Pub Date : 2023-11-01DOI: 10.1080/02702711.2023.2276571
Jerae Kelly, Kelli Cummings
AbstractTheory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach theme identification and theme statement formation to beginning readers who are less-skilled in comprehension. The authors designed a brief, 1:1 listening comprehension intervention using a ToM focused inference making questioning structure to conduct a dialogic read aloud. Using a multi-probe single-case research design, the authors engaged three less-skilled comprehenders in Grades 2 and 3 in the intervention virtually using online texts of authentic children’s literature. The findings from the pilot study indicate that situating ToM as a skill of social inference making during dialogic reading activities, combined with explicit instruction on theme identification, is an effective method by which to increase the listening comprehension of less-skilled comprehenders. Implications for research and practice are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was granted human subjects research approval by the University of Maryland Institutional Review Board. Approval number 1661279-1.
摘要心理理论(theory of Mind, ToM)是近年来文学研究者所关注的一项社会认知技能。本文介绍了一项试点研究的初步结果，该研究调查了使用ToM向理解能力较差的初级读者教授主题识别和主题陈述的形成。作者设计了一个简短的，1:1的听力理解干预，使用以ToM为中心的推理提问结构来进行对话朗读。采用多探针单案例研究设计，作者让三名二年级和三年级的低技能理解者参与干预，虚拟地使用真实儿童文学的在线文本。试点研究结果表明，将听力理解定位为对话阅读活动中的社会推理技能，并结合明确的主题识别指导，是提高低水平理解者听力理解能力的有效方法。讨论了对研究和实践的启示。披露声明作者未报告潜在的利益冲突。本研究已获得马里兰大学机构审查委员会对人类受试者研究的批准。批准号1661279-1。
{"title":"Teaching Theme Using Theory of Mind during Interactive Read Alouds","authors":"Jerae Kelly, Kelli Cummings","doi":"10.1080/02702711.2023.2276571","DOIUrl":"https://doi.org/10.1080/02702711.2023.2276571","url":null,"abstract":"AbstractTheory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach theme identification and theme statement formation to beginning readers who are less-skilled in comprehension. The authors designed a brief, 1:1 listening comprehension intervention using a ToM focused inference making questioning structure to conduct a dialogic read aloud. Using a multi-probe single-case research design, the authors engaged three less-skilled comprehenders in Grades 2 and 3 in the intervention virtually using online texts of authentic children’s literature. The findings from the pilot study indicate that situating ToM as a skill of social inference making during dialogic reading activities, combined with explicit instruction on theme identification, is an effective method by which to increase the listening comprehension of less-skilled comprehenders. Implications for research and practice are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was granted human subjects research approval by the University of Maryland Institutional Review Board. Approval number 1661279-1.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135221361","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 : 2023-11-01DOI: 10.1080/02702711.2023.2276453
Agustina Ammaturo, Jazmín Cevasco
AbstractThe purpose of this study was to examine the role of the causal connectivity of the statements (low-medium-high), elaboration question condition (focused on the identification of main ideas -focused on the identification of speakers’ emotions) and the modality of presentation of discourse (oral-written) in the comprehension of spontaneous narrative discourse by Spanish-speaking students. With this aim, Argentine college students were asked to listen or read a radio interview, and to answer 4 elaboration questions. These questions were presented after statements that had high causal connectivity and promoted the generation of emotion inferences. Then, they were asked to perform a free-recall and a comprehender’s emotions elaboration task. Statements that had high causal connectivity were more often included in the free recall task than those that had low causal connectivity. And, students that elaborated on main ideas included a higher number of statements than those that elaborated on speakers’ emotions. In the comprehenders’ emotions elaboration task, students who elaborated on speakers’ emotions and read the material included a higher number of statements than those that listened to it. And, the effect of causal connectivity was greater when students read than when they listened to the material.Keywords: Discourse connectionselaboration tasksemotion inferencescomprehenders’ emotionsmodality of presentation Disclosure StatementAll authors declare that they have no conflict of interest.Data Availability StatementThe datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
