Pub Date : 2022-11-17DOI: 10.1080/02702711.2022.2147610
D. John, Sandhiya Devi G.
Abstract Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to understand their engineering texts better. In this study, the teacher-researchers distributed a questionnaire to find out the students’ difficulties in academic reading, their attitude to the reading strategies taught, and the usefulness of the instruction-sessions. They also interviewed the students, and systematized the data collected. The analysis showed a mixed reaction from the students. Some of them reported that learning the strategies fostered a positive change in advancing their reading skills, while others testified that strategies had only a negligible role in doing so. Therefore, this study suggests a 5 D approach to strategic reading – Decipher, Digest, Deduce, Detail and Discuss – to overcome the difficulties in reading.
{"title":"Reassessing Reading Strategies in the Engineering Classroom","authors":"D. John, Sandhiya Devi G.","doi":"10.1080/02702711.2022.2147610","DOIUrl":"https://doi.org/10.1080/02702711.2022.2147610","url":null,"abstract":"Abstract Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to understand their engineering texts better. In this study, the teacher-researchers distributed a questionnaire to find out the students’ difficulties in academic reading, their attitude to the reading strategies taught, and the usefulness of the instruction-sessions. They also interviewed the students, and systematized the data collected. The analysis showed a mixed reaction from the students. Some of them reported that learning the strategies fostered a positive change in advancing their reading skills, while others testified that strategies had only a negligible role in doing so. Therefore, this study suggests a 5 D approach to strategic reading – Decipher, Digest, Deduce, Detail and Discuss – to overcome the difficulties in reading.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"326 - 340"},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43853764","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 : 2022-11-14DOI: 10.1080/02702711.2022.2141398
Ya-Ping Shen
Abstract Morphological awareness has been assessed longitudinally for monolinguals and bilinguals to trace the developmental trend. Researchers have found the important role it plays in literacy development including vocabulary growth and reading development. Conclusions about the important role morphological awareness play in literacy development are dependent upon valid methods. Unfortunately, some morphological awareness measurement issues have persisted in the literature. This article addressed some issues of morphological awareness assessment that persisted in the literature, which would cause inaccurate findings for studies. Twenty-six longitudinal studies that have assessed morphological awareness in Chinese and English at multiple time points have been reviewed, to investigate and address issues of measuring morphological awareness longitudinally. Four major issues were identified in the current article including the issue of high attrition and small sample size, using the same measure for multiple time points, inappropriate difficulty levels and types of the measurement used, and limitation of using one measurement. It provided several implications for future studies which could measure morphological awareness longitudinally.
{"title":"Issues of Measuring Morphological Awareness Longitudinally","authors":"Ya-Ping Shen","doi":"10.1080/02702711.2022.2141398","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141398","url":null,"abstract":"Abstract Morphological awareness has been assessed longitudinally for monolinguals and bilinguals to trace the developmental trend. Researchers have found the important role it plays in literacy development including vocabulary growth and reading development. Conclusions about the important role morphological awareness play in literacy development are dependent upon valid methods. Unfortunately, some morphological awareness measurement issues have persisted in the literature. This article addressed some issues of morphological awareness assessment that persisted in the literature, which would cause inaccurate findings for studies. Twenty-six longitudinal studies that have assessed morphological awareness in Chinese and English at multiple time points have been reviewed, to investigate and address issues of measuring morphological awareness longitudinally. Four major issues were identified in the current article including the issue of high attrition and small sample size, using the same measure for multiple time points, inappropriate difficulty levels and types of the measurement used, and limitation of using one measurement. It provided several implications for future studies which could measure morphological awareness longitudinally.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"175 - 193"},"PeriodicalIF":1.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42989947","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 : 2022-11-09DOI: 10.1080/02702711.2022.2141402
James Philomena Sashikala, Stefanie Y. L. Chye
Abstract Reading is a key ingredient in a student’s education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient in a student’s education and their success as life-long learners. Students who self-regulate and take charge of their own reading will have a higher opportunity of achieving success. This study examines the self-regulated reading of Primary 6 students. This study investigated, through the transcendental phenomenological method, the self-regulated reading of the students with a focus on reading comprehension. Participants were asked to verbalize their experiences and provide descriptions of how they approached reading comprehension tasks. In so doing, they provide an understanding of the decisions, thought processes and experiences involved, as they engaged in the metacognitive, motivational and behavioral components of self-regulated reading.
