Reading Research Quarterly最新文献_第3页

“Gotta Love Some Human Connection”: Humanizing Data Expression in an Age of AI "人与人之间的联系"：人工智能时代的人性化数据表达

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-14 DOI: 10.1002/rrq.550

Cherise McBride, Clifford H. Lee, Elisabeth Soep

{"title":"“Gotta Love Some Human Connection”: Humanizing Data Expression in an Age of AI","authors":"Cherise McBride, Clifford H. Lee, Elisabeth Soep","doi":"10.1002/rrq.550","DOIUrl":"https://doi.org/10.1002/rrq.550","url":null,"abstract":"Rapidly developing technological advances have raised new questions about what makes us uniquely human. As data and generative AI become more powerful, what does it mean to learn, teach, create, make meaning, and express ourselves, even as machines are trained to take care of these tasks for us? With youth, and in the context of literacy and media education, we embrace this moment to broaden our social imaginations. Our collaboration with journalists ages 14–25 from 2019 to 2023 has yielded a corpus of over 30 multimodal compositions constructed with and/or about AI reaching audiences in the millions. On the basis of these youth texts – produced within our participatory research at YR Media, a national STEAM learning center and platform for emerging BIPOC content creators – we developed the conceptual framework presented here: Humanizing Data Expression (HDE). The key role of expression in HDE distinguishes the human from the machine through the lens of storytelling. Analysis of this corpus (podcasts, web‐based interactives, videos, radio features, online posts, social media assets) revealed four literacy practices of YR Media authors as they made sense of AI: (1) contextualize: try out AI‐powered features, reveal how it works; (2) unveil authorship: introduce AI creators and processes; (3) grapple: explore tensions and paradoxes; (4) play: hack, mess with, outsmart, exaggerate AI. From these insights, we end with implications of HDE as a framework for learning and teaching AI literacy, including its potential for critically transforming data literacy practice and pedagogy across schools, teaching, and teacher education.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340645","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

Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood 学习阅读联系--对搭配频率的敏感性将词汇量大小与初中生的阅读理解联系起来

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-12 DOI: 10.1002/rrq.548

A. Schmitterer, Caterina Gawrilow, Claudia Friedrich

{"title":"Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood","authors":"A. Schmitterer, Caterina Gawrilow, Claudia Friedrich","doi":"10.1002/rrq.548","DOIUrl":"https://doi.org/10.1002/rrq.548","url":null,"abstract":"The collocation frequency of words in the language environment contributes to early vocabulary development. Vocabulary size, in turn, predicts children's reading comprehension skills later in development. Both collocation frequency and reading comprehension have been connected to inferential reasoning at different time points in development. Here, it was hypothesized that 8‐year‐old children's (N = 147; 76 female) sensitivity to collocation frequency would be related to vocabulary size and reading comprehension skills of varying complexity. Participants completed an auditory thematic judgment task to assess their sensitivity to collocation frequency (response accuracy or speed). In the task, children were presented with a short sentence containing a reference word (e.g., “John sees the cloud.”) and asked to judge which of two subsequent words best fit the sentence (e.g., “rain” or “lip”). Semantic relatedness between reference words and test words was operationalized in three levels (strong, weak, and distant) based on a corpus‐based analysis of collocation frequency. Multilevel and mediation analyses confirmed that thematic judgment responses were related to corpus‐based measures of collocation frequency and were associated with vocabulary size and reading comprehension skills at the sentence and text level. Furthermore, thematic judgment predicted vocabulary size and reading comprehension when the relation of decoding and reading comprehension was taken into account. The study highlights sensitivity to collocation frequency as a link between early language comprehension development (i.e., lexical retrieval and inferential reasoning) and reading comprehension in middle childhood. It also integrates theoretical approaches from computational network or distributional semantics studies and behavioral experimental studies.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353671","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 Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum 适当性 "的多种方法：小学教师在教授方言转换课程时对非裔美国人语言的态度的混合方法研究

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-12 DOI: 10.1002/rrq.554

Zachary Maher, Carolyn Mazzei, Ebony Terrell Shockley, Tatiana Thonesavanh, Jan Edwards

{"title":"Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum","authors":"Zachary Maher, Carolyn Mazzei, Ebony Terrell Shockley, Tatiana Thonesavanh, Jan Edwards","doi":"10.1002/rrq.554","DOIUrl":"https://doi.org/10.1002/rrq.554","url":null,"abstract":"Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed‐methods approach to explore the benefits and limitations of a dialect‐shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K‐1 teachers in a predominantly Black mid‐Atlantic city. They were participating in an efficacy study of a dialect‐shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a survey of their language attitudes, and a subset (n = 16) participated in semi‐structured interviews. On the survey, teachers displayed more favorable attitudes toward language variation at the end of the school year, regardless of condition. The interviews revealed a range of perspectives, revealing a tension between a belief in the utility of DAE for their students and an understanding that many students will wish to use AAL in their communities. The curriculum provided shared vocabulary to discuss this tension and increased some teachers' acceptance of AAL in non‐academic settings, but many did not view dialect variation as relevant to their priorities as K‐1 teachers. These findings clarify the trade‐offs involved in work toward a more (linguistically) inclusive education system.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351925","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

Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines 在人工智能生成时代做人：年轻人对与机器一起写作和生活的伦理关注

