Reading Research Articles

Interactions Among Text Formats and Reading Processes in Young Learners' L1 Reading Literacy

AbstractReading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models by integrating text formats (continuous, mixed, and non‐continuous) and cognitive processes involved in reading (information retrieval, interpretation, and reflection) and their interaction in a large dataset. The study aims to complement the results of previous research by analyzing how cognitive aspects function in the meaning‐making process in various text formats. Representative samples (N = 3229) of young Hungarian L1 learners participated in the study. Data obtained from a longitudinal study in grade 2 and grade 4 is used to test the underlying measurement model of reading literacy and to explore the issue of the dimensionality of reading processes along three different text formats. Findings suggest that students' reading development trajectory and rate differs when it comes to reading texts with different formats. Text formats affect reading subskills significantly but the interaction between text and reading processes changes over time. Results provide a clearer understanding of the text format achievement gap. Implications for research and practice are discussed.

Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers

AbstractExplicit morphology instruction has been recommended for poor readers. Still, hardly any studies have compared the effectiveness of both explicit and implicit morphology training in relation to business-as-usual support in improving reading proficiency. In this study, 277 poor readers in Grades 2 and 3 participated in a computer-assisted eight-week intervention focusing on suffixes in a randomised control trial, with pre-, post- and follow-up assessment in schools for Swedish-speaking children in Finland. Students were randomly allocated into two experimental groups and one control group. The first experimental group played a digital game with explicit instruction in lexical morphology (explicit). The other experimental group played the game without said instruction (implicit). Intervention and Grade effects were analysed using mixed-design analysis of variance (ANOVA). A significant time x group intervention effect was found only in the implicit vs. control group comparison between pre- and post-assessments; a moderate gain in identification of trained words assessed in a game-like manner was found in the implicit group unlike in controls. The difference in gain remained significant at follow-up for both grades. Additionally, third graders in the implicit group demonstrated a more significant improvement than controls in reading aloud pseudowords with trained suffixes, both in the pre‒post comparison and at follow-up. Results suggest that poor readers benefitted from implicit morphology training, but explicit instruction in lexical morphology (animations with verbal explanations) did not have a significant effect on reading proficiency.

Orthographic and Meaning Processes in Reading Chinese Compounds: Comparisons Between L1 and L2 Reading.

Research on alphabetic reading presents conflicting findings concerning the timing of orthographic and meaning processes in reading morphologically complex words. Chinese characters offer distinct visual cues for morphemes, enabling straightforward manipulations to examine orthographic and meaning processes. Guided by the Character-Word Dual Function model, we report four priming experiments that test how a reader's lexical quality impacts the emergence of orthographic and semantic priming effects in reading Chinese compounds. We conducted comparisons between native Chinese speakers and Chinese L2 learners, who vary in their quality of lexical representations. By manipulating the semantic transparency of prime-target pairs, we distinguished meaning from orthographic effects. The emergence of these effects was revealed by varying prime exposure durations. Orthographic effects emerged at shorter exposures for both L1 and L2 readers. However, meaning effects appeared at longer exposure durations only for L1 readers. These results confirm the generality of the orthography-first emergence of morphological effect in reading Chinese and suggest that readers' access to morphological meaning relations increases with experience.

EXPRESS: Exploring the role of visual similarity in parafoveal processing: Insights from the Flanking Letter Lexical Decision Task.

This study explores the impact of visually similar flanking stimuli on central target words using the Flanking Letter Lexical Decision (FLLD) task. Specifically, we investigated whether visual similarity effects can explain orthographic relatedness effects observed in previous FLLD tasks. By employing non-reversal mirror letters as visual flankers, we compared their influence on response times to traditional orthographic-related and orthographic-unrelated conditions. Results confirmed the known facilitative effect of orthographic-related flankers on response times (ROCK ROCK ROCK). However, mirror-related conditions showed no facilitative effect (ROCK ROCK ROCK), as evidenced by a Bayesian analysis indicating no significant differences between mirror-related and mirror-unrelated (STEP ROCK STEP). These findings suggest that low-level visual information in the parafovea does not contribute to the processing of the foveal word in tasks requiring specific word identification. The study concludes that only parafoveal information with relevant linguistic content is spatially pooled across target and flankers during word identification tasks. This research highlights the need to consider task-specific attentional demands and the linguistic relevance of parafoveal information in understanding visual and orthographic processing in reading.

