Pub Date : 2024-02-06DOI: 10.1080/02702711.2024.2309342
Samuel DeJulio, Dixie D. Massey, Norman Stahl, James King
Shared understanding of what words mean is critical for understanding and having meaningful discussion within professional circles and between the profession and the public. For over six decades, t...
{"title":"Terminologically Speaking, the Reading Wars","authors":"Samuel DeJulio, Dixie D. Massey, Norman Stahl, James King","doi":"10.1080/02702711.2024.2309342","DOIUrl":"https://doi.org/10.1080/02702711.2024.2309342","url":null,"abstract":"Shared understanding of what words mean is critical for understanding and having meaningful discussion within professional circles and between the profession and the public. For over six decades, t...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761481","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 : 2024-02-05DOI: 10.1080/02702711.2024.2309344
Shomal Prabhashni Chandra, Satish Prakash Chand
This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Pee...
{"title":"Reading with Understanding in a Lower Primary Classroom: A Learning Journey to Improve Teacher Practice and Student Learning Outcome","authors":"Shomal Prabhashni Chandra, Satish Prakash Chand","doi":"10.1080/02702711.2024.2309344","DOIUrl":"https://doi.org/10.1080/02702711.2024.2309344","url":null,"abstract":"This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Pee...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761539","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 : 2024-01-29DOI: 10.1080/02702711.2024.2308929
Mine Yıldız, Meryem Özdemir Cihan, Engin Kurşun
This study investigated demographic profiles, reading characteristics and processes of good and poor young adult readers. Data were collected from 149 undergraduate students studying at a state uni...
{"title":"What is the Difference between Good and Poor Young Adult Readers?","authors":"Mine Yıldız, Meryem Özdemir Cihan, Engin Kurşun","doi":"10.1080/02702711.2024.2308929","DOIUrl":"https://doi.org/10.1080/02702711.2024.2308929","url":null,"abstract":"This study investigated demographic profiles, reading characteristics and processes of good and poor young adult readers. Data were collected from 149 undergraduate students studying at a state uni...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761544","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 : 2024-01-09DOI: 10.1080/02702711.2023.2294730
Katia Ciampa, Tiffany L. Gallagher, Huili Hong, Lori McKee, Tara-Lynn Scheffel
This study explores the literacy self-efficacy of 235 Canadian and American pre-service teachers during a 2021-2022 elementary literacy methods course amid COVID-19 disruptions. Utilizing the Teach...
{"title":"An Examination of Canadian and American Pre-Service Teachers’ Self-Efficacy Beliefs for 21st Century Literacy Instruction","authors":"Katia Ciampa, Tiffany L. Gallagher, Huili Hong, Lori McKee, Tara-Lynn Scheffel","doi":"10.1080/02702711.2023.2294730","DOIUrl":"https://doi.org/10.1080/02702711.2023.2294730","url":null,"abstract":"This study explores the literacy self-efficacy of 235 Canadian and American pre-service teachers during a 2021-2022 elementary literacy methods course amid COVID-19 disruptions. Utilizing the Teach...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421021","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 : 2023-12-20DOI: 10.1080/02702711.2023.2294733
Julia J. Yi
This study examined the spoken language, written language, and executive functions of 19 female adolescents with high risk factors in a long-term, holistic program. Standardized assessment results ...
{"title":"The Spoken Language, Written Language, and Executive Functions of Female Adolescents with High Risk Factors","authors":"Julia J. Yi","doi":"10.1080/02702711.2023.2294733","DOIUrl":"https://doi.org/10.1080/02702711.2023.2294733","url":null,"abstract":"This study examined the spoken language, written language, and executive functions of 19 female adolescents with high risk factors in a long-term, holistic program. Standardized assessment results ...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138826444","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 : 2023-12-01DOI: 10.1080/02702711.2023.2276444
Patricia Makaure, Carien Wilsenach
The Simple View of Reading (SVR) proposes that successful reading comprehension depends on proficient decoding and on linguistic comprehension. Some have found the SVR too simplistic and argue that...
简单阅读观认为，成功的阅读理解取决于熟练的解码和语言理解。有些人认为SVR过于简单，并认为……
{"title":"Explaining Variation in Reading Comprehension in Northern Sotho-English Bilingual Readers: A Simple View of Reading Perspective on Longitudinal Data","authors":"Patricia Makaure, Carien Wilsenach","doi":"10.1080/02702711.2023.2276444","DOIUrl":"https://doi.org/10.1080/02702711.2023.2276444","url":null,"abstract":"The Simple View of Reading (SVR) proposes that successful reading comprehension depends on proficient decoding and on linguistic comprehension. Some have found the SVR too simplistic and argue that...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534113","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}
The role of phonological awareness and alphabet knowledge in learning to read is well established in mono-lingual English speakers. However, it is under explored in the context of English Language ...
