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Education Sciences
Special Issues
Building Literacy Skills in Primary School Children and Adolescents
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Building Literacy Skills in Primary School Children and Adolescents

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (31 July 2024) | Viewed by 13018

Special Issue Editors

Prof. Dr. David D. Paige

E-Mail Website
Guest Editor
Department of Curriculum & Instruction, Northern Illinois University, DeKalb, IL 60115 USA
Interests: foundational skills; phonemic awareness; reading fluency; installation of core instruction; quantitative research; implementation science
Prof. Dr. William Rupley

E-Mail Website
Guest Editor
College of Education and Human Development, Texas A&M University, MS 4232, College Station, TX 77843, USA
Interests: reading acquisition and development; reading assessment and correction; reading comprehension development and text processing; reading in science and mathematics
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue titled ‘Building Literacy Skills in Primary School Children and Adolescents’ will have two foci:

  1. Reading processes and instructions, shown through empirical research, that help students to proficiently decode words with fluency and understanding;
  2. Reading issues encountered by students as they transition into adolescence.

For this Special Issue, we welcome submissions of original, quantitative research articles and research reviews. Among others, some potential research areas may include the following:

  • Phonemic awareness;
  • Alphabet knowledge;
  • Letter-sound knowledge (or correspondence);
  • Morphological awareness;
  • Reading fluency;
  • Role of text in reading development;
  • Vocabulary;
  • Reading comprehension.

Articles may focus on a specific grade, or combination of grades across kindergarten through grade eight and may address a single reading process or combinations of processes. Studies focusing on the transition years following formal phonics instruction, quite often encompassing third through fifth grade, are also of interest.

We look forward to receiving your contributions.

Sincerely,

Prof. Dr. David D. Paige
Prof. Dr. William Rupley
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • foundational skills
  • adolescent reading
  • phonemic awareness
  • developmental spelling
  • phonics
  • decoding
  • reading fluency
  • vocabulary, comprehension

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

23 pages, 299 KiB  
Article
The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation
by Katie Schrodt, Erin FitzPatrick, Sungyoon Lee, Debra McKeown, Alexis McColloch and Kimberly Evert
Educ. Sci. 2024, 14(9), 1020; https://doi.org/10.3390/educsci14091020 - 18 Sep 2024
Viewed by 779
Abstract
Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is [...] Read more.
Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p < 0.001), conventional spelling (p < 0.001), complex vocabulary use (p < 0.001, writing motivation (p = 0.040), and writing achievement (p < 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings. Full article
(This article belongs to the Special Issue Building Literacy Skills in Primary School Children and Adolescents)
21 pages, 1825 KiB  
Article
Automatic Morphological Processing in Middle School Students with and without Word Reading Difficulties
by Leah M. Zimmermann, Derek B. Rodgers and Bob McMurray
Educ. Sci. 2024, 14(8), 849; https://doi.org/10.3390/educsci14080849 - 6 Aug 2024
Viewed by 728
Abstract
Morphological processing is the use of morphological structure during word reading. This study investigated whether middle school students applied morphological structure automatically when reading words. In addition, this study asked whether students with word reading difficulties (WRD) applied morphological structure in a way [...] Read more.
Morphological processing is the use of morphological structure during word reading. This study investigated whether middle school students applied morphological structure automatically when reading words. In addition, this study asked whether students with word reading difficulties (WRD) applied morphological structure in a way that differed from proficient word readers. Participants were seventh- and eighth-grade students (n = 80). Students were divided into two reading ability groups: proficient word readers (n = 55) and students with word reading difficulties (n = 25). Four computer-administered experimental tasks measured automaticity in reading morphologically complex words and morphologically simple words. A backward masking measure assessed whether students were applying morphological structure automatically to support task accuracy. Students were significantly more accurate in masked performance with morphologically complex words than with morphologically simple words on an oral word reading task. Students with WRD benefitted more from morphological structure on this task than proficient readers did. Findings suggest that proficient word readers and students with WRD automatically apply morphological structure when reading words aloud. In addition, middle school students with WRD may rely more on morphological structure than their proficient peers. However, there may be differences in morphological processing based on the nature of word reading tasks. Full article
(This article belongs to the Special Issue Building Literacy Skills in Primary School Children and Adolescents)
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17 pages, 470 KiB  
Article
Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading
by David Paige, William H. Rupley and Leily Ziglari
Educ. Sci. 2024, 14(3), 225; https://doi.org/10.3390/educsci14030225 - 22 Feb 2024
Cited by 3 | Viewed by 10727
Abstract
Critical thinking has been identified as an essential skill for the 21st century, yet little research has investigated its role in reading comprehension. Executive functions (EF) and critical thinking overlap, where the latter often rely on the proficient operation of EF and vice [...] Read more.
Critical thinking has been identified as an essential skill for the 21st century, yet little research has investigated its role in reading comprehension. Executive functions (EF) and critical thinking overlap, where the latter often rely on the proficient operation of EF and vice versa. Extending the simple view of reading, the active view of reading considers the contribution of language comprehension and decoding to reading comprehension by including the role of EF. In the present study, we assess 360 seventh-grade English language learners attending schools in three states in India. We gathered measures of reading comprehension, critical thinking and listening comprehension, reading fluency, academic vocabulary, and encoding. Using multiple regression to fit a linear model, the best-fit model explained 59.3% of the total variance in reading comprehension. Two indicators of critical thinking, induction and deduction, were significant predictors of reading comprehension, along with listening comprehension, encoding, and academic vocabulary. Also of interest was the result showing reading fluency to be a non-significant predictor of reading comprehension. Results of this study add empirical support for the role of critical thinking in reading comprehension. Full article
(This article belongs to the Special Issue Building Literacy Skills in Primary School Children and Adolescents)
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