Pub Date : 2022-08-19DOI: 10.1080/02702711.2022.2094042
Timothy G. Morrison, B. Wilcox, R. Sudweeks, Lauren Bird, Erica Murdoch, Hannah Bursey, McKenzie Helvey
Abstract The authors of the Common Core State Standards and publishers of literacy programs focus on an essential aspect of comprehension, the process of drawing inferences. An inference refers to any piece of information that an author does not include in text but expects readers to use to make meaning. Four common inference types are anaphoric, background knowledge, predictive, and retrospective. To date, there have been group-administered test for teachers to use to evaluate children’s abilities to draw inferences, but none focuses on these inference types. The purpose of this study was to create a reliable instrument, and the Assessment of Inference Types (AIT) was the result. It includes four passages, two narrative and two informational. Each passage has eight items, two of each inference type. Unlike most assessments, it measures students’ abilities to make inferences moment-by-moment during the act of reading, instead of before or after. The AIT was administered to a 492 fifth graders and was shown to have a .902 reliability coefficient. Armed with results of this test, teachers can identify what specific inferencing processes children have mastered and ones with which they are struggling, and plan instruction accordingly.
{"title":"Assessment of Inference Types (AIT): A New Test for Measuring How Well Students Make Inferences","authors":"Timothy G. Morrison, B. Wilcox, R. Sudweeks, Lauren Bird, Erica Murdoch, Hannah Bursey, McKenzie Helvey","doi":"10.1080/02702711.2022.2094042","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094042","url":null,"abstract":"Abstract The authors of the Common Core State Standards and publishers of literacy programs focus on an essential aspect of comprehension, the process of drawing inferences. An inference refers to any piece of information that an author does not include in text but expects readers to use to make meaning. Four common inference types are anaphoric, background knowledge, predictive, and retrospective. To date, there have been group-administered test for teachers to use to evaluate children’s abilities to draw inferences, but none focuses on these inference types. The purpose of this study was to create a reliable instrument, and the Assessment of Inference Types (AIT) was the result. It includes four passages, two narrative and two informational. Each passage has eight items, two of each inference type. Unlike most assessments, it measures students’ abilities to make inferences moment-by-moment during the act of reading, instead of before or after. The AIT was administered to a 492 fifth graders and was shown to have a .902 reliability coefficient. Armed with results of this test, teachers can identify what specific inferencing processes children have mastered and ones with which they are struggling, and plan instruction accordingly.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"293 - 316"},"PeriodicalIF":1.4,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967396","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}
ABSTRACT Top-down and bottom-up reading processes have attracted attention from researchers in ESL/EFL teaching/learning. However, the role of these processes and their combination in L2 vocabulary learning and retention still needs further research. Given this, this study sought to consider their role in L2 vocabulary learning and retention by Iranian EFL learners. To this end, 100 intermediate participants were chosen from among a convenience sample of 180 EFL learners. They were then assigned to four random groups (Top-down, Bottom-up, Combined and Control). Finally, target vocabulary learning and retention were assessed by an immediate (learning) and delayed (retention) post-test. ANOVA results revealed that the bottom-up group outperformed the control group. The combined group also did better than the top-down and control groups on the post-test. However, the difference between the top-down and control group did not prove significant. In addition, the combined group surpassed the other groups in terms of the gain in mean scores. As for retention, both the bottom-up and combined processes resulted in the retention of the target vocabulary, with the former being even more effective. It can be suggested that these processes can be regarded as complementary factors in L2 vocabulary learning and retention.
