Reading Research Quarterly最新文献

Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices 跨国文学的时序：青少年如何在数字媒体实践中生活和想象社会世界

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-09-07 DOI: 10.1002/rrq.577

Wan Shun Eva Lam, Jue Wu

{"title":"Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices","authors":"Wan Shun Eva Lam, Jue Wu","doi":"10.1002/rrq.577","DOIUrl":"https://doi.org/10.1002/rrq.577","url":null,"abstract":"This study explores the transnational literacies that contribute to creating online social connections among migrant youth that may support their development and navigation of life across countries. We examine how social connectedness is semiotically constructed through time–space framing among two youth of Chinese descent who were participants of a larger study of the digital media practices of young people in an urban high school. We build on the concept of chronotope (Bakhtin, 1981) and scholarship of transnational literacies to understand the space–time dimensions of digital literacy practices, specifically how youth create the spatiotemporal context or frame of reference for their actions and positionings with others across geographical distances. Using a case study approach with data from interviews and observations, we analyzed how the youth depicted their transnational social relations within particular time–space frames. Qualitative and discourse analyses of the youths' narrative accounts show that they positioned themselves in proximity with their transnational peers within particular time–space contexts that supported their actions and emotions, and how they made sense of events, issues, practices, and their own identities as transnational individuals. The youths' ideas of schooling and education, and attunement to nationalistic ideologies, were developed through multiple chronotopes in their social connections across countries. This study offers implications for how an attention to the transnational spatiotemporal frame of youths' discourse and narrative may give us a more nuanced understanding of the subjectivity, knowledge, and perspective they derive from their experiences of movement and connection across borders.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension 公平还是犯规？质疑棒球知识在知识和理解研究中的作用

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-09-05 DOI: 10.1002/rrq.575

Dan Reynolds, Courtney Hattan, Marissa Markham

{"title":"Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension","authors":"Dan Reynolds, Courtney Hattan, Marissa Markham","doi":"10.1002/rrq.575","DOIUrl":"https://doi.org/10.1002/rrq.575","url":null,"abstract":"Although links between knowledge and reading comprehension have been widely documented for decades, recent translational science publications (e.g., teacher journals, books, and podcasts) have increasingly referred to studies using baseball (a sport popular in the USA) as a proxy for knowledge to explain those links, especially within science of reading conversations. We conducted a systematic review of studies using baseball as a proxy for knowledge necessary for reading comprehension. After a comprehensive literature search, we found 19 “baseball studies” dating from 1978 to 2018, and we note that 13 of the studies used the same two measures of baseball knowledge. When analyzing the measures of baseball knowledge, we find that their measures of knowledge focused heavily on vocabulary and baseball trivia, and we found that the most common baseball comprehension text was deceptively complex. Finally, we analyzed recent research citations of baseball studies and found that even the oldest baseball studies are commonly cited in high‐impact journals even in the last 5 years. Ultimately, we interrogate the role of baseball knowledge studies in the body of research on knowledge and comprehension. We also call for reliance on non‐baseball studies to create a knowledge–comprehension translational science likely to positively impact systematic curricular improvement, move the science of reading conversation forward, and improve all students' reading comprehension at scale.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy "他们好像在用我们的数据对付我们"。人工智能扫盲的反面描绘

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-09-03 DOI: 10.1002/rrq.574

Ezequiel Aleman, Ricardo Martinez

{"title":"“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy","authors":"Ezequiel Aleman, Ricardo Martinez","doi":"10.1002/rrq.574","DOIUrl":"https://doi.org/10.1002/rrq.574","url":null,"abstract":"This study explores how youth engage with literacy practices in the age of AI through the use of counter‐cartographies within the Nayah‐Irú curriculum. By critically examining digital platforms and the underlying algorithms, students embarked on a journey to understand and challenge the pervasive influence of artificial intelligence in their lives. The curriculum encouraged students to create alternative narratives (counter‐maps) that represent their unique experiences and perspectives, challenging the dominant discourses around technology and power. This process of counter‐mapping served as a powerful tool for fostering critical literacy and agency among the youth, enabling them to envision and advocate for transformative changes in their relationship with digital technologies. Educators played a key role in guiding these explorations, emphasizing the importance of a community‐centered approach to literacy that incorporates real‐world scenarios and addresses the socio‐cultural dynamics of AI. Through counter‐cartographies of AI literacy, students not only critiqued existing digital structures but also imagined new possibilities for engagement and resistance, highlighting the potential for youth to actively shape the discourse and practice of literacy practices in digital platforms.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy 成为物体中的物体：生成式人工 "智能"、写作和语言上的白人至上主义

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-09-03 DOI: 10.1002/rrq.569

Roberto Santiago de Roock

引用次数: 0

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms 视觉注意力训练对学习阅读和拼写的效果：基于数字游戏的课堂干预措施

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-08-29 DOI: 10.1002/rrq.576

Sylviane Valdois, Ahmed Zaher, Svetlana Meyer, Julien Diard, Sonia Mandin, Marie Line Bosse

{"title":"Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms","authors":"Sylviane Valdois, Ahmed Zaher, Svetlana Meyer, Julien Diard, Sonia Mandin, Marie Line Bosse","doi":"10.1002/rrq.576","DOIUrl":"https://doi.org/10.1002/rrq.576","url":null,"abstract":"Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction 白人基督教民族主义、圣经证明文字以及扫盲课程和教学

