Reading & Writing Quarterly最新文献_第9页

Social Media Accompanying Reading Together: A SMART Approach to Promote Literacy Engagement 社交媒体伴随一起阅读:一种促进扫盲参与的聪明方法

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-04-14 DOI: 10.1080/10573569.2021.1902442

Arnold Olszewski, Margaret Cullen-Conway

{"title":"Social Media Accompanying Reading Together: A SMART Approach to Promote Literacy Engagement","authors":"Arnold Olszewski, Margaret Cullen-Conway","doi":"10.1080/10573569.2021.1902442","DOIUrl":"https://doi.org/10.1080/10573569.2021.1902442","url":null,"abstract":"Abstract Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was intended to determine whether social media is an appropriate platform through which to promote parent–child literacy behaviors in families of preschool-aged children, thus supporting future intervention development. We examined parents’ use of dialogic reading strategies following a social media–delivered training program, using an A-B single case research design. Seven parents of preschool-aged children received 27 one-minute videos delivered via Twitter over a 9-week treatment period. These videos provided instruction on dialogic reading strategies including asking comprehension questions, referencing print, and discussing vocabulary. Parents demonstrated increased use of dialogic reading strategies while reading consistent with instruction throughout the study. Children demonstrated gains on measures of comprehension and oral language from pretest to posttest, although gains on print awareness measures were less robust. Results support further development and evaluation of a social media parent training program. Social media is free, accessed by millions of people every day, and provides an adaptable avenue to reach families and promote engagement. Although further research is required, social media seems like a viable option to explore for changing parent behaviors.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"479 - 494"},"PeriodicalIF":1.9,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1902442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44286159","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

Effects of Integrated Spelling in Phonics Instruction for At-Risk Children in Kindergarten 综合拼写在幼儿园风险儿童语音教学中的效果

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-04-09 DOI: 10.1080/10573569.2021.1907638

Helene Lykke Møller, John Mortensen, C. Elbro

{"title":"Effects of Integrated Spelling in Phonics Instruction for At-Risk Children in Kindergarten","authors":"Helene Lykke Møller, John Mortensen, C. Elbro","doi":"10.1080/10573569.2021.1907638","DOIUrl":"https://doi.org/10.1080/10573569.2021.1907638","url":null,"abstract":"Abstract The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"67 - 82"},"PeriodicalIF":1.9,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1907638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324500","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

Literacy Progress in Children with Dyslexia and the Role of Attention 阅读障碍儿童的识字进展与注意的作用

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-03-29 DOI: 10.1080/10573569.2021.1897910

Sietske Walda, Marjolijn van Weerdenburg, A. van der Ven, A. Bosman

{"title":"Literacy Progress in Children with Dyslexia and the Role of Attention","authors":"Sietske Walda, Marjolijn van Weerdenburg, A. van der Ven, A. Bosman","doi":"10.1080/10573569.2021.1897910","DOIUrl":"https://doi.org/10.1080/10573569.2021.1897910","url":null,"abstract":"Abstract The main focus of this study was the role of attention in children with dyslexia (n = 137), who participated in a literacy-remediation program. Prior to and during four assessment moments (pretest and follow-ups 1–3), the attentional skill was assessed using the Attention Concentration Test (ACT). The ACT provides two measures for attentional skill, namely, working speed and distraction time. Working speed, unlike distraction time, was related to word and text decoding, and spelling (i.e., literacy level). Children who had high scores on working speed were more likely to perform better on all three literacy measures. Thus, working speed is related to literacy level. Literacy progress, the improvement due to the remediation was not affected by attentional skill. An unexpected finding was that a substantial number of children with dyslexia were unable to complete the ACT task without making errors. The same task administered to a younger group of readers without dyslexia proved that the task was not too difficult for this age sample. Attentional skill, albeit related to literacy skill, had no differential effect on remediation. All children profited equally.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"19 - 32"},"PeriodicalIF":1.9,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1897910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163014","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: 3

The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners 真实材料对伊朗男性英语学习者阅读理解、动机和焦虑的影响

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-03-05 DOI: 10.1080/10573569.2021.1892001

Ehsan Namaziandost, Mohammad Hasan Razmi, Shouket Ahmad Tilwani, Abbas Pourhosein Gilakjani

{"title":"The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners","authors":"Ehsan Namaziandost, Mohammad Hasan Razmi, Shouket Ahmad Tilwani, Abbas Pourhosein Gilakjani","doi":"10.1080/10573569.2021.1892001","DOIUrl":"https://doi.org/10.1080/10573569.2021.1892001","url":null,"abstract":"Abstract This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners’ reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading comprehension test and the motivation for reading questionnaire (MRQ) to test their reading comprehension ability and reading motivation. Having participated in a period of 20 sessions in which the experimental group received treatment of exposure to authentic materials and control group to simplified materials, the students took a posttest of the reading comprehension test and completed the MRQ. Additionally, to test students’ reading anxiety, the two groups completed Foreign Language Reading Anxiety Scale (FLRAS) in two pre- and posttest assessments. The scores obtained were analyzed using one-way analysis of covariance and paired samples t-tests. The results indicated that authentic materials enhanced Iranian learners’ reading motivation and their reading comprehension ability. In addition, the findings suggested that the use of authentic texts significantly improved EFL learner’s anxiety in the experimental group. The implications of the study are discussed.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"1 - 18"},"PeriodicalIF":1.9,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1892001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634408","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: 32

Expectations, Relevance, and Relationships: Striving toward Ideals for Adolescent Literacy Instruction in an Urban Secondary School 期望、关联与关系:城市中学青少年读写教学的理想追求

