Reading and Writing最新文献_第6页

Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills 根据基础读写能力识别有写作困难风险的幼儿园学生

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-02-27 DOI: 10.1007/s11145-024-10518-7

{"title":"Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills","authors":"","doi":"10.1007/s11145-024-10518-7","DOIUrl":"https://doi.org/10.1007/s11145-024-10518-7","url":null,"abstract":"<h3>Abstract</h3> The main aim of this study was to evaluate the Early Grade Writing Assessment for Kindergarten (EGWA-K), which is grounded in foundational literacy skills, for its validity and diagnostic accuracy in identifying children at risk of developing early learning disabilities in writing (LDW). To the best of our knowledge, no such tool exists for Spanish-speaking children. A sample of 363 Spanish kindergarten children aged 4.7 to 6.6 years was selected for this purpose. The EGWA-K protocol, comprising four tasks (i.e., phonological awareness, writing words from pictures, free writing of words, and oral narrative), was administered to the sample. Additionally, two criterion tasks based on free letter writing and teacher ratings were included for validation purposes. First, an exploratory factor analysis (EFA) was conducted using parallel analysis to determine the dimensionality of the EGWA-K, which was confirmed by a confirmatory factor analysis (CFA) yielding two factors (one related to transcription ability and the other to narrative competence). Additionally, measurement invariance was confirmed at the configural, metric, scalar, and residual levels by gender. The EGWA-K had an acceptable area under the ROC curve (AUC in the 0.87 range), particularly when free letter writing was utilized as the criterion measure, with adequate sensitivity (0.90) and specificity (0.71) indices. Therefore, a reliable and construct-valid screening tool such as the EGWA-K is now available for the early identification of LDW in Spanish kindergarten children.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"35 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Punctuation: a missing link between awareness of prosody and reading comprehension 标点符号：拟声意识与阅读理解之间缺失的一环

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-02-22 DOI: 10.1007/s11145-024-10517-8

Alexandra M. Ryken, Lesly Wade-Woolley, S. Hélène Deacon

{"title":"Punctuation: a missing link between awareness of prosody and reading comprehension","authors":"Alexandra M. Ryken, Lesly Wade-Woolley, S. Hélène Deacon","doi":"10.1007/s11145-024-10517-8","DOIUrl":"https://doi.org/10.1007/s11145-024-10517-8","url":null,"abstract":"There is growing theoretical and empirical consensus for a role of awareness of suprasegmental phonology, also known as prosody, or the rhythmic elements of speech, in reading comprehension. Here we explore a potential mechanism by which this relation functions: awareness of how punctuation reflects prosody, for instance appreciating that a period or comma often marks a pause. Children who are more aware of prosody might be better able to use punctuation as a guide to what text should sound like, which could enable understanding text meaning. We tested 151 English-speaking students in Grades 3–5 to explore whether the relation between awareness of prosody and reading comprehension is mediated by awareness of how punctuation reflects prosody. After controlling for age, punctuation knowledge, word reading, phonological awareness, vocabulary, and nonverbal ability, there were direct relations between awareness of prosody and reading comprehension, as well as indirect effects via awareness of how punctuation reflects prosody. These results suggest a role for punctuation in applying awareness of prosody to reading comprehension; we interpret this as a potential mechanism by which awareness of prosody supports reading comprehension, a finding that can both refine current models of reading comprehension and inspire the design of effective instruction.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"253 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

The implementation of writing pedagogies in the Write to Read intervention in low-SES primary schools in Ireland 在爱尔兰社会经济地位较低的小学实施 "写给阅读 "干预措施中的写作教学法

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-02-10 DOI: 10.1007/s11145-023-10510-7

