Pub Date : 2022-10-03DOI: 10.1080/02702711.2022.2126048
Ellie Fitts Fulmer, Christina L. Dobbs, Aaron Weinberg, Emilie Wiesner
Abstract Textbooks have been the subject of research within and across disciplines, but have not yet been widely studied from a disciplinary literacy perspective. Readerly agency is also understudied in disciplinary literacy. The present paper aims to illuminate both of these areas by examining facets of agency that readers demonstrated during think-aloud interviews with a college calculus textbook, thus exploring the disciplinary literacies that are involved in reading this didactical text. Authors have drawn on the recently forwarded theory of “didactical disciplinary literacy,” as well as definitions of agency in both literacy and math fields, to reveal how agency was enacted by readers using the textbook to negotiate unknowns in calculus. Findings show participants exhibiting agency in a range of ways, but not always in direct relationship to themselves as agents within the field of mathematics. This study invites college instructors and secondary teachers to consider ways they might foster didactical disciplinary literacy skills to support student learners in mathematics, and other disciplines.
{"title":"Disciplinary Literacy, Agency, and Didactical Texts: Findings from a Calculus Textbook Think-Aloud Study","authors":"Ellie Fitts Fulmer, Christina L. Dobbs, Aaron Weinberg, Emilie Wiesner","doi":"10.1080/02702711.2022.2126048","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126048","url":null,"abstract":"Abstract Textbooks have been the subject of research within and across disciplines, but have not yet been widely studied from a disciplinary literacy perspective. Readerly agency is also understudied in disciplinary literacy. The present paper aims to illuminate both of these areas by examining facets of agency that readers demonstrated during think-aloud interviews with a college calculus textbook, thus exploring the disciplinary literacies that are involved in reading this didactical text. Authors have drawn on the recently forwarded theory of “didactical disciplinary literacy,” as well as definitions of agency in both literacy and math fields, to reveal how agency was enacted by readers using the textbook to negotiate unknowns in calculus. Findings show participants exhibiting agency in a range of ways, but not always in direct relationship to themselves as agents within the field of mathematics. This study invites college instructors and secondary teachers to consider ways they might foster didactical disciplinary literacy skills to support student learners in mathematics, and other disciplines.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"628 - 659"},"PeriodicalIF":1.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45268939","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 : 2022-09-28DOI: 10.1080/02702711.2022.2126046
K. Rosheim, Kristi G. Tamte
Abstract Policy, mandating early screening for dyslexia and use of specific interventions, is increasing throughout the United States. The authors designed a descriptive case study to learn what impact policies have on practice and how literacy specialists, trained in both comprehensive and structured literacy approaches, provide support for students. Data collected from focus groups, interviews and observations were analyzed. We found that (1) literacy specialists selected specific instructional practices to address individual reader’s profiles, (2) literacy specialists believed that reading intervention support fits best within a balanced, comprehensive, literacy framework, (3) literacy specialists approached their readers with a holistic, humanizing view, (4) literacy specialists capacity for providing reading support has grown over the past fifteen years to meet the varied needs of the students they serve, and (5) literacy specialists deal with misinformation and confusion in their schools about dyslexia that has resulted in lost instructional time with their students. These results highlight the importance of hearing from literacy specialists to understand the complexity of their work and the range of reading behaviors and instructional needs seen in their schools.