{"title":"Combined and Differential Effects of Top-down and Bottom-up Reading Processes on Target Vocabulary Learning and Retention by EFL Learners","authors":"Rokhsareh Kakvand, Seyed Hesamuddin Aliasin, Elham Mohammadi","doi":"10.1080/02702711.2022.2115730","DOIUrl":"https://doi.org/10.1080/02702711.2022.2115730","url":null,"abstract":"ABSTRACT Top-down and bottom-up reading processes have attracted attention from researchers in ESL/EFL teaching/learning. However, the role of these processes and their combination in L2 vocabulary learning and retention still needs further research. Given this, this study sought to consider their role in L2 vocabulary learning and retention by Iranian EFL learners. To this end, 100 intermediate participants were chosen from among a convenience sample of 180 EFL learners. They were then assigned to four random groups (Top-down, Bottom-up, Combined and Control). Finally, target vocabulary learning and retention were assessed by an immediate (learning) and delayed (retention) post-test. ANOVA results revealed that the bottom-up group outperformed the control group. The combined group also did better than the top-down and control groups on the post-test. However, the difference between the top-down and control group did not prove significant. In addition, the combined group surpassed the other groups in terms of the gain in mean scores. As for retention, both the bottom-up and combined processes resulted in the retention of the target vocabulary, with the former being even more effective. It can be suggested that these processes can be regarded as complementary factors in L2 vocabulary learning and retention.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"405 - 422"},"PeriodicalIF":1.4,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795237","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 : 2022-08-16DOI: 10.1080/02702711.2022.2113944
Lisa van der Sande, Ilona Wildeman, A. Bus, R. van Steensel
ABSTRACT In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when selecting books could prevent a reading attitude decline. Study 1 focused on readers in prevocational secondary education (Grades 7 and 8; N = 136). Study 2 included younger readers from primary education (Grades 4–6, N = 99). Students in the experimental condition met with a librarian to discuss book choices every two weeks for three months. In both studies, the intervention stabilized the reading attitude decline, although, in Study 1, only for more advanced readers. In Study 2, reading comprehension of the most proficient readers also improved. This indicates that guidance in selecting books can preserve students’ reading attitude and increase reading proficiency growth.
{"title":"Personalized Expert Guidance of Students’ Book Choices in Primary and Secondary Education","authors":"Lisa van der Sande, Ilona Wildeman, A. Bus, R. van Steensel","doi":"10.1080/02702711.2022.2113944","DOIUrl":"https://doi.org/10.1080/02702711.2022.2113944","url":null,"abstract":"ABSTRACT In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when selecting books could prevent a reading attitude decline. Study 1 focused on readers in prevocational secondary education (Grades 7 and 8; N = 136). Study 2 included younger readers from primary education (Grades 4–6, N = 99). Students in the experimental condition met with a librarian to discuss book choices every two weeks for three months. In both studies, the intervention stabilized the reading attitude decline, although, in Study 1, only for more advanced readers. In Study 2, reading comprehension of the most proficient readers also improved. This indicates that guidance in selecting books can preserve students’ reading attitude and increase reading proficiency growth.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"380 - 404"},"PeriodicalIF":1.4,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46113685","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 : 2022-08-09DOI: 10.1080/02702711.2022.2106332
Daisy Pelletier, William Gilbert, F. Guay, Éric Falardeau
Abstract While most educational models point toward cognitive and metacognitive skills to promote reading comprehension, recent studies indicate that motivation also plays a key role. Consequently, studying social factors that may support reading motivation represents an interesting research avenue. We therefore performed a systematic review of the literature to highlight the types of reading support provided by teachers, parent, or peers that predict changes in reading motivation among students in grades 4 to 6. Restricting our sample to peer-reviewed articles published in the last twenty years, we identified 7208 research papers from electronic databases. From these, we selected papers focused on 4th to 6th graders with normative development, using reading supports (from either teachers, parents, or peers) as independent variable(s) and reading motivation as the dependent variable, and having at least two waves of data. At the end of the selection process, 16 studies were eligible for data extraction. Our synthesis suggests that the current state of research in the field of reading motivation does not allow the identification of reading interventions that are undoubtedly effective in promoting reading motivation. However, it appears that supporting students’ psychological needs is generally an effective way of producing positive changes in their reading motivation.