Eithne Kennedy, Gerry Shiel

{"title":"The implementation of writing pedagogies in the Write to Read intervention in low-SES primary schools in Ireland","authors":"Eithne Kennedy, Gerry Shiel","doi":"10.1007/s11145-023-10510-7","DOIUrl":"https://doi.org/10.1007/s11145-023-10510-7","url":null,"abstract":"This study describes the initial implementation of the writing component of the Write to Read (W2R) literacy intervention in eight low-SES (socio-economically disadvantaged) elementary-level urban schools. Through customised onsite professional development provided by coaches, the writing component sought to build teachers’ capacity to design and implement a writing workshop framework infused with research-informed practices for writing suitable for their school and classroom contexts, including attention to cognitive, social and affective dimensions. The paper draws on quantitative and qualitative questionnaire data gathered from classroom teachers in the eight schools in Year 1 (n = 66) and Year 3 (n = 62) of implementation, and semi-structured interviews with randomly selected teachers in each school in Year 4 (n = 18). In general, teachers succeeded in implementing a writing workshop approach to teaching writing, within the broader W2R literacy framework, including the allocation of more time to writing instruction. Professional development, including observation, feedback and demonstration by W2R literacy coaches, contributed to high levels of teacher confidence in such areas as planning and teaching fiction and non-fiction writing genres, and analysing writing samples to inform mini-lessons. By Year 3, teachers noted marked or good improvements in students’ attitudes towards writing, volume of writing produced, knowledge of writing genres, and language of response to writing. Areas in need of further support included aspects of the craft of writing, including writing vocabulary, supporting pupils to set goals for writing, selecting mentor texts to teach writing genres, and using a rubric to assess writing development.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"313 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial 教学对阅读技能跨语言迁移的影响：来自纵向随机对照试验的证据

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-02-01 DOI: 10.1007/s11145-023-10508-1

{"title":"Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial","authors":"","doi":"10.1007/s11145-023-10508-1","DOIUrl":"https://doi.org/10.1007/s11145-023-10508-1","url":null,"abstract":"<h3>Abstract</h3> Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (N = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (n = 1964), whereas those in comparison condition received business-as-usual instruction (n = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"6 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Bridging to academic success: the impact of reading gains in an English bridging program on GPAs 衔接学业成功：英语衔接课程中阅读能力的提高对 GPA 的影响

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-02-01 DOI: 10.1007/s11145-024-10514-x

Daniel Schmidtke, Seina Yamada, Anna L. Moro

{"title":"Bridging to academic success: the impact of reading gains in an English bridging program on GPAs","authors":"Daniel Schmidtke, Seina Yamada, Anna L. Moro","doi":"10.1007/s11145-024-10514-x","DOIUrl":"https://doi.org/10.1007/s11145-024-10514-x","url":null,"abstract":"Although research has established that students enrolled in pre-sessional English for academic purposes (EAP) programs make gains in English reading ability, the evidence base for whether gains made during this period of instruction make a difference to future academic outcomes is nonexistent. We report a multi-cohort longitudinal study of a 28-week university-level EAP program that was designed to improve the English language skills of international students in preparation for undergraduate study. The sample comprised N = 405 EAL students who completed the same EAP program in a Canadian university. At the beginning and end of the EAP program students completed a battery of 12 measures, including reading comprehension, reading fluency, and other established component skills of second language reading ability. We investigated whether the change scores of these measures, as markers of skill growth, predicted the post-EAP program undergraduate grade point averages (GPAs) of these same students. The Random Forests nonparametric regression technique was used to estimate the relative importance of all change scores of the reading skill tests, as well as their scores at the beginning of the program. This method identified reading fluency change during the EAP program as a high-ranking predictor of future GPAs. Additional stepwise linear regression modelling confirmed that reading fluency change made unique significant contributions to GPAs in such a way that greater growth in this measure translated into higher GPAs. These findings suggest that reading speed development during an EAP program has a long-term and beneficial impact on the academic flourishing of EALs.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"19 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Current writing assessment practices of kindergarten through second grade educators 幼儿园至二年级教育工作者当前的写作评估实践

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-01-13 DOI: 10.1007/s11145-023-10503-6

{"title":"Current writing assessment practices of kindergarten through second grade educators","authors":"","doi":"10.1007/s11145-023-10503-6","DOIUrl":"https://doi.org/10.1007/s11145-023-10503-6","url":null,"abstract":"<h3>Abstract</h3> This article describes the development and administration of the Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey. The K-2 Writing DBDM Survey was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language pathologists, and 41 specialists (e.g., interventionists, coaches, educators supporting emergent bilinguals) who work with kindergarten, first, and/or second grade students in school settings in the United States participated in this survey study. Results include participant responses to 32 closed-ended items and 2 open-ended items covering five domains: (a) demographic information; (b) assessment(s) types, (c) administration procedures, (d) scoring procedures, and (e) information gathered. Descriptive and regression analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance, some educators within all groups of professionals surveyed are assessing students. However, ongoing improvements need to be made to prioritize writing upon school entry. These results remind us of the importance of partnership with educators to ensure accurate understanding of resources available for assessment, current areas of need, and how implementation can feasibly occur in the practice setting when developing and studying approaches to assessment.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"11 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme 远距离识字教学：远程提供语言丰富的阅读课程的有效性证据

