Pub Date : 2023-08-31DOI: 10.1080/02702711.2023.2252814
S. Syal, Marcia Davis, Xiaodong Zhang, J. Schoeneberger, Samantha Spinney, D. M. Mac Iver, M. M. Mac Iver
Abstract Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible barriers to engaging adolescent readers. The present study extracted reading motivation profiles in a sample of 367 high school students based on their responses on the Adaptive Reading Motivation Measure (ARMM). Three profiles emerged—high (HRM), ambivalent/neutral (ARM), and low reading motivation (LRM)—where students in the HRM profile performed better on the reading achievement assessment and reported reading more often compared to their peers in the other profiles. Results shed light on key facets of adolescent reading motivation, which have implications for addressing motivational barriers to engaging adolescent readers.
{"title":"A Person-Centered Approach to Understanding Adolescents’ Reading Motivation and Its Relation to Reading Outcomes","authors":"S. Syal, Marcia Davis, Xiaodong Zhang, J. Schoeneberger, Samantha Spinney, D. M. Mac Iver, M. M. Mac Iver","doi":"10.1080/02702711.2023.2252814","DOIUrl":"https://doi.org/10.1080/02702711.2023.2252814","url":null,"abstract":"Abstract Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible barriers to engaging adolescent readers. The present study extracted reading motivation profiles in a sample of 367 high school students based on their responses on the Adaptive Reading Motivation Measure (ARMM). Three profiles emerged—high (HRM), ambivalent/neutral (ARM), and low reading motivation (LRM)—where students in the HRM profile performed better on the reading achievement assessment and reported reading more often compared to their peers in the other profiles. Results shed light on key facets of adolescent reading motivation, which have implications for addressing motivational barriers to engaging adolescent readers.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43394413","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 : 2023-07-22DOI: 10.1080/02702711.2023.2235350
Matt Thomas, Yuankun Yao, Katherine Landau Wright, D. Kreiner
Abstract This paper shares findings drawn from data generated over a period of five years on self-reported reading skills, habits, and dispositions of pre-service and in-service K-12 teachers (primarily middle and high school) across content areas (N = 854). Using latent cluster analyses, we created a Teacher Reader Profile Type (TRPT) model that illuminates distinct differences between teachers in different content areas and across status (i.e. undergraduate v. graduate). Our results suggest five distinct TRPTs, each with relative strengths and areas for growth. We provide five recommendations for teacher education programs and policy makers to consider. In addition, the measurement tool in this study could be used for key assessment related to teachers as readers. Future research could focus on how to improve teacher progress toward reading maturity, and the extent to which TRPTs relate to their own students’ literacy development.
{"title":"Teachers as Readers: Baseline Profile Types with Regard to Skills, Habits, and Dispositions","authors":"Matt Thomas, Yuankun Yao, Katherine Landau Wright, D. Kreiner","doi":"10.1080/02702711.2023.2235350","DOIUrl":"https://doi.org/10.1080/02702711.2023.2235350","url":null,"abstract":"Abstract This paper shares findings drawn from data generated over a period of five years on self-reported reading skills, habits, and dispositions of pre-service and in-service K-12 teachers (primarily middle and high school) across content areas (N = 854). Using latent cluster analyses, we created a Teacher Reader Profile Type (TRPT) model that illuminates distinct differences between teachers in different content areas and across status (i.e. undergraduate v. graduate). Our results suggest five distinct TRPTs, each with relative strengths and areas for growth. We provide five recommendations for teacher education programs and policy makers to consider. In addition, the measurement tool in this study could be used for key assessment related to teachers as readers. Future research could focus on how to improve teacher progress toward reading maturity, and the extent to which TRPTs relate to their own students’ literacy development.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"1005 - 1029"},"PeriodicalIF":1.4,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44880081","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 : 2023-06-21DOI: 10.1080/02702711.2023.2222117
Natalija Curkovic, Eta Krpanec
Studies find a deterioration in reading attitudes. This is worrying since research suggest that attitudes are key in developing reading comprehension. The aim of this study was, hence, to examine the relationship between the amount of school reading experience, beliefs about reading outcomes and reading attitudes. The theoretical framework was based on McKenna’s model of reading attitudes acquisition, with a focus on context of the Croatian language classes. Sample of 3918 gymnasium graduates from Croatia (73.4% female) completed the survey. The results show that the reading experience is associated with reading attitudes directly and via mediation of reading beliefs. Students who participated in more reading activities in the classes had more positive beliefs about reading, which contributed to more favorable attitudes. This is an important input in understanding reading since these elements of the McKenna model were not widely confirmed. The results also highlight the importance of diverse reading curricula.
