Journal of College Reading and Learning最新文献_第4页

Seeing Shakira: Critical Reflections on Unspoken Rules of Whiteness 看到夏奇拉:对白人潜规则的批判性反思

Journal of College Reading and Learning Pub Date : 2022-10-02 DOI: 10.1080/10790195.2022.2121786

Alison M. Douglas

引用次数: 0

A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy 从情感角度探讨认知和元认知阅读策略的使用及阅读理解测试成绩

Journal of College Reading and Learning Pub Date : 2022-09-30 DOI: 10.1080/10790195.2022.2121784

E. Moradi, Z. Ghapanchi, R. Pishghadam

{"title":"A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy","authors":"E. Moradi, Z. Ghapanchi, R. Pishghadam","doi":"10.1080/10790195.2022.2121784","DOIUrl":"https://doi.org/10.1080/10790195.2022.2121784","url":null,"abstract":"ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45984662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Note from the Editors 编者按

Journal of College Reading and Learning Pub Date : 2022-07-03 DOI: 10.1080/10790195.2022.2085456

S. Felber, Deena Vaughn, M. Carson

引用次数: 0

Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment 数字环境下通过泛读和分析性阅读提高第二语言习得

Journal of College Reading and Learning Pub Date : 2022-06-17 DOI: 10.1080/10790195.2022.2084798

Yury Muravev

{"title":"Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment","authors":"Yury Muravev","doi":"10.1080/10790195.2022.2084798","DOIUrl":"https://doi.org/10.1080/10790195.2022.2084798","url":null,"abstract":"ABSTRACT The premise of this research is that analytical and extensive reading in a digital environment might be used to facilitate second language acquisition at the tertiary education level. Despite the general orientation toward communicative methods in modern second language acquisition, reading methods and techniques have seen an unexpected yet very productive comeback in recent years. A regression analysis of the data gathered from three focus groups of learners (2018–2020) at an institution of higher education in Russia suggests that analytical and extensive reading (based on Adler’s method) may be associated with relatively better performance in reading tasks of all types of Cambridge Assessment certifications. The inference should be drawn that limited exposure to analytical and extensive reading of the original works of literature by three focus groups during the second and the third years of study may facilitate the preparation for the Reading and the Use of English/Reading sections of CAE, CPE, and IELTS Academic. The results suggest that reading plans and book profile creation activities, as well as extensive and analytical reading practice in a digital environment, may be used as relatively effective tools of second language acquisition.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42215983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis 阅读理解评估的表现与大学成绩:一项元分析

Journal of College Reading and Learning Pub Date : 2022-05-31 DOI: 10.1080/10790195.2022.2062626

Virginia Clinton-Lisell, Terrill O. Taylor, Sarah E. Carlson, M. Davison, B. Seipel

{"title":"Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis","authors":"Virginia Clinton-Lisell, Terrill O. Taylor, Sarah E. Carlson, M. Davison, B. Seipel","doi":"10.1080/10790195.2022.2062626","DOIUrl":"https://doi.org/10.1080/10790195.2022.2062626","url":null,"abstract":"ABSTRACT Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to examine how well performance on college reading assessments (e.g., ACT, COMPASS, Nelson-Denny, SAT) correlated with academic achievement (GPA and college grades). Additionally, to help explain the variation in previous findings, we examined whether the type of reading assessment used, performance indicator, publication bias, or year of publication served as moderators. Results based on 26 studies and a total of 25,090 students revealed a small association between performance on reading comprehension assessments and college grades (r = .29, SE = .02, 95% CI [.25, .33], p < .001), with no variation based on study moderators. These findings highlight the importance of college students’ reading comprehension skills for college academic achievement.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Impact of Instructor Generated Guided Reading Questions for University Textbooks on Learning 大学教材导读题对学习的影响

Journal of College Reading and Learning Pub Date : 2022-05-02 DOI: 10.1080/10790195.2022.2062489

Eric Martin, Steven Kim

引用次数: 1

Teaching Students to Study More Effectively: Lessons Learned from an Empirical Comparison of a Study Tips Presentation and a Review Article 教学生更有效地学习：从一篇学习提示演讲和一篇评论文章的实证比较中获得的经验教训

Journal of College Reading and Learning Pub Date : 2022-04-12 DOI: 10.1080/10790195.2022.2056097

T. Lineweaver, Amanda C G Hall, Hanna Throgmorton, Sean M. Callahan, Alexis J. Bell

引用次数: 1

Learning the Whole Story: How Undergraduate Peer Coaches Help with Retention and Academic Success 了解整个故事：本科生同伴教练如何帮助学生保持学习成绩和学业成功

Journal of College Reading and Learning Pub Date : 2022-04-12 DOI: 10.1080/10790195.2022.2044934

Andrew M. Koke, Molly Ann Burke Leon, Anthony Guest-Scott, Garrett M. Carter, Laura Clapper, Gabriel S. Ancil

{"title":"Learning the Whole Story: How Undergraduate Peer Coaches Help with Retention and Academic Success","authors":"Andrew M. Koke, Molly Ann Burke Leon, Anthony Guest-Scott, Garrett M. Carter, Laura Clapper, Gabriel S. Ancil","doi":"10.1080/10790195.2022.2044934","DOIUrl":"https://doi.org/10.1080/10790195.2022.2044934","url":null,"abstract":"ABSTRACT Undergraduate retention and persistence are richly discussed topics in higher education, and deservedly so. One specific area of study is how to increase four- and six-year graduation rates, and the usage of learning analytics to determine student pathways of success. At a flagship Midwestern US university, we studied at-risk populations (specifically, students on or near academic probation) who were enrolled in an academic coaching course. The course focused on identifying self-sabotaging academic habits, learning proven study and time management skills, and working weekly with a personal peer academic coach. These undergraduate peer coaches were specially trained to support the enrolled students by helping to set weekly, specific goals, connecting with campus resources, and discussing the complexities of undergraduate life. We used Qualtrics surveys to determine the impression that enrolled students have of the experience, and found it was overwhelmingly positive. We also used a comparison analytical method to determine whether the class had a significant impact on the enrolled students. We found that there is a small and not significant GPA improvement for enrolled students, and a significant improvement in retention for one and two semesters after taking the course.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42959141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Impact of Analyzing Young Adult Literature for Racial Identity / Social Justice Orientation with Interdisciplinary Students 跨学科学生分析青年文学的种族认同/社会正义取向的影响

Journal of College Reading and Learning Pub Date : 2022-04-06 DOI: 10.1080/10790195.2022.2044933

Rachelle S. Savitz, Leslie Roberts, Daniel Stockwell

引用次数: 1

Reading from Screen Vs Reading from Paper: Does It Really Matter? 屏幕阅读与纸上阅读：这真的重要吗？

Journal of College Reading and Learning Pub Date : 2022-03-09 DOI: 10.1080/10790195.2022.2028593

Turkan Ocal, A. Durgunoğlu, Lauren Twite

引用次数: 1