Reading Research Quarterly最新文献_第9页

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

DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise 批判素养:幼儿教师批判性地将学校作为文本阅读，并想象另一种情况

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-08 DOI: 10.1002/rrq.466

Margaret R. Beneke, Emily Machado, Jordan Taitingfong

引用次数: 5

Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children 日常环境中的早期读写能力:为低收入幼儿创造学习机会

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-04-06 DOI: 10.1002/rrq.468

S. Neuman, Jillian J. Knapczyk

引用次数: 2

The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality. 篇章特征对阅读理解的贡献：考察篇章情感性的影响。

IF 3.9 1区教育学

Reading Research Quarterly Pub Date : 2022-04-01 Epub Date: 2021-06-28 DOI: 10.1002/rrq.431

Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting

{"title":"The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality.","authors":"Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting","doi":"10.1002/rrq.431","DOIUrl":"10.1002/rrq.431","url":null,"abstract":"<p><p>In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years 8 months and 11 years 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view's components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person-level and text-based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person-level and text-based characteristics to better understand reading comprehension performance.</p>","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"57 2","pages":"649-667"},"PeriodicalIF":3.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9049824/pdf/nihms-1712695.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9227231","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

Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second-grade Classroom 打破单语意识形态:构建二年级课堂双语写作实践

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-03-23 DOI: 10.1002/rrq.465

Lindsey W. Rowe

{"title":"Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second-grade Classroom","authors":"Lindsey W. Rowe","doi":"10.1002/rrq.465","DOIUrl":"https://doi.org/10.1002/rrq.465","url":null,"abstract":"Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English-only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi- and multi-lingual language use in English-medium schools.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534274","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

ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging ELA作为英语语言的废除:走向交际归属教学法

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-03-16 DOI: 10.1002/rrq.464

Mariana Souto-Manning, Danny C. Martinez, Adam D. Musser

引用次数: 9

Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French 语音学意识和快速自动命名与书写文字的语音学和正字法加工的关系:来自法语的交叉序贯证据

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2022-02-02 DOI: 10.1002/rrq.461

Caroline Vander Stappen, Marie Van Reybroeck

引用次数: 4

Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties 六年级学生的在线研究和理解表现概况，包括那些有阅读困难和/或注意力和执行功能困难的学生