Reading Psychology最新文献_第9页

Assessment of Inference Types (AIT): A New Test for Measuring How Well Students Make Inferences 推理类型评估（AIT）：衡量学生推理能力的新测试

IF 1.4

Reading Psychology Pub Date : 2022-08-19 DOI: 10.1080/02702711.2022.2094042

Timothy G. Morrison, B. Wilcox, R. Sudweeks, Lauren Bird, Erica Murdoch, Hannah Bursey, McKenzie Helvey

{"title":"Assessment of Inference Types (AIT): A New Test for Measuring How Well Students Make Inferences","authors":"Timothy G. Morrison, B. Wilcox, R. Sudweeks, Lauren Bird, Erica Murdoch, Hannah Bursey, McKenzie Helvey","doi":"10.1080/02702711.2022.2094042","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094042","url":null,"abstract":"Abstract The authors of the Common Core State Standards and publishers of literacy programs focus on an essential aspect of comprehension, the process of drawing inferences. An inference refers to any piece of information that an author does not include in text but expects readers to use to make meaning. Four common inference types are anaphoric, background knowledge, predictive, and retrospective. To date, there have been group-administered test for teachers to use to evaluate children’s abilities to draw inferences, but none focuses on these inference types. The purpose of this study was to create a reliable instrument, and the Assessment of Inference Types (AIT) was the result. It includes four passages, two narrative and two informational. Each passage has eight items, two of each inference type. Unlike most assessments, it measures students’ abilities to make inferences moment-by-moment during the act of reading, instead of before or after. The AIT was administered to a 492 fifth graders and was shown to have a .902 reliability coefficient. Armed with results of this test, teachers can identify what specific inferencing processes children have mastered and ones with which they are struggling, and plan instruction accordingly.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"293 - 316"},"PeriodicalIF":1.4,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967396","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

Combined and Differential Effects of Top-down and Bottom-up Reading Processes on Target Vocabulary Learning and Retention by EFL Learners 自顶向下和自底向上的阅读过程对英语学习者目标词汇学习和记忆的影响

IF 1.4

Reading Psychology Pub Date : 2022-08-19 DOI: 10.1080/02702711.2022.2115730

Rokhsareh Kakvand, Seyed Hesamuddin Aliasin, Elham Mohammadi

{"title":"Combined and Differential Effects of Top-down and Bottom-up Reading Processes on Target Vocabulary Learning and Retention by EFL Learners","authors":"Rokhsareh Kakvand, Seyed Hesamuddin Aliasin, Elham Mohammadi","doi":"10.1080/02702711.2022.2115730","DOIUrl":"https://doi.org/10.1080/02702711.2022.2115730","url":null,"abstract":"ABSTRACT Top-down and bottom-up reading processes have attracted attention from researchers in ESL/EFL teaching/learning. However, the role of these processes and their combination in L2 vocabulary learning and retention still needs further research. Given this, this study sought to consider their role in L2 vocabulary learning and retention by Iranian EFL learners. To this end, 100 intermediate participants were chosen from among a convenience sample of 180 EFL learners. They were then assigned to four random groups (Top-down, Bottom-up, Combined and Control). Finally, target vocabulary learning and retention were assessed by an immediate (learning) and delayed (retention) post-test. ANOVA results revealed that the bottom-up group outperformed the control group. The combined group also did better than the top-down and control groups on the post-test. However, the difference between the top-down and control group did not prove significant. In addition, the combined group surpassed the other groups in terms of the gain in mean scores. As for retention, both the bottom-up and combined processes resulted in the retention of the target vocabulary, with the former being even more effective. It can be suggested that these processes can be regarded as complementary factors in L2 vocabulary learning and retention.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"405 - 422"},"PeriodicalIF":1.4,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795237","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

Personalized Expert Guidance of Students’ Book Choices in Primary and Secondary Education 中小学学生选书的个性化专家指导

IF 1.4

Reading Psychology Pub Date : 2022-08-16 DOI: 10.1080/02702711.2022.2113944

Lisa van der Sande, Ilona Wildeman, A. Bus, R. van Steensel

引用次数: 1

Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review 教师、家长和同伴支持阅读预测四至六年级学生阅读动机的变化:系统文献综述

IF 1.4

Reading Psychology Pub Date : 2022-08-09 DOI: 10.1080/02702711.2022.2106332

Daisy Pelletier, William Gilbert, F. Guay, Éric Falardeau

{"title":"Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review","authors":"Daisy Pelletier, William Gilbert, F. Guay, Éric Falardeau","doi":"10.1080/02702711.2022.2106332","DOIUrl":"https://doi.org/10.1080/02702711.2022.2106332","url":null,"abstract":"Abstract While most educational models point toward cognitive and metacognitive skills to promote reading comprehension, recent studies indicate that motivation also plays a key role. Consequently, studying social factors that may support reading motivation represents an interesting research avenue. We therefore performed a systematic review of the literature to highlight the types of reading support provided by teachers, parent, or peers that predict changes in reading motivation among students in grades 4 to 6. Restricting our sample to peer-reviewed articles published in the last twenty years, we identified 7208 research papers from electronic databases. From these, we selected papers focused on 4th to 6th graders with normative development, using reading supports (from either teachers, parents, or peers) as independent variable(s) and reading motivation as the dependent variable, and having at least two waves of data. At the end of the selection process, 16 studies were eligible for data extraction. Our synthesis suggests that the current state of research in the field of reading motivation does not allow the identification of reading interventions that are undoubtedly effective in promoting reading motivation. However, it appears that supporting students’ psychological needs is generally an effective way of producing positive changes in their reading motivation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"317 - 356"},"PeriodicalIF":1.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292750","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