{"title":"The Role of the Establishment of Causal Connections and Elaboration Question Answering Tasks in the Comprehension of Spontaneous Narrative Discourse by Argentine College Students","authors":"Agustina Ammaturo, Jazmín Cevasco","doi":"10.1080/02702711.2023.2276453","DOIUrl":"https://doi.org/10.1080/02702711.2023.2276453","url":null,"abstract":"AbstractThe purpose of this study was to examine the role of the causal connectivity of the statements (low-medium-high), elaboration question condition (focused on the identification of main ideas -focused on the identification of speakers’ emotions) and the modality of presentation of discourse (oral-written) in the comprehension of spontaneous narrative discourse by Spanish-speaking students. With this aim, Argentine college students were asked to listen or read a radio interview, and to answer 4 elaboration questions. These questions were presented after statements that had high causal connectivity and promoted the generation of emotion inferences. Then, they were asked to perform a free-recall and a comprehender’s emotions elaboration task. Statements that had high causal connectivity were more often included in the free recall task than those that had low causal connectivity. And, students that elaborated on main ideas included a higher number of statements than those that elaborated on speakers’ emotions. In the comprehenders’ emotions elaboration task, students who elaborated on speakers’ emotions and read the material included a higher number of statements than those that listened to it. And, the effect of causal connectivity was greater when students read than when they listened to the material.Keywords: Discourse connectionselaboration tasksemotion inferencescomprehenders’ emotionsmodality of presentation Disclosure StatementAll authors declare that they have no conflict of interest.Data Availability StatementThe datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135222212","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 : 2023-09-09DOI: 10.1080/02702711.2023.2246972
Ángel Javier Tabullo, María Florencia Chiófalo, Alejandro Javier Wainselboim
The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively impacted their mental health and cognitive functioning. Undergraduates have been signaled out as one of the populations most vulnerable to pandemic-related stressors. The following work examined the link between executive functions, perceived stress and reading comprehension among Argentinean university students during lockdown measures. In addition, potential effects of reading habits and screen exposure were considered. An executive function behavioral rating scale (ADEXI), a reading comprehension test and the PSS-10 stress questionnaire were administered to two-hundred social science students through an online survey. Executive difficulties increased with perceived stress, while lower inhibition was associated with longer TV times and being male. Stress and executive function associations can be interpreted as a detrimental effect, reverse or bidirectional causation. In turn, working memory issues led to worse comprehension (mediating the impact of perceived stress) while distal factors such as print exposure and mother education were positive predictors of reading outcomes (as expected). This finding suggests that undergraduates’ difficulties to manipulate online information interfered with expository text processing, resulting in poorer comprehension performance.
{"title":"Reading comprehension in undergraduates during the COVID-19 pandemic. Associations with executive function difficulties, reading habits and screen times.","authors":"Ángel Javier Tabullo, María Florencia Chiófalo, Alejandro Javier Wainselboim","doi":"10.1080/02702711.2023.2246972","DOIUrl":"https://doi.org/10.1080/02702711.2023.2246972","url":null,"abstract":"The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively impacted their mental health and cognitive functioning. Undergraduates have been signaled out as one of the populations most vulnerable to pandemic-related stressors. The following work examined the link between executive functions, perceived stress and reading comprehension among Argentinean university students during lockdown measures. In addition, potential effects of reading habits and screen exposure were considered. An executive function behavioral rating scale (ADEXI), a reading comprehension test and the PSS-10 stress questionnaire were administered to two-hundred social science students through an online survey. Executive difficulties increased with perceived stress, while lower inhibition was associated with longer TV times and being male. Stress and executive function associations can be interpreted as a detrimental effect, reverse or bidirectional causation. In turn, working memory issues led to worse comprehension (mediating the impact of perceived stress) while distal factors such as print exposure and mother education were positive predictors of reading outcomes (as expected). This finding suggests that undergraduates’ difficulties to manipulate online information interfered with expository text processing, resulting in poorer comprehension performance.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192066","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 : 2023-09-07DOI: 10.1080/02702711.2023.2253252
Tracy Johnson, Emily Rodgers, Jerome V. D’Agostino
Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine weeks. A microgenetic approach using 18 timepoints provided a description of moment-by-moment change, finding that word-solving actions were variable and changed continuously in adaptive and increasingly sophisticated ways. Findings support the use of overlapping wave theory to characterize children’s use of word-solving actions and have implications for research and instruction.