{"title":"Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review","authors":"Daisy Pelletier, William Gilbert, F. Guay, Éric Falardeau","doi":"10.1080/02702711.2022.2106332","DOIUrl":"https://doi.org/10.1080/02702711.2022.2106332","url":null,"abstract":"Abstract While most educational models point toward cognitive and metacognitive skills to promote reading comprehension, recent studies indicate that motivation also plays a key role. Consequently, studying social factors that may support reading motivation represents an interesting research avenue. We therefore performed a systematic review of the literature to highlight the types of reading support provided by teachers, parent, or peers that predict changes in reading motivation among students in grades 4 to 6. Restricting our sample to peer-reviewed articles published in the last twenty years, we identified 7208 research papers from electronic databases. From these, we selected papers focused on 4th to 6th graders with normative development, using reading supports (from either teachers, parents, or peers) as independent variable(s) and reading motivation as the dependent variable, and having at least two waves of data. At the end of the selection process, 16 studies were eligible for data extraction. Our synthesis suggests that the current state of research in the field of reading motivation does not allow the identification of reading interventions that are undoubtedly effective in promoting reading motivation. However, it appears that supporting students’ psychological needs is generally an effective way of producing positive changes in their reading motivation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"317 - 356"},"PeriodicalIF":1.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292750","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 : 2022-07-25DOI: 10.1080/02702711.2022.2106333
Gabriel. Gomez, M. Rivas
ABSTRACT Recent research has proven the importance of non-cognitive determinants, such as motivation and resilience, in improving reading achievement. This study provides insights on how these two determinants are displayed by students living in contexts of high social vulnerability. A mixed methodology was used to conduct the study in six schools across the O’Higgins Region of Chile. A reading comprehension test and questionnaires about resilience and reading motivation were responded by 192 eighth grade students (mean age = 13.49 years). The results identified students with high, average, and low reading achievement. Subsequently, 32 students participated in interviews, as did 9 mothers, 6 language teachers, and 6 school principals. The results showed that, even in a highly segregated educational system, factors such as perceived self-efficacy, intrinsic motivation, and family support are significantly related to reading achievement. This investigation underscores how student and familial life experiences influence reading achievement.
{"title":"Reading Achievement, Resilience, and Motivation in Contexts of Vulnerability: A Study of Perceived Self-Efficacy, Intrinsic Motivation, and Family Support in Chile","authors":"Gabriel. Gomez, M. Rivas","doi":"10.1080/02702711.2022.2106333","DOIUrl":"https://doi.org/10.1080/02702711.2022.2106333","url":null,"abstract":"ABSTRACT Recent research has proven the importance of non-cognitive determinants, such as motivation and resilience, in improving reading achievement. This study provides insights on how these two determinants are displayed by students living in contexts of high social vulnerability. A mixed methodology was used to conduct the study in six schools across the O’Higgins Region of Chile. A reading comprehension test and questionnaires about resilience and reading motivation were responded by 192 eighth grade students (mean age = 13.49 years). The results identified students with high, average, and low reading achievement. Subsequently, 32 students participated in interviews, as did 9 mothers, 6 language teachers, and 6 school principals. The results showed that, even in a highly segregated educational system, factors such as perceived self-efficacy, intrinsic motivation, and family support are significantly related to reading achievement. This investigation underscores how student and familial life experiences influence reading achievement.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"357 - 379"},"PeriodicalIF":1.4,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48577576","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 : 2022-05-19DOI: 10.1080/02702711.2022.2094037
Zhihong Xu, K. Wijekumar, Shuqiong Lin, Xinyuan Yang, Bo Nan
ABSTRACT The difficulties with developing high-order reading comprehension skills negatively impact academic success across fields. The current study investigated whether the text structure strategy instruction, delivered through the Intelligent Tutoring of Structure Strategy (ITSS) to adult English learners as a foreign language (EFL), can improve reading comprehension, especially their higher-order reading comprehension skills. With a quasi-experimental nonequivalent control group design, 61 adult Chinese EFL learners from two classes were assigned to experimental or control groups. The experimental group utilized the ITSS to support their English reading instruction, whereas the control group was provided with the traditional instruction. Our results indicated that the web-based text structure instruction had a statistically significant positive effect on Chinese EFL learners’ reading comprehension (β = 3.22, p < 0.05). Furthermore, we confirmed our hypothesis that text structure intervention was a significant predictor for inferential (β = 0.91, p < 0.05) and evaluative (β = 1.06, p < 0.05) subskills of comprehension, but not for literal subskills (β = 1.25, p > 0.05). Based on these results, research and pedagogical implications of this study are discussed.