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-02-08 DOI: 10.1080/10573569.2021.1878403

Chantal Francois

{"title":"Expectations, Relevance, and Relationships: Striving toward Ideals for Adolescent Literacy Instruction in an Urban Secondary School","authors":"Chantal Francois","doi":"10.1080/10573569.2021.1878403","DOIUrl":"https://doi.org/10.1080/10573569.2021.1878403","url":null,"abstract":"Abstract While research on adolescent literacy and urban education have jointly advocated for more evidence of dynamic practices that positively impact youths’ reading development, students in these settings typically receive instruction that focuses more on compliance and skill. In this article, I use a sociocultural perspective to present an ethnographic study of one urban middle and high school whose students were successful on multiple measures of reading. My analysis examines school and classroom practices, teacher and leader beliefs, and student perceptions to examine the relationship across school culture, classroom activity, and students’ reading experiences. Data analysis revealed that through professional routines such as shared planning, frequent dialogue, and the intention to know students personally, Grant Street staff embraced shared ideals about literacy. In turn, the school community applied these ideals to a way of teaching and learning literacy that invoked high expectations, relationships, and a relevant curriculum. Practices that facilitated this approach included independent reading, diverse representation in authors and stories, explicit discussions about social issues and power relationships, tracking individual student progress, and performance-based assessments. This research holds implications for coherent, schoolwide approaches for urban schools striving to support adolescents in literacy.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"462 - 478"},"PeriodicalIF":1.9,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1878403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938571","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

Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample 同伴辅助写作语境下的自我调节技能探索——以小学生为例

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-01-26 DOI: 10.1080/10573569.2020.1867677

İsmail Sarikaya, Ömer Yılar

{"title":"Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample","authors":"İsmail Sarikaya, Ömer Yılar","doi":"10.1080/10573569.2020.1867677","DOIUrl":"https://doi.org/10.1080/10573569.2020.1867677","url":null,"abstract":"Abstract The purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the writing process. The study was designed in accordance with the qualitative research approach. The data were acquired through observation and video recordings. The study was carried out with 4th grade students in primary school and conducted in two stages as a pilot and main study. The pilot application was carried out with six students. The main study was carried out in two different 4th graders with 30 students. A cluster random sampling method was used to determine the research group. In order to determine the self-regulation behaviors demonstrated by students during the writing process, a semi-structured observation form was used. Expert opinions were taken for the validity and reliability of the created form. The data were subjected to descriptive and content analysis. As a result of the study, some self-regulation behaviors were determined that demonstrated by 4th grade students. These behaviors are presented under seven topics: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"552 - 573"},"PeriodicalIF":1.9,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1867677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49281144","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 Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade 阅读焦虑在四、五年级阅读困难中的作用

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-01-21 DOI: 10.1080/10573569.2021.1874580

Kelly T. Macdonald, P. Cirino, Jeremy Miciak, Amie E. Grills

引用次数: 7

Iterating for Inclusion: A Cross-Case Analysis of Three Summer Writing Programs for Youth 为包容而迭代——三个青少年暑期写作项目的跨案例分析

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-01-07 DOI: 10.1080/10573569.2020.1855278

Kelly Chandler-Olcott, Bryan Ripley Crandall, Elizabeth Carol Lewis

{"title":"Iterating for Inclusion: A Cross-Case Analysis of Three Summer Writing Programs for Youth","authors":"Kelly Chandler-Olcott, Bryan Ripley Crandall, Elizabeth Carol Lewis","doi":"10.1080/10573569.2020.1855278","DOIUrl":"https://doi.org/10.1080/10573569.2020.1855278","url":null,"abstract":"Abstract This paper reports a cross-case analysis of three summer writing programs for youth in the northeast United States, each a longitudinal study in the tradition of design research. Initially, all three programs were most concerned with leveraging cultural and linguistic diversity as a resource for multilingual participants. As the three principal investigators played the role of critical friend informally for one another, they identified a common commitment to inclusive writing pedagogy—instruction designed to promote writing proficiency and engagement for all students, including but not limited to students with disabilities. Employing lenses from disability studies applied to literacy, they undertook joint analysis with this focus. Common data sources across the sites included documents describing the programs to varied audiences, instructional artifacts, communication among team members in each site, students’ print-based and digital writing, and pre- and post-program surveys. Cross-case analysis with a design research heuristic adapted from Bakker yielded two cross-cutting design principles. To construct inclusive writing pedagogy in the context of summer programming, educators are advised to: (1) Build writing communities deliberately, by promoting a sense of belonging, and (2) Promote a broad vision of who can be a writer, by offering varied writing models and exemplar texts. The study concludes that research-based, cognitively-oriented instructional approaches are a necessary but not sufficient condition for supporting writing competence for youth writers with varied needs, including those with disability labels. Emphases on relational and social aspects of writing are essential as well.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"495 - 512"},"PeriodicalIF":1.9,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1855278","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47398812","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

Technical Features of Slopes for Curriculum-Based Measures of Secondary Writing 基于课程的二次写作测量的坡度技术特征

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-01-03 DOI: 10.1080/10573569.2020.1860841

J. Romig, A. Olsen

引用次数: 2

“A Type of Student They Actually Want”: Narratives from and about a Sixth-Grade Student with a Specific Learning Disability “他们真正想要的一种学生”:一个有特殊学习障碍的六年级学生的故事

IF 1.9 4区教育学

Reading & Writing Quarterly Pub Date : 2021-01-02 DOI: 10.1080/10573569.2019.1709235

Katherine Brodeur

引用次数: 1