Reading & Writing Quarterly最新文献_第5页

The Effects of Definitional, Sentential, and Textual Vocabulary Learning Strategies on Iranian EFL Learners’ Vocabulary Learning and Retention 定义、句子和语篇词汇学习策略对伊朗英语学习者词汇学习和记忆的影响

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-05-27 DOI: 10.1080/10573569.2022.2073575

Ghasem Aghajanzadeh Kiasi, Abbas Pourhosein Gilakjani

{"title":"The Effects of Definitional, Sentential, and Textual Vocabulary Learning Strategies on Iranian EFL Learners’ Vocabulary Learning and Retention","authors":"Ghasem Aghajanzadeh Kiasi, Abbas Pourhosein Gilakjani","doi":"10.1080/10573569.2022.2073575","DOIUrl":"https://doi.org/10.1080/10573569.2022.2073575","url":null,"abstract":"Abstract This research investigated the effect of three definitional, sentential, and textual vocabulary learning strategies on Iranian intermediate EFL learners’ vocabulary learning and retention. Based on Oxford Solutions Placement Test, of 94 total population, 66 Iranian EFL learners were selected as homogeneous participants at the intermediate level from a private English Language Institute in Rasht, Iran. Next, according to the quasi-experimental design, characterized by administration of a pretest, treatment, and a posttest and a delayed posttest, the learners were randomly assigned to two experimental groups of textual (TG), sentential (SG), and one control group of definitional, (DG) each with 22 participants. A familiarity test of vocabulary was administered to certify the learners’ familiarity with the targeted vocabulary items. The groups were pretested on their current knowledge of vocabulary, after which they received a 20-session text-based, sentence-based, and definition-based instructions of vocabulary. In addition, all groups attended the posttest of vocabulary at the end of the treatment sessions. The results of the immediate and delayed posttests analyzed using one-way ANOVA revealed statistically significant differences in the performances of the three groups in favor of TG group that gained and retained higher rates of vocabulary items than did the SG and DG groups although the SG group was more successful. Further findings and implications are discussed in the paper. The findings of the research can be utilized by the teachers, materials developers, and education authorities to provide textual-based vocabulary instruction for Iranian EFL learners.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"155 - 172"},"PeriodicalIF":1.9,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48126229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective? 认知动机因素在信息性和叙事性文本阅读理解中的作用:哪个更有效?

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-05-04 DOI: 10.1080/10573569.2022.2070564

Pakize Urfali Dadandi, S. Ungan

{"title":"The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective?","authors":"Pakize Urfali Dadandi, S. Ungan","doi":"10.1080/10573569.2022.2070564","DOIUrl":"https://doi.org/10.1080/10573569.2022.2070564","url":null,"abstract":"Abstract Many studies in the literature have addressed reading comprehension, the ultimate goal of the reading process, due to its complex nature. These studies have focused on various areas, such as the nature of reading comprehension, how it occurs, the factors that affect the process of comprehension, reading comprehension impediments, and how to improve reading comprehension. The current study aims at examining the cognitive and motivational factors to explain reading comprehension. In the light of the related literature, the cognitive factors in this study were vocabulary, prior knowledge, and use of reading strategies, while the motivational factors include motivation and self-efficacy. Both informative and narrative texts were used to measure the success in reading comprehension. The participants were composed of 384 students studying in 6th grade (F: 205, M: 179). The study results reveal that cognitive and motivational factors predict reading comprehension at a statistically significant level. The most effective two factors are vocabulary and prior knowledge, both of which are cognitive factors. The order of relative importance of the variables is vocabulary, prior knowledge, motivation, self-efficacy, and reading strategies. There are some suggestions made in the light of the study results for researchers and practitioners.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"137 - 154"},"PeriodicalIF":1.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45268767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Young Children’s Perceptions of a Reading Intervention: A Longitudinal Case Study of Motivation and Engagement 幼儿对阅读干预的感知：动机和参与的纵向个案研究

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-04-21 DOI: 10.1080/10573569.2022.2066037

J. Erickson

引用次数: 2

What’s the Purpose? A Mixed-Methods Exploration of Purposes for Reading in Secondary Classrooms 目的是什么？中学课堂阅读目的的混合探究

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-04-18 DOI: 10.1080/10573569.2022.2046220

