Tisha Lewis Ellison, Catherine Compton‐Lilly, Rebecca Rogers
In this metasynthesis, we examined 21 highly cited qualitative studies on family literacy scholarship conducted by Black, Indigenous, and People of Color (BIPOC) scholars from 1981 to 2019. This metasynthesis integrates findings to present a counterstory that challenges dominant narratives in family literacy. By amplifying often overlooked or erased narratives, we highlight diverse themes including family literacy as activism, its temporal aspects, barriers, challenges, hybridity, emotionality, bonding, spiritual literacies, and healing practices. These themes enhance racial, linguistic, and cultural awareness in scholars' engagement with families and communities. This metasynthesis broadens the conceptualization of family literacy, encouraging a reevaluation of our understanding of families, literacies, and research representation. Additionally, it underscores the critical importance of acknowledging and authentically representing BIPOC scholars and their participants’ stories.
{"title":"A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities","authors":"Tisha Lewis Ellison, Catherine Compton‐Lilly, Rebecca Rogers","doi":"10.1002/rrq.558","DOIUrl":"https://doi.org/10.1002/rrq.558","url":null,"abstract":"In this metasynthesis, we examined 21 highly cited qualitative studies on family literacy scholarship conducted by Black, Indigenous, and People of Color (BIPOC) scholars from 1981 to 2019. This metasynthesis integrates findings to present a counterstory that challenges dominant narratives in family literacy. By amplifying often overlooked or erased narratives, we highlight diverse themes including family literacy as activism, its temporal aspects, barriers, challenges, hybridity, emotionality, bonding, spiritual literacies, and healing practices. These themes enhance racial, linguistic, and cultural awareness in scholars' engagement with families and communities. This metasynthesis broadens the conceptualization of family literacy, encouraging a reevaluation of our understanding of families, literacies, and research representation. Additionally, it underscores the critical importance of acknowledging and authentically representing BIPOC scholars and their participants’ stories.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504855","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}
Rapidly developing technological advances have raised new questions about what makes us uniquely human. As data and generative AI become more powerful, what does it mean to learn, teach, create, make meaning, and express ourselves, even as machines are trained to take care of these tasks for us? With youth, and in the context of literacy and media education, we embrace this moment to broaden our social imaginations. Our collaboration with journalists ages 14–25 from 2019 to 2023 has yielded a corpus of over 30 multimodal compositions constructed with and/or about AI reaching audiences in the millions. On the basis of these youth texts – produced within our participatory research at YR Media, a national STEAM learning center and platform for emerging BIPOC content creators – we developed the conceptual framework presented here: Humanizing Data Expression (HDE). The key role of expression in HDE distinguishes the human from the machine through the lens of storytelling. Analysis of this corpus (podcasts, web‐based interactives, videos, radio features, online posts, social media assets) revealed four literacy practices of YR Media authors as they made sense of AI: (1) contextualize: try out AI‐powered features, reveal how it works; (2) unveil authorship: introduce AI creators and processes; (3) grapple: explore tensions and paradoxes; (4) play: hack, mess with, outsmart, exaggerate AI. From these insights, we end with implications of HDE as a framework for learning and teaching AI literacy, including its potential for critically transforming data literacy practice and pedagogy across schools, teaching, and teacher education.
飞速发展的科技进步提出了新的问题：是什么让我们成为独特的人类？随着数据和生成性人工智能变得越来越强大，学习、教学、创造、创造意义和表达自己意味着什么，即使机器被训练来为我们完成这些任务？与年轻人一起，在扫盲和媒体教育的背景下，我们迎接这一时刻，拓宽我们的社会想象力。从2019年到2023年，我们与14-25岁的记者合作，建立了一个由30多篇多模态作品组成的语料库，这些作品是用人工智能和/或有关人工智能的内容创作的，受众数以百万计。YR Media 是一个国家 STEAM 学习中心，也是新兴 BIPOC 内容创作者的平台，我们在 YR Media 的参与式研究中制作了这些青少年文本，在此基础上，我们制定了本文介绍的概念框架：人性化数据表达 (HDE)。在 HDE 中，表达的关键作用是通过讲故事的视角将人与机器区分开来。对这一语料库（播客、基于网络的互动、视频、广播专题、在线帖子、社交媒体资产）的分析揭示了 YR Media 作者在理解人工智能时的四种素养实践：(1) 情境化：尝试人工智能驱动的功能，揭示其工作原理；(2) 揭开作者身份：介绍人工智能的创造者和过程；(3) 争夺：探索紧张关系和悖论；(4) 游戏：黑客、捣乱、智胜、夸大人工智能。从这些见解中，我们最后提出了HDE作为人工智能素养学习和教学框架的意义，包括它在批判性地改变学校、教学和教师教育的数据素养实践和教学法方面的潜力。
{"title":"“Gotta Love Some Human Connection”: Humanizing Data Expression in an Age of AI","authors":"Cherise McBride, Clifford H. Lee, Elisabeth Soep","doi":"10.1002/rrq.550","DOIUrl":"https://doi.org/10.1002/rrq.550","url":null,"abstract":"Rapidly developing technological advances have raised new questions about what makes us uniquely human. As data and generative AI become more powerful, what does it mean to learn, teach, create, make meaning, and express ourselves, even as machines are trained to take care of these tasks for us? With youth, and in the context of literacy and media education, we embrace this moment to broaden our social imaginations. Our collaboration with journalists ages 14–25 from 2019 to 2023 has yielded a corpus of over 30 multimodal compositions constructed with and/or about AI reaching audiences in the millions. On the basis of these youth texts – produced within our participatory research at YR Media, a national STEAM learning center and platform for emerging BIPOC content creators – we developed the conceptual framework presented here: Humanizing Data Expression (HDE). The key role of expression in HDE distinguishes the human from the machine through the lens of storytelling. Analysis of this corpus (podcasts, web‐based interactives, videos, radio features, online posts, social media assets) revealed four literacy practices of YR Media authors as they made sense of AI: (1) contextualize: try out AI‐powered features, reveal how it works; (2) unveil authorship: introduce AI creators and processes; (3) grapple: explore tensions and paradoxes; (4) play: hack, mess with, outsmart, exaggerate AI. From these insights, we end with implications of HDE as a framework for learning and teaching AI literacy, including its potential for critically transforming data literacy practice and pedagogy across schools, teaching, and teacher education.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340645","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}
