Progress in Reading Science

Perfetti, Charles A.; Helder, Anne

doi:10.1002/9781119705116.ch1

Cited by 29 publications

(8 citation statements)

References 163 publications

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“…Reading is a complex process that requires both the integration of multiple domain-specific skills (e.g., phonological awareness, rapid naming, decoding, and language comprehension; Perfetti & Helder, 2022; Perfetti & Stafura, 2014) and the coordination of domain-general skills such as executive function (EF) and social-emotional skills (SEL; Cirino et al, 2019; Corcoran et al, 2018). Indeed, EF and SEL are essential domains for monitoring students’ development and for evaluating educational effectiveness at both national and state levels (Liew et al, 2020; Peng & Goodrich, 2020; Soland, 2019; Stockard et al, 2018; Weiland & Yoshikawa, 2013).…”

Section: Development Of Reading Ef and Selmentioning

confidence: 99%

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Zhang¹,

Peng²

2023

Journal of Educational Psychology

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In this study, we investigated longitudinal reciprocal relations among reading, executive function, and social-emotional skills in students from Grades 2 to 5, using the data set from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. We addressed several important gaps in the literature on longitudinal reciprocal relations by using latent factors to represent the executive function and social-emotional skills in latent growth models with structured residuals, separating between- and within-person effects, and examining sample effects with a general population sample, students with reading difficulties, and high-performing students. Our results showed longitudinal reciprocal relations between reading and executive function in high-performing students, such that with development, the contribution of executive function to reading grew stronger while the contribution of reading to executive function remained stable; we found no longitudinal reciprocal relations between reading and social-emotional skills in any of the three sample groups; and these patterns of results remained the same based on the control of socioeconomic status and sensitivity analyses. Together, the results of this study support the heterogenous hypothesis of mutualism theory in education: The effect of mutualism may be stronger in some contexts and populations than in others. Longitudinal reciprocal relations between executive function and reading may be driven mostly by high-quality and intensive learning and practice in reading, not by socioeconomic status.

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Section: Development Of Reading Ef and Selmentioning

confidence: 99%

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Zhang¹,

Peng²

2023

Journal of Educational Psychology

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“…Jerarquizar adecuadamente la información supone no solo seleccionar aquella que es relevante sino (y fundamentalmente) inhibir la irrelevante, lo que implica la puesta en marcha de un mecanismo de inhibición y supresión verbal que se ha mostrado ineficiente en malos comprendedores (Abusamra et al, 2008(Abusamra et al, , 2020Borella et al, 2010;Cartoceti, 2012). Generar inferencias, por su parte, es crucial para la construcción de un modelo de situación coherente con el contenido del texto (Cain, 2022;Perfetti & Helder, 2022;van den Broek & Kendeou, 2022).…”

Section: Discussionunclassified

Enseñar a comprender textos en la escuela secundaria: una revisión sistemática

Tonani,

Chimenti

2023

Cuad. Investig. Educ.

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La comprensión de textos es una habilidad compleja que se aprende a lo largo de la vida, requiere enseñanza explícita y es central en la escuela por su potencial epistémico. En este trabajo se presenta una revisión sistemática de propuestas destinadas a enseñar y a comprender textos a estudiantes hispanohablantes de nivel secundario, en el contexto iberoamericano en el período 2012-2022. Se localizaron 14 estudios que cumplieron con los criterios de inclusión y que refieren a 12 propuestas de enseñanza. Se identificaron distintas actividades y se encontró que las más frecuentes promueven las habilidades de jerarquización de la información y de generación de inferencias. Además, se observó que en la mayoría de las propuestas se combinan actividades orientadas al desarrollo de habilidades cognitivas y metacognitivas, se trabaja con textos expositivos, y las secuencias didácticas se suelen estructurar en torno a la enseñanza explícita de estrategias de comprensión. Teniendo en cuenta que las propuestas revisadas tienden a implementarse al comienzo de la escolaridad secundaria, y que en solo tres casos el desarrollo de prácticas de lectura se combina con la enseñanza de contenidos curriculares, la presente revisión pone en evidencia que se requieren estudios que promuevan el abordaje de la comprensión de textos en conjunto con la enseñanza de los contenidos propios de las distintas asignaturas, en especial en los últimos años de la escuela secundaria.

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“…This is followed by building up of morphemic sequences into syntactic structures, followed by the construction of basic meaning units, followed by the integration of meaning units within and between sentences, and followed by further processes that activate elements of general knowledge necessary for the construction of a general (non-linguistic) representation of the content of the text. Text-level processes include information that goes beyond the literal interpretation of the text, as the reader's prior knowledge of the semantic content and type of the text are revealed, and mechanisms based on prior knowledge and memory are required to allow inferential processes to operate on the basis of the text, and to integrate the information included in the text (Perfetti, 1999;Perfetti & Stafura, 2014;Perfetti & Helder, 2022).…”

Section: The Changing Paradigms Of Reading In the History Of Sciencementioning

confidence: 99%

Reading Assessment for Diagnosing Acquired Reading Disorders in Adults: Theoretical and Practical Aspects of its Development

Kis

Földi

Steklács

2023

CEJER

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The study of reading processes is of particular importance in the assessment of cognitive-linguistic functions in both atypical development and acquired disorders of the adult developmental skills system. A comprehensive assessment of cognitive processes allows the selection of the appropriate therapeutic techniques, which in turn contributes to the best possible quality of life following rehabilitation. A common leading symptom of cognitive dysfunction in adult acquired neurological impairment is a deficit in reading. Our aim was to develop a reading assessment procedure based on national and international theoretical and empirical research to allow a complex assessment of reading processes. In order to investigate the reliability of the test and to develop an assessment system for it, a large-scale survey was organised. During the analyses, an evaluation system was developed which would allow us to objectively describe not only the fact of impairment but also its extent. Based on our results, the design of the Adult Acquired Reading Assessment and the comprehensive assessment system associated to it have resulted in a complex test procedure that is not only well applicable in clinical diagnostics but also in exploratory empirical work.

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Progress in Reading Science

Cited by 29 publications

References 163 publications

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.

Enseñar a comprender textos en la escuela secundaria: una revisión sistemática

Reading Assessment for Diagnosing Acquired Reading Disorders in Adults: Theoretical and Practical Aspects of its Development

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