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Direct linkWade-Woolley, Lesly; Wood, Clare; Chan, Jessica; Weidman, Sarah – Scientific Studies of Reading, 2022
Referring to the "vital parts" of speech that do not appear in print, E. B. Huey (1908/1968) described prosody in reading as "the rise and fall of pitch and inflection, the hurrying here and slowing there, what we have called the melody of speech." In this paper, we discuss the role prosody plays in reading, contextualized in…
Descriptors: Intonation, Suprasegmentals, Oral Reading, Phonology
Wegener, Signy; Wang, Hua-Chen; Beyersmann, Elisabeth; Nation, Kate; Colenbrander, Danielle; Castles, Anne – Scientific Studies of Reading, 2023
Purpose: Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method: Seventy-eight adults…
Descriptors: Reading Research, Reading Processes, Word Recognition, Spelling
Collins, Lauren W.; Cook, Sara E. C.; Ninci, Jennifer; Weingrad, Iana – Behavioral Disorders, 2023
Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the…
Descriptors: Emotional Disturbances, Behavior Problems, At Risk Students, Standards
Pan, Jinger; Laubrock, Jochen; Yan, Ming – Scientific Studies of Reading, 2021
In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…
Descriptors: Phonology, Reading Processes, Error Patterns, Oral Reading
Saha, Neena M.; Cutting, Laurie E.; Del Tufo, Stephanie; Bailey, Stephen – Reading and Writing: An Interdisciplinary Journal, 2021
Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…
Descriptors: Decoding (Reading), Teaching Methods, Scaffolding (Teaching Technique), Reading Instruction
Rakhlin, Natalia; Mourgues, Catalina; Logvinenko, Tatiana; Kornev, Alexander N.; Grigorenko, Elena L. – Scientific Studies of Reading, 2023
Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…
Descriptors: Reading Difficulties, Reading Research, Reading Fluency, Reading Processes