A. Schmitterer, Caterina Gawrilow, Claudia Friedrich
The collocation frequency of words in the language environment contributes to early vocabulary development. Vocabulary size, in turn, predicts children's reading comprehension skills later in development. Both collocation frequency and reading comprehension have been connected to inferential reasoning at different time points in development. Here, it was hypothesized that 8‐year‐old children's (N = 147; 76 female) sensitivity to collocation frequency would be related to vocabulary size and reading comprehension skills of varying complexity. Participants completed an auditory thematic judgment task to assess their sensitivity to collocation frequency (response accuracy or speed). In the task, children were presented with a short sentence containing a reference word (e.g., “John sees the cloud.”) and asked to judge which of two subsequent words best fit the sentence (e.g., “rain” or “lip”). Semantic relatedness between reference words and test words was operationalized in three levels (strong, weak, and distant) based on a corpus‐based analysis of collocation frequency. Multilevel and mediation analyses confirmed that thematic judgment responses were related to corpus‐based measures of collocation frequency and were associated with vocabulary size and reading comprehension skills at the sentence and text level. Furthermore, thematic judgment predicted vocabulary size and reading comprehension when the relation of decoding and reading comprehension was taken into account. The study highlights sensitivity to collocation frequency as a link between early language comprehension development (i.e., lexical retrieval and inferential reasoning) and reading comprehension in middle childhood. It also integrates theoretical approaches from computational network or distributional semantics studies and behavioral experimental studies.
{"title":"Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood","authors":"A. Schmitterer, Caterina Gawrilow, Claudia Friedrich","doi":"10.1002/rrq.548","DOIUrl":"https://doi.org/10.1002/rrq.548","url":null,"abstract":"The collocation frequency of words in the language environment contributes to early vocabulary development. Vocabulary size, in turn, predicts children's reading comprehension skills later in development. Both collocation frequency and reading comprehension have been connected to inferential reasoning at different time points in development. Here, it was hypothesized that 8‐year‐old children's (N = 147; 76 female) sensitivity to collocation frequency would be related to vocabulary size and reading comprehension skills of varying complexity. Participants completed an auditory thematic judgment task to assess their sensitivity to collocation frequency (response accuracy or speed). In the task, children were presented with a short sentence containing a reference word (e.g., “John sees the cloud.”) and asked to judge which of two subsequent words best fit the sentence (e.g., “rain” or “lip”). Semantic relatedness between reference words and test words was operationalized in three levels (strong, weak, and distant) based on a corpus‐based analysis of collocation frequency. Multilevel and mediation analyses confirmed that thematic judgment responses were related to corpus‐based measures of collocation frequency and were associated with vocabulary size and reading comprehension skills at the sentence and text level. Furthermore, thematic judgment predicted vocabulary size and reading comprehension when the relation of decoding and reading comprehension was taken into account. The study highlights sensitivity to collocation frequency as a link between early language comprehension development (i.e., lexical retrieval and inferential reasoning) and reading comprehension in middle childhood. It also integrates theoretical approaches from computational network or distributional semantics studies and behavioral experimental studies.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353671","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}
Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed‐methods approach to explore the benefits and limitations of a dialect‐shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K‐1 teachers in a predominantly Black mid‐Atlantic city. They were participating in an efficacy study of a dialect‐shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a survey of their language attitudes, and a subset (n = 16) participated in semi‐structured interviews. On the survey, teachers displayed more favorable attitudes toward language variation at the end of the school year, regardless of condition. The interviews revealed a range of perspectives, revealing a tension between a belief in the utility of DAE for their students and an understanding that many students will wish to use AAL in their communities. The curriculum provided shared vocabulary to discuss this tension and increased some teachers' acceptance of AAL in non‐academic settings, but many did not view dialect variation as relevant to their priorities as K‐1 teachers. These findings clarify the trade‐offs involved in work toward a more (linguistically) inclusive education system.
