The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers’ motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.
{"title":"Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness","authors":"Frank Hakemulder, Anne Mangen","doi":"10.1002/rrq.527","DOIUrl":"https://doi.org/10.1002/rrq.527","url":null,"abstract":"The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers’ motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"103 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375052","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}
Tanya S. Wright, Lori Bruner, Amy Cummings, Katharine O. Strunk
This instrumental case study is focused on understanding more about literacy instruction in K-3 classrooms during the pandemic-impacted 2020–2021 school year. The study aims to examine (a) how teachers described their literacy instruction before and during the COVID-19 pandemic; (b) the types of literacy instructional practices teachers implemented across in-person, virtual, and hybrid modalities; and (c) how teachers' implementation of these practices aligns with research on early grades literacy instruction. Data included classroom video of 25 teachers' literacy instruction, 162 classroom artifacts (e.g., student work samples), and statewide survey responses from 7110 teachers in spring 2020 and 5811 teachers in spring 2021. Teachers reported spending an average of 1 h less per week on literacy instruction in 2020–2021 as compared to a typical pre-pandemic school year. Despite these reported declines in instructional time, teachers in all modalities were observed implementing literacy instructional practices at comparable rates as they reported prior to the pandemic. However, teachers' implementations of these practices varied widely, with some teachers providing research-aligned literacy instruction while others did not. This range in quality was evident across modalities, including within the group of teachers providing in-person instruction. Results from this study challenge existing theories about instructional time and modality that have been posed to explain the pandemic's negative impacts on elementary students' literacy outcomes.
{"title":"Understanding K-3 Teachers' Literacy Instructional Practices During the Pandemic-Impacted 2020–2021 School Year","authors":"Tanya S. Wright, Lori Bruner, Amy Cummings, Katharine O. Strunk","doi":"10.1002/rrq.523","DOIUrl":"https://doi.org/10.1002/rrq.523","url":null,"abstract":"This instrumental case study is focused on understanding more about literacy instruction in K-3 classrooms during the pandemic-impacted 2020–2021 school year. The study aims to examine (a) how teachers described their literacy instruction before and during the COVID-19 pandemic; (b) the types of literacy instructional practices teachers implemented across in-person, virtual, and hybrid modalities; and (c) how teachers' implementation of these practices aligns with research on early grades literacy instruction. Data included classroom video of 25 teachers' literacy instruction, 162 classroom artifacts (e.g., student work samples), and statewide survey responses from 7110 teachers in spring 2020 and 5811 teachers in spring 2021. Teachers reported spending an average of 1 h less per week on literacy instruction in 2020–2021 as compared to a typical pre-pandemic school year. Despite these reported declines in instructional time, teachers in all modalities were observed implementing literacy instructional practices at comparable rates as they reported prior to the pandemic. However, teachers' implementations of these practices varied widely, with some teachers providing research-aligned literacy instruction while others did not. This range in quality was evident across modalities, including within the group of teachers providing in-person instruction. Results from this study challenge existing theories about instructional time and modality that have been posed to explain the pandemic's negative impacts on elementary students' literacy outcomes.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"71 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056480","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 delves into moments of affect, puncturing the exchanges between an early career 2SLGBTQ+ researcher and a group of Canadian adolescents, mostly composed of girls, who developed a ClayMation video to take the pulse of emerging vibrancies in maker literacies. Among these dynamisms came the matter of gender in the research project. Adopting a dynamic framework that builds on affect theory coupled with queer phenomenology to frame an affective researcher positionality, the author addresses implications of de/constructing gender with/in maker literacies work. To situate her queer positionality, she explores the possibility of coexisting truths in the relationalities that took place in space‐multiplicities of the makerspace, and during moments where she was driving to the research site, going home, taking part in conversations, or drafting notes. Related student data are presented through posthuman vignettes comprised of situated dynamisms between recorded open‐ended interviews, adolescent maps inspired by Hamon's situated geographies, field notes, and digital compositions. Implications for research and practice include: ways of becoming‐with data otherwise and attending to affective phenomena in the context of maker literacies, with the overall aim of de/constructing gender binaries. The author concludes with research and practical implications for literacies work, specifically in co‐constructing methodologies and designs that help reimagine more equitable maker literacies futures.
{"title":"“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research","authors":"Amélie Lemieux","doi":"10.1002/rrq.525","DOIUrl":"https://doi.org/10.1002/rrq.525","url":null,"abstract":"This article delves into moments of affect, puncturing the exchanges between an early career 2SLGBTQ+ researcher and a group of Canadian adolescents, mostly composed of girls, who developed a ClayMation video to take the pulse of emerging vibrancies in maker literacies. Among these dynamisms came the matter of gender in the research project. Adopting a dynamic framework that builds on affect theory coupled with queer phenomenology to frame an affective researcher positionality, the author addresses implications of de/constructing gender with/in maker literacies work. To situate her queer positionality, she explores the possibility of coexisting truths in the relationalities that took place in space‐multiplicities of the makerspace, and during moments where she was driving to the research site, going home, taking part in conversations, or drafting notes. Related student data are presented through posthuman vignettes comprised of situated dynamisms between recorded open‐ended interviews, adolescent maps inspired by Hamon's situated geographies, field notes, and digital compositions. Implications for research and practice include: ways of becoming‐with data otherwise and attending to affective phenomena in the context of maker literacies, with the overall aim of de/constructing gender binaries. The author concludes with research and practical implications for literacies work, specifically in co‐constructing methodologies and designs that help reimagine more equitable maker literacies futures.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"17 10","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600922","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}
Alessandra Valentini, Rachel E. Pye, Carmel Houston-Price, Jessie Ricketts, Julie A. Kirkby
Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests online during story exposure, or later, at word retrieval. We collected eye-movement data from 34 8-to 9-year-old children exposed to two stories, one presented in written format (reading condition), and the second presented aurally and written at the same time (bimodal condition). Each story included six unfamiliar words (non-words) that were repeated three times, as well as definitions and clues to their meaning. Following exposure, the learning of the new words' meanings was assessed. Results showed that, during story presentation, children spent less time fixating the new words in the bimodal condition, compared to the reading condition, indicating that the bimodal advantage occurs online. Learning was greater in the bimodal condition than the reading condition, which may reflect either an online bimodal advantage during story presentation or an advantage at retrieval. The results also suggest that the bimodal condition was more conducive to learning than the reading condition when children looked at the new words for a shorter amount of time. This is in line with an online advantage of the bimodal condition, as it suggests that less effort is required to learn words in this condition. These results support educational strategies that routinely present new vocabulary in two modalities simultaneously.