{"title":"Impact of Policy on Literacy Specialists’ Work","authors":"K. Rosheim, Kristi G. Tamte","doi":"10.1080/02702711.2022.2126046","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126046","url":null,"abstract":"Abstract Policy, mandating early screening for dyslexia and use of specific interventions, is increasing throughout the United States. The authors designed a descriptive case study to learn what impact policies have on practice and how literacy specialists, trained in both comprehensive and structured literacy approaches, provide support for students. Data collected from focus groups, interviews and observations were analyzed. We found that (1) literacy specialists selected specific instructional practices to address individual reader’s profiles, (2) literacy specialists believed that reading intervention support fits best within a balanced, comprehensive, literacy framework, (3) literacy specialists approached their readers with a holistic, humanizing view, (4) literacy specialists capacity for providing reading support has grown over the past fifteen years to meet the varied needs of the students they serve, and (5) literacy specialists deal with misinformation and confusion in their schools about dyslexia that has resulted in lost instructional time with their students. These results highlight the importance of hearing from literacy specialists to understand the complexity of their work and the range of reading behaviors and instructional needs seen in their schools.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"576 - 597"},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45971078","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 : 2022-09-28DOI: 10.1080/02702711.2022.2126044
Taslima Rahman, P. Alexander, S. Chae
Abstract This paper describes the benefits of a psychometric analytic approach when studying students’ ability to comprehend texts. A reading comprehension measure consisting of four text passages with 32 questions was developed, and analyses using a mean-based approach and linear logistic test (LLTM) method were performed. According to ANOVA, eighth-grade students (n = 160) tend to comprehend texts well with the measure when the texts are familiar and interesting to them and expository. According to the LLTM analysis, readers are likely to comprehend texts well when they are familiar with and interested in the texts, when the texts are narrative, and when the items are text based and nontemporal. This suggests developing comprehension assessments by integrating reader attributes and task attributes in the measurement and analysis of comprehension proficiency.
{"title":"Reader Attributes, Task Attributes, and Reading Comprehension Proficiency: The Relation Revealed by Two Analytic Approaches","authors":"Taslima Rahman, P. Alexander, S. Chae","doi":"10.1080/02702711.2022.2126044","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126044","url":null,"abstract":"Abstract This paper describes the benefits of a psychometric analytic approach when studying students’ ability to comprehend texts. A reading comprehension measure consisting of four text passages with 32 questions was developed, and analyses using a mean-based approach and linear logistic test (LLTM) method were performed. According to ANOVA, eighth-grade students (n = 160) tend to comprehend texts well with the measure when the texts are familiar and interesting to them and expository. According to the LLTM analysis, readers are likely to comprehend texts well when they are familiar with and interested in the texts, when the texts are narrative, and when the items are text based and nontemporal. This suggests developing comprehension assessments by integrating reader attributes and task attributes in the measurement and analysis of comprehension proficiency.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"495 - 522"},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45523355","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 : 2022-09-26DOI: 10.1080/02702711.2022.2126047
Duygu Yüceer, Ö. Özkan, Tanju Deveci
Abstract This study has been shaped to cover two objectives. The first of these is to describe in detail the use of dialogic teaching in the field of Turkish reading comprehension, and the second is to determine the effect of dialogic teaching practices on reading comprehension success. The mixed-method design known as convergent design was used in this study. The qualitative research method known as basic qualitative research was preferred to answer the first research question. A quantitative approach was adopted to achieve the study’s second objective. The quasi-experimental design was used at this stage. Thematic analysis was used to analyze and interpret qualitative data in the study. When the data obtained were analyzed, three themes were found: “Implementation in Terms of the Principles of Dialogical Teaching,” “Problems Encountered by the Teacher in Practice,” and “The Effect of Dialogical Teaching on Lessons.” Mixed intra- and inter-group analysis of variance (ANOVA) was used in the analysis of the quantitative data collected pretest and post-test. The analysis results show that there is a difference between the effectiveness of being taught with dialogic teaching practices and being taught under the Turkish Lesson Curriculum.
