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Jelena Markovic; Garvin Brod; Leonard Tetzlaff – Reading and Writing: An Interdisciplinary Journal, 2025
Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of…
Descriptors: Foreign Countries, Orthographic Symbols, Reading Processes, German
Weiqing Shi; Xin Jiang – Reading and Writing: An Interdisciplinary Journal, 2025
This study explores the effectiveness of machine learning and eye movement features in predicting Chinese reading proficiency. Unlike previous research, which focused on one or two specific levels of eye movement features, this study integrates passage-, sentence- and word-level eye movement features to predict reading proficiency. By analyzing…
Descriptors: Foreign Countries, Undergraduate Students, Predictor Variables, Reading Achievement
Xuan Zang; Yu Ka Wong; Kit-ling Lau – Reading and Writing: An Interdisciplinary Journal, 2025
There is a growing number of children learning to read in bilingual environments, yet research on the uniqueness of reading acquisition in these bilingual children, particularly L1 majority bilinguals, is limited. With a sample size of 690 4th-grade students, this study investigated predictors influencing L1 Chinese reading in Chinese-English…
Descriptors: Predictor Variables, Chinese, Reading Processes, Monolingualism
Hasenäcker, Jana; Schroeder, Sascha – Reading and Writing: An Interdisciplinary Journal, 2022
Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning…
Descriptors: Predictor Variables, Reading Processes, Beginning Reading, German
Visual-Orthographic Skills Predict the Covariance of Chinese Word Reading and Arithmetic Calculation
Dora Jue Pan; Yingyi Liu; Mo Zheng; Connie Suk Han Ho; David J. Purpura; Catherine McBride; JingTong Ong – Reading and Writing: An Interdisciplinary Journal, 2024
This study provides evidence connecting two aspects of visual-orthographic skills (orthographic awareness and delayed copying) to the common variance shared by Chinese word reading and arithmetic calculation, as well as in identifying positional knowledge of numbers as a potential mediator of these connections in Chinese primary school students (N…
Descriptors: Arithmetic, Mathematics Skills, Reading Processes, Reading Skills
Bjarte Furnes; Åsa Elwér; Stefan Samuelsson; Rebecca Treiman; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2024
We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading…
Descriptors: Longitudinal Studies, Correlation, Reading Processes, Word Recognition
Jakobson, Kristi; Soodla, Piret; Aro, Mikko – Reading and Writing: An Interdisciplinary Journal, 2022
The study investigated teachers' knowledge of reading comprehension processes and reading comprehension instruction. The study was carried out among teachers (N = 65) in Estonia. The content analysis classified qualitative data from semi-structured interviews as quantitative data. The results showed that teachers' content knowledge about reading…
Descriptors: Reading Comprehension, Teaching Methods, Teacher Attitudes, Special Education Teachers
Junko Yamashita; Toshihiko Shiotsu; Kunihiro Kusanagi – Reading and Writing: An Interdisciplinary Journal, 2024
This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The…
Descriptors: Predictor Variables, Second Language Learning, Second Language Instruction, English (Second Language)
Pan, Jinger; Liu, Miaomiao; Li, Hong; Yan, Ming – Reading and Writing: An Interdisciplinary Journal, 2021
Word boundary information is not marked explicitly in Chinese sentences and word ambiguity happens in Chinese texts. This introduces difficulty to parse characters into words when reading Chinese sentences, especially for beginning readers. In an eye-tracking study, we tested whether explicit word boundary information as provided by alternating…
Descriptors: Sentences, Reading Processes, Chinese, Ambiguity (Semantics)
Zaric, Jelena; Nagler, Telse – Reading and Writing: An Interdisciplinary Journal, 2021
Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Reading Comprehension
Sohail, Juwairia; Sorenson Duncan, Tamara; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2022
This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…
Descriptors: French, Syntax, Metalinguistics, Immersion Programs
Lin, Dan; Liu, Yingyi; Sun, Huilin; Wong, Richard Kwok; Yeung, Susanna Siu-sze – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2)…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Reading Processes
Qian, Yi; Song, Yao-Wu; Zhao, Jing; Bi, Hong-Yan – Reading and Writing: An Interdisciplinary Journal, 2015
The present study explored the developmental trend of orthographic awareness in Chinese-speaking preschoolers. A total of 184 children between 3 and 5 years of age participated in the study. Two developmental patterns of orthographic awareness were obtained. One pattern was dependent on a traditional Chinese orthographic hierarchy, with a sequence…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Orthographic Symbols
Gottardo, Alexandra; Koh, Poh Wee; Chen, Xi; Jia, Fanli – Reading and Writing: An Interdisciplinary Journal, 2017
These two studies examined the processes underlying English and Chinese word reading in Chinese-English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English…
Descriptors: Foreign Countries, Adolescents, Young Adults, Immigrants
Häikiö, Tuomo; Bertram, Raymond; Hyönä, Jukka – Reading and Writing: An Interdisciplinary Journal, 2016
Finnish ABC books present words with hyphens inserted at syllable boundaries. Syllabification by hyphens is abandoned in the 2nd grade for bisyllabic words, but continues for words with three or more syllables. The current eye movement study investigated how and to what extent syllable hyphens in bisyllabic ("kah-vi" "cof-fee")…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Grade 2