How​ ​Do Text​ ​Formats​ ​and ​Reading​ ​Processes​ ​Interact​ ​in ​Young ​Learners' L1 ​Reading Literacy?

• In Event: Assessment in K–12 Schools

Abstract

Reading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models by integrating text formats and cognitive processes and their interaction in a large dataset. Representative samples (N=3,229) of Hungarian L1 learners participated in the study. Data obtained from a longitudinal study in Grades 2 and 4 is used to examine how reading processes function when reading texts with different formats. Findings suggest that text format affects reading processes.

Authors

• Agnes Hodi, University of Szeged

• Edit Tóth, MTA-SZTE Research Group on the Development of Competencies