Reading Research Quarterly最新文献_第7页

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

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