{"title":"The association between the amount of school reading experience and reading attitudes: Mediation effect of beliefs about reading outcomes","authors":"Natalija Curkovic, Eta Krpanec","doi":"10.1080/02702711.2023.2222117","DOIUrl":"https://doi.org/10.1080/02702711.2023.2222117","url":null,"abstract":"Studies find a deterioration in reading attitudes. This is worrying since research suggest that attitudes are key in developing reading comprehension. The aim of this study was, hence, to examine the relationship between the amount of school reading experience, beliefs about reading outcomes and reading attitudes. The theoretical framework was based on McKenna’s model of reading attitudes acquisition, with a focus on context of the Croatian language classes. Sample of 3918 gymnasium graduates from Croatia (73.4% female) completed the survey. The results show that the reading experience is associated with reading attitudes directly and via mediation of reading beliefs. Students who participated in more reading activities in the classes had more positive beliefs about reading, which contributed to more favorable attitudes. This is an important input in understanding reading since these elements of the McKenna model were not widely confirmed. The results also highlight the importance of diverse reading curricula.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136355421","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 : 2023-06-12DOI: 10.1080/02702711.2023.2222112
J. Schwab, R. A. Griffin, J. Allen, B. Scullin, T. Ogletree
Abstract Researchers administered a teachers’ self-efficacy beliefs for literacy instruction (TSELI) survey to in-service teachers (N = 168) in two PK–12 school districts in the southeastern U.S. A principal components analysis indicated four components for TSELI: (a) Teaching and Modeling Reading, (b) Facilitating and Nurturing Readers, (c) Influencing Literacy Success, and (d) Teaching and Facilitating Writing. The results include a component analysis as well as descriptive data by demographics (i.e., gender, grade level, subject area, educational level, and years of teaching experience). In addition, a MANOVA was performed to determine if there were differences in self-efficacy and demographic variables. Significant differences were found for gender, grade level, and subject area. Most notably, males, secondary educators, and teachers of subjects other than English Language Arts (ELA) exhibited significantly less self-efficacy in literacy instruction. The implications for PK–12 teachers, school leaders, and teacher educators are discussed.
{"title":"Components of Teacher Self-Efficacy for Literacy Instruction for In-Service Educators in Two Southeastern School Districts","authors":"J. Schwab, R. A. Griffin, J. Allen, B. Scullin, T. Ogletree","doi":"10.1080/02702711.2023.2222112","DOIUrl":"https://doi.org/10.1080/02702711.2023.2222112","url":null,"abstract":"Abstract Researchers administered a teachers’ self-efficacy beliefs for literacy instruction (TSELI) survey to in-service teachers (N = 168) in two PK–12 school districts in the southeastern U.S. A principal components analysis indicated four components for TSELI: (a) Teaching and Modeling Reading, (b) Facilitating and Nurturing Readers, (c) Influencing Literacy Success, and (d) Teaching and Facilitating Writing. The results include a component analysis as well as descriptive data by demographics (i.e., gender, grade level, subject area, educational level, and years of teaching experience). In addition, a MANOVA was performed to determine if there were differences in self-efficacy and demographic variables. Significant differences were found for gender, grade level, and subject area. Most notably, males, secondary educators, and teachers of subjects other than English Language Arts (ELA) exhibited significantly less self-efficacy in literacy instruction. The implications for PK–12 teachers, school leaders, and teacher educators are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"965 - 985"},"PeriodicalIF":1.4,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42044516","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 : 2023-06-02DOI: 10.1080/02702711.2023.2217167
Bethanie C. Pletcher, M. Nicol, Tracy D. Harper, Michelle Hollenbaugh, R. Johnson, Michele Staples
Abstract The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children’s reading skills and their tutors’ (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken during visits with the tutors were sources of data. Analysis of the assessment data revealed there were no significant differences between scores of the groups of children. Analyses of the tutor surveys and tutor visit observation forms revealed that serving as tutors in the program provided robust learning experiences for the tutors. Implications for the program include making adjustments in how the tutors are trained to provide reading intervention as well as how the lessons might be altered to ensure children who need additional support catch up to their peers.
