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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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