Reading & Writing Quarterly最新文献_第6页

Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities 有学习障碍风险的三年级学生拼写干预计划的评估

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-11-25 DOI: 10.1080/10573569.2021.1987362

Konstantina Fragkouli, Faye Antoniou, Angeliki Mouzaki, A. Ralli, Vasiliki Kokkali, Kariofyllia Alexoudi

{"title":"Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities","authors":"Konstantina Fragkouli, Faye Antoniou, Angeliki Mouzaki, A. Ralli, Vasiliki Kokkali, Kariofyllia Alexoudi","doi":"10.1080/10573569.2021.1987362","DOIUrl":"https://doi.org/10.1080/10573569.2021.1987362","url":null,"abstract":"Abstract The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of Specific Learning Disabilities, which was founded upon the principles of Direct Instruction and encompassed evidence-based practices. The effectiveness of the proposed 16-h intervention program was investigated via its implementation in Greek resource rooms by the corresponding teachers. The children were randomly assigned into the intervention (n = 39) and the comparison group (n = 34). Standardized tests were used for children’s assessment during pretests, post-tests I, and post-tests II. Importantly, the results obtained via ANOVA demonstrated that the children of the intervention group showed a statistically significant improvement in spelling contrary to the comparison group. Additionally, the impact of the intervention program on children’s decoding and fluency skills was examined, yielding enhanced, yet, no statistically significant outcomes. The educational implications of the related findings are also discussed. Overall, the proposed study provides tangible evidence that spelling can be taught effectively to SLD children.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"544 - 563"},"PeriodicalIF":1.9,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44675755","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

The Relation Among Phonological Processing, Oral and Silent Reading Fluency, and Reading Comprehension for Students with Dyslexia: A Longitudinal Investigation 阅读障碍学生语音加工、口语和无声阅读流畅性与阅读理解的关系:一项纵向调查

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-11-11 DOI: 10.1080/10573569.2021.1972880

M. F. Robinson, Elizabeth B. Meisinger

{"title":"The Relation Among Phonological Processing, Oral and Silent Reading Fluency, and Reading Comprehension for Students with Dyslexia: A Longitudinal Investigation","authors":"M. F. Robinson, Elizabeth B. Meisinger","doi":"10.1080/10573569.2021.1972880","DOIUrl":"https://doi.org/10.1080/10573569.2021.1972880","url":null,"abstract":"Abstract The purpose of this study was to examine the relations among phonological skills, reading fluency, and reading comprehension across reading modality (oral and silent) for a sample of students (N = 121) in grades 2–5 who have been diagnosed with dyslexia. Participants were administered text-level oral and silent reading fluency and comprehension assessments and selected phonological processing measures at the beginning and end of the school year. Cross-lagged path analyses were used to examine the relations among the phonological processing and reading skills across two theoretical models, one depicting reading fluency as a single construct and another representing rate and accuracy separately. Across models, results indicated that oral reading contributed to silent reading development but that this relation was not reciprocal. RAN emerged as a robust contributor to all aspects of oral and silent reading examined in this study, whereas phonological awareness contributed to fluency across modalities but did not impact end-of-year comprehension. Results generally followed a pattern of progression from lower to higher reading skills and from oral to silent reading. Further, important trends with regard to the contribution of phonological awareness to fluency subskills (rate and accuracy) were obscured when fluency was considered as a single construct, suggesting that it may be important for researchers to consider these subskills separately.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"436 - 453"},"PeriodicalIF":1.9,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44827737","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 Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom? 读者自我概念与成就之间的关系:哪个方面最重要，对谁最重要?

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-11-04 DOI: 10.1080/10573569.2021.1972881

Kristin Conradi Smith, Bong Gee Jang

{"title":"The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?","authors":"Kristin Conradi Smith, Bong Gee Jang","doi":"10.1080/10573569.2021.1972881","DOIUrl":"https://doi.org/10.1080/10573569.2021.1972881","url":null,"abstract":"Abstract Although both theory and research assert the importance of a reader’s self-concept, we lack a nuanced understanding of the underlying subcomponents of reading self-concept as they relate to achievement and whether this relationship might differ for developing readers. In the present study, we examined the reading self-concepts of nearly 500 4th grade and 5th grade students. Using a bivariate correlational analysis, three subcomponents were examined to consider how they independently related to students' reading comprehension. In addition to considering these relationships for the entire sample, we also looked at how the association differed for developing readers compared with advanced readers using multiple regression analyses. Results suggest that perceptions of difficulty and attitudes contributed to variance when the entire sample was considered, but when students were divided into groups based on ability, only perceptions of competence mattered and only for the advanced readers. Our findings clarify that a reader's perception of difficulty is most related to achievement, but only for advanced readers. Further, by revealing no significant relationship between aspects of self-concept and achievement for developing readers, our findings hint at the possible preceding importance of some degree of proficiency.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"454 - 468"},"PeriodicalIF":1.9,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530262","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

Profiles of Oral and Reading Comprehension in Poor Comprehenders 低水平理解者的口语和阅读理解概况

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-10-29 DOI: 10.1080/10573569.2021.1982432

K. Kelso, A. Whitworth, S. Leitão

引用次数: 2

Anaphor Processing During Reading Comprehension in Students With Autism Spectrum Disorder 自闭症谱系障碍学生阅读理解过程中的回指处理

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-10-28 DOI: 10.1080/10573569.2021.1982430