A Cognitive Stylistic Analysis of Oswald Mtshali’s “Men in Chains”

This paper presents a cognitive stylistic analysis of the poem “Men in Chains” by Oswald Mbuyiseni Mtshali (1968). Cognitive stylistics focuses primarily on explaining what happens during the reading process and how it influences the interpretations made by readers in understanding textual meaning. Though meaning is located in the formal structure of the literary text, readers can also approach meaning by deploying aspects of their previous background knowledge. Therefore, the study examines how a special configuration of language is used to realise a particular subject matter and a few selected figurative tropes to achieve a special aesthetic purpose. In the research, all primary data were sourced from the poem, and the secondary data were derived from related works and textbooks. The Schema Theory introduced by Richard C. Anderson (1977) and Conceptual Metaphor Theory by George Lakoff and Mark Johnson (1980) were used to analyse the data collected for the study. The analysis reveals that coherence among figures of speech and the use of extended and complex figurative expressions create new stylistic frameworks and metaphorical formulas that illustrate the idea of novelty and creativity in the poem. Based on the above, the work concludes that cognitive stylistics is effective in the study and interpretation of poetry. It can also be used in studying and teaching poetry to enhance better understanding and appreciation of any poetic texts.

Teaching strategies used by English First Additional Language teachers in teaching reading for comprehension

Reading is a fundamental skill essential for deep understanding and engagement across all subjects. This study explores Grade 6 teachers’ perspectives on strategies for teaching reading comprehension in the Intermediate Phase of English First Additional Language (EFAL). Using a multiple-case study design, it provides an in-depth exploration from various participants’ perspectives. The target population comprised Grade 6 EFAL teachers, with a purposeful sample of ten teachers from ten primary schools in the Nquthu circuit, uMzinyathi district, KwaZulu Natal, South Africa. Data collection methods included individual face-to-face semi-structured in-depth interviews and classroom observations, offering a comprehensive understanding of teachers’ classroom practices and strategies. The study reveals a significant gap between teachers’ reported strategies and their actual classroom practices. While teachers are aware of effective strategies such as guided reading, skimming and scanning, and the top-down approach, their implementation often reverts to traditional methods, highlighting the need for professional development. The findings emphasize the importance of aligning teaching practices with theoretical frameworks like Vygotsky’s Zone of Proximal Development to support learners effectively. Integrating assessments into the reading process is crucial for activating prior knowledge and confirming comprehension. Additionally, the study identifies a gap between teachers’ theoretical understanding and practical application of the Directed Reading Thinking Activity strategy. The study recommends bridging the gap between theory and practice through continuous professional development, practical training, and the availability of relevant resources to strengthen practices. Addressing these gaps can better foster reading comprehension skills, ultimately enhancing learners’ academic performance.

THE CORRELATION BETWEEN STUDENT’S MOTIVATION AND THEIR READING COMPREHENSION AT ELEVENTH GRADE OF SMAN 1 RAJABASA

There are many factors that can influence reading comprehension. Reading motivation and comprehension are two key aspects in creating successful readers. The purpose of this study is to investigate the correlation between student’s motivation and their reading comprehension at eleventh grade of SMAN 1 Rajabasa and to find out the problems faced by the students during the reading process. 30 students of class 11 Merdeka 2 were sampled for data collection. Data were collected using the MRQ questionnaire, reading test and interview. Pearson product moment correlation was used to determine the correlation and strong relation between student’s motivation and reading comprehension which was 0.685. Then, the interview data shows that there are several problems that usually faced by students, such as vocabulary with double meaning and also a noisy environment.

The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment

AbstractThis research explores structural relations among the component skills of reading comprehension in Kiswahili. Furthermore, the study examines the relationship between socio‐economic status, home and school language use, and home literacy environment with Kiswahili reading outcomes. The study utilized secondary data from the baseline Tusome Literacy activity implemented in Kenya at scale from 2015 to 2022 by USAID, Research Triangle Institute in collaboration with the Ministry of Education Kenya and other partners. A three‐stage stratified sampling procedure was used to randomly select the schools and students from a sample frame compiled from multiple education databases of public formal and non‐formal schools in Kenya. The final sample comprised 4886 grade 1 and 2 learners who completed a battery of early grade literacy assessment in Kiswahili and a survey of the socio‐economic status (SES), home literacy environment (HLE), and school and home language use. We conducted a regression analysis to examine structural relations among the component skills of reading comprehension and the relationships between the SES, HLE, and early literacy skills. The findings indicate that the component skills are interconnected with the sub‐lexical skills, serving as the building block for the higher‐order skills. Letter sound knowledge, text reading fluency, and listening comprehension predict reading comprehension. Reading stories at home, reading aloud, and silent reading practice at school significantly influences reading outcomes. The mismatch between home and school language and low SES negatively impacts reading outcomes. These findings indicate that systematic and explicit instruction is critical in acquiring literacy skills, particularly for learners from disadvantaged backgrounds.

