Reading Research Quarterly最新文献_第4页

Denaturalizing “Intelligence” in Higher Education: AI as a Rupture to Imagining and Manifesting Sustainable and Anti‐colonial Literacies 高等教育中的 "智能 "非自然化：人工智能是想象和体现可持续和反殖民主义文学的突破口

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-21 DOI: 10.1002/rrq.540

Lisa Bradley, Mia Perry, Giovanna Fassetta, Sadie Durkacz Ryan, Elizabeth L. Nelson

引用次数: 0

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction 通过社会研究教学支持中学新兴双语学生的知识和语言学习

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-19 DOI: 10.1002/rrq.541

Leticia R. Martinez, Sarah Fishstrom, Sharon Vaughn, Philip Capin, Coleen D. Carlson, Tim T. Andress, David J. Francis

{"title":"Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction","authors":"Leticia R. Martinez, Sarah Fishstrom, Sharon Vaughn, Philip Capin, Coleen D. Carlson, Tim T. Andress, David J. Francis","doi":"10.1002/rrq.541","DOIUrl":"https://doi.org/10.1002/rrq.541","url":null,"abstract":"This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123656","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

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts 教师、家长和朋友的阅读支持对学术和娱乐背景下阅读相关变量的影响

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-13 DOI: 10.1002/rrq.538

Daisy Pelletier, Frédéric Guay, Éric Falardeau

{"title":"Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts","authors":"Daisy Pelletier, Frédéric Guay, Éric Falardeau","doi":"10.1002/rrq.538","DOIUrl":"https://doi.org/10.1002/rrq.538","url":null,"abstract":"Reading skills are considered an important lever for success in school and active participation in society. They are positively associated with reading motivation, reading self‐concept, reading frequency, and behavioral engagement in reading (e.g., time, effort), variables that tend to decline as students move from elementary to secondary school. Few studies have yet compared the contributions of reading support from teachers, parents, and friends to each of these variables among students of different age groups. In this multicohort correlational study, students (n = 1246) in grades 4, 6, 8, and 10 completed a questionnaire measuring the reading support they perceived receiving from three social agents (teacher, parents, and friends) as well as variables related to reading in academic and recreational contexts. The data collected were used to evaluate the construct relevance and predictive validity of the questionnaire. The results suggest that: (1) Reading support can be conceptualized in nine dimensions defined according to the source that provides it (e.g., teachers) and the type to which it corresponds (e.g., relatedness support); (2) secondary school students overall consider that they receive less reading support than do elementary school students; (3) reading support from teacher has unique contributions to certain variables measured in the academic context without, however, having as many positive contributions as parents in this context; (4) reading support provided by parents and friends is important in both reading contexts, particularly in the recreational context. Methodological, theoretical, and practical implications are discussed.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984944","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 Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage 互联网不存在于空中：扫盲、人工智能和数字中间通道

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-10 DOI: 10.1002/rrq.537

Mia S. Shaw, S. R. Toliver, Tiera Tanksley

{"title":"The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage","authors":"Mia S. Shaw, S. R. Toliver, Tiera Tanksley","doi":"10.1002/rrq.537","DOIUrl":"https://doi.org/10.1002/rrq.537","url":null,"abstract":"This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present and contemplate potential futures, especially those that do not result in violence against Black and Brown peoples. To engage in speculation, we employ Endarkened Storywork (Toliver, 2022) to present an empirically driven, futuristic, science fiction narrative from two perspectives: (1) a US, Black girl who is forced to participate in AI‐structured secondary schooling and (2) a Black girl in Haiti who is forced to live in a country polluted by technological byproduct. This narrative, which is grounded in academic research and news editorials, is accompanied by comic art and followed by a companion analysis detailing the theoretical backdrop of the story. By utilizing multiple methods of scholarly distribution, we provide multiple entry points for readers to engage with this work. We offer a means for readers to see—via story, art, and scholarship—the potential impacts of AI on Black people globally. Additionally, by situating this article in the creative and scholarly realms, we strategically deconstruct traditional forms and methods of knowledge production that have constrained academic research and rendered invisible alternative forms of data representation.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140935910","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

Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices 寻求无语言性：打破常规做法的创客文学心态

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-11 DOI: 10.1002/rrq.533

Jennifer Rowsell, Anna Keune, Alison Buxton, Kylie Peppler

引用次数: 0

Speculative Capture: Literacy after Platformization 投机性捕获：平台化之后的扫盲

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-05 DOI: 10.1002/rrq.535

T. Philip Nichols, Alexandra Thrall, Julian Quiros, Ezekiel Dixon‐Román

{"title":"Speculative Capture: Literacy after Platformization","authors":"T. Philip Nichols, Alexandra Thrall, Julian Quiros, Ezekiel Dixon‐Román","doi":"10.1002/rrq.535","DOIUrl":"https://doi.org/10.1002/rrq.535","url":null,"abstract":"This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized literacy education as a speculative project – one characterized by the cultivation of particular reading and writing practices in order to prefigure different imagined social futures. In the second sense, scholars of media and computational cultural studies have theorized a different kind of speculative logic that underwrites the design and functioning of AI platforms – one characterized by extrapolative prediction and algorithmic reasoning. Investigating the evolving relationship between these modes of speculation, we argue that the former has allowed literacy education to be uniquely susceptible to the influence of the latter; and likewise, that the latter exerts its influence in ways that remake the former in its image. We theorize this relation as a process of speculative capture, and we highlight its stakes for equitable literacy education. We then conclude by providing provocations for researchers and teachers that may be of use in preempting the collapse of these speculative formations into one another; and perhaps, in mobilizing a conception of the speculative that works productively toward alternative ethico‐political ends.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586137","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 Extrema of Japanese Literacy: Beyond the Bounds of Average Reading 日本识字率的极限：超越平均阅读能力的界限

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-05 DOI: 10.1002/rrq.536

Shawn Hemelstrand, Tomohiro Inoue

{"title":"The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading","authors":"Shawn Hemelstrand, Tomohiro Inoue","doi":"10.1002/rrq.536","DOIUrl":"https://doi.org/10.1002/rrq.536","url":null,"abstract":"The unique orthographic complexities of Japanese, which utilizes multiple types of scripts (morphographic kanji and syllabic hiragana and katakana) for the same spoken language, place unique demands on early learners. Much research has centered on the average ability of Japanese readers, but given the varying challenges of these scripts, attention may need to be oriented towards the outer bounds of ability, specifically those who both deeply struggle (including dyslexia) and excel at reading. In this article, we provide a review of past research on Japanese literacy along with a pre‐registered analysis using quantile generalized additive models that tested two theories in cross‐language literacy research, the orthographic depth and breadth hypotheses. Our results confirmed that the relationships between cognitive skills (phonological awareness and morphological awareness) and reading outcomes differed by script (hiragana vs. kanji). However, their relationships varied in curvilinearity and associations seemed to change based on reading ability. These findings provide supporting evidence for the general scope of the orthographic depth and breadth hypotheses, but may ultimately question the uniformity of these theories.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586231","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

World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program 在 STEAM 中学课程中通过女权废奴主义视角打造世界

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-03 DOI: 10.1002/rrq.532

Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed

{"title":"World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program","authors":"Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed","doi":"10.1002/rrq.532","DOIUrl":"https://doi.org/10.1002/rrq.532","url":null,"abstract":"The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense-making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586217","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

Toward Culturally Digitized Pedagogy: Informing Theory, Research, and Practice 迈向文化数字化教学法：为理论、研究和实践提供依据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-03-26 DOI: 10.1002/rrq.534

Dominique Skye McDaniel

{"title":"Toward Culturally Digitized Pedagogy: Informing Theory, Research, and Practice","authors":"Dominique Skye McDaniel","doi":"10.1002/rrq.534","DOIUrl":"https://doi.org/10.1002/rrq.534","url":null,"abstract":"The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digital literacies on social media—situating the conversation in new contexts and the possibilities these spaces cultivate for resisting monocultural and monolingual society by centering the asset‐orientation of youths' grassroots activism in online worlds. Thus, this paper introduces a conceptually grounded framework, culturally digitized pedagogy, which presents a pedagogical proposal aligned with contemporary educational practices and supported by current research. First, I describe the central argument of the article, forwarding a framework of culturally digitized pedagogy. Next, I frame culturally digitized pedagogy by discussing advancements it provides in current research. Then, I situate the unique activism of BIPOC youth. Last, I provide pedagogical interventions, grounded in the framework.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140378031","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

What Do So‐Called Critical Race Theory Bans Mean for Elementary Literacy Instruction? 所谓的种族批判理论禁令对小学扫盲教学意味着什么？

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-02-13 DOI: 10.1002/rrq.530

Laura Beth Kelly, Laura A. Taylor

{"title":"What Do So‐Called Critical Race Theory Bans Mean for Elementary Literacy Instruction?","authors":"Laura Beth Kelly, Laura A. Taylor","doi":"10.1002/rrq.530","DOIUrl":"https://doi.org/10.1002/rrq.530","url":null,"abstract":"In recent years, a number of states in the United States have enacted educational policies, often referred to as “critical race theory” bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental discourses and neoliberal standardization, reinforcing normative whiteness by producing further impediments to elementary literacy instruction as a space to develop critical consciousness about race. This study contributes to emerging literature on the effects of divisive concepts legislation, as well as situating this current legislative wave within existing policy contexts of restriction.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839307","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