{"title":"Phonological Awareness and Alphabetic Knowledge in Typically Developing English Language Learners Between the 3.6 to 6.6 Years","authors":"Manjula Prabhu, Prabhu Shwetha, Haralakatta Shivananjappa Somashekara","doi":"10.1080/02702711.2023.2276463","DOIUrl":"https://doi.org/10.1080/02702711.2023.2276463","url":null,"abstract":"The role of phonological awareness and alphabet knowledge in learning to read is well established in mono-lingual English speakers. However, it is under explored in the context of English Language ...","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534136","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 : 2023-11-07DOI: 10.1080/02702711.2023.2276449
Samuel DeJulio, Janis Harmon, Miriam Martinez, Marcy Wilburn
AbstractThe purpose of this investigation was to explore how teachers’ knowledge of read alouds might be shaped by opportunities to explore the crafting of picturebooks and the nature of collaborative meaning-making. Participants were enrolled in a graduate children’s literature course across one academic semester. Data included pre and post interviews as well as a reflective essay and a mini-research project. The authors found that although nearly all participants gained new knowledge about the crafting of picturebooks, only those with opportunities to apply what they were learning with children in classroom settings experienced a change in their thinking about the purpose and procedures for engaging students in read alouds.Keywords: Literacy teacher educationread aloudsteacher knowledge Disclosure StatementNo potential conflict of interest was reported by the author(s).
{"title":"An Investigation of Teachers’ Knowledge of Read Alouds","authors":"Samuel DeJulio, Janis Harmon, Miriam Martinez, Marcy Wilburn","doi":"10.1080/02702711.2023.2276449","DOIUrl":"https://doi.org/10.1080/02702711.2023.2276449","url":null,"abstract":"AbstractThe purpose of this investigation was to explore how teachers’ knowledge of read alouds might be shaped by opportunities to explore the crafting of picturebooks and the nature of collaborative meaning-making. Participants were enrolled in a graduate children’s literature course across one academic semester. Data included pre and post interviews as well as a reflective essay and a mini-research project. The authors found that although nearly all participants gained new knowledge about the crafting of picturebooks, only those with opportunities to apply what they were learning with children in classroom settings experienced a change in their thinking about the purpose and procedures for engaging students in read alouds.Keywords: Literacy teacher educationread aloudsteacher knowledge Disclosure StatementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474684","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 : 2023-11-02DOI: 10.1080/02702711.2023.2276460
Stéphanie Bellocchi, Paola Bonifacci
AbstractIn the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French. We also wanted to explore the role of these two factors on cognitive and language skills, i.e., verbal knowledge (VK), morphosyntactic comprehension (MC), and phonological short-term memory (PSTM), well known to be important predictors of literacy acquisition. We compared LMBC with low and medium-high SES, and monolinguals with low and medium-high SES. All the children attended Grades 3, 4, and 5. We found that LMBC underperformed monolinguals on VK and MC. Low SES children showed lower scores compared to medium-high SES children on VK, MC, and PSTM. With regard to literacy, LMBC underperformed monolinguals on text and irregular word reading. Low SES children underperformed medium-high SES children only in regular word reading and pseudoword spelling. As a whole, bilingualism had an effect on measures involving lexical components, while SES had a more widespread effect on cognitive and language skills. The results are discussed considering implications for research, clinical, and educational settings. AcknowledgmentNo funding was obtained for this research.Ethical approvalThe entire study was conducted according to the guidelines of the Declaration of Helsinki (2008) and it was approved by the Institutional Review Board of the Local Education Authority of the Montpellier Academy (France) (31 January 2019). Parents gave written and informed consent for their child’s participation.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request.
{"title":"Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French","authors":"Stéphanie Bellocchi, Paola Bonifacci","doi":"10.1080/02702711.2023.2276460","DOIUrl":"https://doi.org/10.1080/02702711.2023.2276460","url":null,"abstract":"AbstractIn the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French. We also wanted to explore the role of these two factors on cognitive and language skills, i.e., verbal knowledge (VK), morphosyntactic comprehension (MC), and phonological short-term memory (PSTM), well known to be important predictors of literacy acquisition. We compared LMBC with low and medium-high SES, and monolinguals with low and medium-high SES. All the children attended Grades 3, 4, and 5. We found that LMBC underperformed monolinguals on VK and MC. Low SES children showed lower scores compared to medium-high SES children on VK, MC, and PSTM. With regard to literacy, LMBC underperformed monolinguals on text and irregular word reading. Low SES children underperformed medium-high SES children only in regular word reading and pseudoword spelling. As a whole, bilingualism had an effect on measures involving lexical components, while SES had a more widespread effect on cognitive and language skills. The results are discussed considering implications for research, clinical, and educational settings. AcknowledgmentNo funding was obtained for this research.Ethical approvalThe entire study was conducted according to the guidelines of the Declaration of Helsinki (2008) and it was approved by the Institutional Review Board of the Local Education Authority of the Montpellier Academy (France) (31 January 2019). Parents gave written and informed consent for their child’s participation.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934783","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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