Reading and Writing最新文献_第8页

Correction: Explicit and evidence-based literacy instruction in middle school: an observation study 更正:中学显性和循证识字教学:一项观察研究

2区教育学

Reading and Writing Pub Date : 2023-11-01 DOI: 10.1007/s11145-023-10484-6

Kristabel Stark, Jade Wexler, Alexandra Shelton, Tara Burke Johnston, Karen Omohundro

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The effect of word concreteness on spelling to dictation across adulthood 单词具体性对成年期拼写到听写的影响

2区教育学

Reading and Writing Pub Date : 2023-11-01 DOI: 10.1007/s11145-023-10481-9

Gitit Kavé, Maayan Sayag, Mira Goral

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Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors 学习写综合:过程反馈和观察模型对性能和过程行为的影响

2区教育学

Reading and Writing Pub Date : 2023-11-01 DOI: 10.1007/s11145-023-10483-7

Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Marije Lesterhuis, Gert Rijlaarsdam

{"title":"Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors","authors":"Nina Vandermeulen, Elke Van Steendam, Sven De Maeyer, Marije Lesterhuis, Gert Rijlaarsdam","doi":"10.1007/s11145-023-10483-7","DOIUrl":"https://doi.org/10.1007/s11145-023-10483-7","url":null,"abstract":"Abstract Writing a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process’ orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. ( Written Communication , 40 (1), 90–144, 2023) on the effect of keystroke logging data-based process feedback with feed-forward exemplars when compared to national baseline performances. In addition, we report the effect of a brief extension in which learners had the opportunity to observe an enacted model of their choice, showing one of three orchestrations of the initial stage of writing a synthesis task. A total of 173 10th—grade students were randomly assigned to a process feedback condition with or without added models. A baseline, consisting of a nationally representative sample of upper-secondary students’ texts and processes, served as an alternative control group. Results showed that the process feedback, both with and without observation, had a significant effect on text quality. Regarding the process data, students in the feedback condition had a more prominent focus on the sources as they spent more time in them and switched more often between text and sources, compared to the baseline. The observation task magnified this effect.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"25 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272211","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

Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge 挪威课堂教师和专业“资源”教师的阅读障碍知识

2区教育学

Reading and Writing Pub Date : 2023-10-30 DOI: 10.1007/s11145-023-10486-4

Oddny Judith Solheim, Julie Arntzen, Njål Foldnes

{"title":"Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge","authors":"Oddny Judith Solheim, Julie Arntzen, Njål Foldnes","doi":"10.1007/s11145-023-10486-4","DOIUrl":"https://doi.org/10.1007/s11145-023-10486-4","url":null,"abstract":"Abstract Students with reading difficulties such as dyslexia receive most of their instruction in mainstream classrooms, but many teachers feel inadequately prepared to teach students with dyslexia and/or report that dyslexia was inadequately addressed in their training. However, depending on a school’s organization, it may be sufficient that classroom teachers know enough to realize when to ask for support with identification and accommodation from specialized teachers with greater knowledge. In the present study we first investigate dyslexia knowledge in a sample of Norwegian upper-elementary-school teachers (N = 269). Second, we examine whether specialized (“resource”) teachers are more knowledgeable about dyslexia than classroom teachers. Finally, we explore whether teaching experience and having encountered reading-related themes in formal training predict dyslexia knowledge. Overall, we find that only a small share of teachers holds misconceptions about dyslexia. However, a notable proportion of them are uncertain , especially regarding the role of visual deficits in dyslexia. Somewhat surprisingly, resource teachers have only marginally higher dyslexia knowledge than classroom teachers. Finally, neither experience nor reading-related course content in formal training are substantial predictors of dyslexia knowledge. The large extent of uncertainty concerning dyslexia suggests a need to reconsider teacher training curriculum and opportunities for teacher professional development.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"31 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104334","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

Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level 用西班牙语的完形填空程序评价句子以外的阅读理解能力

2区教育学

Reading and Writing Pub Date : 2023-10-28 DOI: 10.1007/s11145-023-10488-2

Fernando Moncada, Romualdo Ibáñez, Andrea Santana, Claudia Guerra

引用次数: 0

Recursivity in source-based writing: a process analysis 基于源的写作中的递归性:过程分析

2区教育学

Reading and Writing Pub Date : 2023-10-26 DOI: 10.1007/s11145-023-10482-8

Christian Tarchi, Ruth Villalón, Nina Vandermeulen, Lidia Casado-Ledesma, Anna Paola Fallaci

