Literacy Research and Instruction最新文献_第6页

Text Readability, Comprehension Instruction, and Student Engagement: Examining Associated Relationships during Text-Based Social Studies Instruction 文本可读性、理解性指导和学生参与:基于文本的社会研究教学中相关关系的检验

IF 1.2

Literacy Research and Instruction Pub Date : 2022-01-02 DOI: 10.1080/19388071.2021.2008561

H. Schmitt, S. Witmer, S. S. Rowe

{"title":"Text Readability, Comprehension Instruction, and Student Engagement: Examining Associated Relationships during Text-Based Social Studies Instruction","authors":"H. Schmitt, S. Witmer, S. S. Rowe","doi":"10.1080/19388071.2021.2008561","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008561","url":null,"abstract":"ABSTRACT Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50 fifth-grade classrooms during text-based social studies instruction to explore the extent to which reading comprehension instruction, text readability, and student reading achievement related to student engagement. Data collection included a variety of methods – observation, readability formula calculations, testing, and student ratings. Multi-level modeling was applied to examine the relationship between student – and classroom-level predictors and student engagement. Among the predictors, only student reading achievement was found to directly relate to student engagement. However, an interaction effect was identified whereby reading comprehension instruction was found to moderate the relationship between text readability and student engagement. These results indicate a need to consider text readability level when determining the level of comprehension instructional support to provide. Additional implications for future research and practice are offered.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"62 - 83"},"PeriodicalIF":1.2,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337562","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

What’s Hot in 2021: Beyond the Science of Reading 2021年的热门话题：超越阅读科学

IF 1.2

Literacy Research and Instruction Pub Date : 2021-12-30 DOI: 10.1080/19388071.2021.2011236

J. Cassidy, Stephanie A. Grote-Garcia, Evan Ortlieb

引用次数: 5

Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction 通过语言和倡导制定抵抗文学：为扫盲研究和教学提供信息的代际见证

IF 1.2

Literacy Research and Instruction Pub Date : 2021-12-22 DOI: 10.1080/19388071.2021.2008562

Mary Amanda Stewart, Alexandra Babino

{"title":"Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction","authors":"Mary Amanda Stewart, Alexandra Babino","doi":"10.1080/19388071.2021.2008562","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008562","url":null,"abstract":"ABSTRACT Resistance takes on many forms in modern society as people effectively engage in resistance literacies, the sending and receiving of meaning in culturally embedded contexts framed by unequal power. This article foregrounds two Mexican-identifying women who live in the U.S. through their testimonios of resistance to xenophobic and racist rhetoric in society. The purpose was to understand how both an adolescent and adult leverage literacy for resistance in this historical moment of xenophobia. Using critical race nepantlera methodology to collect and analyze qualitative data, findings suggest participants’ resistance literacies emerge in their languaging and advocacy practices. Their collective counternarratives serve as examples of literacies that stand against quotidian injustice with implications for literacy research, by interrogating theoretical frameworks and methodologies in order to make effective changes that work toward justice rather than inadvertently perpetuating status quo inequities. Further, understanding how and why Women of Color express resistance through purposeful language engagement and advocacy work beckons literacy (teacher) educators to reimagine literacy instruction in ways that disrupt traditional views of literacy education by nurturing resistance literacies. Finally, the testimonios invite literacy researchers and educators to join the resistance as both scholars and practitioners.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"361 - 382"},"PeriodicalIF":1.2,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43079139","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

How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography 语音意识和快速命名如何预测阅读?高透明正字法的发现

IF 1.2

Literacy Research and Instruction Pub Date : 2021-12-06 DOI: 10.1080/19388071.2021.2008557

Cevriye Ergül, Zeynep Bahap Kudret, M. Ç. Ökcün-Akçamuş, G. Akoğlu, Ergul Demir, Burcu Kılıç Tülü

{"title":"How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography","authors":"Cevriye Ergül, Zeynep Bahap Kudret, M. Ç. Ökcün-Akçamuş, G. Akoğlu, Ergul Demir, Burcu Kılıç Tülü","doi":"10.1080/19388071.2021.2008557","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008557","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of kindergarten and in the fall semester of first grade, their reading skills were assessed at the end of fall semester of first grade. A total of 365 children participated in all assessments. Structural equation modeling was used to examine the prediction status of phonological awareness and rapid naming on reading achievement. Results revealed that although phonological awareness was a better predictor of reading than rapid naming, both skills predicted reading achievement significantly at all three time points, and that the contribution of these skills to reading differed at various points in time. In conclusion phonological awareness and rapid naming are strong predictors of reading achievement in a highly transparent orthography as indicated by the previous research. Thus, by assessing these skills, children at risk for reading difficulties can be identified and supported early to increase their chance of success in school.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"41 - 60"},"PeriodicalIF":1.2,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46480630","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

Asking Teens about Their Writing Lives: The Writing Identity Work of Youth 询问青少年的写作生活:青少年的写作身份工作

