Reading research and instruction : the journal of the College Reading Association最新文献_第6页

Examining the effects of gender and genre on interactions in shared book reading 研究性别和体裁对共享阅读互动的影响

Reading research and instruction : the journal of the College Reading Association Pub Date : 2004-06-01 DOI: 10.1080/19388070409558414

Jim Anderson, Ann M. Anderson, Jacqueline Lynch, Jon Shapiro

引用次数: 66

Do Supplemental Remedial Reading Programs Address the Motivational Issues of Struggling Readers? An Analysis of Five Popular Programs. 补习阅读计划能解决困难读者的动机问题吗?五档热门节目分析

Reading research and instruction : the journal of the College Reading Association Pub Date : 2004-04-01 DOI: 10.1080/19388070509558408

Matthew P Quirk, Paula J Schwanenflugel

{"title":"Do Supplemental Remedial Reading Programs Address the Motivational Issues of Struggling Readers? An Analysis of Five Popular Programs.","authors":"Matthew P Quirk, Paula J Schwanenflugel","doi":"10.1080/19388070509558408","DOIUrl":"https://doi.org/10.1080/19388070509558408","url":null,"abstract":"<p><p>Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.</p>","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 3","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2004-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28648433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 46

Factors that influence policy decisions in literacy: Perspectives of key policy informants 影响扫盲政策决策的因素:关键政策举报人的观点

Reading research and instruction : the journal of the College Reading Association Pub Date : 2004-03-01 DOI: 10.1080/19388070509558409

Maryann Mraz

引用次数: 3

Examining phonemic awareness and concepts of print patterns of kindergarten students 幼儿园学生印刷图案的音位意识和概念研究

Reading research and instruction : the journal of the College Reading Association Pub Date : 2004-03-01 DOI: 10.1080/19388070509558411

W. Nichols, W. Rupley, Robert J. Rickelman, B. Algozzine

{"title":"Examining phonemic awareness and concepts of print patterns of kindergarten students","authors":"W. Nichols, W. Rupley, Robert J. Rickelman, B. Algozzine","doi":"10.1080/19388070509558411","DOIUrl":"https://doi.org/10.1080/19388070509558411","url":null,"abstract":"Abstract Necessary prerequisites for and at the same time powerful predictors of children's success in beginning reading are the development of phonemic awareness and concepts of print. Students who are learning to read need to be taught how to consciously attend to phonemes and to develop an understanding regarding concepts about print. This study was two‐fold. First, we examined demographic characteristics that included gender, socioeconomics, preschool experience, and race to determine how these factors related to phonemic awareness and concepts of print development for kindergarten students. It was concluded that low SES children and Latino children were at greater risk of not developing phonemic awareness and concepts of print in kindergarten. Further data were collected and analyzed to examine low SES and Latino children's knowledge of phonemic awareness and concepts of print development. The study found that, along with maturation, a diagnostic approach that guides phonemic awareness instruction and concepts about print enhances kindergarten students’ phonemic awareness and concepts of print development.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"56 - 82"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 28

First steps toward a full and flexible literacy: Case studies of the four resources model 全面灵活读写的第一步:四种资源模式的案例研究

Reading research and instruction : the journal of the College Reading Association Pub Date : 2004-03-01 DOI: 10.1080/19388070509558410

Leslie S. Rush

引用次数: 20

Establishing reliable procedures for rating ell students’ reading comprehension using oral retellings 建立可靠的程序，以评估学生的阅读理解能力

Reading research and instruction : the journal of the College Reading Association Pub Date : 2003-12-01 DOI: 10.1080/19388070409558405

