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Callula Killingly; Linda J. Graham; Haley Tancredi; Pamela Snow – Reading and Writing: An Interdisciplinary Journal, 2025
Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school years. However, while previous studies examining bidirectional relationships among oral vocabulary and reading development have generally found an association between word…
Descriptors: Reading Instruction, Reading Comprehension, Vocabulary, Word Recognition
Baoqi Sun; Beth Ann O'Brien; Nur Artika Binte Arshad; He Sun – Reading and Writing: An Interdisciplinary Journal, 2024
This study examined the within- and cross-language relationships between intrinsic language learning motivation, home literacy environment (shared book reading, parental literacy involvement, and parent perceived child literacy interest), and receptive vocabulary in 185 bilingual preschoolers and 233 primary school children in Singapore. Age…
Descriptors: Learning Motivation, Family Literacy, Family Environment, Bilingual Students
Dong, Yang; Chow, Bonnie Wing-Yin; Mo, Jianhong; Zheng, Hao-Yuan; Wu, Sammy Xiao-Ying; Yang, Jie – Reading and Writing: An Interdisciplinary Journal, 2023
This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and…
Descriptors: Foreign Countries, Sentences, Reading Comprehension, Reading Difficulties
Yang Dong; Xuecong Miao; Xueyan Cao; Bonnie Wing-Yin Chow; Jianhong Mo; Hang Dong; Haoyuan Zheng – Reading and Writing: An Interdisciplinary Journal, 2025
This study aims to compare the effects of "questioning with minimal evaluation" (PE) and "prompt-evaluate-expand-repeat" (PEER) used in dialogic reading (DR) on children's language development. This study included 119 typically developing (TD) and 107 Chinese children with autism spectrum disorder (ASD) by using a pre- and…
Descriptors: Language Acquisition, Parent Child Relationship, Questioning Techniques, Autism Spectrum Disorders
Koh, Poh Wee; Ku, Yu-Min; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2020
How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Grade 1
Simsek, Zeynep Ceren; Isikoglu Erdogan, Nesrin – Reading and Writing: An Interdisciplinary Journal, 2021
The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children's language development aged 48-66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as…
Descriptors: Comparative Analysis, Language Acquisition, Dialogs (Language), Language Tests
Pham, Giang T.; Snow, Catherine E. – Reading and Writing: An Interdisciplinary Journal, 2021
Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…
Descriptors: Oral Language, Decoding (Reading), Reading Comprehension, Vietnamese People
Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan – Reading and Writing: An Interdisciplinary Journal, 2018
In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (1) linguistic knowledge, (2) metacognitive knowledge, and (3) linguistic fluency in predicting both the level and development of writing…
Descriptors: Foreign Countries, Middle School Students, Adolescents, Writing Skills
Chlapana, Elissavet; Tafa, Eufimia – Reading and Writing: An Interdisciplinary Journal, 2014
This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children's vocabulary learning during storybook reading. (In the present study the terms "immigrants" and "second language learners" are used alternatively meaning kindergarteners from immigrant families who are in the…
Descriptors: Direct Instruction, Teaching Methods, Kindergarten, Vocabulary Development
Korat, Ofra; Levin, Iris; Atishkin, Shifra; Turgeman, Merav – Reading and Writing: An Interdisciplinary Journal, 2014
We investigated the effects of three facilitators: adults' support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4-6) from middle SES neighborhoods. The entire sample read the e-book without a…
Descriptors: Vocabulary Development, Dictionaries, Receptive Language, Expressive Language
Hofslundsengen, Hilde; Hagtvet, Bente Eriksen; Gustafsson, Jan-Eric – Reading and Writing: An Interdisciplinary Journal, 2016
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls)…
Descriptors: Preschool Children, Writing Instruction, Intervention, Invented Spelling
Yeung, Susanna S. S.; Siegel, Linda S.; Chan, Carol K. K. – Reading and Writing: An Interdisciplinary Journal, 2013
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction…
Descriptors: Learning Activities, Reading Instruction, Spelling, English (Second Language)