发展高阶阅读理解技能的困难对各领域的学术成功产生负面影响。本研究旨在探讨通过结构策略智能辅导(ITSS)对成人英语学习者进行语篇结构策略指导是否能提高其阅读理解能力，尤其是高阶阅读理解能力。采用准实验非等效对照组设计，将61名中国成人英语学习者分为实验组和对照组。实验组使用ITSS进行英语阅读教学，对照组使用传统教学。结果表明，基于网络的文本结构教学对中国英语学习者的阅读理解有显著的正向影响(β = 3.22, p 0.05)。在此基础上，讨论了本研究的研究意义和教学意义。
{"title":"Web-Based Text Structure Instruction on Ells’ High-Order Reading Comprehension Skills","authors":"Zhihong Xu, K. Wijekumar, Shuqiong Lin, Xinyuan Yang, Bo Nan","doi":"10.1080/02702711.2022.2094037","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094037","url":null,"abstract":"ABSTRACT The difficulties with developing high-order reading comprehension skills negatively impact academic success across fields. The current study investigated whether the text structure strategy instruction, delivered through the Intelligent Tutoring of Structure Strategy (ITSS) to adult English learners as a foreign language (EFL), can improve reading comprehension, especially their higher-order reading comprehension skills. With a quasi-experimental nonequivalent control group design, 61 adult Chinese EFL learners from two classes were assigned to experimental or control groups. The experimental group utilized the ITSS to support their English reading instruction, whereas the control group was provided with the traditional instruction. Our results indicated that the web-based text structure instruction had a statistically significant positive effect on Chinese EFL learners’ reading comprehension (β = 3.22, p < 0.05). Furthermore, we confirmed our hypothesis that text structure intervention was a significant predictor for inferential (β = 0.91, p < 0.05) and evaluative (β = 1.06, p < 0.05) subskills of comprehension, but not for literal subskills (β = 1.25, p > 0.05). Based on these results, research and pedagogical implications of this study are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"211 - 231"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41724220","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 : 2022-05-19DOI: 10.1080/02702711.2022.2094038
Ronen Kasperski, Vered Vaknin‐Nusbaum
ABSTRACT The contribution of reading self-concept (RSC) to reading comprehension in Hebrew elementary school students was examined with respect to grade level (second, fifth, and sixth graders) and students’ level of reading comprehension (poor, average, and good). RSC questionnaire and reading measures were delivered to 49 second graders and 48 fifth and sixth grade students. Results showed correlations between RSC, language and reading measures. Young readers showed higher RSC than older students and poor comprehenders showed lower RSC than average and good comprehenders. Overall, RSC accounted for variance in reading comprehension after controlling for language and word-level reading measures. The results suggest that the transition from transparent to deep orthography may also affect RSC and cause a decline in the later stages of reading acquisition.
{"title":"Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography","authors":"Ronen Kasperski, Vered Vaknin‐Nusbaum","doi":"10.1080/02702711.2022.2094038","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094038","url":null,"abstract":"ABSTRACT The contribution of reading self-concept (RSC) to reading comprehension in Hebrew elementary school students was examined with respect to grade level (second, fifth, and sixth graders) and students’ level of reading comprehension (poor, average, and good). RSC questionnaire and reading measures were delivered to 49 second graders and 48 fifth and sixth grade students. Results showed correlations between RSC, language and reading measures. Young readers showed higher RSC than older students and poor comprehenders showed lower RSC than average and good comprehenders. Overall, RSC accounted for variance in reading comprehension after controlling for language and word-level reading measures. The results suggest that the transition from transparent to deep orthography may also affect RSC and cause a decline in the later stages of reading acquisition.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"232 - 249"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894681","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 : 2022-05-19DOI: 10.1080/02702711.2022.2094041
K. Nelson, Natalie A. Williams, Daniel Huber
ABSTRACT It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the “whole language” reading movement that advocated for analytic phonics instruction and having students spend much of their time silently reading at their “independent” levels was common. The report recommended the explicit teaching of the “Big Five” components of reading instruction, phonemic awareness, phonics, comprehension, fluency and vocabulary, along with scaffolded reading instruction with challenging text. In the same year, another study concluded that elementary teachers had students reading silently 71% of the time and providing phonics instruction strategies associated with “whole language” such as contextual analysis. In this study, a survey was distributed to school superintendents across the country; 293 completed the survey resulting in a 72% response rate. Respondents indicated a clear and increasing preference for basal programs; a result that we believe reveals the impact of the NRP. Even so, about a quarter of the respondents indicated a preference for programs, and more than half were using assessments, more aligned with “whole language” approaches.
