Reading and Writing最新文献_第10页

The effects of purpose instructions and strategy-focused instructions on reading processes and products 目的指令和策略导向指令对阅读过程和产品的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-07-14 DOI: 10.1007/s11145-023-10464-w

Bailing Lyu, Matthew T. McCrudden, Catherine M. Bohn-Gettler

引用次数: 0

Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing 第二语言说服性写作的在线同伴中介和自我反思复习过程

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-07-13 DOI: 10.1007/s11145-023-10466-8

Albert W. Li, Michael A. Hebert

引用次数: 3

Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being 青少年阅读和数学技能和自我概念信念作为20岁情绪健康的预测因子

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-07-10 DOI: 10.1007/s11145-023-10461-z

M. Torppa, T. Aro, K. Eklund, R. Parrila, Anna-Kaija Eloranta, T. Ahonen

引用次数: 2

Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components SRSD写作干预在三年级的效果:检查注意力与转录训练成分的附加价值

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-07-03 DOI: 10.1007/s11145-023-10455-x

Renata S. Rocha, Inês Soeiro, Sofia Magalhães, S. Castro, Teresa Limpo

引用次数: 0

Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading? 强化和明确的衍生词法训练:提高学龄儿童词法意识、拼写和阅读的有效途径?

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-06-16 DOI: 10.1007/s11145-023-10454-y

Estelle Ardanouy, P. Zesiger, H. Delage

引用次数: 1

Contributions of cognitive flexibility to reading comprehension in chinese beginning readers 认知灵活性对汉语初级读者阅读理解的贡献

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-06-15 DOI: 10.1007/s11145-023-10451-1

Zhengye Xu, Li‐Chih Wang, K. Chung, Xinyong Zhang, Ning Li, Duo Liu

引用次数: 0

Teaching writing during the COVID-19 pandemic in the 2021–2022 school year 2021-2022学年COVID-19大流行期间的写作教学

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-06-15 DOI: 10.1007/s11145-023-10457-9

Steve Graham, Alan Huebner, G. B. Skar, Jessica Azani, Phil Weinberg

引用次数: 0

Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension 教师早期阅读知识对学生阅读基础技能和理解能力的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-06-09 DOI: 10.1007/s11145-023-10448-w

Susan B. Porter, T. Odegard, Emily A. Farris, Eric L. Oslund

引用次数: 0

Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities. 数学课堂上的论点写作教学：提高四年级和五年级残疾学生成绩的挑战和解决方案。

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-06-09 DOI: 10.1007/s11145-023-10459-7

Sharlene A Kiuhara, Joel R Levin, Malynda Tolbert, Breda V O'Keeffe, Robert E O'Neill, J Matt Jameson

{"title":"Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities.","authors":"Sharlene A Kiuhara, Joel R Levin, Malynda Tolbert, Breda V O'Keeffe, Robert E O'Neill, J Matt Jameson","doi":"10.1007/s11145-023-10459-7","DOIUrl":"10.1007/s11145-023-10459-7","url":null,"abstract":"Incorporating argument writing as a learning activity has been found to increase students' mathematics performance. However, teachers report receiving little to no preservice or inservice preparation to use writing to support students' learning. This is especially concerning for special education teachers who provide highly specialized mathematics instruction (i.e., Tier 3) to students with mathematics disabilities (MLD). The purpose of this study was to examine the effectiveness of teachers providing content-focused open-ended questioning strategies, which included both argument writing and foundational fraction content, using Practice-Based Professional Development (PBPD) and Self-Regulated Strategy Development (SRSD) for implementing a writing-to-learn strategy called FACT-R2C2. We report the relative number of higher-order mathematical content questions that teachers asked during instruction, from among three different-level question types: Level 1: yes/no questions focused on the mathematics content; Level 2: one-word responses focused on the mathematics content; and Level 3: higher-order open-ended responses centered around four mathematical practices from the Common Core State Standards for Mathematics. Within a well-controlled single-case multiple-baseline design, seven special education teachers were randomly assigned to each PBPD + FACT-R2C2 intervention tier. Results indicated that: (1) teachers' relative use of Level 3 questions increased following the introduction of the FACT intervention; (2) this increase was apart from the professional development training that the teachers had initially received; and (3) students' writing quality improved to some extent with the increase in teachers' relative use of Level 3 questions. Implications and future directions are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":" ","pages":"1-30"},"PeriodicalIF":2.5,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10251315/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10090789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2. 一项纵向干预研究，研究了1年级和2年级增加有意义的写作量的影响。

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-06-08 DOI: 10.1007/s11145-023-10460-0

Gustaf B Skar, Steve Graham, Alan Huebner, Anne Holten Kvistad, Marita Byberg Johansen, Arne Johannes Aasen

{"title":"A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2.","authors":"Gustaf B Skar, Steve Graham, Alan Huebner, Anne Holten Kvistad, Marita Byberg Johansen, Arne Johannes Aasen","doi":"10.1007/s11145-023-10460-0","DOIUrl":"10.1007/s11145-023-10460-0","url":null,"abstract":"The current study examined the effectiveness of a writing is caught approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if increasing first grade students' opportunities to write in various genres for different purposes and for a range of audiences over a two-year time period improved the quality of their writing, handwriting fluency, and attitude towards writing. The study included data from 942 students (50.1% girls) in 26 schools randomly assigned to the experimental treatment, and 743 students (50.6% girls) in 25 schools randomly assigned to the business-as-usual (BAU) control condition. Across Grades 1 and 2, experimental teachers were asked to supplement their typical writing instruction by implementing 40 writing activities designed to increase students' purposeful writing. Increasing experimental students' writing over the two-year period did not result in statistically detectable differences in the writing quality, handwriting fluency, and attitude towards writing of students in the experimental and BAU control conditions. These findings did not provide support for the effectiveness of the writing is caught approach. Implications for theory, research, and practiced are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":" ","pages":"1-29"},"PeriodicalIF":2.5,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10247340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9713381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1