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-11 DOI: 10.1002/rrq.552

Jennifer Higgs, Amy Stornaiuolo

{"title":"Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines","authors":"Jennifer Higgs, Amy Stornaiuolo","doi":"10.1002/rrq.552","DOIUrl":"https://doi.org/10.1002/rrq.552","url":null,"abstract":"The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical perspectives on technology, the present study drew on student survey and focus group data from English language arts classes in two culturally and linguistically diverse high schools to answer the following questions: (1) How are young people using AI in their everyday lives, if at all?; (2) What do young people identify as key considerations related to AI‐mediated writing?; and (3) What ethical and critical considerations, if any, inform young people's sensemaking of and practices with AI? Young people reported using generative AI for diverse purposes in and out of school, including to accomplish routine organizational and information tasks, to entertain themselves through experimenting with AI technologies, and to catalyze their thinking and writing processes. Survey and focus group participants' responses suggested their regular navigation of ethical and critical dimensions of AI use and their contemplation of what it means to be human through and with advancing technologies. Young people also reported a lack of opportunity to examine AI practices and perspectives in school, suggesting the important role schools can play in supporting youths' development of AI ethics.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358391","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

Love and Learning in the Age of Algorithms: How Intimate Relationships with Artificial Intelligence May Shape Epistemology, Sociality, and Linguistic Justice 算法时代的爱与学习：与人工智能的亲密关系如何影响认识论、社会性和语言正义

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-10 DOI: 10.1002/rrq.549

B. Nash

引用次数: 0

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students 阅读理解方面的专业发展：对教师和学生影响的元分析

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-04 DOI: 10.1002/rrq.546

Marianne Rice, Kacee Lambright, K. Wijekumar

{"title":"Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students","authors":"Marianne Rice, Kacee Lambright, K. Wijekumar","doi":"10.1002/rrq.546","DOIUrl":"https://doi.org/10.1002/rrq.546","url":null,"abstract":"Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386729","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

Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach 家庭识字环境与儿童阅读能力的关系是否存在遗传干扰？家族对照法

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-02 DOI: 10.1002/rrq.553

Suyu Zhang, Tomohiro Inoue, George K. Georgiou

引用次数: 0

A Tale of Two Gophers: Re/Storying for Re/Worlding 两只地鼠的故事为 Re/Worlding 讲述 Re/Storying

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-31 DOI: 10.1002/rrq.551

Kimberly Lenters, Ronna Mosher

引用次数: 0

AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems 游戏中的 AlgoRitmo 文学：利用墨西哥裔实践重新想象人工智能系统

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-28 DOI: 10.1002/rrq.539

Arturo Cortez, José Ramón Lizárraga, Edward Rivero

{"title":"AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems","authors":"Arturo Cortez, José Ramón Lizárraga, Edward Rivero","doi":"10.1002/rrq.539","DOIUrl":"https://doi.org/10.1002/rrq.539","url":null,"abstract":"This article reports on findings from a social design‐based study conducted with an intergenerational group of youth, educators and researchers participating in the Learning to Transform (LiTT) Gaming Lab. We advance the notion of AlgoRitmo Literacies, to highlight the ingenuity of youth and educators as they used a tool called Character AI to author lore emerging within a virtual city called LiTT City. We conceptualize AlgoRitmo—a play on the word algorithm—as part inquiry and reflection (the algo or “something” of AI tools), and part action and future‐oriented (ritmo as in movement). Inspired by cosmogonies influenced by Coyolxauhqui, the fragmented Aztec moon goddess, this paper illustrates how young people reconfigure AI artifacts, reshape relationships with AI‐governed non‐playable characters, and repurpose AI tools to envision alternative futures and identities. In identifying AlgoRitmo Literacies, we provide examples of how ChicanX communities subvert ideologies embedded in AI through creative and ingenious interventions in video games and the construction of cyborg Chicanx subjectivities. This paper offers implications for how educators across content areas can leverage gaming, and AI tools, toward consequential literacy development.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187887","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

Structural Complexity in Adapted Reading Materials: A Study Based on the Amount of Information 改编阅读材料的结构复杂性：基于信息量的研究

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-23 DOI: 10.1002/rrq.547

Yaqian Shi, L. Lei

{"title":"Structural Complexity in Adapted Reading Materials: A Study Based on the Amount of Information","authors":"Yaqian Shi, L. Lei","doi":"10.1002/rrq.547","DOIUrl":"https://doi.org/10.1002/rrq.547","url":null,"abstract":"Most of the previous studies focused on lexical and syntactic features in adapted texts while little attention has been paid to the structural complexity from the perspective of the amount of information. In this study, we intend to examine the differences in structural complexity in adapted texts from the perspective of the amount of information at the lexical and grammatical levels. We also aim to identify the lexical and grammatical features that contribute most to such differences. The data used in this study were reading texts from Newsela, that is, reading materials for English learners under the educational system of K‐12 in the United States. This study yields several findings of interest. First, the adapted texts differ in the structural complexity at both lexical and grammatical levels in terms of their amount of information. Second, the differences display a decreasing trend. That is, the differences become smaller when the level of the text increases. Third, function words and part‐of‐speech trigrams with a preposition(s) and/or a noun(s) contribute most to the differences. The findings provide significant implications for the adaptation of language materials such as reading texts and test materials.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104484","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