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-08-15 DOI: 10.1002/rrq.571

Mary Juzwik, Rebecca Witte, Kevin Burke, Esther Prins

{"title":"White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction","authors":"Mary Juzwik, Rebecca Witte, Kevin Burke, Esther Prins","doi":"10.1002/rrq.571","DOIUrl":"https://doi.org/10.1002/rrq.571","url":null,"abstract":"If the White Christian nationalist movement has significantly galvanized parent, community, and larger‐scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to biblical proof texting, and implications for literacy scholarship and education? We focus on the locality of Ottawa County and surrounding areas of western Michigan, where Reformed [Calvinist] Christianity became the dominant ethnoreligious group after Dutch immigrants colonized the area in the 1800s. Grounded in this context, the essay describes the Christian nationalist movement, distinguishing it from the American evangelical movement and exploring the significance of biblical proof texting to it. We then discuss implications of our argument about biblical proof texting and White Christian nationalism, focusing around three questions: (a) What is the significance of naming, identifying, and situating the White Christian nationalist movement (as a type of ethnoreligious nationalism) for literacy stakeholders? (b) How, if at all, can the Bible and biblical interpretation be engaged in US public school literacy classrooms—and other commons concerned with literacy teaching and learning—without embracing “cultural uniformity through coercion”? and (c) How can Christian school literacy educators engage the Bible in ways that challenge White Christian nationalism appropriations of it? We engage these questions by sharing examples from our own teaching and from an elementary teacher whose literacy pedagogy in a Reformed Christian (Calvinist) school in western Michigan gently challenges the core assumptions of this movement and its orientation to biblical interpretation.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy 为意义和蜕变负责：生成式人工智能和识字的积极现实主义方法

IF 3.9 1区教育学

Reading Research Quarterly Pub Date : 2024-08-08 DOI: 10.1002/rrq.570

Priya C. Kumar, Kelley Cotter, L. Y. Cabrera

{"title":"Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy","authors":"Priya C. Kumar, Kelley Cotter, L. Y. Cabrera","doi":"10.1002/rrq.570","DOIUrl":"https://doi.org/10.1002/rrq.570","url":null,"abstract":"Questions and concerns about artificial intelligence (AI) technologies in education reached a fever pitch with the arrival of publicly accessible, user‐facing generative AI systems, especially ChatGPT. Many of these issues will require regulation and collective action to address. But when it comes to generative AI and literacy, we argue that posthuman perspectives can help literacy scholars and practitioners reframe some concerns into questions that open new areas of inquiry. Agential realism in particular offers a useful perspective for exploring how generative AI matters in literacy practices, not as a unilaterally destructive force, but as a set of phenomena that intra‐actively reconfigures literacy practices. As a sociocultural (and as we argue, sociotechnical) practice, literacy arises out of the entanglement of bodies, spaces, contexts, positions, histories, and technologies. Generative AI is another in a long line of technologies that reconfigures literacy practices. In this article, we briefly explain how generative AI systems work, focusing on text‐based systems called Large Language Models (LLMs), and suggest ways that generative AI may reconfigure the sociocultural practice of literacy. We then offer three provocations to shift discussions about generative AI and literacy (1) from concerns about intentionality to questions of responsibility, (2) from concerns about authenticity to questions of mattering, and (3) from concerns about imitation to questions of multifarious communication. We conclude by encouraging literacy scholars and practitioners to draw inspiration from critical literacy efforts to discover what matters when it comes to generative AI and literacy.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1 英语和西班牙语写作能力的维度，以及一年级英语-西班牙语新兴双语儿童的语言和认知能力与书面写作的关系

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-08-07 DOI: 10.1002/rrq.573

Young‐Suk Grace Kim

{"title":"Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1","authors":"Young‐Suk Grace Kim","doi":"10.1002/rrq.573","DOIUrl":"https://doi.org/10.1002/rrq.573","url":null,"abstract":"We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write 下一个词将生成式人工智能作为学习写作资源的利弊设想框架

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-08-07 DOI: 10.1002/rrq.567

Sarah W. Beck, Sarah Levine

{"title":"The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write","authors":"Sarah W. Beck, Sarah Levine","doi":"10.1002/rrq.567","DOIUrl":"https://doi.org/10.1002/rrq.567","url":null,"abstract":"In Parable of the Sower, Octavia Butler (1993) wrote: “Any Change may bear seeds of benefit. Seek them out. Any Change may bear seeds of harm. Beware” (p. 116). In this paper, we apply this command to a speculative examination of the consequences of text‐based generative AI (GAI) for adolescent writers, framing this examination within a socially situated “Writers‐in‐Community” model of writing (Graham, 2018), which considers writing as both an act of individual cognition and as situated within concentric circles representing nested social, material, and cultural contexts for writing. Through the lens of this model, we discuss representations of language‐related technologies in works by several well‐known authors of 20th‐century speculative fiction and contrast these speculative scenarios with examples from our recent research into student writers' use of ChatGPT and other GAI tools. Finally, we discuss (a) the limitations of these tools as lacking the ability to set goals and use these goals to compose a written work, which is a key component of an effective writing process and (b) what would be required to supporting students to write agentively in collaboration with these tools, despite these limitations. This discussion focuses on three principles: (1) centering human writers in collaborations with GAI; (2) setting writer goals to address historical, political, institutional, and social influences; and (3) critical agency in literacy with GAI.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type 多文本理解与评价：阅读目标、信念一致性和论证类型的影响

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-08-06 DOI: 10.1002/rrq.568

Sylvia M. Savvidou, Irene‐Anna Diakidoy, Lucia Mason

引用次数: 0