{"title":"Recursivity in source-based writing: a process analysis","authors":"Christian Tarchi, Ruth Villalón, Nina Vandermeulen, Lidia Casado-Ledesma, Anna Paola Fallaci","doi":"10.1007/s11145-023-10482-8","DOIUrl":"https://doi.org/10.1007/s11145-023-10482-8","url":null,"abstract":"Abstract In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"117 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908515","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

Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences 中国中学生阅读成就目标概况:与前因和后果的关联

2区教育学

Reading and Writing Pub Date : 2023-10-23 DOI: 10.1007/s11145-023-10485-5

Quan Qian, Jiangze Lin

引用次数: 0

Seeing the mouth: the importance of articulatory gestures during phonics training 看嘴:发音手势在语音训练中的重要性

2区教育学

Reading and Writing Pub Date : 2023-10-18 DOI: 10.1007/s11145-023-10487-3

Christina Novelli, Scott P. Ardoin, Derek B. Rodgers

引用次数: 0

Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review 外语学生对英语说明文阅读理解的关键语言、认知和高阶技能:系统回顾

2区教育学

Reading and Writing Pub Date : 2023-10-17 DOI: 10.1007/s11145-023-10479-3

G. Vettori, L. Casado Ledesma, S. Tesone, C. Tarchi

{"title":"Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review","authors":"G. Vettori, L. Casado Ledesma, S. Tesone, C. Tarchi","doi":"10.1007/s11145-023-10479-3","DOIUrl":"https://doi.org/10.1007/s11145-023-10479-3","url":null,"abstract":"Abstract This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles? Following preferred reporting items for systematic reviews and meta-analyses guidelines, twenty-seven studies were included for a systematic synthesis of results in the light of the different grades of “family language distance” between L1 and L2-English (i.e., “close related” vs. “partially related” vs. “not related”). We found that several L1 and L2 language skills (e.g., vocabulary, morphological awareness), cognitive skills (e.g., working memory) and high-order factors as metacognitive knowledge were positively associated with L2-English reading comprehension, regardless of different language groups. Conversely, we found that several well-known predictors of text comprehension are neglected in the scientific literature on reading in L2. We discuss practical implications and key recommendations to support school and future research.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135996066","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

Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills 一年级和二年级儿童字母书写能力的横断面测试

2区教育学

Reading and Writing Pub Date : 2023-09-29 DOI: 10.1007/s11145-023-10476-6

Kathryn Mathwin, Christine Chapparo, Julianne Challita, Joanne Hinitt

{"title":"Cross-sectional examination of the proficiency of year 1 and year 2 children’s alphabet-letter-writing skills","authors":"Kathryn Mathwin, Christine Chapparo, Julianne Challita, Joanne Hinitt","doi":"10.1007/s11145-023-10476-6","DOIUrl":"https://doi.org/10.1007/s11145-023-10476-6","url":null,"abstract":"Abstract The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children’s alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly representing the Latin alphabet-letters in written form. 408 typical children from the first two years of formal schooling were recruited from eight Western Australian schools and asked to write the twenty-six-lowercase alphabet-letters under three different writing conditions: from memory; the initial sounds of words; and copying. Performance was measured using the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage One). Analyses revealed the mean average number of the 26- lowercase alphabet-letters correctly written from memory was 8.17 (Year 1) and 12.76 (Year 2). Mean averages were similar across the three writing conditions. Comparative analysis showed children in Year 2 were significantly better than Year 1 children at recalling the alphabet-sequence, sound-letter-translation, and retrieving the letter-shape, letter-case, and letter-orientation. No significant difference was found in name-to-letter translation, letter-formation, or letter-placement skills. The results highlighted that many typical Year 1 and 2 children have difficulty accurately generating all 26- lowercase alphabet-letters. The findings suggested that the way early writers learn to form and place an alphabet-letter, whether it is accurate or not, is how they continue to write the alphabet-letter through their early school journey. Considerations for evaluation and instruction of alphabet-letter-writing are discussed.","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193393","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