{"title":"Self-Regulated Reading: Insights from a Phenomenological Study of Primary 6 Students in Singapore","authors":"James Philomena Sashikala, Stefanie Y. L. Chye","doi":"10.1080/02702711.2022.2141402","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141402","url":null,"abstract":"Abstract Reading is a key ingredient in a student’s education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient in a student’s education and their success as life-long learners. Students who self-regulate and take charge of their own reading will have a higher opportunity of achieving success. This study examines the self-regulated reading of Primary 6 students. This study investigated, through the transcendental phenomenological method, the self-regulated reading of the students with a focus on reading comprehension. Participants were asked to verbalize their experiences and provide descriptions of how they approached reading comprehension tasks. In so doing, they provide an understanding of the decisions, thought processes and experiences involved, as they engaged in the metacognitive, motivational and behavioral components of self-regulated reading.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"270 - 305"},"PeriodicalIF":1.4,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41912756","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 : 2022-11-07DOI: 10.1080/02702711.2022.2141395
José-Pablo Escobar, Ricardo Rosas Díaz
Abstract This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills were measured. Results show that first grade inhibition and flexibility are direct predictors of third- grade reading comprehension. When the indirect effect of inhibition and flexibility on reading comprehension was tested through measures of reading fluency and decoding, it was found that neither ORF nor decoding mediates the relationship between the variables. However, it was found that SRF is a variable that mediates the relationship between flexibility and reading comprehension. Results are discussed in the context of the relevance of early measures of inhibition and flexibility to explain reading comprehension and the role of SRF in this relationship.
{"title":"Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish","authors":"José-Pablo Escobar, Ricardo Rosas Díaz","doi":"10.1080/02702711.2022.2141395","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141395","url":null,"abstract":"Abstract This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills were measured. Results show that first grade inhibition and flexibility are direct predictors of third- grade reading comprehension. When the indirect effect of inhibition and flexibility on reading comprehension was tested through measures of reading fluency and decoding, it was found that neither ORF nor decoding mediates the relationship between the variables. However, it was found that SRF is a variable that mediates the relationship between flexibility and reading comprehension. Results are discussed in the context of the relevance of early measures of inhibition and flexibility to explain reading comprehension and the role of SRF in this relationship.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"117 - 144"},"PeriodicalIF":1.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44464520","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 : 2022-11-07DOI: 10.1080/02702711.2022.2141397
H. Hwang, Sonia Q. Cabell, Rachel E. Joyner
Abstract This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature identified eight (quasi)experimental studies. Five of the eight studies met standards of research quality for validating causal inferences. The results of the meta-analysis of the five studies showed that supporting content knowledge in ELA strengthened vocabulary related to content being taught (effect size g = .29). The average effect size for comprehension was positive and significant when standardized comprehension measures and researcher-developed comprehension measures were considered together (g = .24). In addition, we found common and different patterns of content-rich ELA instruction regarding the use of texts, reading, writing, discussion, and/or hands-on activities.
{"title":"Does Cultivating Content Knowledge during Literacy Instruction Support Vocabulary and Comprehension in the Elementary School Years? A Systematic Review","authors":"H. Hwang, Sonia Q. Cabell, Rachel E. Joyner","doi":"10.1080/02702711.2022.2141397","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141397","url":null,"abstract":"Abstract This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature identified eight (quasi)experimental studies. Five of the eight studies met standards of research quality for validating causal inferences. The results of the meta-analysis of the five studies showed that supporting content knowledge in ELA strengthened vocabulary related to content being taught (effect size g = .29). The average effect size for comprehension was positive and significant when standardized comprehension measures and researcher-developed comprehension measures were considered together (g = .24). In addition, we found common and different patterns of content-rich ELA instruction regarding the use of texts, reading, writing, discussion, and/or hands-on activities.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"145 - 174"},"PeriodicalIF":1.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49074444","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 : 2022-11-03DOI: 10.1080/02702711.2022.2128953
Florian C. Feucht, M. Michaelson, Nathan E. Ziegler, L. Maziarz, Susan B. Hany
Abstract This exploratory qualitative study gathered data on adolescents’ mental models of illiteracy before and after they read news articles on the topic and explored their epistemic beliefs about illiteracy and news articles as a knowledge source. Engaging with the news requires critical thinking and civic engagement, both central components of education in a democratic society. In order to investigate how students run and revise their mental models in the face of these demands, researchers provided twelve students from a rural, Midwestern high school with news articles on the topic of illiteracy. Using semi-structured interviews, think-alouds, and hands-on close reading activities, researchers tracked how participants’ beliefs on the source and stability of knowledge illustrated their epistemic beliefs about illiteracy, as well as how they established criteria in sorting information across texts. The study found that most participants showed the ability to incorporate better ways of thinking about illiteracy after engaging in a guided reading activity, and some subsequently exhibited changes in their epistemic beliefs on the topic. The findings provide insight into how adolescent learners approach news articles in classroom reading activities and how their epistemic beliefs interact with their engagement.
