development, Grade 4, Grade 5, Elementary School Students
Tami Sabag-Shushan; Tami Katzir – Reading and Writing: An Interdisciplinary Journal, 2024
According to the multidimensional view of reading comprehension (RAND), reading comprehension (RC) is influenced by three components?: the reader, text, and task. A broader perspective considers factors beyond the cognitive and linguistic dimensions and incorporates the contribution of emotional condition. The present study examined individual…
Descriptors: Reading Comprehension, Comparative Analysis, Reading Difficulties, Literacy
Hevia-Tuero, Carmen; Russak, Susie; Suárez-Coalla, Paz – Reading and Writing: An Interdisciplinary Journal, 2023
English orthography differs from that of other European languages in terms of complexity and regularity. This difference may impact the development of accurate spelling in English, especially when it is learned as a foreign language in school. In this study we wanted to explore spelling development patterns of Spanish speaking children learning…
Descriptors: Spelling, Foreign Countries, Writing (Composition), Writing Skills
Miao Li; Yueming Xi; Esther Geva; Rong Yan; Wei Zhao – Reading and Writing: An Interdisciplinary Journal, 2025
It has been suggested that the reading acceleration program (RAP) (Breznitz et al. in Nature Communications 4: 1486, 2013), in which participants are forced to read at a rate faster than their normal reading fluency rate, improves reading fluency and comprehension in alphabetic languages. However, its effectiveness has never been examined in…
Descriptors: Foreign Countries, Grade 5, Reading Instruction, English (Second Language)
Chieh-Fang Hu – Reading and Writing: An Interdisciplinary Journal, 2024
Using context to derive a word's meaning is typically conceptualized as part of the reading comprehension process. However, context sensitivity develops early--before children start to learn to read. This study took a developmental perspective, attempting to capture children's context sensitivity through spoken discourse and assess its value in…
Descriptors: Context Effect, Second Language Learning, Reading Comprehension, Grade 4
Li, Yixun; Wang, Min; Espinas, Daniel – Reading and Writing: An Interdisciplinary Journal, 2021
Children can teach themselves new words via independent text reading. Previous studies on self-teaching heavily focused on learning to read in a first language (L1). Limited work was devoted to learning a second language (L2). We investigated the roles of exposure time of target pseudowords (four vs. six), availability of context (cohesive story…
Descriptors: Orthographic Symbols, Independent Study, English (Second Language), Second Language Learning
Yu Ka Wong; Barry Bai; Catherine McBride; Mark Shiu Kei Shum; Yanling Zhou – Reading and Writing: An Interdisciplinary Journal, 2024
The effects of transcription skills, comprising both spelling and handwriting fluency, on sentence writing among young Chinese as a second language (CSL) learners were evaluated and compared to those of reading and oral language using a one-year longitudinal study design. Various writing models postulated that transcription skills are essential in…
Descriptors: Chinese, Nonverbal Ability, Writing Skills, Longitudinal Studies
Paz Suárez-Coalla; Luis Castejón; Marina Vega-Harwood; Cristina Martínez-García – Reading and Writing: An Interdisciplinary Journal, 2024
Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's…
Descriptors: English (Second Language), Second Language Learning, Reading Achievement, Spanish Speaking
Wood, Carla; Schatschneider, Christopher – Reading and Writing: An Interdisciplinary Journal, 2022
The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine potential predictors of growth in academic word use in response to morphology-focused supplemental instruction. Investigators utilized written expository responses of 824 students in 5th grade before…
Descriptors: Morphology (Languages), Academic Language, Language Usage, Second Language Learning
Li, Jui-Teng; Tong, Fuhui – Reading and Writing: An Interdisciplinary Journal, 2019
In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and paper flashcards (n = 50), to learn 20 new…
Descriptors: Vocabulary Development, Instructional Materials, Student Attitudes, Second Language Learning
Lin, Tzu-Jung; Ha, Seung Yon; Li, Wei-Ting; Chiu, Ying-Ju; Hong, Yu-Ru; Tsai, Chin-Chung – Reading and Writing: An Interdisciplinary Journal, 2019
This study examined the influence of small-group discussions on early adolescents' social reasoning development. A total of 147 fifth-grade students (79 males and 68 females) from six classrooms in a public school in Taiwan participated in a pre-post control quasi-experimental study. Classrooms of students were assigned to either a 5-week…
Descriptors: Foreign Countries, Group Discussion, Cooperative Learning, Early Adolescents
Gunnerud, Hilde Lowell; Foldnes, Njål; Melby-Lervåg, Monica – Reading and Writing: An Interdisciplinary Journal, 2022
Bilingualism appears to be related to poor language and reading comprehension in the instructional language (L2). However, in the long term, an early age of second language acquisition (AoA) may produce higher levels of second language skills than a later onset of L2 exposure. Most studies on school-aged second language learners (L2 learners)…
Descriptors: Reading Comprehension, Bilingualism, Second Language Learning, Foreign Countries
Schwartz, Mila; Ibrahim, Raphiq; Kahn-Horwitz, Janina – Reading and Writing: An Interdisciplinary Journal, 2016
The study aimed to examine the pedagogical implications of the "linguistic and orthographic proximity hypothesis." This hypothesis claims that the similarities and differences between first and additional languages and scripts help or hinder the acquisition of literacy in the novel language. In this study we examined the impact of Arabic…
Descriptors: English (Second Language), Elementary School Students, Second Language Learning, Semitic Languages
Shahar-Yames, Daphna; Prior, Anat – Reading and Writing: An Interdisciplinary Journal, 2018
Lexical inferencing from text is a powerful tool for vocabulary and reading comprehension enhancement. Lexical inferencing relies on the pre-requisite skills of reading and existing vocabulary, and is also linked to non-verbal inferencing abilities and reading comprehension. In this study, we examined whether Fifth-grade Russian-speaking language…
Descriptors: Language Minorities, Second Language Learning, Vocabulary Development, Accuracy
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