Pub Date : 2021-01-02DOI: 10.1080/10790195.2021.1874761
S. Felber, Deena Vaughn, M. Carson
{"title":"A Note from the Editorial Team","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2021.1874761","DOIUrl":"https://doi.org/10.1080/10790195.2021.1874761","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1874761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47639021","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}
Pub Date : 2020-12-29DOI: 10.1080/10790195.2020.1823911
M. Maghsoudi, S. Talebi, A. Khodamoradi
ABSTRACT Motivation in reading performance is important, as reading motivation facilitates effective learning. The decline in reading motivation that has typically been observed in Iranian universities is thus a serious concern for Iranian EFL learners. The aim of this study was to promote the reading literacy of Iranian English as foreign language (EFL) learners. A total number of 285 participants from six different fields of study (social sciences, math, primary education, chemistry, biology, and Persian literature) took part in this study. The researchers gave the instruments over a 2-day period; the Language Proficiency Test was given on day one and the Motivation for Reading Questionnaire (MRQ) and the Reading Comprehension Test were given on day two after a 1-week interval. Participants’ responses to the reading motivation statements, reading comprehension questions, and English language proficiency questions were analyzed using the Kruskal-Wallis test, T-test, analysis of variance (ANOVA), and Chi-Square. The findings indicated that learners with higher motivation in reading comprehension performed much better in reading comprehension than other learners with lower motivation. It was also demonstrated that the participants’ discipline was a significant contributing factor to the relationship between reading motivation and reading performance. The findings further proved that the higher the students’ proficiency level, the higher their reading motivation level. In sum, the present study indicated conclusively that there are different dimensions of reading motivation that relate differentially to the participants’ reading performance. The findings of this study are fruitful for both teachers and students.
{"title":"The Effect of Iranian EFL Learners' Reading Motivation on Their Reading Comprehension Ability Regarding Their University Fields of Study","authors":"M. Maghsoudi, S. Talebi, A. Khodamoradi","doi":"10.1080/10790195.2020.1823911","DOIUrl":"https://doi.org/10.1080/10790195.2020.1823911","url":null,"abstract":"ABSTRACT Motivation in reading performance is important, as reading motivation facilitates effective learning. The decline in reading motivation that has typically been observed in Iranian universities is thus a serious concern for Iranian EFL learners. The aim of this study was to promote the reading literacy of Iranian English as foreign language (EFL) learners. A total number of 285 participants from six different fields of study (social sciences, math, primary education, chemistry, biology, and Persian literature) took part in this study. The researchers gave the instruments over a 2-day period; the Language Proficiency Test was given on day one and the Motivation for Reading Questionnaire (MRQ) and the Reading Comprehension Test were given on day two after a 1-week interval. Participants’ responses to the reading motivation statements, reading comprehension questions, and English language proficiency questions were analyzed using the Kruskal-Wallis test, T-test, analysis of variance (ANOVA), and Chi-Square. The findings indicated that learners with higher motivation in reading comprehension performed much better in reading comprehension than other learners with lower motivation. It was also demonstrated that the participants’ discipline was a significant contributing factor to the relationship between reading motivation and reading performance. The findings further proved that the higher the students’ proficiency level, the higher their reading motivation level. In sum, the present study indicated conclusively that there are different dimensions of reading motivation that relate differentially to the participants’ reading performance. The findings of this study are fruitful for both teachers and students.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1823911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46964839","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}
Pub Date : 2020-12-01DOI: 10.1080/10790195.2020.1836937
Jeanine L. Williams, S. Felber, Deena Vaughn
{"title":"A Note from the Editorial Team","authors":"Jeanine L. Williams, S. Felber, Deena Vaughn","doi":"10.1080/10790195.2020.1836937","DOIUrl":"https://doi.org/10.1080/10790195.2020.1836937","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1836937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43908685","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}
Pub Date : 2020-12-01DOI: 10.1080/10790195.2020.1836938
R. Lawton, Christa de Kleine
ABSTRACT In spite of years of sociolinguistic research establishing that all language varieties are valid and equal, there is a disconnect between this knowledge and pedagogical practices at the college level. Certain Englishes, particularly those of minoritized speakers, are stigmatized, and “standard” English is upheld as the goal of writing and literacy instruction. To better understand this disconnect, we conducted a study to examine writing and literacy instructors’ attitudes toward “standard” and “nonstandard” Englishes in the community college setting. Employing a critical discursive approach to analyze language ideologies, we discovered that instructors held beliefs that were deeply rooted in standard language ideology, including attitudes toward nonstandard Englishes that superficially expressed tolerance but which underlyingly revealed rejection through lack of appreciation and validation. We argue that professional development that focuses on developing critical language awareness is needed for instructors, which—crucially—must begin with increasing awareness of the language ideologies that govern our beliefs, as these ideologies ultimately discriminate against speakers of stigmatized languages.