{"title":"“We Will Probably Figure It out Eventually.” How Secondary Students Read and Comprehend News Articles About Illiteracy","authors":"Florian C. Feucht, M. Michaelson, Nathan E. Ziegler, L. Maziarz, Susan B. Hany","doi":"10.1080/02702711.2022.2128953","DOIUrl":"https://doi.org/10.1080/02702711.2022.2128953","url":null,"abstract":"Abstract This exploratory qualitative study gathered data on adolescents’ mental models of illiteracy before and after they read news articles on the topic and explored their epistemic beliefs about illiteracy and news articles as a knowledge source. Engaging with the news requires critical thinking and civic engagement, both central components of education in a democratic society. In order to investigate how students run and revise their mental models in the face of these demands, researchers provided twelve students from a rural, Midwestern high school with news articles on the topic of illiteracy. Using semi-structured interviews, think-alouds, and hands-on close reading activities, researchers tracked how participants’ beliefs on the source and stability of knowledge illustrated their epistemic beliefs about illiteracy, as well as how they established criteria in sorting information across texts. The study found that most participants showed the ability to incorporate better ways of thinking about illiteracy after engaging in a guided reading activity, and some subsequently exhibited changes in their epistemic beliefs on the topic. The findings provide insight into how adolescent learners approach news articles in classroom reading activities and how their epistemic beliefs interact with their engagement.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"32 - 74"},"PeriodicalIF":1.4,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42947313","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 : 2022-11-03DOI: 10.1080/02702711.2022.2141391
Gurjog Bagri, Laura Dickinson
Abstract Metacognitive reading strategies represent a goal-driven system that plays a role in critical thinking verbal tasks in students. Research reveals that greater attentional focus and use of executive functions is associated with lower trait anxiety, and better verbal reasoning. However, high verbal reasoning is also positively associated with trait anxiety. In this study, 122 undergraduate students were given Metacognitive Awareness Reading Strategy Inventory, critical thinking verbal task (WGCTA), and trait anxiety inventory. High global reading (GLOB) and high problem-solving strategy (PROB) groups had highest WGCTA scores, but moderate levels of anxiety. Low GLOB and low PROB groups had lowest WGCTA and high anxiety scores. There was no significant difference between support reading strategy groups for WGCTA and trait anxiety. Overall, high GLOB and PROB groups revealed effective use of a goal-directed system, which offset the effects of anxiety resulting in high WGCTA scores.
{"title":"The Role of Metacognitive Reading Strategies and Trait Anxiety in Critical Thinking for a Verbal Reasoning Task","authors":"Gurjog Bagri, Laura Dickinson","doi":"10.1080/02702711.2022.2141391","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141391","url":null,"abstract":"Abstract Metacognitive reading strategies represent a goal-driven system that plays a role in critical thinking verbal tasks in students. Research reveals that greater attentional focus and use of executive functions is associated with lower trait anxiety, and better verbal reasoning. However, high verbal reasoning is also positively associated with trait anxiety. In this study, 122 undergraduate students were given Metacognitive Awareness Reading Strategy Inventory, critical thinking verbal task (WGCTA), and trait anxiety inventory. High global reading (GLOB) and high problem-solving strategy (PROB) groups had highest WGCTA scores, but moderate levels of anxiety. Low GLOB and low PROB groups had lowest WGCTA and high anxiety scores. There was no significant difference between support reading strategy groups for WGCTA and trait anxiety. Overall, high GLOB and PROB groups revealed effective use of a goal-directed system, which offset the effects of anxiety resulting in high WGCTA scores.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"75 - 94"},"PeriodicalIF":1.4,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44134720","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 : 2022-11-02DOI: 10.1080/02702711.2022.2141399
Linda Fälth, Irma Brkovic, Gordana Keresteš, I. Svensson, E. Hjelmquist, Tomas Tjus
Abstract The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that the Swedish teachers have a tradition of implementing interventions as opposed to in Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils’ literacy development, including decoding, spelling, and reading comprehension in both countries.
