R Malt MALATESHA Joshi

R Malt MALATESHA Joshi
Texas A&M University | TAMU · Department of Teaching, Learning and Culture and Educational Psychology

PhD

About

146
Publications
82,572
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3,326
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Introduction
R Malt MALATESHA Joshi currently works at the Department of Teaching, Learning and Culture and Educational Psychology, Texas A&M University. R Malt does research in Special Education, Teacher Education and Language Education. Their most recent publication is 'Profile of hyperlexia: Reconciling conflicts through a systematic review and meta-analysis'.

Publications

Publications (146)
Book
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O que é que as ciências sabem sobre o ensino e a aprendizagem da leitura e da escrita em português? Esta foi a pergunta que os editores do manual Ensino da Leitura e da Escrita Baseado em Evidências, colocaram a mais de duas dezenas de investigadores conceituados e cujas respostas deram origem, na sua primeira edição a 23 capítulos. Esses capítulos...
Article
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Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological. awareness and phonics. Fewer studies, however, have focused on spelling. Given the. close relationship between reading and spelling and the necessity of an explicit. understanding of th...
Chapter
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This chapter assesses ways to identify and support children with learning disabilities. Learning disabilities affect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identification of children at risk...
Article
The study examined the vocabulary growth trajectory and the relative contributions of three facets of morphological awareness (compounding, homograph, and radical awareness) in grade one to vocabulary levels and growth across grades one through three. We administered measures of morphological awareness that assessed lexical compounding, homograph,...
Article
This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies o...
Article
The current study examined German spelling errors among students with German as their first (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class...
Article
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The purpose of the present study was to investigate the direct and indirect relationships between autism traits and listening comprehension among Chinese preschool children with autism, of varying verbal and non-verbal IQ. Ninety-eight (N = 98) children aged from 35 to 86 months participated in the study. Autism traits were measured with the Chines...
Article
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Textbooks are a major source in supporting instruction about reading across the world. Classroom teachers and school rely on these documents to guide the scope and sequence of instruction and expect them to provide evidence-based instructional guidelines to promote comprehension. Theories of reading comprehension are synthesized to identify vocabul...
Article
Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ know...
Article
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There are various benefits of having books at home as it supports cogni tive growth to later succeed academically by enhancing literacy, numeracy and technological skills. However, there are not many studies examining the relationship between the number of books available at home and how it is affecting an individual’s psychological well-being. The...
Book
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O manual de Alfabetização Baseada na Ciência é fruto da cooperação internacional entre instituições brasileiras e portuguesas: do lado do Brasil, a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) e a Secretaria de Alfabetização (SEAlf) do Ministério da Educação; do lado de Portugal, a Universidade do Porto (UP). Destina-se a pro...
Article
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569 Span...
Article
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The purpose of this meta‐analysis was to investigate the immediate and long‐term effects of intervention for children with primary speech and language delays/disorders and to explore whether some characteristics of interventions, specifics of the study, and research participants moderate the magnitude of the effectiveness of interventions. Using th...
Article
With the one-stage meta-analytic structural equation modeling (MASEM) analysis based on 49,416 individuals from 267 independent samples and 210 studies, the current study systematically investigated models including meta-linguistic skills, decoding, language comprehension, and reading comprehension for Chinese population. Findings showed: 1) decodi...
Article
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Graphotactic as well as phonological factors influence native English speakers’ decisions about consonant doubling in the spelling of nonwords, e.g., zimen versus zimmen. This study examined the extent to which such influences apply to non-native speakers of English, who presumably have less knowledge of English graphotactics and phonology and less...
Article
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An estimated 700 million people learn how to read in English as a foreign language (EFL). This highlights the need to better understand the components influencing EFL reading. We tested to what degree EFL decoding and linguistic comprehension influenced EFL reading comprehension within the realm of three variants of the Simple View of Reading (SVR)...
