Reading Research Quarterly最新文献_第6页

Adult Supports for Preschool Writers During Learning Centers 在学习中心期间为学龄前作家提供成人支持

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-05-27 DOI: 10.1002/rrq.506

D. Rowe, Zarabeth G. Davis, Laura Piestrzynski

引用次数: 0

A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children? 一个旧块的芯片:阅读动机的父母培养阅读动机的孩子吗?

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-05-27 DOI: 10.1002/rrq.504

Montserrat Cubillos

引用次数: 0

Using the Features of Written Compositions to Understand Reading Comprehension 利用作文的特点理解阅读理解

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-05-23 DOI: 10.1002/rrq.503

Elizabeth Zagata, Devin M. Kearns, Adrea J. Truckenmiller, Zichen Zhao

引用次数: 0

Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study 阅读动机与阅读效率的关系——来自纵向眼动追踪研究的证据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-05-14 DOI: 10.1002/rrq.502

Anja Rettig, Ulrich Schiefele

引用次数: 0

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books 父亲和幼儿在使用基于文本和无文字的绘本共享阅读时的语言

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-27 DOI: 10.1002/rrq.501

Mirela Conica, Linda Kelly, E. Nixon, J. Quigley

引用次数: 0

Tender Shoots : A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later 嫩芽:一项父母介导的学龄前儿童一年后开始阅读获益的随机对照试验

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-20 DOI: 10.1002/rrq.500

E. Schaughency, K. Linney, Jane L. D. Carroll, Shika Das, Jessica Riordan, E. Reese

引用次数: 2

Using Eye‐Tracking Measures to Predict Reading Comprehension 使用眼动追踪方法预测阅读理解

1区教育学

Reading Research Quarterly Pub Date : 2023-04-04 DOI: 10.1002/rrq.498

Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur

{"title":"Using <scp>Eye‐Tracking</scp> Measures to Predict Reading Comprehension","authors":"Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur","doi":"10.1002/rrq.498","DOIUrl":"https://doi.org/10.1002/rrq.498","url":null,"abstract":"ABSTRACT This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT‐4), participants were asked to provide a missing word in sentences that they read silently (i.e., a cloze task). Linear models predicting comprehension scores from eye‐tracking measures yielded different results for the three tests. Eye‐tracking measures explained significantly more variance than reading‐speed data for the YARC (four times better), GORT (three times better), and the WRAT (1.3 time better). Importantly, there was no common strong predictor for all three tests. These results support growing recognition that reading comprehension tests do not measure the same cognitive processes, and that participants adapt their reading strategies to the tests' varying task demands. This study also suggests that eye‐tracking may provide a useful alternative for measuring reading comprehension.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136155994","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 Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction. 神经和遗传过程在学习阅读和特定阅读障碍中的作用：对教学的启示。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2021-08-04 DOI: 10.1002/rrq.439

Jessica A Church, Elena L Grigorenko, Jack M Fletcher

{"title":"The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction.","authors":"Jessica A Church, Elena L Grigorenko, Jack M Fletcher","doi":"10.1002/rrq.439","DOIUrl":"10.1002/rrq.439","url":null,"abstract":"To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical system that develops the visual expertise for rapid orthographic processing at the word level, and the role of cognitive control networks that regulate attentional processes as children read. We then use studies of children, adult illiterates learning to read, and studies of poor readers involved in intervention, to demonstrate the plasticity of these neural networks in development and in relation to instruction. We provide a brief overview of the rapid increase in the field's understanding and technology for assessing genetic influence on reading. Family studies of twins have shown that reading skills are heritable, and molecular genetic studies have identified numerous regions of the genome that may harbor candidate genes for the heritability of reading. In selected families, reading impairment has been associated with major genetic effects, despite individual gene contributions across the broader population that appear to be small. Neural and genetic studies do not prescribe how children should be taught to read, but these studies have underscored the critical role of early intervention and ongoing support. These studies also have highlighted how structured instruction that facilitates access to the sublexical components of words is a critical part of training the brain to read.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"58 2","pages":"203-219"},"PeriodicalIF":4.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10348696/pdf/nihms-1744440.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9821496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Forty Years of Reading Intervention Research for Elementary Students with or At Risk for Dyslexia: A Systematic Review and Meta-Analysis. 四十年来对有阅读障碍或有阅读障碍风险的小学生的阅读干预研究:系统回顾和荟萃分析