{"title":"Learning to Read: Variability, Continuous Change and Adaptability in Children’s Use of Word-Solving Strategies","authors":"Tracy Johnson, Emily Rodgers, Jerome V. D’Agostino","doi":"10.1080/02702711.2023.2253252","DOIUrl":"https://doi.org/10.1080/02702711.2023.2253252","url":null,"abstract":"Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over time. We used overlapping wave theory to describe how children who were having difficulty with reading changed their word-solving actions across nine weeks. A microgenetic approach using 18 timepoints provided a description of moment-by-moment change, finding that word-solving actions were variable and changed continuously in adaptive and increasingly sophisticated ways. Findings support the use of overlapping wave theory to characterize children’s use of word-solving actions and have implications for research and instruction.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134998045","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 : 2023-09-05DOI: 10.1080/02702711.2023.2253249
Cherrynn Kast Black, Katherine Landau Wright
Abstract Strong academic vocabulary is necessary for students’ success in school. Recently, researchers recommended studying integrated approaches for developing vocabulary, which is predictive of students’ long-term school success. Based on the premise that teachers who understand the theoretical foundations guiding their practice are better equipped to adapt strategies to meet the needs of their students, other researchers have attempted to identify theories underlying vocabulary instruction. Because teachers require the support of researchers who combine best practices in instruction with the theoretical frameworks on which they are based, we combined approaches implemented in three systematic reviews with an exploration of a variety of characteristics of vocabulary research studies. This scoping systematic literature review provides a snapshot of research specifically exploring vocabulary development and instruction. Articles included in nine highly respected literacy journals from 2017 to 2021 revealed a sudden increase in the number of vocabulary focused research studies published, doubling and tripling in 2020 and 2021. This may signal shifting paradigms in vocabulary research as multiple components including variety in vocabulary studies, identification of educational theories underlying vocabulary instruction, and alignment of vocabulary studies with best practices revealed both persistent gaps and progress toward exploration of more comprehensive vocabulary development programs.
{"title":"What’s Up With Words? A Systematic Review of Designs, Strategies, and Theories Underlying Vocabulary Research","authors":"Cherrynn Kast Black, Katherine Landau Wright","doi":"10.1080/02702711.2023.2253249","DOIUrl":"https://doi.org/10.1080/02702711.2023.2253249","url":null,"abstract":"Abstract Strong academic vocabulary is necessary for students’ success in school. Recently, researchers recommended studying integrated approaches for developing vocabulary, which is predictive of students’ long-term school success. Based on the premise that teachers who understand the theoretical foundations guiding their practice are better equipped to adapt strategies to meet the needs of their students, other researchers have attempted to identify theories underlying vocabulary instruction. Because teachers require the support of researchers who combine best practices in instruction with the theoretical frameworks on which they are based, we combined approaches implemented in three systematic reviews with an exploration of a variety of characteristics of vocabulary research studies. This scoping systematic literature review provides a snapshot of research specifically exploring vocabulary development and instruction. Articles included in nine highly respected literacy journals from 2017 to 2021 revealed a sudden increase in the number of vocabulary focused research studies published, doubling and tripling in 2020 and 2021. This may signal shifting paradigms in vocabulary research as multiple components including variety in vocabulary studies, identification of educational theories underlying vocabulary instruction, and alignment of vocabulary studies with best practices revealed both persistent gaps and progress toward exploration of more comprehensive vocabulary development programs.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47773056","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 : 2023-09-04DOI: 10.1080/02702711.2023.2253219
Menahem Yeari, Tal Lavi, Atalia Rasouly-Balfer, Liron Shalev
Abstract Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class instruction conditions. The effect of a meta-strategic intervention program was compared to that of a strategic program, which focused on a direct (unmediated) instruction of how to apply each structure strategy separately, and to a control group. Moreover, we explored the role of students’ engagement in class discussions and tasks in meta-strategic learning. Three structure strategies using texts from three school domains were taught during 9 double lessons. Programs’ effectiveness was examined by near- and far-transference reading comprehension tasks, and a strategic knowledge questionnaire given before and after intervention. Findings indicated that both programs were similarly effective in enhancing students’ reading comprehension skills and strategic knowledge. The unique benefits of meta-strategic learning were apparent particularly for high-engaged students in far-transference tasks and for all students in overt application of strategic elements during task completion. More research is required to explore further benefits for meta-strategic learning in small groups and over the long-term.
{"title":"Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts","authors":"Menahem Yeari, Tal Lavi, Atalia Rasouly-Balfer, Liron Shalev","doi":"10.1080/02702711.2023.2253219","DOIUrl":"https://doi.org/10.1080/02702711.2023.2253219","url":null,"abstract":"Abstract Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class instruction conditions. The effect of a meta-strategic intervention program was compared to that of a strategic program, which focused on a direct (unmediated) instruction of how to apply each structure strategy separately, and to a control group. Moreover, we explored the role of students’ engagement in class discussions and tasks in meta-strategic learning. Three structure strategies using texts from three school domains were taught during 9 double lessons. Programs’ effectiveness was examined by near- and far-transference reading comprehension tasks, and a strategic knowledge questionnaire given before and after intervention. Findings indicated that both programs were similarly effective in enhancing students’ reading comprehension skills and strategic knowledge. The unique benefits of meta-strategic learning were apparent particularly for high-engaged students in far-transference tasks and for all students in overt application of strategic elements during task completion. More research is required to explore further benefits for meta-strategic learning in small groups and over the long-term.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46126951","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 : 2023-08-31DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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