{"title":"“A First Look at Teaching”: The Impact of a Tutorial Program on First-Grade Children and Their Tutors","authors":"Bethanie C. Pletcher, M. Nicol, Tracy D. Harper, Michelle Hollenbaugh, R. Johnson, Michele Staples","doi":"10.1080/02702711.2023.2217167","DOIUrl":"https://doi.org/10.1080/02702711.2023.2217167","url":null,"abstract":"Abstract The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children’s reading skills and their tutors’ (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken during visits with the tutors were sources of data. Analysis of the assessment data revealed there were no significant differences between scores of the groups of children. Analyses of the tutor surveys and tutor visit observation forms revealed that serving as tutors in the program provided robust learning experiences for the tutors. Implications for the program include making adjustments in how the tutors are trained to provide reading intervention as well as how the lessons might be altered to ensure children who need additional support catch up to their peers.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"936 - 964"},"PeriodicalIF":1.4,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42593601","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 : 2023-05-21DOI: 10.1080/02702711.2023.2200110
Darrell Morris
Abstract In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods (and possible hybrids), including the documentation of their effectiveness with at-risk readers at the mid-point and end of first grade.
{"title":"The Great Debate Reconsidered, with an Eye toward Struggling Beginning Readers","authors":"Darrell Morris","doi":"10.1080/02702711.2023.2200110","DOIUrl":"https://doi.org/10.1080/02702711.2023.2200110","url":null,"abstract":"Abstract In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods (and possible hybrids), including the documentation of their effectiveness with at-risk readers at the mid-point and end of first grade.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"792 - 819"},"PeriodicalIF":1.4,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48638768","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 : 2023-04-20DOI: 10.1080/02702711.2023.2202179
A. Prahl
Abstract Book gifting programs such as Imagination Library aim to foster a love of reading and increase children’s exposure to books and academic success. This study is a conceptual replication of previous studies focused on the Imagination Library program. To examine home literacy practices and caregiver perceptions of the Imagination Library, 149 families enrolled in Imagination Library in a central Texas county completed an online survey. Results indicated that the majority of respondents were extremely satisfied with the program and engaged in daily shared book reading. Though tips for sharing books with children are provided for program participants, the majority of respondents indicated not knowing about the tips. Parental education level significantly predicted daily reading, even when controlling for length of enrollment in the Imagination Library program which was not a significant predictor of daily reading. This study extends the literature on book gifting programs and has implications for book gifting program development and for other communities that implement Imagination Library.
{"title":"Exploring Literacy Practices of Families Enrolled in the Imagination Library Book Gifting Program","authors":"A. Prahl","doi":"10.1080/02702711.2023.2202179","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202179","url":null,"abstract":"Abstract Book gifting programs such as Imagination Library aim to foster a love of reading and increase children’s exposure to books and academic success. This study is a conceptual replication of previous studies focused on the Imagination Library program. To examine home literacy practices and caregiver perceptions of the Imagination Library, 149 families enrolled in Imagination Library in a central Texas county completed an online survey. Results indicated that the majority of respondents were extremely satisfied with the program and engaged in daily shared book reading. Though tips for sharing books with children are provided for program participants, the majority of respondents indicated not knowing about the tips. Parental education level significantly predicted daily reading, even when controlling for length of enrollment in the Imagination Library program which was not a significant predictor of daily reading. This study extends the literature on book gifting programs and has implications for book gifting program development and for other communities that implement Imagination Library.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"893 - 914"},"PeriodicalIF":1.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48427609","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 : 2023-04-20DOI: 10.1080/02702711.2023.2202175
Elvira Jéldrez, K. Cain, Macarena Silva, Katherine Strasser
Abstract Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.