IF 3.8 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2022-09-13 DOI: 10.1002/rrq.477

Colby Hall, Katlynn Dahl-Leonard, Eunsoo Cho, Emily J Solari, Philip Capin, Carlin L Conner, Alyssa R Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L Richmond, Karen F Kehoe

{"title":"Forty Years of Reading Intervention Research for Elementary Students with or At Risk for Dyslexia: A Systematic Review and Meta-Analysis.","authors":"Colby Hall, Katlynn Dahl-Leonard, Eunsoo Cho, Emily J Solari, Philip Capin, Carlin L Conner, Alyssa R Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L Richmond, Karen F Kehoe","doi":"10.1002/rrq.477","DOIUrl":"10.1002/rrq.477","url":null,"abstract":"This meta-analysis included experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm-referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). Fifty-three studies reported in 52 publications met inclusion criteria (m = 351; total student N = 6,053). We employed robust variance estimation to address dependent effect sizes arising from multiple outcomes and comparisons within studies. Results indicated a statistically significant main effect of instruction on norm-referenced reading outcomes (g = 0.33; p < .001). Because there was significant heterogeneity in effect sizes across studies (p < .01), we used meta-regression to identify the degree to which student characteristics (i.e., grade level), intervention characteristics (i.e., dosage, instructional components, multisensory nature, instructional group size), reading outcome domain (i.e., phonological awareness, word reading/spelling, passage reading, or reading comprehension), or research methods (i.e., sample size, study design) influenced intervention effects. Dosage and reading outcome domain were the only variables that significantly moderated intervention effects (p = .040 and p = .024, respectively), with higher-dosage studies associated with larger effects (b = 0.002) and reading comprehension outcomes associated with smaller effects than word reading/spelling outcomes (b = -0.080).","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":"285-312"},"PeriodicalIF":3.8,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13480413/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42724801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading. 阅读障碍儿童的早期识别：变量差异预测阅读不良与意外阅读不良。

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-04-01 Epub Date: 2022-10-12 DOI: 10.1002/rrq.480

Richard K Wagner, Christopher J Lonigan

{"title":"Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading.","authors":"Richard K Wagner, Christopher J Lonigan","doi":"10.1002/rrq.480","DOIUrl":"10.1002/rrq.480","url":null,"abstract":"Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency. An implication is that what optimally predicts poor reading may not optimally predict unexpected poor reading. The goal of the three presented studies was to test this implication empirically. In Study 1, a model-based meta-analysis, phonological awareness accounted for 40% of the variance in decoding but only 1% of the variance in decoding that was unexpected based on level of vocabulary. Conversely, unexpected phonological awareness accounted for 34% of the variance in unexpected decoding but only 1% of the variance in decoding. An analogous pattern of results occurred for reading comprehension. In Study 2, a study of 766 children in kindergarten, first grade, and second grade, latent variables were used to represent oral vocabulary, phonological awareness, and decoding. As was seen in Study 1, unexpected decoding was better predicted by unexpected phonological awareness than by phonological awareness. In Study 3, a longitudinal study of 1,025 children followed from preschool through grade 2, the pattern of results mirrored those of Studies 1 and 2. An important implication of these studies is that typical assessments may be better at identifying poor reading than they are at identifying unexpected poor reading or dyslexia.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"58 2","pages":"188-202"},"PeriodicalIF":4.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10338016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9813454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0