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Journal of Research in Reading最新文献

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Analysis of factors that influence elementary, middle, and high school students’ literacy competence 小学、初中、高中学生读写能力的影响因素分析
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-31 DOI: 10.17095/jrr.2022.64.2
Subeom Kwak
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引用次数: 0
"Spatiality of an reading classroom : Focusing on the experiences of Korean language teachers of online reading classrooms" “阅读课堂的空间性:以网络阅读课堂韩语教师的经验为中心”
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-31 DOI: 10.17095/jrr.2022.64.6
Jiyun Pyun
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引用次数: 0
Reading status and perception of webtoons and web novel reading by high school student readers 高中生网络漫画与网络小说阅读现状与感知
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-31 DOI: 10.17095/jrr.2022.64.8
Miyeong Yun
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引用次数: 0
The problem with judging the appropriateness of materials based on quantitative factors of text in modern fiction education 现代小说教育中基于文本数量因素判断材料恰当性的问题
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-31 DOI: 10.17095/jrr.2022.64.9
Inwha Lee
{"title":"The problem with judging the appropriateness of materials based on quantitative factors of text in modern fiction education","authors":"Inwha Lee","doi":"10.17095/jrr.2022.64.9","DOIUrl":"https://doi.org/10.17095/jrr.2022.64.9","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"5 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87821766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A study on digital collaborative reading and writing strategies through the analysis of student reflection journals 基于学生反思日志分析的数字协同读写策略研究
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-31 DOI: 10.17095/jrr.2022.64.7
Jiyoung Lee
{"title":"A study on digital collaborative reading and writing strategies through the analysis of student reflection journals","authors":"Jiyoung Lee","doi":"10.17095/jrr.2022.64.7","DOIUrl":"https://doi.org/10.17095/jrr.2022.64.7","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83031857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A special issue on language and literacy: Connecting research and practice 关于语言和读写能力的特刊:连接研究和实践
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-08 DOI: 10.1111/1467-9817.12408
Megan Dixon, Sarah McGeown, Jessie Ricketts
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引用次数: 0
Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies): An international perspective 同伴辅助学习策略翻译与实施中的教师-研究者伙伴关系:国际视角
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-08 DOI: 10.1111/1467-9817.12404
Emma J. Vardy, Stephanie Al Otaiba, Helen L. Breadmore, Shu-Hsuan Kung, Anna-Lind Pétursdóttir, Mai W. Zaru, Kristen L. McMaster
{"title":"Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies): An international perspective","authors":"Emma J. Vardy,&nbsp;Stephanie Al Otaiba,&nbsp;Helen L. Breadmore,&nbsp;Shu-Hsuan Kung,&nbsp;Anna-Lind Pétursdóttir,&nbsp;Mai W. Zaru,&nbsp;Kristen L. McMaster","doi":"10.1111/1467-9817.12404","DOIUrl":"10.1111/1467-9817.12404","url":null,"abstract":"<p>Peer-Assisted Learning Strategies (PALS) is a class-wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co-creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co-creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co-creation. For example, in England, field notes, informal conversations and interviews were utilised for co-creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good ‘fit’ for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese-speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research-based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the involvement of key stakeholders is important for the successful implementation of a reading programme.</p>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"45 3","pages":"517-526"},"PeriodicalIF":2.7,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45858397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Establishing preliminary reading fluency benchmarks for Grade 3 students in India 为印度三年级学生建立初步的阅读流利性基准
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-05 DOI: 10.1111/1467-9817.12409
Aditi Ghosh, Radhika Misquitta, Sunaina Shenoy, Nikisha Kotwal
{"title":"Establishing preliminary reading fluency benchmarks for Grade 3 students in India","authors":"Aditi Ghosh, Radhika Misquitta, Sunaina Shenoy, Nikisha Kotwal","doi":"10.1111/1467-9817.12409","DOIUrl":"https://doi.org/10.1111/1467-9817.12409","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Can reading practitioners and researchers improve intensive reading support systems in a large urban school system? 阅读实践者和研究者能否在大型城市学校系统中改善精读支持系统?
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-08-01 DOI: 10.1111/1467-9817.12406
Devin M. Kearns, Melodee A. Walker, Jason C. Borges, Meghan E. Duffy
{"title":"Can reading practitioners and researchers improve intensive reading support systems in a large urban school system?","authors":"Devin M. Kearns,&nbsp;Melodee A. Walker,&nbsp;Jason C. Borges,&nbsp;Meghan E. Duffy","doi":"10.1111/1467-9817.12406","DOIUrl":"10.1111/1467-9817.12406","url":null,"abstract":"<p>One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers have shown positive effects, but university research studies do not involve many of the implementation science-related factors that affect success. This study addresses the dearth of data from practice-based studies that incorporate DBI and was done as a researcher–practitioner collaboration, developed with based on the theory that the collaborators' combined knowledge and skills could produce positive outcomes. Mixed methods were used to examine whether there was evidence of success in implementation DBI conducted through a researcher–practitioner partnership in New York City Public Schools, the largest public school system in the United States. Specifically, data were collected concerning the quality of DBI implementation and changes in teachers' and administrators' perspectives about the value of implementing intensive intervention. Results indicated that district-level implementation met many criteria for effective DBI, that school teams (<i>N</i> = 6) implemented DBI with an overall high level of fidelity (mean score of 4.1 on a 5-point scale) and that teachers and school administrators changed their thinking about intensive intervention as a result of participation in DBI. Stakeholder interview data indicated a high level of social acceptability for DBI implementation. Features of the research–practice partnership thought to have contributed to the success of the project are discussed.</p>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"45 3","pages":"488-516"},"PeriodicalIF":2.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47516731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The story so far: A systematic review of the dialogic reading literature 故事至今:对话性阅读文学的系统回顾
IF 2.7 2区 教育学
Journal of Research in Reading Pub Date : 2022-07-13 DOI: 10.1111/1467-9817.12407
C. Pillinger, Emma J. Vardy
{"title":"The story so far: A systematic review of the dialogic reading literature","authors":"C. Pillinger, Emma J. Vardy","doi":"10.1111/1467-9817.12407","DOIUrl":"https://doi.org/10.1111/1467-9817.12407","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45638489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
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