{"title":"The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale","authors":"Elvira Jéldrez, K. Cain, Macarena Silva, Katherine Strasser","doi":"10.1080/02702711.2023.2202175","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202175","url":null,"abstract":"Abstract Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"853 - 891"},"PeriodicalIF":1.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47132195","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 : 2023-04-19DOI: 10.1080/02702711.2023.2202186
Sungyoon Lee
Abstract The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students’ eye movements were monitored with an eye-tracker. Several eye movement indices were used to reflect reading processes. Fixation count on text/picture was used to represent students’ attentional focus on text or picture. Text to text saccades and picture to picture saccades were used to reflect students’ information organization. Students’ integrative reading behavior was measured by eye movement transitions between text and picture. Wisconsin Card Sorting Test and Visual Perception Skill Test were used to assess attention shifting and visuospatial working memory, respectively. Multiple regressions were conducted to examine whether students’ spatial ability and attention shifting predict text processing, picture processing, or integrative processing of text and picture. Hierarchical regressions were conducted to examine whether students’ integrative reading make unique and direct contributions to their learning outcomes. The study found that 1) both spatial ability and attention shifting are significant predictors for integrative reading behavior while they are not for other processing behaviors (i.e., text processing and picture processing) and 2) integrative reading behaviors in illustrated text reading account for significant amounts of variance in the transfer outcomes while not in the retention outcomes. This study gives practical implications on the development of visual literacy interventions and on how teachers design their instruction about science text reading.
{"title":"The Role of Spatial Ability and Attention Shifting in Reading of Illustrated Scientific Texts: An Eye Tracking Study","authors":"Sungyoon Lee","doi":"10.1080/02702711.2023.2202186","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202186","url":null,"abstract":"Abstract The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students’ eye movements were monitored with an eye-tracker. Several eye movement indices were used to reflect reading processes. Fixation count on text/picture was used to represent students’ attentional focus on text or picture. Text to text saccades and picture to picture saccades were used to reflect students’ information organization. Students’ integrative reading behavior was measured by eye movement transitions between text and picture. Wisconsin Card Sorting Test and Visual Perception Skill Test were used to assess attention shifting and visuospatial working memory, respectively. Multiple regressions were conducted to examine whether students’ spatial ability and attention shifting predict text processing, picture processing, or integrative processing of text and picture. Hierarchical regressions were conducted to examine whether students’ integrative reading make unique and direct contributions to their learning outcomes. The study found that 1) both spatial ability and attention shifting are significant predictors for integrative reading behavior while they are not for other processing behaviors (i.e., text processing and picture processing) and 2) integrative reading behaviors in illustrated text reading account for significant amounts of variance in the transfer outcomes while not in the retention outcomes. This study gives practical implications on the development of visual literacy interventions and on how teachers design their instruction about science text reading.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"915 - 935"},"PeriodicalIF":1.4,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48223935","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 : 2023-04-19DOI: 10.1080/02702711.2023.2202172
John Z. Strong
Abstract The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative treatment focused on question answering. In total, 160 students received Read STOP Write, and 191 students received RARE Reading & Writing. Data included pretest and posttest measures of students’ informational text structure identification, reading comprehension, and writing quality, and interviews to understand teachers’ perceptions of the social validity of the interventions. Student measures were analyzed using three-level hierarchical linear modeling. Teacher interviews were analyzed qualitatively using typological analysis. Results indicated that students who received Read STOP Write outperformed students who received RARE Reading & Writing on a researcher-developed measure of informational writing quality with promising effects on measures of informational text structure identification and reading comprehension skills but no effects on standardized measures of general reading comprehension or writing quality. Teacher interviews revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Implications for research and practice are discussed.
{"title":"Investigating the Effects and Social Validity of an Informational Text Structure Intervention for Reading and Writing in Grades Four and Five","authors":"John Z. Strong","doi":"10.1080/02702711.2023.2202172","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202172","url":null,"abstract":"Abstract The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative treatment focused on question answering. In total, 160 students received Read STOP Write, and 191 students received RARE Reading & Writing. Data included pretest and posttest measures of students’ informational text structure identification, reading comprehension, and writing quality, and interviews to understand teachers’ perceptions of the social validity of the interventions. Student measures were analyzed using three-level hierarchical linear modeling. Teacher interviews were analyzed qualitatively using typological analysis. Results indicated that students who received Read STOP Write outperformed students who received RARE Reading & Writing on a researcher-developed measure of informational writing quality with promising effects on measures of informational text structure identification and reading comprehension skills but no effects on standardized measures of general reading comprehension or writing quality. Teacher interviews revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Implications for research and practice are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"820 - 852"},"PeriodicalIF":1.4,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232332","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：