Reading Research Quarterly最新文献_第6页

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations 中学教师青少年素养效能感与专业学习考量

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-12-03 DOI: 10.1002/rrq.521

Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane, W. Ian O'Byrne

{"title":"Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations","authors":"Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane, W. Ian O'Byrne","doi":"10.1002/rrq.521","DOIUrl":"https://doi.org/10.1002/rrq.521","url":null,"abstract":"School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher-created and validated survey to ask middle and high school teachers about their self-efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state-required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state-required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K-12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543342","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

“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research “我们可以自己画和思考”:把文化和种族放在自然拼读研究中

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2023-11-29 DOI: 10.1002/rrq.524

Amber Lawson

{"title":"“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research","authors":"Amber Lawson","doi":"10.1002/rrq.524","DOIUrl":"https://doi.org/10.1002/rrq.524","url":null,"abstract":"Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co-authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co-authors of their decodable stories.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534301","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

Thank You to Our Reviewers 感谢我们的审稿人

1区教育学

Reading Research Quarterly Pub Date : 2023-10-01 DOI: 10.1002/rrq.520

引用次数: 0

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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