Implikasi Metode Yanbu’a Terhadap Kualitas Maharah Qira’ah Jahriyyah Santri Madrasah Tahfidz Putri Anak Yogyakarta

The Yanbu'a method is a method of memorizing the Qur'an that pays attention to aspects of clarity and fluency. To support Qur'an memorization activities, Madrasah Tahfidz Putri Anak in Yogyakarta teaches the Yanbu'a method in its educational activities. The background of this study is because there are still Arabic pronunciation errors that are not good in reading skills, so there needs to be an appropriate strategy in improving the quality of reading the Qur'an. The purpose of this study is to try to find the relationship between the quality of Qur'anic recitation in the Yanbu'a method and the quality of students' ability to read and pronounce fluent Arabic texts with a fluent tongue expressively. The educational implications of the Yanbu'a method are interesting to study its impact on the quality of reading aloud which is not limited to reading and understanding by heart, but includes abilities such as expressing it with the correct tongue. This research is all the more interesting because almost all literature that discusses the Yanbu'a method relates it to fluency in reading the Qur'an. However, in this study, the researchers tried to relate it to a different aspect, namely the ability to read aloud Arabic texts other than the Qur'an. This research uses descriptive qualitative method by collecting data through observation, interview, and documentation. The data sources in this study are the Qur'an and a collection of school supervisors. Future researchers can develop this article by discussing how the implementation of the Yanbu'a method in improving the quality of maharah qira'ah jahriyyah outside of reading the Qur'an.

A Review of the Influence of ‘Interactive Read Aloud’ on Standard one Pupils’ Vocabulary Growth and Critical Thinking in Public Primary Schools in Tanzania

A Review of the Influence of ‘Interactive Read Aloud’ on Standard one Pupils’ Vocabulary Growth and Critical Thinking in Public Primary Schools in Tanzania

Reading comics: The effect of expertise on eye movements

The theory of expertise suggests that there should be observable differences in the eye movement patterns between experts and non-experts. Previous studies have investigated how expertise influences eye movement patterns during cognitive tasks like reading. However, the impact of expertise on eye movements in comics, a multimodal form of text, remains unexplored. This article reports on a study that uses eye tracking to examine patterns in the ways that experts and non-experts read comics. Expert participants (14) with experience in reading comics than non-expert participants (17). When controlling for variables such as layout and text quantity, we found significant differences in visual scanning between experts and non-experts. Experts exhibited more frequent saccades and greater amplitude of saccades. Further analysis revealed distinct strategies in processing text and image content between the two groups: the interaction between expertise level and content type in specific AOI showed significant differences across multiple visual measurement metrics, including Average duration of fixations, number of fixations, and number of saccades within AOI. These findings not only support the applicability of the expertise level theory in the field of comic reading but also provide a new perspective for understanding the reading processing of multimodal texts.

Effects of Pictures on Second-Grade Children’s Oral Reading Performance

Picture books are a common staple of children’s reading diet. The role of pictures in reading acquisition remains a topic of considerable controversy, however. This study examined the effects of pictures on children’s oral reading behavior (measured by reading errors/miscues) and comprehension (measured by retelling), using a 2 (picture condition) × 2 (genre) × 3 (reading ability) mixed ANOVA design. Forty second-grade children each read and retold two narrative and two informational texts, with or without the presence of pictures. Statistical analyses revealed that pictures had a positive effect on children’s reading comprehension, but no significant effect on their oral reading behavior. There were no significant interaction effects between picture condition and text genre or between picture condition and reading ability on any outcome measures. However, a closer examination of the data via profile plots revealed more intricate patterns regarding the impact of pictures on children’s oral reading behavior and comprehension. These findings suggest that many factors associated with the reader and the text are simultaneously at work during the reading process. The implications for research and practice are further discussed.