{"title":"The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration Across Countries","authors":"Linda Fälth, Irma Brkovic, Gordana Keresteš, I. Svensson, E. Hjelmquist, Tomas Tjus","doi":"10.1080/02702711.2022.2141399","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141399","url":null,"abstract":"Abstract The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that the Swedish teachers have a tradition of implementing interventions as opposed to in Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils’ literacy development, including decoding, spelling, and reading comprehension in both countries.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"225 - 241"},"PeriodicalIF":1.4,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44646115","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 : 2022-11-02DOI: 10.1080/02702711.2022.2141400
Linda L. Kucan, Annemarie S. Palincsar
Abstract This article describes a literacy methods course designed to introduce reading specialist candidates to research-based practices for comprehension instruction. Specifically, this article focuses on a sequence of assignments and class sessions within that course that introduced theoretical perspectives about comprehension processes and how those perspectives inform text-based discussion as a setting for teaching those processes. We describe the course assignments and sessions within three research paradigms: (a) practice-based teacher education pedagogy with a focus on text-based discussion as a core teaching practice, (b) pedagogies of investigation and pedagogies of enactment, and (c) Grossman and colleagues’ (2009) framework for analyzing the teaching of practice, which includes representation, decomposition, and approximation. To the Grossman et al. framework, we propose co-construction as another aspect of teaching practice. By that we mean, candidates’ knowledge and insights can contribute to the process of learning specific practices if they are positioned to share their insights and experiences. Our goal in this article is to provide a descriptive case study that shows how course design, the work of a teacher educator, and the contributions of candidates were orchestrated to support learning about text-based discussion as a context for comprehension instruction.
{"title":"A Descriptive Case Study of a Literacy Methods Course with a Focus On Practices Related to Text-Based Discussions about Informational Text","authors":"Linda L. Kucan, Annemarie S. Palincsar","doi":"10.1080/02702711.2022.2141400","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141400","url":null,"abstract":"Abstract This article describes a literacy methods course designed to introduce reading specialist candidates to research-based practices for comprehension instruction. Specifically, this article focuses on a sequence of assignments and class sessions within that course that introduced theoretical perspectives about comprehension processes and how those perspectives inform text-based discussion as a setting for teaching those processes. We describe the course assignments and sessions within three research paradigms: (a) practice-based teacher education pedagogy with a focus on text-based discussion as a core teaching practice, (b) pedagogies of investigation and pedagogies of enactment, and (c) Grossman and colleagues’ (2009) framework for analyzing the teaching of practice, which includes representation, decomposition, and approximation. To the Grossman et al. framework, we propose co-construction as another aspect of teaching practice. By that we mean, candidates’ knowledge and insights can contribute to the process of learning specific practices if they are positioned to share their insights and experiences. Our goal in this article is to provide a descriptive case study that shows how course design, the work of a teacher educator, and the contributions of candidates were orchestrated to support learning about text-based discussion as a context for comprehension instruction.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"194 - 224"},"PeriodicalIF":1.4,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48811383","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 : 2022-10-31DOI: 10.1080/02702711.2022.2141393
Saman Ebadi, A. Goodarzi
Abstract This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners’ perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners’ interviews. In this study, learners’ style preferences potentially played an important role in reporting learners’ performance; therefore, it is suggested to consider students’ learning styles in making decisions about their abilities and disabilities in CDRT.
{"title":"Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment","authors":"Saman Ebadi, A. Goodarzi","doi":"10.1080/02702711.2022.2141393","DOIUrl":"https://doi.org/10.1080/02702711.2022.2141393","url":null,"abstract":"Abstract This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners’ perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners’ interviews. In this study, learners’ style preferences potentially played an important role in reporting learners’ performance; therefore, it is suggested to consider students’ learning styles in making decisions about their abilities and disabilities in CDRT.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"11 5","pages":"95 - 115"},"PeriodicalIF":1.4,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41288914","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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