Reading Research Quarterly最新文献_第2页

The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount 教师教学实践与学生阅读量之间的复杂关系

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-08-01 DOI: 10.1002/rrq.561

Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg

{"title":"The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount","authors":"Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg","doi":"10.1002/rrq.561","DOIUrl":"https://doi.org/10.1002/rrq.561","url":null,"abstract":"The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882801","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

Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence 批判的后人文主义读写能力：建立与日常人工智能一起阅读、写作和伦理生活的理论

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-27 DOI: 10.1002/rrq.565

Sarah K. Burriss, Kevin Leander

{"title":"Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence","authors":"Sarah K. Burriss, Kevin Leander","doi":"10.1002/rrq.565","DOIUrl":"https://doi.org/10.1002/rrq.565","url":null,"abstract":"Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when combined with posthumanist ideas and some technical knowledge, for understanding, teaching, and participating in our AI‐infused world. In this paper, we outline our theory of critical posthumanist literacy, which draws on posthumanist scholarship to re‐imagine critical literacy with respect to concepts of ontology, agency, ethics and justice, and pedagogy. For each concept, we build on humanist, critical perspectives to show how posthumanist scholarship can help theorize for literacy in the age of AI, especially as AI presents both lingering and new challenges to conceptions of human text production and consumption. Posthumanism provides us with alternative modes of thinking about the nature of “things” (and ourselves); with an understanding of agency as not a human possession but an accomplishment among/within many human and non‐human actors; with an expanded ethics that accounts more deeply for non‐humans; and with pedagogy that embraces ambiguity, movement, and speculation. Using these ideas to expand critical literacy practices, we offer concepts and questions for guiding literacy practice and research, with the understanding that these are no longer separable from complex computational systems.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770905","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

Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support 希伯来语-俄语双语儿童的早期识字能力：家庭识字环境和母亲写作支持的作用

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-24 DOI: 10.1002/rrq.564

Miriam Minkov, Dorit Aram

{"title":"Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support","authors":"Miriam Minkov, Dorit Aram","doi":"10.1002/rrq.564","DOIUrl":"https://doi.org/10.1002/rrq.564","url":null,"abstract":"Today, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770906","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

Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences 阅读带来阅读？厘清阅读能力与阅读接触之间的动态相互作用，特别关注性别差异

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-24 DOI: 10.1002/rrq.566

Felix Bittmann

{"title":"Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences","authors":"Felix Bittmann","doi":"10.1002/rrq.566","DOIUrl":"https://doi.org/10.1002/rrq.566","url":null,"abstract":"Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using large‐scale German panel data (N > 5100). By surveying secondary school students (initial age = 11.1 years, SD = .50 years) in grades 5, 7, and 9, we can trace their reading competence and exposure over time. We estimate random intercept cross‐lagged panel models (RI‐CLPMs) to analyze time‐dependent within‐student changes and dynamic feedback loops. We include relevant control variables to account for potential confounding and conduct robustness checks using a classical CLPM. Our findings show no evidence that reading more results in better reading competence. However, higher reading competence may lead to increased reading exposure. Testing for gender differences reveals that these conclusions hold for both boys and girls and that no interactions with gender are detectable, despite girls tending to read more and having a higher reading competence on average.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770909","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

How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook 安妮-弗兰克是如何成为作家的？故事与事件》笔记本中的启示

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-18 DOI: 10.1002/rrq.563

David Fleming

{"title":"How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook","authors":"David Fleming","doi":"10.1002/rrq.563","DOIUrl":"https://doi.org/10.1002/rrq.563","url":null,"abstract":"When he returned to Amsterdam in spring 1945, Otto Frank discovered that not one but two versions of his daughter's diary had survived the Holocaust: the three notebooks of so‐called version A and the revision of that diary on loose sheets of paper, called version B. Other texts also survived, including a notebook Anne titled “Tales and Events from the Secret Annex,” where she collected more than three dozen short pieces of prose. Best known for its “tales,” the book is, in fact, mostly nonfiction, including numerous sketches of annex life. More self‐contained and literary than her diary entries, they show Anne experimenting as a writer. They also show her writing vigorously in the summer of 1943, a period unrepresented in version A since none of that year's diary notebooks survived. Yet, as Anne later wrote, it was “the second half of 1943” when her life changed: when she began “to think, to write.” My goal here is to better fit the “Tales” notebook into the story of Anne's life and work, a project made easier by the recent publication of Anne Frank: The Collected Works, which includes, for the first time in English, all of the author's writing, in one volume, in separate, continuous texts. To read those texts in the order in which she wrote them is to see Anne Frank not just growing as a writer but becoming a writer. The results are of interest not only to scholars of Anne's life and work but to teachers of young readers and writers, for whom Anne Frank has long been a model, if an imperfectly understood one.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745033","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

Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education 文学阅读作为一种社会响应实践：对高等教育文学教学法的影响

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-17 DOI: 10.1002/rrq.562

Naomi Nkealah, Maria Prozesky

引用次数: 0

Making an Influence: Sponsorship and Creolization on Social Media 制造影响力：社交媒体上的赞助和克里奥尔化

IF 3.9 1区教育学

Reading Research Quarterly Pub Date : 2024-07-14 DOI: 10.1002/rrq.559

Cheryl A. McLean

{"title":"Making an Influence: Sponsorship and Creolization on Social Media","authors":"Cheryl A. McLean","doi":"10.1002/rrq.559","DOIUrl":"https://doi.org/10.1002/rrq.559","url":null,"abstract":"The growing presence and impact of predominantly female online influencers suggests the proliferation of a cultural phenomenon that characterizes the social aspects of our digital lives. Working with the notion of gender and maker literacies, this paper shines light on newer forms of making practices by looking at influencer cultures of five popular online social media platforms. Situating the research in a Caribbean context, this paper examines the “influencer culture” by looking at the platformized literacy practices of four Caribbean female influencers and using the concepts of literacy sponsorship and creolization as lenses through which to view the interrelationships and accompanying practices between the influencers and their local and global followers. The paper argues that social media platforms are strategically curated digital‐maker spaces that influencers use to shift and change literacy practices and perspectives related to gender, language, and culture. Findings from this qualitative study suggest that these influencers' sponsorship of creolized literacies is reflected in their power to enact social change and transformation through advocacy, consciousness, and community‐building. The paper concludes by considering the potential for such social actors and their digital‐making practices to influence our contemporary global sociocultural and educational landscapes.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650589","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

“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio "Nepantla是一个像海洋一样的地方"：双语教师通过多模态和人工见证探索自身身份

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-03 DOI: 10.1002/rrq.557

Cristina Sofía Barriot, Grace Cornell Gonzales

{"title":"“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio","authors":"Cristina Sofía Barriot, Grace Cornell Gonzales","doi":"10.1002/rrq.557","DOIUrl":"https://doi.org/10.1002/rrq.557","url":null,"abstract":"Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English‐medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of testimonio and nepantla into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient identidades nepantleras; and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552759","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

Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets 超越神经典型、性别思维，迈向颠覆性的创客文学

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-01 DOI: 10.1002/rrq.560

Cheryl A. McLean, Jennifer Rowsell

引用次数: 0

A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities 家庭扫盲学术的元综合：反驳和建构关于黑人、印地安人和其他有色人种家庭和社区的叙述

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-28 DOI: 10.1002/rrq.558

Tisha Lewis Ellison, Catherine Compton‐Lilly, Rebecca Rogers

引用次数: 0