Reading Research Quarterly最新文献_第10页

The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12 2-12年级学生默读率、学术词汇和理解的相互作用

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-01-03 DOI: 10.1002/rrq.457

Alexandra N. Spichtig, Jeffrey P. Pascoe, Kristin M. Gehsmann, Fei Gu, John D. Ferrara

引用次数: 1

Issue Information 问题信息

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-01-01 DOI: 10.1002/rrq.319

引用次数: 0

Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals COVID-19对新兴双语者早期识字教学的影响

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2021-12-12 DOI: 10.1002/rrq.456

Amy C. Crosson, R. Silverman

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引用次数: 8

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research “因为我们经历过”:青年参与行动研究中的墨西哥裔/拉丁裔青年多模态素养

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2021-12-02 DOI: 10.1002/rrq.455

Mónica González Ybarra

引用次数: 0

Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study 多元互补文本学习中提高问答策略的干预研究

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2021-12-01 DOI: 10.1002/rrq.451

N. Castells, Marta Minguela, Isabel Solé, Mariana Miras, Esther Nadal, Gert Rijlaarsdam

{"title":"Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study","authors":"N. Castells, Marta Minguela, Isabel Solé, Mariana Miras, Esther Nadal, Gert Rijlaarsdam","doi":"10.1002/rrq.451","DOIUrl":"https://doi.org/10.1002/rrq.451","url":null,"abstract":"Studies have shown that inferential questions encourage a more in- depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth- grade students’ (13- to 14- years old) ability to answer intra- and intertextual inferential questions when they read one or multiple complementary texts. The intervention was implemented by a group of middle- school history teachers. Teachers in both the intervention and control groups (IG and CG, respectively) taught the same teaching unit using the same reading materials. However, teachers in the IG participated in 12 hours of professional development seminars on analysis of their classroom practice and how to improve their questioning strategies. Post- intervention results revealed that students in the IG were significantly better than those in the CG at answering intra- and intertextual inferential questions. This difference was maintained at follow- up (2 months after finishing the intervention). Students in the IG also performed better than those in the CG at a learning test. These results confirm the value of teaching students how to answer complex questions, especially when they refer to more than one text. The findings also support the value of the professional development program that enables teachers to reflect on their practice.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42038982","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: 6

Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature 中学英语艺术课堂上的电子游戏：对文学的最新评论

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2021-11-25 DOI: 10.1002/rrq.454

B. Nash, Randi Beth Brady

引用次数: 16

Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy 竞争范式:运用定量方法对批判性读写教学法进行操作和验证

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2021-11-25 DOI: 10.1002/rrq.453

Casey Medlock Paul

引用次数: 1

Effectiveness of a Classroom‐Implemented, App‐Based Morphology Program for Language‐Minority Students: Examining Latent Language‐Literacy Profiles and Contextual Factors as Moderators 课堂实施的基于应用程序的语言少数民族学生形态学课程的有效性:检查潜在的语言素养概况和语境因素作为调节因素