Reading Research Quarterly最新文献_第10页

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis 四十年来对有阅读障碍或有阅读障碍风险的小学生的阅读干预研究:系统回顾和荟萃分析

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-09-13 DOI: 10.1002/rrq.477

Colby Hall, Katlynn Dahl‐Leonard, Eunsoo Cho, E. Solari, Philip Capin, Carlin L. Conner, A. Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L. Richmond, Karen F. Kehoe

引用次数: 10

How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children 单词阅读和拼写是如何随着时间的推移而发展的？香港中英双语儿童的三年纵向研究

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-09-12 DOI: 10.1002/rrq.478

Yijun Ruan, Y. Ye, K. Lui, C. McBride, C. Ho

引用次数: 1

A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education 工程师素养实践的个案比较研究及其对工程教育学科素养教学法的启示

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-08-09 DOI: 10.1002/rrq.476

A. Wilson‐Lopez, A. Minichiello, Theresa Green, Christina Hartman, Jared W. Garlick

引用次数: 0

Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction 语音意识：规划有效教学的元分析

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-07-27 DOI: 10.1002/rrq.473

Marianne Rice, Florina Erbeli, Christopher G. Thompson, M. Sallese, Melissa Fogarty

引用次数: 3

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis 快速自动命名(RAN)作为幼儿园英语未来阅读的预测因子:一项系统综述和Meta分析

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-25 DOI: 10.1002/rrq.467

Sean McWeeny, Soujin Choi, Jun Choe, Alexander S. LaTourrette, M. Roberts, E. Norton

{"title":"Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis","authors":"Sean McWeeny, Soujin Choi, Jun Choe, Alexander S. LaTourrette, M. Roberts, E. Norton","doi":"10.1002/rrq.467","DOIUrl":"https://doi.org/10.1002/rrq.467","url":null,"abstract":"Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta-analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513 par-ticipants), was the first to test the extent to which measures of RAN assessed before grade school predict future reading performance in English-speaking children. We also tested whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that overall, kindergarten/preschool RAN is correlated with grade-school reading at r = −.38, similar in magnitude to previous concurrent meta-analyses that included various ages and languages. We found that alphanumeric RAN tasks were more strongly related to future reading than were non-alphanumeric tasks, as well as that RAN significantly predicts all types of reading measures tested, but more strongly predicts real word than nonword reading. To assess the role of RAN’s unique predictive power, we also meta-analyzed the semipartial correlations of early RAN with later reading when controlling for phonological awareness (PA); the result of r sp = −.25 demonstrates RAN’s sig nificant, unique contribution beyond PA. These results support shared cognitive resource models in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines for based on these data for early screening for reading difficulties and dyslexia.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508196","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: 13

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise 批判素养:幼儿教师批判性地将学校作为文本阅读，并想象另一种情况

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-08 DOI: 10.1002/rrq.466

Margaret R. Beneke, Emily Machado, Jordan Taitingfong

引用次数: 5

Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children 日常环境中的早期读写能力:为低收入幼儿创造学习机会

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-06 DOI: 10.1002/rrq.468

S. Neuman, Jillian J. Knapczyk

引用次数: 2

The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality. 篇章特征对阅读理解的贡献:考察篇章情感性的影响。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-01 DOI: 10.1002/rrq.431

Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting

{"title":"The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality.","authors":"Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting","doi":"10.1002/rrq.431","DOIUrl":"https://doi.org/10.1002/rrq.431","url":null,"abstract":"In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years 8 months and 11 years 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view's components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person-level and text-based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person-level and text-based characteristics to better understand reading comprehension performance.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/rrq.431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9227231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes. 当坚持治疗很重要时：坚持治疗、教学质量和学生特点对阅读结果的相互作用。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-01 Epub Date: 2021-09-06 DOI: 10.1002/rrq.442

Philip Capin, Greg Roberts, Nathan H Clemens, Sharon Vaughn

{"title":"When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes.","authors":"Philip Capin, Greg Roberts, Nathan H Clemens, Sharon Vaughn","doi":"10.1002/rrq.442","DOIUrl":"10.1002/rrq.442","url":null,"abstract":"In this study, we examined the extent to which teachers' treatment adherence, instructional quality, and the interaction of these variables influenced eighth-grade students' content knowledge and reading comprehension. We examined treatment fidelity for students (n = 775) in classes randomly assigned to receive an evidence-based content area reading program called Promoting Adolescents' Comprehension of Text. Results indicate that teachers' instructional quality was a statistically significant, positive predictor of student content knowledge and reading comprehension performance, whereas teachers' treatment adherence was not. Statistically significant interactions between treatment adherence and instructional quality were present, such that teachers' treatment adherence had a stronger impact on student learning outcomes when their overall instructional quality was low. Moderator analyses also revealed that students' pretest performance and English learner status influenced the effects of treatment adherence and instructional quality on student outcomes. These findings help elucidate the conditions under which Promoting Adolescents' Comprehension of Text leads to improved outcomes, and more broadly, underscore the importance of carefully examining dimensions of treatment fidelity when testing the effects of treatment programs.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9272984/pdf/nihms-1744462.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40597971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 0

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second-grade Classroom 打破单语意识形态:构建二年级课堂双语写作实践

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-03-23 DOI: 10.1002/rrq.465

Lindsey W. Rowe

{"title":"Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second-grade Classroom","authors":"Lindsey W. Rowe","doi":"10.1002/rrq.465","DOIUrl":"https://doi.org/10.1002/rrq.465","url":null,"abstract":"Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English-only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi- and multi-lingual language use in English-medium schools.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534274","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