Chapter
This chapter presents a qualitative comparison of initiatives from four English-speaking countries (Canada, England, New Zealand, United States) that outline the components of teacher content knowledge in teaching reading, including bottom-up skills related to reading acquisition at the word level (i.e., phonemic awareness and alphabetic principle/...
Chapter
Reading and writing connections are likely the best soil to grow an integrative view of literacy, which, in this chapter we call literacy science. Five major workings seem crucial to establish literacy science. The contributions to this volume align quite well with those five integration lines. The field needs at least to (i) redefine literacy, (ii...
Article
This study examined Spanish spelling errors among 166 native Spanish-speaking students from Kindergarten to Grade 3 based on a spelling-to-diction task. Fifteen types of spelling errors were analyzed in a latent class analysis. Results suggested three phases of spellers: Phase 1 students had a high chance of committing almost all types of errors. P...
Article
The current research tracked kindergarteners into Grade 4 to investigate the longitudinal relations between reading and verbal working memory (VWM). The samples for investigation included the overall weighted sample, English monolingual (EL1) learners, language minority learners with high English proficiency (HP-LM), and language minority learners...
Article
Main idea and summary are essential elements of reading comprehension. We report results from Grades 4 and 5 student performance on two years of state-mandated standardized reading testing which indicate that students perform statistically significantly lower on main idea and summary questions on the tests than any other question category. In this...
Book
This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for buil...
Article
In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of cognitive...
Article
Proficient writing in English is a challenge for the linguistically diverse community college population. Writing research at the community college level is warranted in order to guide instruction and assist students in achieving higher levels of proficient writing. The current study examined the writing of three community college groups: native En...
Chapter
Literacy skills—defined as reading, writing, and spelling—are fundamental for academic achievement as well as being a productive citizen in society. However, despite spending trillions of dollars over the decades, literacy skills in the USA have not improved. In this chapter, a model, called the Componential Model of Reading (CMR) is described and...
Article
This study examined knowledge about dyslexia among Chinese‐speaking early literacy teachers in Mainland China. A total of 516 teachers, including 203 kindergarten teachers from developed regions (KDRs), 166 primary school teachers from developed regions (PDRs), and 147 primary school teachers from less developed regions (PLDRs), completed a survey...
Article
The effects of teaching the text structure strategy using a web‐based Intelligent Tutoring System for the Text Structure Strategy (ITSS) were examined with fourth‐ and fifth‐grade children scoring below the 25th percentile on comprehension measures using the Gray Silent Reading Test (GSRT) and researcher designed assessment from 130 fourth‐grade an...
Article
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The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south‐eastern part of China. Additionally, th...
Article
Teachers' knowledge is a critical component to students learning to read proficiently. The present research sought to determine the literacy knowledge of 150 urban, elementary school teachers from 11 low socio‐economic schools in one of nation's largest cities. Teachers' ability to understand concepts relating to phonological awareness, phonemic aw...
Article
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It is believed that children with poor decoding skills and adequate listening comprehension skills exhibit a dyslexia-type syndrome. However, there is no consensus relating to the other problem that arises: children who have exceptional decoding but poor listening comprehension. Sometimes, these children have been labeled as "individuals exhibiting...
Article
The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge Sur...
Article
Teacher self-efficacy is critical because it predicts teachers’ future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the...
Article
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According to the simple view of writing (Berninger, Abbott, Abbott, Graham, & Richards, 2002), the two important components of transcription in writing are handwriting and keyboarding, the third one being spelling. The purpose of this paper is to review the contribution of two writing modes—handwriting and keyboarding to writing performance. In the...
Book
This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendati...
Article
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Latent transition analysis (LTA) was conducted on data from a recent cluster randomized controlled study of 1808 seventh-grade students’ use of a web-based intelligent tutoring system (ITSS). This analysis goes beyond traditional variable-centered methods to focus on profiles of learners and changes in reading class membership between pre- and post...