I. Fajardo, A. Pérez, Antonio Ferrer, Patricia Pérez-Fuster, A. García-Blanco

{"title":"Anaphor Processing During Reading Comprehension in Students With Autism Spectrum Disorder","authors":"I. Fajardo, A. Pérez, Antonio Ferrer, Patricia Pérez-Fuster, A. García-Blanco","doi":"10.1080/10573569.2021.1982430","DOIUrl":"https://doi.org/10.1080/10573569.2021.1982430","url":null,"abstract":"Abstract With the purpose of promoting academic inclusion, it is essential for educators to understand the nature underlying poor reading comprehension in children with Autism Spectrum Disorder (ASD). In this study, we examined the time course of anaphor resolution during text comprehension in children and adolescents with ASD and a group of children with Typical Development (TD) matched in chronological age (age range: 9–16) and non-verbal IQ. Their eye movements were monitored as they read short paragraphs in which two factors were manipulated: (1) the semantic typicality of an antecedent (e.g. shark vs. salmon) with regards to a category noun that serves as anaphor (e.g. fish) and (2) the distance between the antecedent and anaphor (e.g. near vs. far). Both, children with ASD and TD showed more and longer first fixations in the near anaphors than in the far anaphors but not in the post-anaphor region which suggests that the effect of distance on anaphor resolution was immediate. The reverse effect of distance indicated that the far condition was too demanding for students of these ages to occur online. Typical antecedents received fewer and shorter revisits than atypical antecedents but only for participants with TD. In contrast, ASD participants did not show such typicality facilitation. Finally, children with ASD made more but shorter fixations and revisits in general than their typical peers. Theoretical and applied implications of our results for the literacy training on ASD participants are discussed.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"505 - 525"},"PeriodicalIF":1.9,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45942721","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

Teaching Spanish Spelling in Grades 2–3: A Cross-National Approach 2-3年级西班牙语拼写教学：跨国家教学法

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-10-27 DOI: 10.1080/10573569.2021.1965056

Remedios Guzmán, Sara C. de León, Desirée González, J. E. Jiménez

{"title":"Teaching Spanish Spelling in Grades 2–3: A Cross-National Approach","authors":"Remedios Guzmán, Sara C. de León, Desirée González, J. E. Jiménez","doi":"10.1080/10573569.2021.1965056","DOIUrl":"https://doi.org/10.1080/10573569.2021.1965056","url":null,"abstract":"Abstract This study aimed to explore instructional practices used to teach words with irregular spelling patterns by Spanish-speaking teachers in 2nd and 3rd grade of elementary school. A sample of 320 teachers from Guatemala, Ecuador, and Spain answered an online survey, which included the Spelling Instructional Practices Scale. Item Response Theory and Confirmatory Factor Analysis were used to analyze the construct validity and reliability of the Spelling Instructional Practices Scale. Results pointed out adequate fit indexes of the proposed models. Spelling instructional practices used by teachers were finally grouped into three factors. Results indicated that Spanish-speaking teachers teach irregular spelling words using a combination of instructional practices. Differences in the informed use of spelling instructional practices according to the teachers’ home countries were explored. Significant differences were found between Spanish and Latin-American teachers in the reported use of those instructional practices based on memorization and some materials to teach spelling. However, most teachers reported following a similar pattern when teaching irregular spelling to their students. Limitations and directions for future research are described.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"379 - 398"},"PeriodicalIF":1.9,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49278231","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

Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements 参与过程体裁方法对学生参与度和写作成绩的影响

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-10-26 DOI: 10.1080/10573569.2021.1982431

Muhammad Rahimi, L. Zhang

{"title":"Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements","authors":"Muhammad Rahimi, L. Zhang","doi":"10.1080/10573569.2021.1982431","DOIUrl":"https://doi.org/10.1080/10573569.2021.1982431","url":null,"abstract":"Abstract Exploring students’ experiences with instructional approaches and learning environments is of paramount significance, as students’ experiences influence their engagement and achievements. To this end, 148 students’ experiences with an engaging process-genre approach to research writing were explored to document their engagement with the approach and factors influencing their engagement and to examine whether students’ writing quality improved significantly. Students’ narratives, the researcher’s reflective journals, and students’ pretest and posttest scores on the Introduction part-genres were collected and analyzed through thematic analyses and a paired samples t-test. Our findings identified facilitators and indicators of student engagement with the approach and showed that students assisted each other agentively not only in doing the activities but also in sustaining engagement in and beyond the classroom. Students attributed their sustained engagement and achievements to observing the negotiated norms, to the teaching-learning cycle of the engaging process-genre approach, and to the teacher’s kindness, patience, and professional advice. These findings highlight the significance of learning experiences and suggest that teachers should consider adopting the engaging process-genre approach to establish negotiated norms, routines, and roles to trigger and sustain students’ engagement with learning-to-write activities and writing.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"487 - 503"},"PeriodicalIF":1.9,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46186144","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: 20

Ipad Text-to-Speech and Repeated Reading to Improve Reading Comprehension for Students with SLD Ipad文本转语音和重复阅读提高特殊语言障碍学生的阅读理解能力

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-10-20 DOI: 10.1080/10573569.2021.1987363

Saeed S. Alqahtani

引用次数: 1

Developing a Comprehensive Decoding Instruction Observation Protocol for Special Education Teachers 面向特殊教育教师的综合解码教学观察协议的开发

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-10-16 DOI: 10.1080/10573569.2021.1982429

Laura A. Moylan, Evelyn S. Johnson, Yuzhu Z. Zheng

引用次数: 0

Let’s Argue: Developing Argumentative Writing Skills for Students with Learning Disabilities 让我们争论:培养有学习障碍的学生的议论文写作技巧

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-09-23 DOI: 10.1080/10573569.2021.1970659

Allison M. Kroesch, Katherine N. Peeples, Courtney L. Pleasant, Yojanna Cuenca-Carlino

引用次数: 3