Improving Academic Standard of Low-Performing Adolescents: A Delphi Study

The Indian educational landscape, marked by infrastructure limitations and disparities in educator quality and school types, presents an opportunity for equitable education enhancement. This study employs the Delphi method to identify effective learning strategies for teacher training and policy considerations. Initially, 57 experts provided opinions on strategies for academically low-performing adolescents. Subsequently, 25 experts ranked these strategies’ importance using a Likert scale. In an independent round, 50 new experts with teaching experience shared insights into strategies implemented for low-performing school adolescents. Of 38 proposed strategies short-listed in the first round, experts strongly recommended 21, yet educators implemented only nine. Notably, strategies supported by existing literature and strongly endorsed by experts, such as experiential learning, reading aloud, and independent thinking, remain unimplemented. This absence could impede adolescents’ knowledge and hinder academic success. Integrating evidence-based strategies into the curriculum could enhance low-performing adolescents’ academic performance, career prospects, and life satisfaction.

Toward a Cultural Sustenance View of Reading

AbstractThis article highlights a Cultural Sustenance View of Reading (CSVR), a complex reader model illuminated by vivid findings from an eight‐year collaborative classroom‐based study and extensive reviews of cognitive and sociocultural research. Within the CSVR, reading is conceptualized as being shaped by a readers' culturally and linguistically situated knowledge (ways of knowing), experiences and relationships (ways of being), and cognitive reading processes (ways of reading) which overlap and interact through the non‐linear, active process of culturally mediated cognition. In extending the CSVR, the authors hope to supplant long‐ standing false dichotomies between the cognitive and sociocultural functions within the human experience of reading. In doing so, we hope to advance ideas about how learning to read can foster cultural sustenance—with children and their lifeways centered as full and complete.

Laki niin kuin se luetaan – säädöskielen käytettävyyttä tutkimassa

The article looks at how readers understand legal text, which characteristics cause difficulties, and which facilitate understanding. The method used is protocol analysis. It examines a subject’s reading process, highlighting the features that affect reading and understanding. Subjects read test texts while verbalizing their reading experience, and their thinking aloud is recorded, transcribed, and analyzed. Subjects include lawyers, officials, and laypeople, and test materials contain extracts from the Finnish Inheritance Code, the Income Tax Act, and the Working Time Act. The results show the impact of different textual elements on comprehension and usability.

What Were the Processes and Impact of Establishing a Book Group in the Hilltop Benefice?

Abstract This project outlines and explores the impact of the establishment of a book group organized during Lent 2023 within a particular benefice, in Surrey in the UK, that had three separate church congregations. The opportunity to join the club, which would run for six sessions, was made available across all three congregations. The title for sharing was pre-selected and each week one chapter was read by group members as preparation. Sessions started with hospitality, followed by the reading aloud of the set chapter, as a group exercise, and an ensuing supported group discussion. Participants were invited to share their feedback on involvement in an online, anonymous questionnaire. This paper outlines process and findings, and highlights observations that are relevant to the wider church and can be built on in future.

Developing Linguistic Constructs of Text Readability Using Natural Language Processing

ABSTRACT Purpose Understanding what makes a text difficult to read is an important element of literacy instruction, materials development, and research into text readability. Readability formulas are often used to quantify text readability. However, readability formulas often focus on a relatively limited number of text features that inform the reading process and/or use single features to measure complex language constructs under the presumption that related features do not interact with one another. As a result, the formulas can be difficult to interpret by practitioners. Method A principal component analysis was used to combine text features from advanced natural language processing tools into theoretically-inspired language constructs related to text comprehension. Result Results indicate that text features aggregated into seven components related to informational text, syntactic constructions, noun phrase complexity, lexical ease, function word ease, narrativity, and lexical variety. These components predicted 44% of the variance in readability scores reported in a large readability corpus. Conclusion The results provide evidence that individual linguistic features related to text readability can be combined into reading components that are strong predictors of text comprehension. Practically, these components should be more easily interpretable allowing for more actionable feedback and use by practitioners.

Impact of histological remission for predicting clinical relapse in Crohn's disease: a post-hoc analysis of the prospective STORI cohort.