Article
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The authors report two studies that examined how native- and second-language skills were related to second-language reading difficulties for native Chinese-speaking fourth graders learning to read English. In study 1, 50 poor English readers with Chinese-reading difficulties (the PB group) and 34 poor English readers without Chinese-reading difficu...
Article
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The purpose of the present study was to explore the role of morphological awareness in reading comprehension in different language learning contexts (ESL and EFL). Korean ESL and Korean EFL learners (50 and 257 respectively) in grades five and six were administered measures of L2 (English) morphological, phonological, and orthographic awareness (MA...
Chapter
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One of the influential models of reading development may be the Simple View of Reading (SVR), according to which Reading Comprehension can be explained by two important components, decoding (D) and linguistic comprehension (LC) and is expressed as RC = D × LC. Decoding refers to pronunciation of the word and listening comprehension refers to unders...
Poster
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Disponible en https://www.triplesr.org/reading-comprehension-spanish-contribution-word-recognition-and-language-abilities
Article
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The purpose of the present study was to examine students' metaknowledge of Procedural Knowledge (effective writing procedures) and Declarative Knowledge (knowledge of the characteristics of effective writing) with community college students through two open-response questions. Additionally, we examined common patterns of writing metaknowledge among...
Chapter
This closing chapter briefly summarizes research findings on the processes of word reading in three East-Asian orthographies (Chinese, Japanese, and Korean) and calls for theoretical and practical attention related to word reading among speakers of these unique languages. Based on the analyses of and reflections on studies of the three orthographie...
Article
Full-text available
The authors outline the basic structure of akshara, the basic unit of writing in Indic writing systems used widely in South and Southeast Asia; present preliminary studies relating to reading, assessment, and instruction of akshara; and outline recommendations for future studies.
Conference Paper
The present study examined Malaysian pre-service English teachers’ knowledge and skills regarding the structure of the English language in relation to teaching English reading. Method: An adapted version of the Reading Teacher Knowledge Survey (Zhao, Joshi, Dixon & Huang, 2015) was employed in this study. Thirty-four items, which were utilized to g...
Article
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How do native Chinese-speaking (CS) and non-Chinese-speaking (NCS) children learn to read and write in Chinese? In the present study, 29 CS and 34 NCS second and third graders aged 76 to 122 months (M = 93.65) participated in an experiment where they were taught 16 new Chinese characters in one of four conditions – copy, radical, phonological and l...
Article
Full-text available
Both Chinese and English literacy-related measures and cognitive-linguistic behavioural tasks were tested in second and third graders who were L1 (N = 29) and L2 Chinese speakers (N = 34), in order to answer the following question: How do these two groups differ in language and cognitive correlates of particular Chinese literacy skills? While the L...
Conference Paper
Purpose – The purpose of the present study was to explore whether Chinese and Korean EFL teachers’ knowledge on basic language construct would show any cross-cultural differences in predicting their self-perceived teaching abilities. Method - Participants included 39 Korean and 74 Chinese EFL teachers who were administered the Reading Teacher Know...
Conference Paper
Purpose – The purpose of the present study is to explore the role of morphological awareness (MA) in biliteracy development among students in grades 4 and 5 who were learning to read in two languages, Korean and English. Method - Participants included 257 Korean EFL learners in Korea who were administered Korean and English measures of MA, vocabula...
Article
Full-text available
In this study, we examine the relative contributions of syllabic awareness, phonemic awareness, and oral vocabulary knowledge in early akshara reading ability from Grades 1 through 5. The performance of 488 students in two states of South India, Karnataka (Kannada language) and Andhra Pradesh (Telugu language), was measured. Results from a commonal...
Article
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The authors provide a summary of the articles in the special series on reading development in different orthographies from various writing systems and scripts.
Article
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Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they fac...
Article
The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs. Moreover,...
