Scientific Studies of Reading

The purpose of SSSR is to promote the scientific study of reading and to disseminate information about reading and related areas such as language and literacy.

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

Piasta et al., conceptually replicated and extended work on children’s alphabet learning trajectories with Grade 1 outcomes. They found alphabet trajectories are distinguished by both level and learning. !

Read here: https://t.co/JsAxbF6hQQ

[Scientific Studies of Reading @SSRJournal]

🚨new article!🚨

Kahraman et al., investigated the effects of morphological complexity & orthographic transparency on cross-language transfer. Results showed significant cross-language embedded stem priming relative to an unrelated condition.

Read here: https://t.co/t4T8V9CI0x

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

Benita et al., investigated the relationships between teachers’ emotional exhaustion and students’ reading comprehension and emotions. Results showed exhaustion was related to lower reading comprehension performance.

Read here: https://t.co/Ey7CC4dcSK

[Scientific Studies of Reading @SSRJournal]

🚨open access article!🚨

Benita et al., investigated the relationships between teachers’ emotional exhaustion and students’ comprehension. Results showed emotional exhaustion was related to lower reading comprehension performance and more!

Read here: https://t.co/BcwLuxXzxP

[Scientific Studies of Reading @SSRJournal]

🚨new article!🚨

Liu et al., aimed to better understand the relationship between morphological awareness and Chinese reading accuracy through a meta-analysis. Results point to several moderating effects with implications on the field!

Read here: https://t.co/S1MtHNsrjD

[Scientific Studies of Reading @SSRJournal]

🚨new article!🚨

Savage et al., contrasted the responsiveness to two theoretically driven Tier 2 reading interventions.

Authors found that individual differences in the intervention underlie post-intervention reading gains and much more!

Read here: https://t.co/4pggFQQDkW

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

Crossley used PCA to combine text features from NLP tools into constructs related to comprehension. Results provide evidence that features related to readability can be combined into reading components that predict comprehension.

https://t.co/n3xWKoNqYy

[Scientific Studies of Reading @SSRJournal]

🚨New article!🚨

Capin et al., reviewed direct observation studies of reading instruction to understand if recommended comprehension practices are implemented. Authors found reading comprehension instruction infrequently aligned with best practices.

https://t.co/tCV7JujptM

[Scientific Studies of Reading @SSRJournal]

🚨new article!🚨

Peng Peng et al., explored the relationship between executive function to reading comprehension, fluency and vocabulary. Findings point to a reading-specific executive function which may a distinct construct!

Read here: https://t.co/kglowT7tY2

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

Sanabria et al., examined literacy learning opportunities in a large, diverse sample in the US. Results found focused instructional differences by grade levels!

Read here: https://t.co/6sZQKDWcRD

[Scientific Studies of Reading @SSRJournal]

What is the relationship between short-term memory and literacy skills? ���

Puranik et al., investigate exactly that with a sample of over 400 kindergarten students! Results point to short-term memory as a crucial cognitive skill!

Read here: https://t.co/pkFsdUKDrn

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

What’s the relationship between home literacy environment and K-2 literacy outcomes? Zhang et al., investigate this question and find effects on children’s reading development!

Read here: https://t.co/IEKV7CID5J

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

@YoungSukKim19 et al., conducted a randomized control trial of an instructional program, SRSD Plus, and found that Integrated reading and writing instruction can improve students’ writing, spelling skills and more!

Read here: https://t.co/MVSJUSHlBD

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

Perugini et al., aimed to establish which specific cognitive abilities are phenotypically related to reading skill in adolescence! Results speak to the relationships with working memory and more!

Read here: https://t.co/Qg5flkUqAR

[Scientific Studies of Reading @SSRJournal]

🚨New article!🚨

Mosher et al., examined to what extent providing structured supplements can improve student comprehension outcomes. Results from this study suggest that structured supplements can improve students’ comprehension abilities!

Read here: https://t.co/t9cJxLqrGh

[Scientific Studies of Reading @SSRJournal]

🚨new article!🚨

Diamanti & colleagues conducted a longitudinal study examining preschool morphological awareness, word reading skills and reading comprehension! Results confirm the relevance of morphological awareness to reading comprehension

Read here: https://t.co/LjTDPjXgFc

[Scientific Studies of Reading @SSRJournal]

🚨 Open access article! 🚨

Barnes et al., tested an inferential comprehension intervention addressing reading comprehension difficulties of middle schoolers. Results point to nuanced differences between student groups and more!

Read here: https://t.co/7WlHmsU6kZ

[Scientific Studies of Reading @SSRJournal]

🚨New article!🚨

Zhu et al., compared different orthographic theories to better understand how oculmotor musculature is associated with perception and cognition when reading!

Read here: https://t.co/4ynfUBCaeS

[Scientific Studies of Reading @SSRJournal]

🚨Open access article!🚨

Rothe et al., examined the relationship between two types of orthographic knowledge and literacy skills. Results confirm a mediated path between orthographic knowledge and literacy skills!

Read here: https://t.co/s3gRDAPbih

[Daria Khanolainen, PhD @DKhanolainen]

✨New Study Published in @SSRJournal ✨
We traced how reading fluently developed from childhood to adulthood. Our growth model included a number of intersting predictors. I am incredibly proud of this study!
@mariapsyridou
@MinnaTorppa https://t.co/AteajhJQv0