IF 1.2

Literacy Research and Instruction Pub Date : 2021-12-04 DOI: 10.1080/19388071.2021.2008559

Amy Vetter, Claire Lambert, Marie A. LeJeune, A. Consalvo, Ann D. David, Dominique McDaniel

{"title":"Asking Teens about Their Writing Lives: The Writing Identity Work of Youth","authors":"Amy Vetter, Claire Lambert, Marie A. LeJeune, A. Consalvo, Ann D. David, Dominique McDaniel","doi":"10.1080/19388071.2021.2008559","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008559","url":null,"abstract":"ABSTRACT Framed by theories of youth, culture, identity studies, and literacy identity formation, this article examines how youth articulate themselves as writers. Using interview transcripts, analysis explored writing identity from the perspective of teens in urban, suburban, and rural settings. Findings from this qualitative study suggest that youth used various cultural artifacts, both conceptual and material, to feel and/or seem like a writer within multiple contexts. Specifically examined are the ways in which teens negotiated various identities as writers, including whether and how they drew on specific artifacts to embrace, resist and negotiate the following: (a) standardization, (b) meaning and relevance, (d) support, and (d) identities. In particular, findings illustrated the significance of spaces that provided opportunities for students to both feel and seem like a writer, and highlighted the nuanced ways in which seeming and feeling like a writer are shaped by social and cultural factors. Implications point to providing teens more opportunities to engage in the identity work of writers within multiple spaces, where support, choice, and time to talk about how society conceptualizes writing and what writing means to them are present.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"315 - 338"},"PeriodicalIF":1.2,"publicationDate":"2021-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46545004","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

Health Education Teachers’ Contributions to Students’ Multiliteracy Learning 健康教育教师对学生多元文化学习的贡献

IF 1.2

Literacy Research and Instruction Pub Date : 2021-11-28 DOI: 10.1080/19388071.2021.2008556

Tuula Nygård, N. Hirvonen, Sari Räisänen, R. Korkeamäki

引用次数: 0

Investigating Student’s During-Reading Practices Through Social Annotation 通过社会注释调查学生的阅读过程

IF 1.2

Literacy Research and Instruction Pub Date : 2021-11-28 DOI: 10.1080/19388071.2021.2008560

Britt Adams, Nance S. Wilson

引用次数: 4

Toward Deeper Understanding of Children’s Writing: Pre-Service Teachers’ Attention to Local and Global Text Features at the Start and End of Writing-Focused Coursework 加深对儿童写作的理解：职前教师在写作课程开始和结束时对本地和全球文本特征的关注

IF 1.2

Literacy Research and Instruction Pub Date : 2021-08-17 DOI: 10.1080/19388071.2021.1941445

Lisa K. Hawkins, Nicole M. Martin, Diane Bottomley, Brenda Shanahan, J. Cooper

{"title":"Toward Deeper Understanding of Children’s Writing: Pre-Service Teachers’ Attention to Local and Global Text Features at the Start and End of Writing-Focused Coursework","authors":"Lisa K. Hawkins, Nicole M. Martin, Diane Bottomley, Brenda Shanahan, J. Cooper","doi":"10.1080/19388071.2021.1941445","DOIUrl":"https://doi.org/10.1080/19388071.2021.1941445","url":null,"abstract":"ABSTRACT This mixed methods study sought to extend what is known about preservice teachers’ [PSTs’] enactment of the core practice of reading and responding to students’ writing by examining their reading of elementary students’ writing at the start and end of writing-focused methods coursework. PSTs’ reading of students’ writing involves analysis of children’s writing strengths and needs and undergirds their teaching of writing, influencing their feedback and instructional decision-making. Participants included 115 elementary PSTs. Their identifications of local and global text features on a beginning- and end-of-semester assessment task were examined. Overall, PSTs showcased differences in their reading of children’s writing at the two time points, displaying a lessened focus on local features (e.g., spelling, punctuation) and a greater focus on global features (e.g., content, structure) at the end of the semester. This trend was especially apparent in their identification of children’s instructional needs. Moreover, PSTs’ reading of children’s informative and persuasive writing tended to be similar to their reading of children’s narrative writing at both time points. The results offer insight into the text features PSTs make available for use in their subsequent responding and suggest the importance of highlighting global text features among children’s instructional needs.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"209 - 228"},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054157","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

Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction 使用实验室模型准备和授权替代学区教育工作者进行文化响应性持续识字教学

IF 1.2

Literacy Research and Instruction Pub Date : 2021-08-13 DOI: 10.1080/19388071.2021.1955054

Jody N. Polleck, Tashema Spence, Shanita Rapatalo, Jordan Yarwood

引用次数: 2

Re-envisioning Clinical Reading Instruction during a Time of Uncertainty 不确定时期临床阅读教学的再思考

IF 1.2

Literacy Research and Instruction Pub Date : 2021-08-06 DOI: 10.1080/19388071.2021.1955055

K. McGrath

引用次数: 3