D. Townsend, H. Carter, R. Knecht

{"title":"What’s the Purpose? A Mixed-Methods Exploration of Purposes for Reading in Secondary Classrooms","authors":"D. Townsend, H. Carter, R. Knecht","doi":"10.1080/10573569.2022.2046220","DOIUrl":"https://doi.org/10.1080/10573569.2022.2046220","url":null,"abstract":"Abstract Supporting the wide range of readers in secondary disciplinary classrooms can involve a number of helpful scaffolds and instructional routines, and the role of reading purpose may be particularly important. Research suggests that reading purposes impact reading processes and outcomes, and also that disciplinary experts have discipline-specific purposes for reading. In this qualitative-dominant, mixed-methods study, five high school classrooms were studied to explore what kind of purposes teachers establish for reading in the disciplines and how students perceive those reading purposes. Teachers’ (n = 7) reading purposes and related instruction were explored via observations and interviews, and high school students’ (n = 135) perceptions of reading purposes for discipline-specific readings in English, Social Studies, and Science were studied via survey. Each classroom was one case in this collective case study with subsequent quantitative analyses to explore differences in students’ perceptions of reading purposes based on their reading levels. Results suggest that teachers created reading purposes aligned with three main goals: fostering general comprehension, building disciplinary topic knowledge, and enacting disciplinary expert habits of reading. Findings also suggest that students articulated purposes for reading generally, but with few connections to the reading practices of disciplinary experts. Chi Square analyses of the student level data showed no significant differences between students’ perceptions of reading purposes based on their reading levels. Implications, particularly related to the distinction between reading for authentic disciplinary purposes and reading for “school” purposes, are explored.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"72 - 93"},"PeriodicalIF":1.9,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43836682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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 Case for Tutoring Struggling Readers in the Primary Grades 辅导小学生阅读困难的案例

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-04-18 DOI: 10.1080/10573569.2022.2055509

Darrell Morris

引用次数: 2

Learning Disability: Working Hard, yet Achieving Low (A Case Study of At-Risk EFL Learners) 学习障碍:努力学习，成绩却很低(以高危英语学习者为例)

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-03-25 DOI: 10.1080/10573569.2022.2052773

Shifan Thaha Abdullateef

{"title":"Learning Disability: Working Hard, yet Achieving Low (A Case Study of At-Risk EFL Learners)","authors":"Shifan Thaha Abdullateef","doi":"10.1080/10573569.2022.2052773","DOIUrl":"https://doi.org/10.1080/10573569.2022.2052773","url":null,"abstract":"Abstract EFL Learning is considered an enriching and rewarding experience for most ‘normal’ learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness among teachers about the differences between learning Difficulties and Disabilities. Therefore, the present study aims to discuss ways to identify learners with Learning disabilities and provide multi-tiered support and Response to Intervention (RTI) to minimize their disability and boost their confidence. The study adopted a One-shot Case Study Research Design which is a subtype of experimental research design. The dependent group comprised seven students pursuing level one at the Department of English, Prince Sattam bin Abdulaziz University. The results revealed that the Learners had issues with word comprehension, vocabulary, fluency, and passage comprehension. Based on the interpretation of the results, it is concluded that considerably slowing the pace of instruction, providing multi-tiered support, constant review, and incorporating multisensory support would accelerate learning to a great extent.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"95 - 103"},"PeriodicalIF":1.9,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47832772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Redesigning for Equity and Achievement: Non-Leveled Guided Reading Instruction 公平与成就的再设计:非水平导读教学

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-02-18 DOI: 10.1080/10573569.2022.2039887

Tiffany T. Young

{"title":"Redesigning for Equity and Achievement: Non-Leveled Guided Reading Instruction","authors":"Tiffany T. Young","doi":"10.1080/10573569.2022.2039887","DOIUrl":"https://doi.org/10.1080/10573569.2022.2039887","url":null,"abstract":"Abstract Elementary school students are often placed into groups with peers of similar reading ability for leveled guided reading instruction. Through this practice, students are differentially exposed to reading skills, strategies, and texts that are presumed to match their reading ability. This widespread practice is problematic given that (1) current notions of matching early readers to texts for reading instruction are based on traditional instructional practice rather than reading science, (2) poor and minority students are overrepresented in the lowest ranked groups, (3) students in higher ranked groups make greater academic gains than those in lower ranked groups, and (4) teacher perceptions of students’ abilities are often inaccurate. Conversely, as supported by research, when students are presented with texts of increased difficulty and given appropriate instructional support, they are able to make accelerated reading progress. The purpose of this design-based research study was to develop innovative classroom practices and theoretical insights regarding the use of non-leveled guided reading instruction in order to support the reading achievement of all students. Qualitative data, in the form of fieldnotes, semi-structured interviews, and documents were collected. Data analysis included structural and process coding which resulted in the explication of five design principles to assist in the application of this design in other contexts. Specific attention is given to the technical, normative, and political aspects inherent in the dissemination and sustainability of the proposed design.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"54 - 71"},"PeriodicalIF":1.9,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42548023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Determining the Effects of Interactive Book Reading Implementations on the Social Acceptance of Students with Special Needs 互动阅读对特殊需要学生社会接受度的影响

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-02-16 DOI: 10.1080/10573569.2022.2032892

