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Direct linkYang Dong; Bonnie Wing-Yin Chow; Jianhong Mo; Xuecong Miao; Hao-Yuan Zheng – Journal of Research in Reading, 2024
Background: Dialogic reading (DR) is an effective shared reading technique based on the prompts-evaluate-expand-repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods: This study included 364…
Descriptors: Reading Strategies, Prompting, Repetition, Language Acquisition
Lancaster, Hope Sparks; Li, Jing; Gray, Shelley – Journal of Research in Reading, 2021
Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four…
Descriptors: Visual Perception, Attention, Reading Skills, Decoding (Reading)
The Contribution of Cognitive Flexibility to Children's Reading Comprehension -- The Case for Danish
Søndergaard Knudsen, Hanne B.; Jensen de López, Kristine; Archibald, Lisa M. D. – Journal of Research in Reading, 2018
Multiple cognitive skills support the acquisition of proficient reading skills. Higher order processing abilities allowing the engagement and integration of multiple ideas collectively referred to as executive functions may be particularly important in reading comprehension. In the present study, 39 Danish school age children completed executive…
Descriptors: Indo European Languages, Reading Skills, Reading Comprehension, Elementary School Students
Chow, Bonnie Wing-Yin; Hui, Anna Na Na; Chui, Barbie Hiu-Tung – Journal of Research in Reading, 2018
This study investigated the effects of creative literacy classroom activities on the acquisition of English as a foreign language. Ninety Chinese second graders were tested on reading attitude and English receptive vocabulary knowledge. They were randomly assigned to either a control group or an experimental group, which engaged in English…
Descriptors: Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
Burgoyne, Kelly; Whiteley, Helen E.; Hutchinson, Jane M. – Journal of Research in Reading, 2013
Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Reading Comprehension
Holliman, Andrew J.; Wood, Clare; Sheehy, Kieron – Journal of Research in Reading, 2012
In this cross-sectional study, we explore the relationship between prosodic sensitivity (suprasegmental phonology) and phonological awareness (segmental phonology) and investigate whether a group of poor readers display significant suprasegmental phonological deficits in comparison to chronological age-matched controls and younger, reading…
Descriptors: Suprasegmentals, Age, Reading Difficulties, Phonological Awareness