R. Sudweeks, Connie B. Glissmeyer, Timothy G. Morrison, B. Wilcox, Mark W. Tanner

{"title":"Establishing reliable procedures for rating ell students’ reading comprehension using oral retellings","authors":"R. Sudweeks, Connie B. Glissmeyer, Timothy G. Morrison, B. Wilcox, Mark W. Tanner","doi":"10.1080/19388070409558405","DOIUrl":"https://doi.org/10.1080/19388070409558405","url":null,"abstract":"Abstract Oral retellings are strongly recommended as a way to measure reading comprehension for second language learners (Bernhardt, 1985, 1990, 1991). However, the reliability of such ratings is a matter of concern for a variety of reasons (Aiken, 1996; Cooper, 1981; Saal, Downey, & Lahey, 1980). The purpose of this study was to establish reliable rating procedures to assess the reading comprehension of college‐age second language learners using oral retellings. A three‐facet (passage, rater, and rating occasion) generalizability study was conducted using oral retellings of expository passages. Retellings of three passages provided by 24 ELL students were rated by two trained raters on two occasions. The largest sources of error variance identified were the passages and the student‐by‐passage interaction. Results showed that the most important step that could be taken to reduce measurement error and increase generalizability would be to use at least four and preferably six passages to assess ELL students’ reading comprehension. The gain in generalizability from using additional raters or rating occasions was minimal.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"65 - 86"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Readability level of standardized test items and student performance: The forgotten validity variable 标准化测验项目的可读性水平与学生成绩:被遗忘效度变量

Reading research and instruction : the journal of the College Reading Association Pub Date : 2003-12-01 DOI: 10.1080/19388070409558403

Margaret Hewitt, Susan P. Homan

引用次数: 32

The effectiveness of the hosts program in improving the reading achievement of children at‐risk for reading failure 主持人计划在提高有阅读失败风险的儿童阅读成绩方面的有效性

Reading research and instruction : the journal of the College Reading Association Pub Date : 2003-12-01 DOI: 10.1080/19388070409558406

M. Burns, Barbara V. Senesac, T. Symington

{"title":"The effectiveness of the hosts program in improving the reading achievement of children at‐risk for reading failure","authors":"M. Burns, Barbara V. Senesac, T. Symington","doi":"10.1080/19388070409558406","DOIUrl":"https://doi.org/10.1080/19388070409558406","url":null,"abstract":"Abstract The Helping One Student to Succeed (HOSTS) Language Arts volunteer tutoring program was evaluated by comparing pre‐ and post‐intervention scores on standardized measures of reading using a 5‐month test‐retest interval. Students (n = 129) from six elementary schools in Michigan that utilize the HOSTS program served as the experimental group, and the control group (n = 127) was recruited from four elementary schools that do not use the HOSTS program. Both groups contained students who were identified as at‐risk for reading failure by their respective schools, but none received special education services. Between‐group analyses of covariance (ANCOVA) were conducted using change scores as the dependent variables and pre‐scores as the covariate variables. Results suggested that growth experienced by the experimental group significantly exceeded that of the control group on measures of reading fluency, reading comprehension, initial sound fluency, and overall reading skills. Therefore, the HOSTS tutoring program appeared to be an effective intervention for children identified as at risk for reading difficulties.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"47 1","pages":"103 - 87"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 37

Multiple continua of writing development in a first grade classroom 一年级课堂写作发展的多重连续体

Reading research and instruction : the journal of the College Reading Association Pub Date : 2003-12-01 DOI: 10.1080/19388070409558404

Janice S. Eitelgeorge, Robin Barrett

{"title":"Multiple continua of writing development in a first grade classroom","authors":"Janice S. Eitelgeorge, Robin Barrett","doi":"10.1080/19388070409558404","DOIUrl":"https://doi.org/10.1080/19388070409558404","url":null,"abstract":"Abstract The purpose of this yearlong study was to understand the complexities of the writing process and to specifically attend to progressions in textual development with first‐grade writers. The inquiry focused for a macroview on all the children during writing workshop and for a microview on six case studies that displayed the range of literacy understanding of the classroom composite. Analysis of data was comparable to teasing apart the colors within a plaid fabric and then tenuously pulling apart the threads of each color. The first wave of ongoing data analysis in the field revealed the varying colors or categories for the conceptual understandings that interplay as a child composes a text. A second wave of post‐site analysis revealed the individual threads or progressions along each continuum of conceptual understanding. A unique finding was 12 progressions in textual development within this first‐grade classroom. Knowledge of progressions in textual development may be helpful to assist teachers in assessing and monitoring students’ progress in writing development and in turn enhance teachers instructional decision‐making.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"17 - 64"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Test‐retest reliability of the learning and study strategies inventory (lassi): New evidence 学习和学习策略量表(lassi)的重测信度:新证据

Reading research and instruction : the journal of the College Reading Association Pub Date : 2003-09-01 DOI: 10.1080/19388070309558399

Lamont A. Flowers

引用次数: 21