{"title":"The Need to Dismantle “Standard” Language Ideology at the Community College: An Analysis of Writing and Literacy Instructor Attitudes","authors":"R. Lawton, Christa de Kleine","doi":"10.1080/10790195.2020.1836938","DOIUrl":"https://doi.org/10.1080/10790195.2020.1836938","url":null,"abstract":"ABSTRACT In spite of years of sociolinguistic research establishing that all language varieties are valid and equal, there is a disconnect between this knowledge and pedagogical practices at the college level. Certain Englishes, particularly those of minoritized speakers, are stigmatized, and “standard” English is upheld as the goal of writing and literacy instruction. To better understand this disconnect, we conducted a study to examine writing and literacy instructors’ attitudes toward “standard” and “nonstandard” Englishes in the community college setting. Employing a critical discursive approach to analyze language ideologies, we discovered that instructors held beliefs that were deeply rooted in standard language ideology, including attitudes toward nonstandard Englishes that superficially expressed tolerance but which underlyingly revealed rejection through lack of appreciation and validation. We argue that professional development that focuses on developing critical language awareness is needed for instructors, which—crucially—must begin with increasing awareness of the language ideologies that govern our beliefs, as these ideologies ultimately discriminate against speakers of stigmatized languages.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1836938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46734135","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}
Pub Date : 2020-10-07DOI: 10.1080/10790195.2020.1823910
Christian Tarchi
ABSTRACT People need to critically comprehend information across multiple sources that express contradictory viewpoints to make decisions on relevant everyday-life issues and participate in the democratic discourse. However, the processing of multiple documents depends on readers’ prior beliefs. The present study investigated the moderating effect of prompting planning on the link between prior beliefs and multiple-documents comprehension. Eighty university students participated in the study. First, their prior beliefs, prior knowledge, and topic interest were measured. Then, participants were randomly assigned to two conditions, one prompted, in which they were asked planning questions, and one non-prompted. Afterward, participants were assigned six documents presenting conflictual positions on flu vaccination, with the instruction of reading them, writing an argumentative essay, and making trustworthiness evaluations. According to the results, prompting students had a detrimental effect on argumentative essay performance, but not on trustworthiness judgments. This effect was stronger, the higher students’ prior beliefs were and the lower their task-value motivation was.
{"title":"Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents","authors":"Christian Tarchi","doi":"10.1080/10790195.2020.1823910","DOIUrl":"https://doi.org/10.1080/10790195.2020.1823910","url":null,"abstract":"ABSTRACT People need to critically comprehend information across multiple sources that express contradictory viewpoints to make decisions on relevant everyday-life issues and participate in the democratic discourse. However, the processing of multiple documents depends on readers’ prior beliefs. The present study investigated the moderating effect of prompting planning on the link between prior beliefs and multiple-documents comprehension. Eighty university students participated in the study. First, their prior beliefs, prior knowledge, and topic interest were measured. Then, participants were randomly assigned to two conditions, one prompted, in which they were asked planning questions, and one non-prompted. Afterward, participants were assigned six documents presenting conflictual positions on flu vaccination, with the instruction of reading them, writing an argumentative essay, and making trustworthiness evaluations. According to the results, prompting students had a detrimental effect on argumentative essay performance, but not on trustworthiness judgments. This effect was stronger, the higher students’ prior beliefs were and the lower their task-value motivation was.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1823910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45319759","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}
Pub Date : 2020-09-17DOI: 10.1080/10790195.2020.1817813
Jennifer C. Theriault, Meagan A. Hoff, Amarilis M. Castillo
ABSTRACT This forum piece discusses the relevance of insights from the field of developmental education in terms of the disruption of face-to-face learning and the important implications on the notions of college readiness for those whose educational experiences have been altered unexpectedly. The concept of college readiness, now more than ever, should be reconceptualized as student readiness. We provide four insights from the well-established field of developmental education to help guide institutions in their responses to these unprecedented life circumstances for students.
{"title":"Supporting Diverse Learners: Insights to Keep in MIND from the Field of Developmental Education","authors":"Jennifer C. Theriault, Meagan A. Hoff, Amarilis M. Castillo","doi":"10.1080/10790195.2020.1817813","DOIUrl":"https://doi.org/10.1080/10790195.2020.1817813","url":null,"abstract":"ABSTRACT This forum piece discusses the relevance of insights from the field of developmental education in terms of the disruption of face-to-face learning and the important implications on the notions of college readiness for those whose educational experiences have been altered unexpectedly. The concept of college readiness, now more than ever, should be reconceptualized as student readiness. We provide four insights from the well-established field of developmental education to help guide institutions in their responses to these unprecedented life circumstances for students.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1817813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45313831","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}
Pub Date : 2020-08-18DOI: 10.1080/10790195.2020.1799656
Jeanine L. Williams, S. Felber, Deena Vaughn
{"title":"A Note from the Editorial Team","authors":"Jeanine L. Williams, S. Felber, Deena Vaughn","doi":"10.1080/10790195.2020.1799656","DOIUrl":"https://doi.org/10.1080/10790195.2020.1799656","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1799656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46401411","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}
Pub Date : 2020-08-18DOI: 10.1080/10790195.2020.1734884
Tiffany F. Culver, S. Hutchens
ABSTRACT College graduates are entering the workforce with reading and critical thinking deficiencies. This study examined students’ and instructors’ perceptions of reading in the college classroom and the course grades associated with not reading an assigned textbook. Instructor tenure-status and discipline were also examined to determine differences in instructor perception. Results suggested that both instructor and students value reading; however, both report that it is possible to pass college courses without reading. Further results indicated that tenure status does not influence instructor perception textbook usefulness. Humanity and Social Science instructors held students slightly more accountable for reading when compared to Math and Science instructors.