{"title":"Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum","authors":"Zachary Maher, Carolyn Mazzei, Ebony Terrell Shockley, Tatiana Thonesavanh, Jan Edwards","doi":"10.1002/rrq.554","DOIUrl":"https://doi.org/10.1002/rrq.554","url":null,"abstract":"Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed‐methods approach to explore the benefits and limitations of a dialect‐shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K‐1 teachers in a predominantly Black mid‐Atlantic city. They were participating in an efficacy study of a dialect‐shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a survey of their language attitudes, and a subset (n = 16) participated in semi‐structured interviews. On the survey, teachers displayed more favorable attitudes toward language variation at the end of the school year, regardless of condition. The interviews revealed a range of perspectives, revealing a tension between a belief in the utility of DAE for their students and an understanding that many students will wish to use AAL in their communities. The curriculum provided shared vocabulary to discuss this tension and increased some teachers' acceptance of AAL in non‐academic settings, but many did not view dialect variation as relevant to their priorities as K‐1 teachers. These findings clarify the trade‐offs involved in work toward a more (linguistically) inclusive education system.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351925","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}
The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical perspectives on technology, the present study drew on student survey and focus group data from English language arts classes in two culturally and linguistically diverse high schools to answer the following questions: (1) How are young people using AI in their everyday lives, if at all?; (2) What do young people identify as key considerations related to AI‐mediated writing?; and (3) What ethical and critical considerations, if any, inform young people's sensemaking of and practices with AI? Young people reported using generative AI for diverse purposes in and out of school, including to accomplish routine organizational and information tasks, to entertain themselves through experimenting with AI technologies, and to catalyze their thinking and writing processes. Survey and focus group participants' responses suggested their regular navigation of ethical and critical dimensions of AI use and their contemplation of what it means to be human through and with advancing technologies. Young people also reported a lack of opportunity to examine AI practices and perspectives in school, suggesting the important role schools can play in supporting youths' development of AI ethics.
{"title":"Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines","authors":"Jennifer Higgs, Amy Stornaiuolo","doi":"10.1002/rrq.552","DOIUrl":"https://doi.org/10.1002/rrq.552","url":null,"abstract":"The recent unveiling of chatbots such as ChatGPT has catalyzed vigorous debates about generative AI's impact on how learners read, write, and communicate. Largely missing from these debates is careful consideration of how young people are experiencing AI in their everyday lives and how they are making sense of the questions that these rapidly evolving cultural tools raise about ethics, power, and social participation. Engaging cultural‐historical perspectives on technology, the present study drew on student survey and focus group data from English language arts classes in two culturally and linguistically diverse high schools to answer the following questions: (1) How are young people using AI in their everyday lives, if at all?; (2) What do young people identify as key considerations related to AI‐mediated writing?; and (3) What ethical and critical considerations, if any, inform young people's sensemaking of and practices with AI? Young people reported using generative AI for diverse purposes in and out of school, including to accomplish routine organizational and information tasks, to entertain themselves through experimenting with AI technologies, and to catalyze their thinking and writing processes. Survey and focus group participants' responses suggested their regular navigation of ethical and critical dimensions of AI use and their contemplation of what it means to be human through and with advancing technologies. Young people also reported a lack of opportunity to examine AI practices and perspectives in school, suggesting the important role schools can play in supporting youths' development of AI ethics.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358391","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}
Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embedded in social relationships, the relational nature of GAI has powerful implications for the future of literacy and learning. This speculative essay draws upon sociocultural, affective, and posthuman perspectives on literacy to explore key concerns regarding the nature of intimate relationships with GAI. The author highlights three central concerns for literacy researchers and educators: epistemological issues stemming from intimate relationships with GAI, the potential for students to (re)conceptualize human relationships through GAI, and the role of relational GAI in linguistic justice.