Reading Achievement, Resilience, and Motivation in Contexts of Vulnerability: A Study of Perceived Self-Efficacy, Intrinsic Motivation, and Family Support in Chile 弱势情境下的阅读成绩、弹性与动机:智利的自我效能感、内在动机与家庭支持研究

IF 1.4

Reading Psychology Pub Date : 2022-07-25 DOI: 10.1080/02702711.2022.2106333

Gabriel. Gomez, M. Rivas

引用次数: 1

Web-Based Text Structure Instruction on Ells’ High-Order Reading Comprehension Skills 基于网络的文本结构教学对学生高阶阅读理解能力的影响

IF 1.4

Reading Psychology Pub Date : 2022-05-19 DOI: 10.1080/02702711.2022.2094037

Zhihong Xu, K. Wijekumar, Shuqiong Lin, Xinyuan Yang, Bo Nan

{"title":"Web-Based Text Structure Instruction on Ells’ High-Order Reading Comprehension Skills","authors":"Zhihong Xu, K. Wijekumar, Shuqiong Lin, Xinyuan Yang, Bo Nan","doi":"10.1080/02702711.2022.2094037","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094037","url":null,"abstract":"ABSTRACT The difficulties with developing high-order reading comprehension skills negatively impact academic success across fields. The current study investigated whether the text structure strategy instruction, delivered through the Intelligent Tutoring of Structure Strategy (ITSS) to adult English learners as a foreign language (EFL), can improve reading comprehension, especially their higher-order reading comprehension skills. With a quasi-experimental nonequivalent control group design, 61 adult Chinese EFL learners from two classes were assigned to experimental or control groups. The experimental group utilized the ITSS to support their English reading instruction, whereas the control group was provided with the traditional instruction. Our results indicated that the web-based text structure instruction had a statistically significant positive effect on Chinese EFL learners’ reading comprehension (β = 3.22, p < 0.05). Furthermore, we confirmed our hypothesis that text structure intervention was a significant predictor for inferential (β = 0.91, p < 0.05) and evaluative (β = 1.06, p < 0.05) subskills of comprehension, but not for literal subskills (β = 1.25, p > 0.05). Based on these results, research and pedagogical implications of this study are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"211 - 231"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41724220","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

Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography 阅读自我概念与阅读理解:透明正字法向深层正字法过渡的可能影响

IF 1.4

Reading Psychology Pub Date : 2022-05-19 DOI: 10.1080/02702711.2022.2094038

Ronen Kasperski, Vered Vaknin‐Nusbaum

引用次数: 0

Trends in the Selection of Primary Grade (K-3) Reading Programs and Assessments in the United States 美国小学(K-3)阅读计划和评估的选择趋势

IF 1.4

Reading Psychology Pub Date : 2022-05-19 DOI: 10.1080/02702711.2022.2094041

K. Nelson, Natalie A. Williams, Daniel Huber

{"title":"Trends in the Selection of Primary Grade (K-3) Reading Programs and Assessments in the United States","authors":"K. Nelson, Natalie A. Williams, Daniel Huber","doi":"10.1080/02702711.2022.2094041","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094041","url":null,"abstract":"ABSTRACT It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the “whole language” reading movement that advocated for analytic phonics instruction and having students spend much of their time silently reading at their “independent” levels was common. The report recommended the explicit teaching of the “Big Five” components of reading instruction, phonemic awareness, phonics, comprehension, fluency and vocabulary, along with scaffolded reading instruction with challenging text. In the same year, another study concluded that elementary teachers had students reading silently 71% of the time and providing phonics instruction strategies associated with “whole language” such as contextual analysis. In this study, a survey was distributed to school superintendents across the country; 293 completed the survey resulting in a 72% response rate. Respondents indicated a clear and increasing preference for basal programs; a result that we believe reveals the impact of the NRP. Even so, about a quarter of the respondents indicated a preference for programs, and more than half were using assessments, more aligned with “whole language” approaches.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"277 - 292"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48225367","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

Low-Income Elementary Students Access to Books & Reading Motivation 低收入小学生的图书获取与阅读动机

IF 1.4

Reading Psychology Pub Date : 2022-05-19 DOI: 10.1080/02702711.2022.2094040

Tricia A. Zucker, Yoonkyung Oh, Kristin Conradi Smith, Julie Baker-Finck

引用次数: 1

The Impact of Knowledge-Building through Conceptually-Coherent Read Alouds on Vocabulary and Comprehension 通过概念连贯朗读建立知识对词汇和理解的影响

IF 1.4

Reading Psychology Pub Date : 2022-01-10 DOI: 10.1080/02702711.2021.2020187

Tanya S. Wright, Gina N. Cervetti, Crystal N. Wise, Nicola A. McClung

引用次数: 5