Reading Research Quarterly最新文献_第5页

Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample 教师执行功能报告能预测阅读发展吗？来自全国代表性样本的证据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-08-14 DOI: 10.1002/rrq.519

Andrew Weaver

{"title":"Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample","authors":"Andrew Weaver","doi":"10.1002/rrq.519","DOIUrl":"https://doi.org/10.1002/rrq.519","url":null,"abstract":"This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary‐aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of teacher reports of executive functions but has yet to consider that these teacher reports might be related to teachers' perceptions of their students' literacy skills. The current study used Grades 3 through 5 data from nationally representative data (N = 6945) of students collected between 2014 and 2016 to examine the contributions of teacher reports of executive functions to change in reading performance over the course of a year with autoregressive structural equation models. Measures of executive functions tapped attentional focusing (in Grades 3 and 4), working memory (in Grade 3), and inhibitory control (in Grade 4). When controlling for a direct assessment of the same facet of executive function as the teacher report, the teacher report of executive function predicted next year's reading. However, controlling for a teacher report of students' literacy skills reduced the effect of teacher reports of executive functions to nearly 0 across models while not reducing the effect of direct assessments of executive functions. This finding held across student race and home language subgroups in multigroup analyses. Based on these findings, teacher reports of executive functions do not capture information about executive functions that predicts of reading development beyond the teachers' perceptions of their students' literacy skills. Further research is needed to determine how teacher reports of EF could be designed to capture EFs as applied to reading.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42632249","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 Development from Kindergarten to Age 18: The Role of Gender and Parental Education 从幼儿园到18岁的阅读发展：性别与父母教育的作用

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-08-12 DOI: 10.1002/rrq.518

Mari Manu, M. Torppa, K. Vasalampi, Marja‐Kristiina Lerkkanen, A. Poikkeus, P. Niemi

{"title":"Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education","authors":"Mari Manu, M. Torppa, K. Vasalampi, Marja‐Kristiina Lerkkanen, A. Poikkeus, P. Niemi","doi":"10.1002/rrq.518","DOIUrl":"https://doi.org/10.1002/rrq.518","url":null,"abstract":"The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d = .26–.59) and remained evident also among 18‐year‐olds (d = .42). In terms of reading comprehension, the gender difference was small but increased with age (d = .17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47704908","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: 1

Integrating Media Literacy Across the Content Areas 整合跨内容领域的媒体素养

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-08-03 DOI: 10.1002/rrq.517

Matthew Korona, A. Hutchison

{"title":"Integrating Media Literacy Across the Content Areas","authors":"Matthew Korona, A. Hutchison","doi":"10.1002/rrq.517","DOIUrl":"https://doi.org/10.1002/rrq.517","url":null,"abstract":"Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an online professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made minor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online professional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media literacy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy background knowledge, examining instruction stemming from media literacy professional development, and empowering teachers to design media literacy instruction through critical lenses.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46618119","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: 1

Digital Edible Literacies: Ephemeral and Highly Affective 数字可食文学：短暂而深情

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-07-24 DOI: 10.1002/rrq.516

N. Kucirkova

引用次数: 0

How Chinese Learners Decode L2 English Words: Evidence from a Phonics Instruction Program 中国学习者如何解码第二语言英语单词:来自自然拼读教学项目的证据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-07-20 DOI: 10.1002/rrq.515

Sha Li, Robert Woore

引用次数: 0

Volume 58 Editorial Introduction 第58卷编辑简介

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-07-01 DOI: 10.1002/rrq.494

引用次数: 0

The Role of Executive Functions in Lexical Processing During Reading Comprehension 阅读理解中执行功能在词汇加工中的作用

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-06-30 DOI: 10.1002/rrq.514

X. Liao, Mingjia Cai, C. O. Hung

引用次数: 0

Text Types and Their Relation to Efficacy in Beginning Reading Interventions 语篇类型及其与初读干预效果的关系

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-06-22 DOI: 10.1002/rrq.513

Alia Pugh, Devin M. Kearns, E. Hiebert

引用次数: 0

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings? 基于手机的语言和读写能力评估是低资源环境下儿童阅读技能的可靠和有效的衡量标准吗?

1区教育学

Reading Research Quarterly Pub Date : 2023-06-14 DOI: 10.1002/rrq.511

Shauna‐Marie Sobers, Hannah L. Whitehead, Konan Nana Anicet N'Goh, Mary‐Claire Ball, Fabrice Tanoh, Hermann Akpé, Kaja K. Jasińska

{"title":"Is a <scp>Phone‐Based</scp> Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in <scp>Low‐Resource</scp> Settings?","authors":"Shauna‐Marie Sobers, Hannah L. Whitehead, Konan Nana Anicet N'Goh, Mary‐Claire Ball, Fabrice Tanoh, Hermann Akpé, Kaja K. Jasińska","doi":"10.1002/rrq.511","DOIUrl":"https://doi.org/10.1002/rrq.511","url":null,"abstract":"Abstract Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. We compared the reliability and validity of this phone‐based assessment to an established in‐person assessment. A total of 685 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading, and comprehension) tasks in‐person and by phone. Reliability (internal consistency) and predictive validity were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was moderately to strongly correlated. Phonological awareness and vocabulary skills measured in‐person and by phone significantly predicted in‐person and phone‐based letter, word, and pseudoword reading. Oral language and decoding skills measured in‐person and by phone significantly predicted in‐person and phone‐based passage reading and comprehension. Our phone‐based assessment was a reliable and valid measure of language and reading and feasible for low‐resource settings. Low‐cost technologies offer significant potential to measure children's learning remotely, increasing the inclusion of remote and low‐resource populations in education research.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135860162","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: 2

Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World 走向跨越国界的双语：中西部跨国拉丁裔家庭阅读和（重新）书写世界

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-06-14 DOI: 10.1002/rrq.512

Idalia Nuñez

引用次数: 0