{"title":"Toss the Text? An Investigation of Student and Faculty Perspectives on Textbook Reading","authors":"Tiffany F. Culver, S. Hutchens","doi":"10.1080/10790195.2020.1734884","DOIUrl":"https://doi.org/10.1080/10790195.2020.1734884","url":null,"abstract":"ABSTRACT College graduates are entering the workforce with reading and critical thinking deficiencies. This study examined students’ and instructors’ perceptions of reading in the college classroom and the course grades associated with not reading an assigned textbook. Instructor tenure-status and discipline were also examined to determine differences in instructor perception. Results suggested that both instructor and students value reading; however, both report that it is possible to pass college courses without reading. Further results indicated that tenure status does not influence instructor perception textbook usefulness. Humanity and Social Science instructors held students slightly more accountable for reading when compared to Math and Science instructors.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1734884","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48722689","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}
Pub Date : 2020-08-13DOI: 10.1080/10790195.2020.1798827
Dustin K. Grabsch, R. A. Peña, Krystal J. Parks
ABSTRACT Peer mentoring and associated programs have gained prominence due to demonstrated positive effects on student retention and matriculation, but scant research exists on voluntary peer academic coaching as part of a peer mentoring program. This study was conducted for two purposes: to describe the demographics of students who register to participate in a peer mentoring program and to explore the primary goal(s) that participants hoped to accomplish through their academic coaching experience. Findings revealed high numbers of first-generation college student participants and international student participants, and themes derived from a content analysis revealed student goals in the areas of academic skills, academic goals, degree plan and progress, and overcoming barriers to success. Recommendations for future research and practice are articulated.
{"title":"Expectations of Students Participating in Voluntary Peer Academic Coaching","authors":"Dustin K. Grabsch, R. A. Peña, Krystal J. Parks","doi":"10.1080/10790195.2020.1798827","DOIUrl":"https://doi.org/10.1080/10790195.2020.1798827","url":null,"abstract":"ABSTRACT Peer mentoring and associated programs have gained prominence due to demonstrated positive effects on student retention and matriculation, but scant research exists on voluntary peer academic coaching as part of a peer mentoring program. This study was conducted for two purposes: to describe the demographics of students who register to participate in a peer mentoring program and to explore the primary goal(s) that participants hoped to accomplish through their academic coaching experience. Findings revealed high numbers of first-generation college student participants and international student participants, and themes derived from a content analysis revealed student goals in the areas of academic skills, academic goals, degree plan and progress, and overcoming barriers to success. Recommendations for future research and practice are articulated.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1798827","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401389","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}
Pub Date : 2020-08-12DOI: 10.1080/10790195.2020.1737595
Michele Poast, S. T. Skidmore, L. Zientek
ABSTRACT This study investigated differences between students’ multiplication fact automaticity scores and student competencies on five problems from Intermediate Algebra assessments with a sample of university students. The five types of problems were: (1) linear equations with fractions, (2) system of linear equations, (3) factor by grouping, (4) simplify a rational expression, and (5) simplify a radical expression. Results suggest that prerequisite requirements of multiplication-fact automaticity at or above 94% could increase developmental student success rates in Intermediate Algebra. The findings contribute to the literature on the influence that multiplication fact automaticity can have on student success in developmental mathematics. Educators might consider multiplication fact automaticity in placement, instructional, and curricular practices to better equip developmental mathematics students for success in Intermediate Algebra.
{"title":"Multiplication Facts in the Continuum of Skills","authors":"Michele Poast, S. T. Skidmore, L. Zientek","doi":"10.1080/10790195.2020.1737595","DOIUrl":"https://doi.org/10.1080/10790195.2020.1737595","url":null,"abstract":"ABSTRACT This study investigated differences between students’ multiplication fact automaticity scores and student competencies on five problems from Intermediate Algebra assessments with a sample of university students. The five types of problems were: (1) linear equations with fractions, (2) system of linear equations, (3) factor by grouping, (4) simplify a rational expression, and (5) simplify a radical expression. Results suggest that prerequisite requirements of multiplication-fact automaticity at or above 94% could increase developmental student success rates in Intermediate Algebra. The findings contribute to the literature on the influence that multiplication fact automaticity can have on student success in developmental mathematics. Educators might consider multiplication fact automaticity in placement, instructional, and curricular practices to better equip developmental mathematics students for success in Intermediate Algebra.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1737595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43719492","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}
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