Journal of Research in Reading最新文献

{"title":"Reading and writing in a digital multiple-document environment : The relationship between individual difference variables, multiple-document selection and use, and writing outcomes","authors":"Sung-min Chang","doi":"10.17095/jrr.2022.65.2","DOIUrl":"https://doi.org/10.17095/jrr.2022.65.2","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"77 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83882392","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}

{"title":"Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper-elementary Chinese students","authors":"Xi Cheng,&nbsp;Haomin (Stanley) Zhang","doi":"10.1111/1467-9817.12415","DOIUrl":"10.1111/1467-9817.12415","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The present study aimed to examine and compare the relative contributions of three facets of metalinguistic awareness (phonological awareness, orthographic awareness and morphological awareness) and lexical inferencing ability to Chinese reading comprehension across upper elementary grades.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Fifty-three third graders, 79 fourth graders and 108 fifth graders were administered a battery of tests including non-verbal intelligence, phonological awareness, morphological awareness, orthographic awareness, lexical inference and reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The multivariate analyses across grade groups revealed the continued progress in children's performances on morphological awareness but not on phonological and orthographic awareness. More important, hierarchical regressions exhibited the same pattern across grades, suggesting that morphological awareness was the sole consistent indicator of reading comprehension in all grades. Finally, lexical inferencing ability contributed to reading comprehension only in fifth-grade students after accounting for the effects of metalinguistic awareness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our findings highlight the importance of morphological awareness as the most potent meaning-building metalinguistic skill that can consistently predict Chinese reading comprehension in upper elementary children and indicate that the contribution of lexical inferencing ability differs as a function of children’s reading skills. Results were discussed in relation to the Reading Systems Framework and implications for educational instruction were provided.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 1","pages":"86-103"},"PeriodicalIF":2.7,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44225093","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}

{"title":"A historical narrative review of paired oral reading practices in elementary classrooms","authors":"Jake Downs,&nbsp;Kathleen Mohr,&nbsp;Chase Young","doi":"10.1111/1467-9817.12413","DOIUrl":"10.1111/1467-9817.12413","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait – paired synchronous oral reading between a higher-level tutor and a lower-level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state of SPORT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Five academic databases were searched for reports of SPORT from the years 1960–2021. This process yielded 3972 results, from which 456 full-text articles were assessed for eligibility. Finally, 77 publications were reviewed to inform this historical narrative.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four distinct waves of SPORT research dating back to 1966 were identified in the review. These waves are characterised by popularity in the United Kingdom and United States, evolving theoretical frameworks, varying configurations and implementations, and concerted focus on reading achievement. Consistently positive outcomes are reported in the SPORT literature, specifically in oral reading fluency and reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The theory and practice of SPORT have evolved significantly throughout its extensive history. We call for a fifth wave of SPORT research to consolidate the findings of the last 60 years, develop new lines of inquiry, and implement novel and varied applications of SPORT.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 1","pages":"42-63"},"PeriodicalIF":2.7,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194960","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}

{"title":"The role of vocabulary components in second language learners' early reading comprehension","authors":"Martina Röthlisberger,&nbsp;Christoph Zangger,&nbsp;Britta Juska-Bacher","doi":"10.1111/1467-9817.12411","DOIUrl":"10.1111/1467-9817.12411","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In countries with German as an official language, children with German as a second language perform overall worse in school than their German native speaking peers. This particularly affects written language skills, which require advanced language knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary knowledge. Vocabulary, however, consists not only of the number of known words but also of a complex and hitherto under-researched lexico-semantic framework, which is referred to as vocabulary depth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In the present study, a sample of 373 children (322 German native speakers and 51 with German as a second language) was examined longitudinally in Grade 2 and 3 for their reading comprehension and vocabulary breadth and depth. Vocabulary depth was defined as relational and semantic word knowledge. Latent change score models on vocabulary breadth and depth development including reading precursor skills, non-verbal intelligence and SES were conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The children with German as a second language scored lower than the native German speakers in reading and vocabulary tests, with the difference in vocabulary depth being more pronounced than in vocabulary breadth. Importantly, the differences did not tend to diminish over time, which could have been expected. The differences in reading comprehension can be accounted for mainly by the variations in vocabulary, especially in vocabulary depth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings emphasise the importance of including not only vocabulary breadth but also vocabulary depth in the context of reading research on children who do not speak the majority language.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 1","pages":"1-21"},"PeriodicalIF":2.7,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49134701","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}

{"title":"The effect of practice and expectancy of inferential questions on poor comprehenders' inferential processing and monitoring","authors":"Menahem Yeari,&nbsp;Adi Avramovich","doi":"10.1111/1467-9817.12412","DOIUrl":"10.1111/1467-9817.12412","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous studies have shown that undergraduates improve their answering and monitoring accuracy when they exclusively practice and expect inferential questions after reading. This study examined whether children with poor comprehension, who struggle particularly with inferential questions, would benefit from similar practice with and without feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To address this question, 44 poor comprehenders and 44 control participants from 6th–9th grades practiced answering literal or inferential questions after reading each of three texts. They were also asked to predict their success in these questions, whereas some received feedback on their prediction (monitoring) accuracy. Then, participants read an additional three texts, but answered both practiced and unpracticed types of questions after reading all texts. They also predicted their success after reading each text.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both poor and good comprehenders answered literal questions more accurately when they had practiced. However, only good comprehenders improved their answering of inferential questions when they had practiced. No differences were found between the groups in monitoring accuracy. Feedback had a positive effect on answering accuracy, irrespective of practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Poor comprehenders differentiate to some extent between literal and inferential questions and are flexible enough to execute a different text processing plan for each type of questions. However, they presumably lack the knowledge and/or resources to execute inferential processing efficiently during reading. Moreover, all children seem to have difficulty with comprehension monitoring. Practicing and/or expecting one type of questions, with or without feedback, is insufficient for improving this ability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 1","pages":"22-41"},"PeriodicalIF":2.7,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419387","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}

{"title":"Dialect density, language abilities and emergent literacy skills of prekindergarten children who speak African American English","authors":"E. Baldwin, John J Heilmann, Denise A. Finneran, Chi C. Cho, M. Moyle","doi":"10.1111/1467-9817.12410","DOIUrl":"https://doi.org/10.1111/1467-9817.12410","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006173","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}

{"title":"Understanding reestablishing identity through an analysis of the response logs of underprivileged adolescent readers","authors":"Juyon Jun, I. Choi","doi":"10.17095/jrr.2022.64.5","DOIUrl":"https://doi.org/10.17095/jrr.2022.64.5","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"10 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84346995","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}

{"title":"\"A study on the influence of content knowledge according to the reader profiles of high school students : Focused on informational text reading\"","authors":"Hae-Kyung Cheon","doi":"10.17095/jrr.2022.64.3","DOIUrl":"https://doi.org/10.17095/jrr.2022.64.3","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74743462","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}

{"title":"The relation between the digital literacy of middle school students and reader identity","authors":"Bora Ryu","doi":"10.17095/jrr.2022.64.4","DOIUrl":"https://doi.org/10.17095/jrr.2022.64.4","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"6 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89948102","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}

{"title":"\"Pre-service Korean L1 teachers’ demands for reading education : Classifying subjectivity types using Q methodology\"","authors":"Sung-min Chang","doi":"10.17095/jrr.2022.64.1","DOIUrl":"https://doi.org/10.17095/jrr.2022.64.1","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"60 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87019198","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}