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-01-06 DOI: 10.1007/s11145-023-10502-7

{"title":"Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme","authors":"","doi":"10.1007/s11145-023-10502-7","DOIUrl":"https://doi.org/10.1007/s11145-023-10502-7","url":null,"abstract":"<h3>Abstract</h3> There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (n = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (n = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (d = 0.32) and phonemic awareness (d = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"73 3 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Testing the model of a proficient academic reader (PAR) in a postsecondary context 在中学后环境中测试熟练学术阅读者（PAR）模式

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-01-03 DOI: 10.1007/s11145-023-10500-9

Gal Kaldes, Karyn Higgs, Jodi Lampi, Alecia Santuzzi, Stephen M. Tonks, Tenaha O’Reilly, John P. Sabatini, Joseph P. Magliano

{"title":"Testing the model of a proficient academic reader (PAR) in a postsecondary context","authors":"Gal Kaldes, Karyn Higgs, Jodi Lampi, Alecia Santuzzi, Stephen M. Tonks, Tenaha O’Reilly, John P. Sabatini, Joseph P. Magliano","doi":"10.1007/s11145-023-10500-9","DOIUrl":"https://doi.org/10.1007/s11145-023-10500-9","url":null,"abstract":"The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students’ literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to literacy performance across two studies with two different samples of college students. In study one, college students completed assessments of bridging and elaborative reading strategies, task awareness, motivation (intrinsic motivation and competence beliefs), foundational skills, and literacy performance at the beginning of the semester. In study two, college students completed the same assessments at the beginning and end of a reading study and strategies course. Across both studies, students’ task awareness and motivation were significantly predictive of their literacy performance over and above foundational skills. Results from study one indicated that elaborative reading strategies uniquely predicted college students’ literacy performance. Results from study two indicated that elaborative strategies did not predict literacy performance at time one, however, they predicted literacy performance at time two. Exploratory analyses showed that the relation of motivation to literacy performance was moderated by students’ enrollment in developmental education courses. Additionally, motivation, elaborative reading strategies, and task awareness partially mediated the relation of foundational skills to literacy performance, suggesting modifications to the original PAR model. These findings support using the PAR framework to understand college reading readiness. Additional randomized controlled trial intervention studies are warranted to explore if factors of the PAR framework are malleable to classroom instruction.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"22 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Exploring the frequency contours in close reading texts 探索精读课文中的频率轮廓

IF 2.5 2区教育学

Reading and Writing Pub Date : 2024-01-02 DOI: 10.1007/s11145-023-10493-5

Heidi Anne E. Mesmer

{"title":"Exploring the frequency contours in close reading texts","authors":"Heidi Anne E. Mesmer","doi":"10.1007/s11145-023-10493-5","DOIUrl":"https://doi.org/10.1007/s11145-023-10493-5","url":null,"abstract":"Many initiatives have emphasized the importance of challenging students in text using readability formulas. Almost all formulas employ mean word frequency yet long-standing issues abound. Researchers question using a singular mean with a skewed variable like frequency. They also question the degree to which frequency pinpoints complex words, noting that infrequent words can be rare, but not rich (e.g., smock). Unfortunately, no studies have examined how often this phenomenon occurs. In fact, word frequency is a “black box” because we do not know the actual words represented at different frequency points. This study used a new frequency metric to analyze 249 texts designed for close reading. Texts averaged 640 words and were written for Grades 2–8. For each text, curves were compared by grade and type. Words at each point on the curve were identified and analyzed. Findings illustrated the curves of word frequency throughout a text and unpacked the actual words at different points along the curves. Regardless of grade or type, curves were nearly identical in shape. Curves were characterized by four frequency strata. At the lowest frequency level were the rich, rare words that advance learning. However, analyses showed that between 34 and 72% of the time these least frequent words were rare but not rich, a pattern that occurred more frequently in narrative texts. Findings also showed that narratives were characterized by one very rare word that could influence the mean word frequency. The study included a series of graphics illustrating the functions of words at different tiers and listing the words along the curves.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"34 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139079176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting 写作态度、策略运用和自信心的维度：对以西班牙裔为主的四年级学生的调查

IF 2.5 2区教育学

Reading and Writing Pub Date : 2023-12-26 DOI: 10.1007/s11145-023-10499-z

引用次数: 0