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Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill 版画学习：儿童正字法学习在阅读技能发展中作用的理论框架
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-22 DOI: 10.1002/rrq.489
Nicole J. Conrad, S. Deacon
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引用次数: 0
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement 在识字方面建立学术韧性：数字阅读实践与动机和认知参与
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-10 DOI: 10.1002/rrq.486
Eunjee Jang, Y. Seo, Janina Brutt‐Griffler
{"title":"Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement","authors":"Eunjee Jang, Y. Seo, Janina Brutt‐Griffler","doi":"10.1002/rrq.486","DOIUrl":"https://doi.org/10.1002/rrq.486","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362912","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: 3
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis 建构整合理论对自闭症谱系障碍学生阅读理解教学的系统评价与荟萃分析
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-11-03 DOI: 10.1002/rrq.483
Shuai Zhang, Debra A. Prykanowski, D. Koppenhaver
{"title":"Using\u0000 Construction‐Integration\u0000 Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis","authors":"Shuai Zhang, Debra A. Prykanowski, D. Koppenhaver","doi":"10.1002/rrq.483","DOIUrl":"https://doi.org/10.1002/rrq.483","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578760","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
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? 阅读障碍的代际传播：父母困难的不同识别方法如何影响儿童阅读障碍风险的结论？
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-10-29 DOI: 10.1002/rrq.482
Daria Khanolainen, Jenni Salminen, K. Eklund, Marja‐Kristiina Lerkkanen, M. Torppa
{"title":"Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?","authors":"Daria Khanolainen, Jenni Salminen, K. Eklund, Marja‐Kristiina Lerkkanen, M. Torppa","doi":"10.1002/rrq.482","DOIUrl":"https://doi.org/10.1002/rrq.482","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618187","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: 3
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years 小学领域知识与阅读方向关系的纵向调查
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-10-20 DOI: 10.1002/rrq.481
HyeJin Hwang, Kristen L. McMaster, Panayiota Kendeou
{"title":"A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years","authors":"HyeJin Hwang, Kristen L. McMaster, Panayiota Kendeou","doi":"10.1002/rrq.481","DOIUrl":"https://doi.org/10.1002/rrq.481","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47811864","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
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 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-09-13 DOI: 10.1002/rrq.477
Colby Hall, Katlynn Dahl‐Leonard, Eunsoo Cho, E. Solari, Philip Capin, Carlin L. Conner, A. 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, E. Solari, Philip Capin, Carlin L. Conner, A. Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L. Richmond, Karen F. Kehoe","doi":"10.1002/rrq.477","DOIUrl":"https://doi.org/10.1002/rrq.477","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children 单词阅读和拼写是如何随着时间的推移而发展的？香港中英双语儿童的三年纵向研究
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-09-12 DOI: 10.1002/rrq.478
Yijun Ruan, Y. Ye, K. Lui, C. McBride, C. Ho
{"title":"How Do Word Reading and Word Spelling Develop Over Time? A\u0000 Three‐Year\u0000 Longitudinal Study of Hong Kong\u0000 Chinese–English\u0000 Bilingual Children","authors":"Yijun Ruan, Y. Ye, K. Lui, C. McBride, C. Ho","doi":"10.1002/rrq.478","DOIUrl":"https://doi.org/10.1002/rrq.478","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47203234","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
A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education 工程师素养实践的个案比较研究及其对工程教育学科素养教学法的启示
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-08-09 DOI: 10.1002/rrq.476
A. Wilson‐Lopez, A. Minichiello, Theresa Green, Christina Hartman, Jared W. Garlick
{"title":"A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education","authors":"A. Wilson‐Lopez, A. Minichiello, Theresa Green, Christina Hartman, Jared W. Garlick","doi":"10.1002/rrq.476","DOIUrl":"https://doi.org/10.1002/rrq.476","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41473662","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
Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction 语音意识：规划有效教学的元分析
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-07-27 DOI: 10.1002/rrq.473
Marianne Rice, Florina Erbeli, Christopher G. Thompson, M. Sallese, Melissa Fogarty
{"title":"Phonemic Awareness: A\u0000 Meta‐Analysis\u0000 for Planning Effective Instruction","authors":"Marianne Rice, Florina Erbeli, Christopher G. Thompson, M. Sallese, Melissa Fogarty","doi":"10.1002/rrq.473","DOIUrl":"https://doi.org/10.1002/rrq.473","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45268616","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: 3
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis 快速自动命名(RAN)作为幼儿园英语未来阅读的预测因子:一项系统综述和Meta分析
IF 4.2 1区 教育学
Reading Research Quarterly Pub Date : 2022-04-25 DOI: 10.1002/rrq.467
Sean McWeeny, Soujin Choi, Jun Choe, Alexander S. LaTourrette, M. Roberts, E. Norton
{"title":"Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis","authors":"Sean McWeeny, Soujin Choi, Jun Choe, Alexander S. LaTourrette, M. Roberts, E. Norton","doi":"10.1002/rrq.467","DOIUrl":"https://doi.org/10.1002/rrq.467","url":null,"abstract":"Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta-analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513 par-ticipants), was the first to test the extent to which measures of RAN assessed before grade school predict future reading performance in English-speaking children. We also tested whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that overall, kindergarten/preschool RAN is correlated with grade-school reading at r = −.38, similar in magnitude to previous concurrent meta-analyses that included various ages and languages. We found that alphanumeric RAN tasks were more strongly related to future reading than were non-alphanumeric tasks, as well as that RAN significantly predicts all types of reading measures tested, but more strongly predicts real word than nonword reading. To assess the role of RAN’s unique predictive power, we also meta-analyzed the semipartial correlations of early RAN with later reading when controlling for phonological awareness (PA); the result of r sp = −.25 demonstrates RAN’s sig nificant, unique contribution beyond PA. These results support shared cognitive resource models in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines for based on these data for early screening for reading difficulties and dyslexia.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508196","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: 13
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