{"title":"Implementation of Dialogic Teaching in Turkish Lessons and Its Effect on Reading Comprehension","authors":"Duygu Yüceer, Ö. Özkan, Tanju Deveci","doi":"10.1080/02702711.2022.2126047","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126047","url":null,"abstract":"Abstract This study has been shaped to cover two objectives. The first of these is to describe in detail the use of dialogic teaching in the field of Turkish reading comprehension, and the second is to determine the effect of dialogic teaching practices on reading comprehension success. The mixed-method design known as convergent design was used in this study. The qualitative research method known as basic qualitative research was preferred to answer the first research question. A quantitative approach was adopted to achieve the study’s second objective. The quasi-experimental design was used at this stage. Thematic analysis was used to analyze and interpret qualitative data in the study. When the data obtained were analyzed, three themes were found: “Implementation in Terms of the Principles of Dialogical Teaching,” “Problems Encountered by the Teacher in Practice,” and “The Effect of Dialogical Teaching on Lessons.” Mixed intra- and inter-group analysis of variance (ANOVA) was used in the analysis of the quantitative data collected pretest and post-test. The analysis results show that there is a difference between the effectiveness of being taught with dialogic teaching practices and being taught under the Turkish Lesson Curriculum.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"598 - 627"},"PeriodicalIF":1.4,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45456764","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 : 2022-09-26DOI: 10.1080/02702711.2022.2126572
Sharon M. Pratt, Tracey S. Hodges
Abstract Reading and writing instruction involve teachers guiding students to take on the actions and thinking processes of readers and writers. Think-alouds and write-alouds are research-supported strategies that promote student growth and achievement. Although professional development strategies are outlined in the research literature on using think-alouds for reading and writing instruction, an observation tool that could be used to support teacher reflection and growth was not previously available. Through a developmental, validation process, we created the Think-Aloud Observation Protocol for both reading and writing instruction that has been tested for classroom observations of both in-service and pre-service teachers and follows the rigorous American Education Research Association’s (AERA) Standards for Educational and Psychological Testing. The Think-Aloud Observation Protocol supports a reflective stance so that teachers could determine specific ways to improve their use of think-alouds in literacy instruction.
{"title":"The Think-Aloud Observation Protocol: Developing a Literacy Instruction Tool for Teacher Reflection and Growth","authors":"Sharon M. Pratt, Tracey S. Hodges","doi":"10.1080/02702711.2022.2126572","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126572","url":null,"abstract":"Abstract Reading and writing instruction involve teachers guiding students to take on the actions and thinking processes of readers and writers. Think-alouds and write-alouds are research-supported strategies that promote student growth and achievement. Although professional development strategies are outlined in the research literature on using think-alouds for reading and writing instruction, an observation tool that could be used to support teacher reflection and growth was not previously available. Through a developmental, validation process, we created the Think-Aloud Observation Protocol for both reading and writing instruction that has been tested for classroom observations of both in-service and pre-service teachers and follows the rigorous American Education Research Association’s (AERA) Standards for Educational and Psychological Testing. The Think-Aloud Observation Protocol supports a reflective stance so that teachers could determine specific ways to improve their use of think-alouds in literacy instruction.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"44 1","pages":"1 - 31"},"PeriodicalIF":1.4,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42835221","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 : 2022-09-24DOI: 10.1080/02702711.2022.2126573
Keith M. Graham, Zohreh R. Eslami
Abstract This study examines the role of transcription and ideation, the dimensions in the Simple View of Writing, as predictors of narrative and expository writing of English language learners (ELLs). Data were collected from sixth-grade primary school ELL students (N = 56) in Taiwan. Two writing samples, a narrative and an expository, were collected and scored using Curriculum-Based Measures of Writing (CBM-W). In addition, spelling, as a measure of transcription, and oral language, as a measure of ideation, scores were collected. The findings show that both spelling and oral language were found to be independent predictors of L2 writing. Spelling independently accounted for 36% of the variation in both narrative and expository writing, and oral language independently accounted for 24% and 35% of the variation in narrative and expository writing, respectively. When examined together in a regression model, spelling was found to be statistically significant for both narrative and expository writing whereas oral language was not. In light of the findings, the Simple View of Writing may be adequate as a theory for developing L2 writers, but further research is needed on the ideation dimension, both in its conceptualization for L2 writers and its role in the writing process.