Achieving deep remission, encompassing clinical, endoscopic, and biological remission, is the goal in managing Crohn's disease (CD). The role of histological remission remains unclear. This study aimed to examine the impact of histological inflammation on clinical relapse risk in CD and explore the relationship between histology, endoscopic scores, and biomarkers. Patients from the prospective STORI cohort underwent ileocolonoscopy with CDEIS calculation and 2 biopsies from the most inflamed or previously inflamed areas. Histological scores (Robarts, Geboes, modified Geboes, Nancy, and IBD-DCA) were determined by two independent pathologists in a central reading process. Histological remission was defined by specific score thresholds. Clinical relapse, defined by CDAI >250 or a CDAI increase of 70 points over two weeks, was monitored for at least one year. Out of 115 patients included in STORI, 160 biopsies (44 ileal and 116 colonic) from 76 patients were analyzed. Histological remission rates were 46% (Nancy), 55% (Robarts), 61% (Geboes), and 41% (IBD-DCA). During follow-up, 35 patients (46%) experienced a clinical relapse: 37% with histological remission and 56% without, based on the Nancy score. Among the mucosal healing (MH) subgroup (45 patients), 34% with histological remission and 44% without relapsed (p=0.18). Histological scores did not predict clinical relapse. Only faecal calprotectin (FC) was a significant predictor in multivariate analysis (p=0.029). Despite correlations with endoscopy and biomarkers, histological scores did not predict clinical relapse in CD patients in remission. Thus, these scores are not recommended for clinical practice to assess relapse risk in CD.

Thermal, Acoustic, and Self-Perceptual Measures of Pre-Post Vocal Change After Surface Hydration in Speech-Language Pathologists

PurposeNumerous clinical findings support the idea that increased surface laryngeal hydration prevents and manages voice problems in professional voice users. However, empirical evidence for surface laryngeal hydration (nebulized saline solution) through multidimensional voice measures is lacking, especially in speech-language pathologists (SLPs). Hence, the present study investigated the effect of surface hydration using nebulized saline solution on voice quality using thermal, acoustic, and self-perceptual measures in SLPs. MethodsThe study involved 30 SLPs divided into three groups: group I had no voice usage, group II read aloud passage for 1 hour without surface hydration, and group III read aloud passage for 1 hour with surface hydration for 10 minutes. Multidimensional voice outcomes such as thermal (front, right, and left view of the throat), acoustic (Multidimensional Voice Program), and self-perceptual (perceived phonatory effort, perceived vocal tiredness) were measured for the pretest and post test condition in all the group. ResultsPre-post comparison shows that thermal measures showed a significant increase in group II and a significant decrease in group III. Also, fundamental frequency, perturbation, and self-perceptual measures showed a significant increase in group II compared to group III. Further, the between-group post test comparisons revealed a significant decrease in many outcome measures in group III compared to group II. The above results support that surface hydration significantly influenced the voice quality during the vocal loading task. ConclusionThe study confirms the benefits of surface hydration using saline solution in SLPs. Surface hydration preserves vocal quality compared to those not hydrated during vocal loading.

Orthographic knowledge as a predictor of reading and spelling in isiXhosa third graders

Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing, specifically orthographic knowledge has yet to be as extensively explored.Aim: To address this gap, this article explores the unique contributions of phonological awareness (PA) and orthographic knowledge for reading and spelling in the consistently written language of isiXhosa. In addition, we investigate the multi-dimensional character of orthographic knowledge by establishing whether letter-sound knowledge is a sub-component of orthographic knowledge, alongside word-specific and general orthographic knowledge.Setting: A quantitative cross-sectional study was conducted with 182 isiXhosa third graders.Methods: Participants completed word-specific and general orthographic knowledge tasks, which were specifically designed for the study, along with tasks of oral reading fluency, spelling accuracy, PA, rapid automatised naming and letter-sound knowledge.Results: Using confirmatory factor analyses along with regression analyses, the findings provide support for the multi-dimensional character of orthographic knowledge inclusive of word-specific orthographic knowledge, general orthographic knowledge and letter-sound knowledge. Further, it was revealed that for this sample of isiXhosa third graders, orthographic knowledge was more influential to reading and spelling performance over and above PA, providing evidence for the importance of orthographic skill for both reading and spelling in isiXhosa.Conclusion: The present study adds to a growing understanding of the multi-dimensional nature of orthographic knowledge and provides evidence for the importance of orthographic knowledge for reading and spelling in isiXhosa.Contribution: The findings support the need for phonics instruction that incorporates activities which build learners’ orthographic knowledge and other writing-related skills. Further, continuous exposure to books and reading will also strengthen learners’ orthographic knowledge.