The relationships between oral language and reading instruction: Evidence from a computational model of reading.
Ontology highlight
ABSTRACT:
SUBMITTER: Chang YN
PROVIDER: S-EPMC7612124 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement.
| S-EPMC4583135 | biostudies-literature
Project description:Shared reading research has become increasingly multidisciplinary and has incorporated a multitude of assessment methods. This calls for an interdisciplinary perspective on children's shared reading experiences at home and at the child care center and their relationships to oral language development. Here, we first discuss Bronfenbrenner's bioecological model of human development (Bronfenbrenner and Morris, 2006) regarding the relationship between shared storybook reading and oral language development. Second, we develop a framework for investigating effects of shared reading on language development in two important microsystems: the home literacy environment (HLE) and the child care literacy environment (CCLE). Zooming in on shared storybook reading as a proximal process that drives oral language development, we then develop a triad model of language learning through shared storybook reading that integrates approaches and evidence from educational psychology, developmental psychology, psycholinguistics, and corpus linguistics. Our model describes characteristics of children, adults, and books, and how their interplay influences shared reading activities. Third, we discuss implications for the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014) regarding the conceptualization of shared reading as an important source of oral language development. Finally, to facilitate integrated research designs that include the two most important microsystems, we provide a critical discussion of assessment methods used in research that investigates the HLE and the CCLE and relate them to the shared reading triad in our bioecological model of shared storybook reading. We conclude with directions for future research.
| S-EPMC7479231 | biostudies-literature
Project description:Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition.
| S-EPMC4743045 | biostudies-literature
Project description:The number of English Language Learners (ELLs) has been growing worldwide. ELLs are at risk for reading disabilities due to dual difficulties with linguistic and cultural factors. This raises the need for finding practical and efficient reading interventions for ELLs to improve their literacy development and English reading skills. The purpose of this study is to examine the evidence-based reading interventions for English Language Learners to identify the components that create the most effective and efficient interventions. This article reviewed literature published between January 2008 and March 2018 that examined the effectiveness of reading interventions for ELLs. We analyzed the effect sizes of reading intervention programs for ELLs and explored the variables that affect reading interventions using a multilevel meta-analysis. We examined moderator variables such as student-related variables (grades, exceptionality, SES), measurement-related variables (standardization, reliability), intervention-related variables (contents of interventions, intervention types), and implementation-related variables (instructor, group size). The results showed medium effect sizes for interventions targeting basic reading skills for ELLs. Medium-size group interventions and strategy-embedded interventions were more important for ELLs who were at risk for reading disabilities. These findings suggested that we should consider the reading problems of ELLs and apply the Tier 2 approach for ELLs with reading problems.
| S-EPMC8461348 | biostudies-literature
Project description:This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation rg = .46-.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (rg = .81-.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with-but distinct from-a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h² = .27 to .47 to .55), the heritability of reading fluency is high and largely stable over the same period of time (h² = .73 to .71 to .64). (PsycINFO Database Record
| S-EPMC5444555 | biostudies-literature
Project description:Correlational evidence suggests that the experience of reading and writing in a certain direction is able to induce spatial biases at both low-level perceptuo-motor skills and high-level conceptual representations. However, in order to support a causal relationship, experimental evidence is required. In this study, we asked whether the direction of the script is a sufficiente cause of spatial biases in the mental models that understanders build when listening to language. In order to establish causality, we manipulated the experience of reading a script with different directionalities. Spanish monolinguals read either normal (left-to-right), mirror reversed (right-to-left), rotated downward (up-down), or rotated upward (down-up) texts, and then drew the contents of auditory descriptions such as "the square is between the cross and the triangle". The directionality of the drawings showed that a brief reading experience is enough to cause congruent and very specific spatial biases in mental model construction. However, there were also clear limits to this flexibility: there was a strong overall preference to arrange the models along the horizontal dimension. Spatial preferences when building mental models from language are the results of both short-term and long-term biases.
| S-EPMC4678875 | biostudies-other
Project description:While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.
| S-EPMC5415605 | biostudies-other
Project description:While advances in network and pathway analysis have flourished in the era of genome-wide association analysis, understanding the genetic mechanism of individual loci on phenotypes is still readily accomplished using genetic modeling approaches. Here, we demonstrate two novel genotype-phenotype models implemented in a flexible genetic modeling platform. The examples come from analysis of families with specific language impairment (SLI), a failure to develop normal language without explanatory factors such as low IQ or inadequate environment. In previous genome-wide studies, we observed strong evidence for linkage to 13q21 with a reading phenotype in language-impaired families. First, we elucidate the genetic architecture of reading impairment and quantitative language variation in our samples using a bivariate analysis of reading impairment in affected individuals jointly with language quantitative phenotypes in unaffected individuals. This analysis largely recapitulates the baseline analysis using the categorical trait data (posterior probability of linkage (PPL) = 80%), indicating that our reading impairment phenotype captured poor readers who also have low language ability. Second, we performed epistasis analysis using a functional coding variant in the brain-derived neurotrophic factor (BDNF) gene previously associated with reduced performance on working memory tasks. Modeling epistasis doubled the evidence on 13q21 and raised the PPL to 99.9%, indicating that BDNF and 13q21 susceptibility alleles are jointly part of the genetic architecture of SLI. These analyses provide possible mechanistic insights for further cognitive neuroscience studies based on the models developed herein.
| S-EPMC3085518 | biostudies-literature
Project description:The function of language in high-order goal-directed human cognition is an important topic at the centre of current debates. Experimental evidence shows that inner speech, representing a self-directed form of language, empowers cognitive processes such as working memory, perception, categorization, and executive functions. Here we study the relations between inner speech and processes like feedback processing and cognitive flexibility. To this aim we propose a computational model that controls an artificial agent who uses inner speech to internally manipulate its representations. The agent is able to reproduce human behavioural data collected during the solution of the Wisconsin Card Sorting test, a neuropsychological test measuring cognitive flexibility, both in the basic condition and when a verbal shadowing protocol is used. The components of the model were systematically lesioned to clarify the specific impact of inner speech on the agent's behaviour. The results indicate that inner speech improves the efficiency of internal representation manipulation. Specifically, it makes the representations linked to specific visual features more disentangled, thus improving the agent's capacity to engage/disengage attention on stimulus features after positive/negative action outcomes. Overall, the model shows how inner speech could improve goal-directed internal manipulation of representations and enhance behavioural flexibility.
| S-EPMC7729881 | biostudies-literature
Project description:In this paper we present a new method for automatic transliteration and segmentation of Unicode cuneiform glyphs using Natural Language Processing (NLP) techniques. Cuneiform is one of the earliest known writing system in the world, which documents millennia of human civilizations in the ancient Near East. Hundreds of thousands of cuneiform texts were found in the nineteenth and twentieth centuries CE, most of which are written in Akkadian. However, there are still tens of thousands of texts to be published. We use models based on machine learning algorithms such as recurrent neural networks (RNN) with an accuracy reaching up to 97% for automatically transliterating and segmenting standard Unicode cuneiform glyphs into words. Therefore, our method and results form a major step towards creating a human-machine interface for creating digitized editions. Our code, Akkademia, is made publicly available for use via a web application, a python package, and a github repository.
| S-EPMC7592802 | biostudies-literature