{"title":"Using the Simple View of Writing for Explaining English L2 Writing Variation","authors":"Keith M. Graham, Zohreh R. Eslami","doi":"10.1080/02702711.2022.2126573","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126573","url":null,"abstract":"Abstract This study examines the role of transcription and ideation, the dimensions in the Simple View of Writing, as predictors of narrative and expository writing of English language learners (ELLs). Data were collected from sixth-grade primary school ELL students (N = 56) in Taiwan. Two writing samples, a narrative and an expository, were collected and scored using Curriculum-Based Measures of Writing (CBM-W). In addition, spelling, as a measure of transcription, and oral language, as a measure of ideation, scores were collected. The findings show that both spelling and oral language were found to be independent predictors of L2 writing. Spelling independently accounted for 36% of the variation in both narrative and expository writing, and oral language independently accounted for 24% and 35% of the variation in narrative and expository writing, respectively. When examined together in a regression model, spelling was found to be statistically significant for both narrative and expository writing whereas oral language was not. In light of the findings, the Simple View of Writing may be adequate as a theory for developing L2 writers, but further research is needed on the ideation dimension, both in its conceptualization for L2 writers and its role in the writing process.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"523 - 540"},"PeriodicalIF":1.4,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44674845","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 : 2022-09-22DOI: 10.1080/02702711.2022.2126045
Cortney Dilgard, Tracey S. Hodges, Julianne Coleman
Abstract Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as “Which strategies are most effective for which students?”, “How should interventions be structured for the best results?”, and “Which school personnel should deliver these interventions?” To begin answering these questions, we conducted the present systematic literature review to synthesize the research surrounding phonics instruction for the last ten years in grades kindergarten through third using the systematic review methodology. Three overarching themes about phonics instruction emerged: (a) professional learning to foster a deep understanding of language; (b) instructional resources to support teachers with limited content or pedagogical knowledge; and (c) intervention intensity in relation to length and other factors. This review takes an in-depth look at what we, as scholars, know about phonics instruction and what we still need to know to advance reading scores.
{"title":"Phonics Instruction in Early Literacy: Examining Professional Learning, Instructional Resources, and Intervention Intensity","authors":"Cortney Dilgard, Tracey S. Hodges, Julianne Coleman","doi":"10.1080/02702711.2022.2126045","DOIUrl":"https://doi.org/10.1080/02702711.2022.2126045","url":null,"abstract":"Abstract Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as “Which strategies are most effective for which students?”, “How should interventions be structured for the best results?”, and “Which school personnel should deliver these interventions?” To begin answering these questions, we conducted the present systematic literature review to synthesize the research surrounding phonics instruction for the last ten years in grades kindergarten through third using the systematic review methodology. Three overarching themes about phonics instruction emerged: (a) professional learning to foster a deep understanding of language; (b) instructional resources to support teachers with limited content or pedagogical knowledge; and (c) intervention intensity in relation to length and other factors. This review takes an in-depth look at what we, as scholars, know about phonics instruction and what we still need to know to advance reading scores.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"541 - 575"},"PeriodicalIF":1.4,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49419917","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 : 2022-09-06DOI: 10.1080/02702711.2022.2118915
Samuel D. Miller, Dixie D. Massey
Abstract “If your horse is dead, dismount,” is Dakota tribal wisdom that reminds us to do the most obvious thing. In this paper, we describe how middle school students in summer school finally challenged us to ‘dismount’ from our traditional remedial reading instruction. In our new approach, middle schoolers chose topics for study and shared what they were learning. Ongoing interviews, along with tutor reflections and researcher observations, showed the criticality of students’ identities in their topic studies. Pursuing questions that were connected to their identities resulted in self-regulatory behaviors, including goal-setting and persistence. Additionally, students labeled as struggling readers demonstrated a broad range of literate behaviors, including reading, writing, speaking, listening, viewing, and composing. This paper adds to the research that challenges a model of remedial instruction where students are positioned as deficient and instead reframes literacy instruction as a tool for helping students act agentically.