M. Kale, S. Demir

{"title":"Determining the Effects of Interactive Book Reading Implementations on the Social Acceptance of Students with Special Needs","authors":"M. Kale, S. Demir","doi":"10.1080/10573569.2022.2032892","DOIUrl":"https://doi.org/10.1080/10573569.2022.2032892","url":null,"abstract":"Abstract This study examines the effects of interactive book reading (IBR) implementations on typically developing students’ social acceptance of students with special needs. Since inter-group and within-group comparisons are to be made, a split-plot design of factorial designs was used in the study. In this study, the Social Acceptance Scale (SAS) was administered to four different 4th-grade students in this school to determine the study group. According to the social acceptance scores obtained, 64 students in the two classes closest to each other were determined as the study group. With the random method, one of these classes was assigned as the experimental group and the other as the control group in this study, a form of “Friendship Activity Scale” (FAS) developed by Siperstein (1980) and adapted into Turkish by Civelek with the name “Social Acceptance Scale” (SAS) was used. IBR implementations were conducted in an interactive reading of one book, one lesson hour (40 min) per week for eight weeks. After assessing whether the data were suitable for the use of parametric tests based on normality tests, the data obtained were analyzed using the t-Test for between-group comparisons and the Related Measurements Two-Way Variance Analysis (ANOVA) for within-group comparisons (pretest-posttest) within the context of the questions to be answered in the study. This study mainly found that IBR was effective in raising social acceptance levels among students with special needs and typically developing students.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"36 - 53"},"PeriodicalIF":1.9,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44645232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Teachers’ Perceptions of Integrated Reading-Writing Instruction for Emergent Bilinguals 教师对新兴双语者读写一体化教学的认识

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-01-31 DOI: 10.1080/10573569.2022.2025509

I. Malova, Mary A. Avalos, Mileidis Gort

{"title":"Teachers’ Perceptions of Integrated Reading-Writing Instruction for Emergent Bilinguals","authors":"I. Malova, Mary A. Avalos, Mileidis Gort","doi":"10.1080/10573569.2022.2025509","DOIUrl":"https://doi.org/10.1080/10573569.2022.2025509","url":null,"abstract":"Abstract Integrated Reading-Writing Instruction (IRWI) is an approach for English Language Arts (ELA) instruction that has gained much attention since the adoption of college and career standards. Previous studies have shown that connecting reading and writing during instruction positively affects students’ literacy outcomes as related cognitive processes are engaged in the construction of meaning. This qualitative study of five 4th grade elementary ELA classrooms serving diverse students, including emergent bilinguals, explored the transition from the previous form of writing instruction to IRWI, or analytical text-based writing in elementary classrooms when implementing college and career standards. The findings indicated that IRWI introduced several affordances for the five teachers’ instruction, such as an explicit connection between reading and writing, and for their emergent bilingual students, overall improvement of reading comprehension and preparation for more college-like writing. Also, participating teachers reported several disadvantages for their emergent bilingual students stemming from how IRWI was implemented in the district. These disadvantages included the absence of creativity and genre variety for writing instruction, writing that was dependent upon English reading comprehension, and difficulties with teaching how to write evidence and elaboration.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"564 - 588"},"PeriodicalIF":1.9,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45416051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Measuring Text Structure Awareness in Upper Elementary Grades 小学高年级学生文本结构意识的测量

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2022-01-27 DOI: 10.1080/10573569.2022.2025508

John Z. Strong

{"title":"Measuring Text Structure Awareness in Upper Elementary Grades","authors":"John Z. Strong","doi":"10.1080/10573569.2022.2025508","DOIUrl":"https://doi.org/10.1080/10573569.2022.2025508","url":null,"abstract":"Abstract Awareness of informational text structures is related to reading comprehension and varies according to characteristics of readers and texts. The purpose of this study was to develop and refine a measure of text structure awareness, the Text Structure Identification Test (TSIT), by investigating its internal consistency reliability and construct validity. All students in grades 4 (n = 84) and 5 (n = 72) in one elementary school were administered the TSIT. Students read 20 paragraph-length informational texts and identified which text structure was used. Reliability was assessed using the KR20 formula to compute Cronbach’s alpha (α). Validity was evaluated using an exploratory factor analysis to examine the test’s internal structure and a Rasch analysis to assess measurement invariance. Independent and paired samples t-tests were used to analyze differences in text structure awareness by grade and type of structure. Results revealed that 11 items showed salient loadings on a single factor, explaining 22.2% of the variance, producing an 11-item test with acceptable reliability (α = .72). Results on the revised test revealed that fifth-grade students in demonstrated higher text structure awareness (p = .01). Awareness of problem/solution and sequence items were higher than compare/contrast and cause/effect items (p < .05). This study provides initial evidence of the reliability and validity of the TSIT, which may be used to evaluate the effects of text structure interventions in research and to identify students who might benefit from text structure instruction in classrooms.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"16 - 35"},"PeriodicalIF":1.9,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49121409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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