Journal of College Reading and Learning最新文献_第7页

Journal of College Reading and Learning Pub Date : 2021-01-02 DOI: 10.1080/10790195.2021.1874761

S. Felber, Deena Vaughn, M. Carson

引用次数: 0

The Effect of Iranian EFL Learners' Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study 伊朗英语学习者的阅读动机对其大学专业阅读理解能力的影响

Journal of College Reading and Learning Pub Date : 2020-12-29 DOI: 10.1080/10790195.2020.1823911

M. Maghsoudi, S. Talebi, A. Khodamoradi

{"title":"The Effect of Iranian EFL Learners' Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study","authors":"M. Maghsoudi, S. Talebi, A. Khodamoradi","doi":"10.1080/10790195.2020.1823911","DOIUrl":"https://doi.org/10.1080/10790195.2020.1823911","url":null,"abstract":"ABSTRACT Motivation in reading performance is important, as reading motivation facilitates effective learning. The decline in reading motivation that has typically been observed in Iranian universities is thus a serious concern for Iranian EFL learners. The aim of this study was to promote the reading literacy of Iranian English as foreign language (EFL) learners. A total number of 285 participants from six different fields of study (social sciences, math, primary education, chemistry, biology, and Persian literature) took part in this study. The researchers gave the instruments over a 2-day period; the Language Proficiency Test was given on day one and the Motivation for Reading Questionnaire (MRQ) and the Reading Comprehension Test were given on day two after a 1-week interval. Participants’ responses to the reading motivation statements, reading comprehension questions, and English language proficiency questions were analyzed using the Kruskal-Wallis test, T-test, analysis of variance (ANOVA), and Chi-Square. The findings indicated that learners with higher motivation in reading comprehension performed much better in reading comprehension than other learners with lower motivation. It was also demonstrated that the participants’ discipline was a significant contributing factor to the relationship between reading motivation and reading performance. The findings further proved that the higher the students’ proficiency level, the higher their reading motivation level. In sum, the present study indicated conclusively that there are different dimensions of reading motivation that relate differentially to the participants’ reading performance. The findings of this study are fruitful for both teachers and students.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"203 - 224"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1823911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46964839","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

A Note from the Editorial Team 编辑团队的一份说明

Journal of College Reading and Learning Pub Date : 2020-12-01 DOI: 10.1080/10790195.2020.1836937

Jeanine L. Williams, S. Felber, Deena Vaughn

引用次数: 0

The Need to Dismantle “Standard” Language Ideology at the Community College: An Analysis of Writing and Literacy Instructor Attitudes 社区大学需要拆除“标准”语言意识形态:对写作和读写教师态度的分析

Journal of College Reading and Learning Pub Date : 2020-12-01 DOI: 10.1080/10790195.2020.1836938

R. Lawton, Christa de Kleine

{"title":"The Need to Dismantle “Standard” Language Ideology at the Community College: An Analysis of Writing and Literacy Instructor Attitudes","authors":"R. Lawton, Christa de Kleine","doi":"10.1080/10790195.2020.1836938","DOIUrl":"https://doi.org/10.1080/10790195.2020.1836938","url":null,"abstract":"ABSTRACT In spite of years of sociolinguistic research establishing that all language varieties are valid and equal, there is a disconnect between this knowledge and pedagogical practices at the college level. Certain Englishes, particularly those of minoritized speakers, are stigmatized, and “standard” English is upheld as the goal of writing and literacy instruction. To better understand this disconnect, we conducted a study to examine writing and literacy instructors’ attitudes toward “standard” and “nonstandard” Englishes in the community college setting. Employing a critical discursive approach to analyze language ideologies, we discovered that instructors held beliefs that were deeply rooted in standard language ideology, including attitudes toward nonstandard Englishes that superficially expressed tolerance but which underlyingly revealed rejection through lack of appreciation and validation. We argue that professional development that focuses on developing critical language awareness is needed for instructors, which—crucially—must begin with increasing awareness of the language ideologies that govern our beliefs, as these ideologies ultimately discriminate against speakers of stigmatized languages.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"197 - 219"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1836938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46734135","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: 4

Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents 提示读者计划可能会对他们对多个文档的理解产生负面影响

Journal of College Reading and Learning Pub Date : 2020-10-07 DOI: 10.1080/10790195.2020.1823910

Christian Tarchi

{"title":"Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents","authors":"Christian Tarchi","doi":"10.1080/10790195.2020.1823910","DOIUrl":"https://doi.org/10.1080/10790195.2020.1823910","url":null,"abstract":"ABSTRACT People need to critically comprehend information across multiple sources that express contradictory viewpoints to make decisions on relevant everyday-life issues and participate in the democratic discourse. However, the processing of multiple documents depends on readers’ prior beliefs. The present study investigated the moderating effect of prompting planning on the link between prior beliefs and multiple-documents comprehension. Eighty university students participated in the study. First, their prior beliefs, prior knowledge, and topic interest were measured. Then, participants were randomly assigned to two conditions, one prompted, in which they were asked planning questions, and one non-prompted. Afterward, participants were assigned six documents presenting conflictual positions on flu vaccination, with the instruction of reading them, writing an argumentative essay, and making trustworthiness evaluations. According to the results, prompting students had a detrimental effect on argumentative essay performance, but not on trustworthiness judgments. This effect was stronger, the higher students’ prior beliefs were and the lower their task-value motivation was.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"131 - 152"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1823910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45319759","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: 1

Supporting Diverse Learners: Insights to Keep in MIND from the Field of Developmental Education 支持不同的学习者:来自发展教育领域的见解

Journal of College Reading and Learning Pub Date : 2020-09-17 DOI: 10.1080/10790195.2020.1817813

Jennifer C. Theriault, Meagan A. Hoff, Amarilis M. Castillo

引用次数: 1

A Note from the Editorial Team 编辑团队的注释

Journal of College Reading and Learning Pub Date : 2020-08-18 DOI: 10.1080/10790195.2020.1799656

Jeanine L. Williams, S. Felber, Deena Vaughn

引用次数: 0

Toss the Text? An Investigation of Student and Faculty Perspectives on Textbook Reading 扔掉短信?学生与教师对教科书阅读观点的调查

Journal of College Reading and Learning Pub Date : 2020-08-18 DOI: 10.1080/10790195.2020.1734884

Tiffany F. Culver, S. Hutchens

引用次数: 5

Expectations of Students Participating in Voluntary Peer Academic Coaching 学生参与同伴学术辅导的期望

Journal of College Reading and Learning Pub Date : 2020-08-13 DOI: 10.1080/10790195.2020.1798827

Dustin K. Grabsch, R. A. Peña, Krystal J. Parks

引用次数: 3

Multiplication Facts in the Continuum of Skills 技能连续体中的乘法事实

Journal of College Reading and Learning Pub Date : 2020-08-12 DOI: 10.1080/10790195.2020.1737595

Michele Poast, S. T. Skidmore, L. Zientek

引用次数: 0