Paradigmatic Analysis of Chinese Word Reading: Research Findings and Classroom Practices

1997 ◽  
pp. 379-417 ◽  
Author(s):  
Che Kan Leong
Keyword(s):  
Classroom Practices ◽  
Word Reading ◽  
Chinese Word ◽  
Reading Research ◽  
Paradigmatic Analysis ◽  
Research Findings

What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis

2021 ◽  
Author(s):  
Emily Solari ◽  
Yaacov Petscher ◽  
Colby Hall
Keyword(s):  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Difficulties ◽  
Health Sciences ◽  
Future Research ◽  
Exceptional Children ◽  
Reading Research ◽  
Education Science ◽  
Clear Description

A recent meta-analysis published in Exceptional Children (Stevens et al., 2021) looked at the effects of Orton-Gillingham (OG) reading interventions on reading outcomes for students who have word reading difficulties. The results of the study have led to questions and lively conversation among practitioners and reading researchers. One of the things that is important about science is that it is constantly evolving: this is true in education science as much as it is in the health sciences. Because this journal is committed to translating empirical findings from reading research in order to make education science accessible to practitioners, the intent of this commentary is to provide a clear description of the findings reported in this recent meta-analysis, addressing the degree to which they align with those reported in similar reviews of OG interventions. We discuss the degree to which the findings represent an evolution of reading science and their implications for instructional practice, policy, and future research.

The same or different: An investigation of cognitive and metalinguistic correlates of Chinese word reading for native and non-native Chinese speaking children

2015 ◽  
Vol 21 (4) ◽  
pp. 765-781 ◽  
Author(s):  
YANLING ZHOU ◽  
CATHERINE MCBRIDE
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
English Word ◽  
Vocabulary Knowledge ◽  
Hierarchical Regression ◽  
Chinese Word ◽  
Lexical Tone ◽  
Chinese Speakers ◽  
Chinese Learning

We investigated cognitive and metalinguistic correlates of Chinese word reading in children with L2 Chinese learning experience and compared these to those in L1 Chinese speaking children. In total, 102 third and fourth grade children were recruited for the study. We examined a range of Chinese and English word reading related cognitive and metalinguistic skills. Compared to the native Chinese speaking group (NCSS), the non-native Chinese speaking group (NNCS) only performed better in English vocabulary knowledge and English working memory. On Chinese word reading related skills the NNCS group performed significantly worse than the NCS group. Hierarchical regression analyses revealed that the unique correlates of Chinese word reading for both groups were Chinese vocabulary, working memory, lexical tone awareness, and orthographic skills. For the NNCS group only, visual skills were also unique correlates of word reading skills. The results suggest cognitive similarities and differences in reading among native and non-native Chinese speakers.

Fostering Motivation to Read

2011 ◽  
Vol 18 (1) ◽  
pp. 5-12
Author(s):  
Mary Kristen Clark
Keyword(s):  
Reading Comprehension ◽  
Student Motivation ◽  
Literature Search ◽  
Classroom Practices ◽  
Motivation To Learn ◽  
Motivation To Read ◽  
Reluctant Readers ◽  
Research Findings ◽  
Books And Reading ◽  
Motivation In Education

The purpose of this review is to explain the role and importance of motivation for reading comprehension and suggest classroom practices that can foster motivation to read. Method: A computerized literature search for theoretical accounts of and research findings on motivation in education and reading was conducted for this review. Conclusions: Motivation to read is positively associated with amount and breadth of reading. Cognitive and affective aspects of motivation can be fostered to encourage reluctant readers to value books and reading experiences. The suggested classroom practices support student motivation to learn through reading.

Executive functioning skills uniquely predict Chinese word reading.

2011 ◽  
Vol 103 (4) ◽  
pp. 909-921 ◽  
Author(s):  
Kevin K. H. Chung ◽  
Catherine McBride-Chang
Keyword(s):  
Executive Functioning ◽  
Word Reading ◽  
Chinese Word ◽  
Executive Functioning Skills

scholarly journals Developmental differences of neurocognitive networks for phonological and semantic processing in Chinese word reading

2009 ◽  
Vol 30 (3) ◽  
pp. 797-809 ◽  
Author(s):  
Fan Cao ◽  
Danling Peng ◽  
Li Liu ◽  
Zhen Jin ◽  
Ning Fan ◽  
...  
Keyword(s):  
Semantic Processing ◽  
Word Reading ◽  
Developmental Differences ◽  
Chinese Word

Modal Preferences and Strengths: Implications for Reading Research

1978 ◽  
Vol 10 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Jeffrey L. Derevensky
Keyword(s):  
Sensory Modality ◽  
Individual Learning ◽  
Present Review ◽  
Reading Process ◽  
Reading Research ◽  
Approaches To Studying ◽  
Learning Patterns ◽  
Research Findings ◽  
Systematic Synthesis

In recent years, much research has been engendered concerning sensory modality functioning and its relationship to the reading process. The approaches to studying sensory modality preferences and its relationship to individual learning patterns have been numerous. The present review is designed to integrate the research findings on modal preferences, to attempt to arrive at some reasonably sound principles through a systematic synthesis of the literature, and to suggest some areas in need of further research.

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