生成式人工智能（GAI）程序，如 ChatGPT 和其他大型语言模型，旨在进行复杂的、反应灵敏的对话，让人感觉像是在与人互动。GAI 的对话性和响应性表明，用户有可能与 GAI 平台或在这些平台上创建的数字人物建立关系。鉴于语言使用和更广泛的概念理解在多大程度上深深植根于社会关系之中，GAI 的关系性质对未来的扫盲和学习具有强大的影响。这篇推测性文章借鉴了关于扫盲的社会文化、情感和后人类视角，探讨了有关 GAI 亲密关系性质的主要问题。作者强调了扫盲研究者和教育者所关注的三个核心问题：与 GAI 的亲密关系所产生的认识论问题、学生通过 GAI （重新）概念化人际关系的潜力，以及关系性 GAI 在语言正义中的作用。
{"title":"Love and Learning in the Age of Algorithms: How Intimate Relationships with Artificial Intelligence May Shape Epistemology, Sociality, and Linguistic Justice","authors":"B. Nash","doi":"10.1002/rrq.549","DOIUrl":"https://doi.org/10.1002/rrq.549","url":null,"abstract":"Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embedded in social relationships, the relational nature of GAI has powerful implications for the future of literacy and learning. This speculative essay draws upon sociocultural, affective, and posthuman perspectives on literacy to explore key concerns regarding the nature of intimate relationships with GAI. The author highlights three central concerns for literacy researchers and educators: epistemological issues stemming from intimate relationships with GAI, the potential for students to (re)conceptualize human relationships through GAI, and the role of relational GAI in linguistic justice.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141365250","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}
Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.
{"title":"Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students","authors":"Marianne Rice, Kacee Lambright, K. Wijekumar","doi":"10.1002/rrq.546","DOIUrl":"https://doi.org/10.1002/rrq.546","url":null,"abstract":"Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386729","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 examined the relation between home literacy environment (HLE), parents' reading skills, and children's emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children (Mage = 74.26 months) followed from kindergarten to Grade 1. Results of structural equation modeling showed that code‐related HLE activities and access to literacy resources continued to predict children's emergent literacy skills after controlling for the effects of family's socioeconomic status and both parents' reading skills. Parents' reading skills also exerted a direct effect on children's reading comprehension. These findings suggest that HLE exerts a true environmental effect on children's reading skills that is not due to a genetic confound.
{"title":"Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach","authors":"Suyu Zhang, Tomohiro Inoue, George K. Georgiou","doi":"10.1002/rrq.553","DOIUrl":"https://doi.org/10.1002/rrq.553","url":null,"abstract":"We examined the relation between home literacy environment (HLE), parents' reading skills, and children's emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children (Mage = 74.26 months) followed from kindergarten to Grade 1. Results of structural equation modeling showed that code‐related HLE activities and access to literacy resources continued to predict children's emergent literacy skills after controlling for the effects of family's socioeconomic status and both parents' reading skills. Parents' reading skills also exerted a direct effect on children's reading comprehension. These findings suggest that HLE exerts a true environmental effect on children's reading skills that is not due to a genetic confound.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274066","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":"A Tale of Two Gophers: Re/Storying for Re/Worlding","authors":"Kimberly Lenters, Ronna Mosher","doi":"10.1002/rrq.551","DOIUrl":"https://doi.org/10.1002/rrq.551","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187826","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}
Arturo Cortez, José Ramón Lizárraga, Edward Rivero
This article reports on findings from a social design‐based study conducted with an intergenerational group of youth, educators and researchers participating in the Learning to Transform (LiTT) Gaming Lab. We advance the notion of AlgoRitmo Literacies, to highlight the ingenuity of youth and educators as they used a tool called Character AI to author lore emerging within a virtual city called LiTT City. We conceptualize AlgoRitmo—a play on the word algorithm—as part inquiry and reflection (the algo or “something” of AI tools), and part action and future‐oriented (ritmo as in movement). Inspired by cosmogonies influenced by Coyolxauhqui, the fragmented Aztec moon goddess, this paper illustrates how young people reconfigure AI artifacts, reshape relationships with AI‐governed non‐playable characters, and repurpose AI tools to envision alternative futures and identities. In identifying AlgoRitmo Literacies, we provide examples of how ChicanX communities subvert ideologies embedded in AI through creative and ingenious interventions in video games and the construction of cyborg Chicanx subjectivities. This paper offers implications for how educators across content areas can leverage gaming, and AI tools, toward consequential literacy development.
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