{"title":"If Your Horse Is Dead, for God’s Sake, Dismount: Shifting the Direction of Our Efforts to Support School-Identified Struggling Readers","authors":"Samuel D. Miller, Dixie D. Massey","doi":"10.1080/02702711.2022.2118915","DOIUrl":"https://doi.org/10.1080/02702711.2022.2118915","url":null,"abstract":"Abstract “If your horse is dead, dismount,” is Dakota tribal wisdom that reminds us to do the most obvious thing. In this paper, we describe how middle school students in summer school finally challenged us to ‘dismount’ from our traditional remedial reading instruction. In our new approach, middle schoolers chose topics for study and shared what they were learning. Ongoing interviews, along with tutor reflections and researcher observations, showed the criticality of students’ identities in their topic studies. Pursuing questions that were connected to their identities resulted in self-regulatory behaviors, including goal-setting and persistence. Additionally, students labeled as struggling readers demonstrated a broad range of literate behaviors, including reading, writing, speaking, listening, viewing, and composing. This paper adds to the research that challenges a model of remedial instruction where students are positioned as deficient and instead reframes literacy instruction as a tool for helping students act agentically.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"477 - 494"},"PeriodicalIF":1.4,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48615164","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 : 2022-09-06DOI: 10.1080/02702711.2022.2118914
Mikael Winberg, Mats Tegmark, Monika Vinterek, Tarja Alatalo
Abstract As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.
{"title":"Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9","authors":"Mikael Winberg, Mats Tegmark, Monika Vinterek, Tarja Alatalo","doi":"10.1080/02702711.2022.2118914","DOIUrl":"https://doi.org/10.1080/02702711.2022.2118914","url":null,"abstract":"Abstract As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"215 ","pages":"442 - 476"},"PeriodicalIF":1.4,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41272963","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 : 2022-09-06DOI: 10.1080/02702711.2022.2113943
Maedeh Ghavamnia, Zohreh Kashkouli
Abstract The present study aimed to explore the relationship between reading motivation, reading engagement, strategy use, and L2 reading proficiency and the predictability of the first three factors on L2 reading proficiency in a group of Iranian EFL learners. The participants were selected based on a nonrandom purposive sampling technique. They were asked to complete the MRQ, reading engagement questionnaire, the SILL, and an IELTS reading test. The data were analyzed using the SPSS software. The findings indicated that there existed a meaningful positive relationship between reading motivation and L2 reading proficiency as well as reading engagement and L2 reading proficiency. There did not exist a positive relationship between strategy use and L2 reading proficiency. The results also revealed that reading motivation and reading engagement predicted the L2 reading proficiency of the participants. Furthermore, a significant difference existed among the low, intermediate, and high-proficient L2 readers in terms of reading motivation and reading engagement. Implications of the study are presented in the article.
{"title":"Motivation, Engagement, Strategy Use, and L2 Reading Proficiency in Iranian EFL Learners: An Investigation of Relations and Predictability","authors":"Maedeh Ghavamnia, Zohreh Kashkouli","doi":"10.1080/02702711.2022.2113943","DOIUrl":"https://doi.org/10.1080/02702711.2022.2113943","url":null,"abstract":"Abstract The present study aimed to explore the relationship between reading motivation, reading engagement, strategy use, and L2 reading proficiency and the predictability of the first three factors on L2 reading proficiency in a group of Iranian EFL learners. The participants were selected based on a nonrandom purposive sampling technique. They were asked to complete the MRQ, reading engagement questionnaire, the SILL, and an IELTS reading test. The data were analyzed using the SPSS software. The findings indicated that there existed a meaningful positive relationship between reading motivation and L2 reading proficiency as well as reading engagement and L2 reading proficiency. There did not exist a positive relationship between strategy use and L2 reading proficiency. The results also revealed that reading motivation and reading engagement predicted the L2 reading proficiency of the participants. Furthermore, a significant difference existed among the low, intermediate, and high-proficient L2 readers in terms of reading motivation and reading engagement. Implications of the study are presented in the article.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"423 - 441"},"PeriodicalIF":1.4,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074962","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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