TY - JOUR

T1 - Methodological issues in literacy research across languages: Evidence from alphabetic orthographies

AU - Papadopoulos, Timothy C.

AU - Csepe, Valeria

AU - Aro, Mikko

AU - Caravolas, Marketa

AU - Diakidoy, Irene-Anna

AU - Olive, Thierry

N1 - H2020 Marie Skłodowska‐Curie Actions. Grant Number: MSCA ITN Neo‐PRISM‐C (Grant No. 813546) European Commission COST ACTION. Grant Number: European Literacy Network IS1401

PY - 2021/5

Y1 - 2021/5

N2 - Research on literacy has become universal and is essential for researchers of various disciplines, educators, and psychologists. For this article, we examined the most important methodological challenges that arise when conducting literacy research across languages, some of which have long been acknowledged in the relevant literature. Specifically, we focused on challenges related to research on word reading, spelling, passage comprehension, and writing, ranging from the target skills, constructs, and assessment issues to the matching of the samples and measurement and factorial invariance issues. We conclude that although theoretical and applied issues have been addressed in the literature, to date, this has happened only with limited relevance for reading and writing research across languages. The discussion provides some relevant evidence from a neuroscience perspective to promote useful insights and greater methodological rigor in literacy research across languages.

AB - Research on literacy has become universal and is essential for researchers of various disciplines, educators, and psychologists. For this article, we examined the most important methodological challenges that arise when conducting literacy research across languages, some of which have long been acknowledged in the relevant literature. Specifically, we focused on challenges related to research on word reading, spelling, passage comprehension, and writing, ranging from the target skills, constructs, and assessment issues to the matching of the samples and measurement and factorial invariance issues. We conclude that although theoretical and applied issues have been addressed in the literature, to date, this has happened only with limited relevance for reading and writing research across languages. The discussion provides some relevant evidence from a neuroscience perspective to promote useful insights and greater methodological rigor in literacy research across languages.

KW - Methodological perspective

KW - Decoding

KW - Writing

KW - Comprehension

KW - Cognitive

KW - Developmental Theories

KW - Literay Acquisition

KW - Assessment

KW - Research Synthesis

U2 - https://doi.org/10.1002/rrq.407

DO - https://doi.org/10.1002/rrq.407

M3 - Article

VL - 56

SP - S351-S370

JO - Reading Research Quarterly

JF - Reading Research Quarterly

SN - 0034-0553

IS - S1

ER -