Alexandra N. Spichtig, Jeffrey P. Pascoe, Kristin M. Gehsmann, Fei Gu, John D. Ferrara
{"title":"The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12","authors":"Alexandra N. Spichtig, Jeffrey P. Pascoe, Kristin M. Gehsmann, Fei Gu, John D. Ferrara","doi":"10.1002/rrq.457","DOIUrl":"https://doi.org/10.1002/rrq.457","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46275333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID‐19. Fifty K‐2 public school teachers from 10 states submitted smartphone‐based diary entries about their day‐to‐day literacy instructional practices before versus during COVID‐19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code‐focused, foundational skills, while the largest declines were in language‐focused practices such as extended writing, vocabulary knowledge, and reading comprehension strategies. We analyzed teachers’ responses to identify factors that influenced their adaptations. Implications for areas of literacy development in need of immediate, intensive attention in the aftermath of COVID‐19 are addressed. [ FROM AUTHOR] Copyright of Reading Research Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals","authors":"Amy C. Crosson, R. Silverman","doi":"10.1002/rrq.456","DOIUrl":"https://doi.org/10.1002/rrq.456","url":null,"abstract":"We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID‐19. Fifty K‐2 public school teachers from 10 states submitted smartphone‐based diary entries about their day‐to‐day literacy instructional practices before versus during COVID‐19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code‐focused, foundational skills, while the largest declines were in language‐focused practices such as extended writing, vocabulary knowledge, and reading comprehension strategies. We analyzed teachers’ responses to identify factors that influenced their adaptations. Implications for areas of literacy development in need of immediate, intensive attention in the aftermath of COVID‐19 are addressed. [ FROM AUTHOR] Copyright of Reading Research Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49617000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article highlights how Chicanx/Latinx youth draw on their lived realities as lenses to guide their inquiry and share their findings in a Youth Participatory Action Research project. In this project, youth collected testimonios from residents and staff within their migrant housing community to better understand histories of migration and community building. Drawing on a critical multimodal analysis framework which centers Chicanx/Latinx youth literacies and epistemologies, this article focuses on how youth drew on their community cultural knowledge and lived experiences in multimodal creation to bring attention to sociopolitical issues they cared about and impacted their community.
{"title":"“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research","authors":"Mónica González Ybarra","doi":"10.1002/rrq.455","DOIUrl":"https://doi.org/10.1002/rrq.455","url":null,"abstract":"This article highlights how Chicanx/Latinx youth draw on their lived realities as lenses to guide their inquiry and share their findings in a Youth Participatory Action Research project. In this project, youth collected testimonios from residents and staff within their migrant housing community to better understand histories of migration and community building. Drawing on a critical multimodal analysis framework which centers Chicanx/Latinx youth literacies and epistemologies, this article focuses on how youth drew on their community cultural knowledge and lived experiences in multimodal creation to bring attention to sociopolitical issues they cared about and impacted their community.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Castells, Marta Minguela, Isabel Solé, Mariana Miras, Esther Nadal, Gert Rijlaarsdam
Studies have shown that inferential questions encourage a more in- depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth- grade students’ (13- to 14- years old) ability to answer intra- and intertextual inferential questions when they read one or multiple complementary texts. The intervention was implemented by a group of middle- school history teachers. Teachers in both the intervention and control groups (IG and CG, respectively) taught the same teaching unit using the same reading materials. However, teachers in the IG participated in 12 hours of professional development seminars on analysis of their classroom practice and how to improve their questioning strategies. Post- intervention results revealed that students in the IG were significantly better than those in the CG at answering intra- and intertextual inferential questions. This difference was maintained at follow- up (2 months after finishing the intervention). Students in the IG also performed better than those in the CG at a learning test. These results confirm the value of teaching students how to answer complex questions, especially when they refer to more than one text. The findings also support the value of the professional development program that enables teachers to reflect on their practice.
{"title":"Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study","authors":"N. Castells, Marta Minguela, Isabel Solé, Mariana Miras, Esther Nadal, Gert Rijlaarsdam","doi":"10.1002/rrq.451","DOIUrl":"https://doi.org/10.1002/rrq.451","url":null,"abstract":"Studies have shown that inferential questions encourage a more in- depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth- grade students’ (13- to 14- years old) ability to answer intra- and intertextual inferential questions when they read one or multiple complementary texts. The intervention was implemented by a group of middle- school history teachers. Teachers in both the intervention and control groups (IG and CG, respectively) taught the same teaching unit using the same reading materials. However, teachers in the IG participated in 12 hours of professional development seminars on analysis of their classroom practice and how to improve their questioning strategies. Post- intervention results revealed that students in the IG were significantly better than those in the CG at answering intra- and intertextual inferential questions. This difference was maintained at follow- up (2 months after finishing the intervention). Students in the IG also performed better than those in the CG at a learning test. These results confirm the value of teaching students how to answer complex questions, especially when they refer to more than one text. The findings also support the value of the professional development program that enables teachers to reflect on their practice.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42038982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature","authors":"B. Nash, Randi Beth Brady","doi":"10.1002/rrq.454","DOIUrl":"https://doi.org/10.1002/rrq.454","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48528294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy","authors":"Casey Medlock Paul","doi":"10.1002/rrq.453","DOIUrl":"https://doi.org/10.1002/rrq.453","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41452571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effectiveness of a Classroom‐Implemented, App‐Based Morphology Program for Language‐Minority Students: Examining Latent Language‐Literacy Profiles and Contextual Factors as Moderators","authors":"S. Bratlie, J. Gustafsson, J. V. K. Torkildsen","doi":"10.1002/rrq.447","DOIUrl":"https://doi.org/10.1002/rrq.447","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48485957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Menahem Yeari, Liran Markel Schlesinger, Ella Moshka
{"title":"The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies","authors":"Menahem Yeari, Liran Markel Schlesinger, Ella Moshka","doi":"10.1002/rrq.452","DOIUrl":"https://doi.org/10.1002/rrq.452","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study","authors":"Jeremy M. Law, P. Ghesquière","doi":"10.1002/rrq.450","DOIUrl":"https://doi.org/10.1002/rrq.450","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41935698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：