{"title":"Trends in the Selection of Primary Grade (K-3) Reading Programs and Assessments in the United States","authors":"K. Nelson, Natalie A. Williams, Daniel Huber","doi":"10.1080/02702711.2022.2094041","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094041","url":null,"abstract":"ABSTRACT It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the “whole language” reading movement that advocated for analytic phonics instruction and having students spend much of their time silently reading at their “independent” levels was common. The report recommended the explicit teaching of the “Big Five” components of reading instruction, phonemic awareness, phonics, comprehension, fluency and vocabulary, along with scaffolded reading instruction with challenging text. In the same year, another study concluded that elementary teachers had students reading silently 71% of the time and providing phonics instruction strategies associated with “whole language” such as contextual analysis. In this study, a survey was distributed to school superintendents across the country; 293 completed the survey resulting in a 72% response rate. Respondents indicated a clear and increasing preference for basal programs; a result that we believe reveals the impact of the NRP. Even so, about a quarter of the respondents indicated a preference for programs, and more than half were using assessments, more aligned with “whole language” approaches.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"277 - 292"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48225367","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 : 2022-05-19DOI: 10.1080/02702711.2022.2094040
Tricia A. Zucker, Yoonkyung Oh, Kristin Conradi Smith, Julie Baker-Finck
ABSTRACT This study examines the feasibility of adding a proximal outcome survey to a book distribution program. We also examine access to books at home for Grade 3 to 5 students experiencing poverty and relations with reading motivation and reading amount. Finally, we describe students’ book preferences by analyzing the difficulty and genres of texts they select for outside of school time (OST) reading. We surveyed 549 students attending four elementary schools that serve > 98% economically disadvantaged students using this new measure. We found adequate feasibility and initial validity of this short survey. Key findings from this study were that students who had access to a greater number of books at home read more during OST, even after adjusting for reading motivation. Consistent with past research, students’ reading motivation related to their reading amount. We discuss potential implications of these findings for book distribution efforts.
{"title":"Low-Income Elementary Students Access to Books & Reading Motivation","authors":"Tricia A. Zucker, Yoonkyung Oh, Kristin Conradi Smith, Julie Baker-Finck","doi":"10.1080/02702711.2022.2094040","DOIUrl":"https://doi.org/10.1080/02702711.2022.2094040","url":null,"abstract":"ABSTRACT This study examines the feasibility of adding a proximal outcome survey to a book distribution program. We also examine access to books at home for Grade 3 to 5 students experiencing poverty and relations with reading motivation and reading amount. Finally, we describe students’ book preferences by analyzing the difficulty and genres of texts they select for outside of school time (OST) reading. We surveyed 549 students attending four elementary schools that serve > 98% economically disadvantaged students using this new measure. We found adequate feasibility and initial validity of this short survey. Key findings from this study were that students who had access to a greater number of books at home read more during OST, even after adjusting for reading motivation. Consistent with past research, students’ reading motivation related to their reading amount. We discuss potential implications of these findings for book distribution efforts.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"250 - 276"},"PeriodicalIF":1.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45895505","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 : 2022-01-10DOI: 10.1080/02702711.2021.2020187
Tanya S. Wright, Gina N. Cervetti, Crystal N. Wise, Nicola A. McClung
Abstract We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children’s incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a set of six CC informational texts or a set of texts that addressed a range of topics. After the read alouds, we found larger effect sizes favoring the CC group on conceptually-central target words and no differences between groups on general academic words or on the listening comprehension passages. Within treatment comparisons demonstrate the CC participants had stronger listening comprehension of a passage that contained both concepts and vocabulary from their text set than of other passages. Findings suggest that CC read alouds may be a promising way to enhance learning opportunities during read alouds for young learners.
{"title":"The Impact of Knowledge-Building through Conceptually-Coherent Read Alouds on Vocabulary and Comprehension","authors":"Tanya S. Wright, Gina N. Cervetti, Crystal N. Wise, Nicola A. McClung","doi":"10.1080/02702711.2021.2020187","DOIUrl":"https://doi.org/10.1080/02702711.2021.2020187","url":null,"abstract":"Abstract We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children’s incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a set of six CC informational texts or a set of texts that addressed a range of topics. After the read alouds, we found larger effect sizes favoring the CC group on conceptually-central target words and no differences between groups on general academic words or on the listening comprehension passages. Within treatment comparisons demonstrate the CC participants had stronger listening comprehension of a passage that contained both concepts and vocabulary from their text set than of other passages. Findings suggest that CC read alouds may be a promising way to enhance learning opportunities during read alouds for young learners.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"43 1","pages":"70 - 84"},"PeriodicalIF":1.4,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42836045","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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