Conference Paper
The purpose of the present study was to demonstrate metalinguistic profiles of poor readers who learn to read both alphabetic (English) and non-alphabetic (Korean) languages at the same time. Both Korean and English measures of phonological, morphological, orthographic awareness were administered to 257 Korean EFL learners in grades five and six, i...
Article
The purpose of the present study was to examine the contribution of metalinguistic skills—as measured through orthographic awareness, phonological awareness, and morphological awareness—to the English spelling ability of Grade 8 Chinese students who study English as a foreign language (EFL group) and of third graders in the U.S. whose first languag...
Article
Full-text available
The present study examined unique and shared contributions of Korean (first language) phonological, orthographic and morphological awareness (PA, OA and MA, respectively) to English (second/foreign language) spelling among 287 fourth-grade, fifth-grade and sixth-grade Korean children. Korean measures of PA, OA and MA were administered, in addition...
Chapter
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Evidence based research qualifies teaching phonics to English speaking children to develop letter-sound relationship over non-phonics or no phonics methods. Despite irregular spelling in English, children can be taught to read at grapheme-phoneme conversion level at the beginning of reading tuition, using an approach called synthetic phonics (Johns...
Chapter
Spelling is a prerequisite for good writing and spelling can also aid in improving vocabulary and reading comprehension. Good spellers are almost always good readers. However, a majority of children with Learning Disability (LD) have problems with spelling and yet, research on spelling instruction is lacking compared to research on reading instruct...
Chapter
This chapter proposed evidence-based approaches to professional development of educators with focus on teaching writing as well as reading during middle childhood and adolescence to students with and without specific learning disabilities (SLD). Key features for both preservice and inservice professional development are considered. One key feature...
Article
This study reports on a meta-analysis to examine how bilingual learners compare with English monolingual learners on two English spelling outcomes: real-word spelling and pseudo-word spelling. Eighteen studies published in peer-reviewed journals between 1990 and 2014 were retrieved. The study-level variables and characteristics (e.g. sample size, s...
Article
Weak classroom instruction and low literacy levels of elementary school students are often associated with teachers who lack a basic understanding of the literacy constructs related to the English language. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs)? What do elementary school...
Chapter
Over 30 years of research conducted by Liliana Tolchinsky on writing and spelling development had a major impact on how we view writing as a separate legitimate field of study and just not a reproduction of speech nor the other side of reading. Additionally, her research also influenced how we view writing and spelling development in children, that...
Book
This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Stud...
Article
Full-text available
The Simple View of Reading (SVR) in Hebrew was tested by administering decoding, listening comprehension, and reading comprehension measures to 1,002 students from Grades 2 to 10 in the northern part of Israel. Results from hierarchical regression analyses supported the SVR in Hebrew with decoding and listening comprehension measures explaining muc...
Article
According to the South Asian Association for Regional Cooperation, eight membership countries are Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka form South Asia. After a brief background of these countries, the literacy rate is provided based on the Central Intelligence Agency World Fact Book (2009). The literacy r...
Article
Full-text available
The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduat...
Article
The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to te...
Article
The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). In-servi...
Article
Full-text available
Orthographic knowledge is affected by language processing, which is associated with word exposure. This study used event-related potentials (ERP) to explore this association in Spanish-speaking adults with different levels of orthographic competence (High Spelling Skills: HSS; Low Spelling Skills: LSS) while they performed a lexical decision task o...
Article
Full-text available
The purpose of the present study was to explore the role of phonology, morphology and orthography in predicting the spelling performance in English-speaking and Russian-speaking children. Tests that tap phonology, morphology and orthography were administered to students in grades 4 and 6 in the USA and Russia. Multiple regression analyses showed th...
Article
There is evidence that a teacher is the most influential factor upon a student’s success, or lack thereof, in school in the United States: “The teacher’s influence on student achievement is 20 times greater than any other variable” (EdTrust Good Teaching Matters, 1998); “Evidence shows clearly what most people know intuitively: Teachers matter more...