{"title":"Online Processing Shows Advantages of Bimodal Listening-While-Reading for Vocabulary Learning: An Eye-Tracking Study","authors":"Alessandra Valentini, Rachel E. Pye, Carmel Houston-Price, Jessie Ricketts, Julie A. Kirkby","doi":"10.1002/rrq.522","DOIUrl":"https://doi.org/10.1002/rrq.522","url":null,"abstract":"Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests online during story exposure, or later, at word retrieval. We collected eye-movement data from 34 8-to 9-year-old children exposed to two stories, one presented in written format (reading condition), and the second presented aurally and written at the same time (bimodal condition). Each story included six unfamiliar words (non-words) that were repeated three times, as well as definitions and clues to their meaning. Following exposure, the learning of the new words' meanings was assessed. Results showed that, during story presentation, children spent less time fixating the new words in the bimodal condition, compared to the reading condition, indicating that the bimodal advantage occurs online. Learning was greater in the bimodal condition than the reading condition, which may reflect either an online bimodal advantage during story presentation or an advantage at retrieval. The results also suggest that the bimodal condition was more conducive to learning than the reading condition when children looked at the new words for a shorter amount of time. This is in line with an online advantage of the bimodal condition, as it suggests that less effort is required to learn words in this condition. These results support educational strategies that routinely present new vocabulary in two modalities simultaneously.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"10 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138545950","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}
Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane, W. Ian O'Byrne
School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher-created and validated survey to ask middle and high school teachers about their self-efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state-required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state-required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K-12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.
{"title":"Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations","authors":"Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane, W. Ian O'Byrne","doi":"10.1002/rrq.521","DOIUrl":"https://doi.org/10.1002/rrq.521","url":null,"abstract":"School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher-created and validated survey to ask middle and high school teachers about their self-efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state-required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state-required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K-12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543342","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}
Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co-authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co-authors of their decodable stories.
{"title":"“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research","authors":"Amber Lawson","doi":"10.1002/rrq.524","DOIUrl":"https://doi.org/10.1002/rrq.524","url":null,"abstract":"Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co-authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co-authors of their decodable stories.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534301","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 Research QuarterlyVolume 58, Issue 4 p. 768-770 Thank You to Our Reviewers Thank You to Our Reviewers First published: 10 October 2023 https://doi.org/10.1002/rrq.520Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume58, Issue4October/November/December 2023Pages 768-770 RelatedInformation
{"title":"Thank You to Our Reviewers","authors":"","doi":"10.1002/rrq.520","DOIUrl":"https://doi.org/10.1002/rrq.520","url":null,"abstract":"Reading Research QuarterlyVolume 58, Issue 4 p. 768-770 Thank You to Our Reviewers Thank You to Our Reviewers First published: 10 October 2023 https://doi.org/10.1002/rrq.520Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume58, Issue4October/November/December 2023Pages 768-770 RelatedInformation","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135706123","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 study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary‐aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of teacher reports of executive functions but has yet to consider that these teacher reports might be related to teachers' perceptions of their students' literacy skills. The current study used Grades 3 through 5 data from nationally representative data (N = 6945) of students collected between 2014 and 2016 to examine the contributions of teacher reports of executive functions to change in reading performance over the course of a year with autoregressive structural equation models. Measures of executive functions tapped attentional focusing (in Grades 3 and 4), working memory (in Grade 3), and inhibitory control (in Grade 4). When controlling for a direct assessment of the same facet of executive function as the teacher report, the teacher report of executive function predicted next year's reading. However, controlling for a teacher report of students' literacy skills reduced the effect of teacher reports of executive functions to nearly 0 across models while not reducing the effect of direct assessments of executive functions. This finding held across student race and home language subgroups in multigroup analyses. Based on these findings, teacher reports of executive functions do not capture information about executive functions that predicts of reading development beyond the teachers' perceptions of their students' literacy skills. Further research is needed to determine how teacher reports of EF could be designed to capture EFs as applied to reading.
{"title":"Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample","authors":"Andrew Weaver","doi":"10.1002/rrq.519","DOIUrl":"https://doi.org/10.1002/rrq.519","url":null,"abstract":"This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary‐aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of teacher reports of executive functions but has yet to consider that these teacher reports might be related to teachers' perceptions of their students' literacy skills. The current study used Grades 3 through 5 data from nationally representative data (N = 6945) of students collected between 2014 and 2016 to examine the contributions of teacher reports of executive functions to change in reading performance over the course of a year with autoregressive structural equation models. Measures of executive functions tapped attentional focusing (in Grades 3 and 4), working memory (in Grade 3), and inhibitory control (in Grade 4). When controlling for a direct assessment of the same facet of executive function as the teacher report, the teacher report of executive function predicted next year's reading. However, controlling for a teacher report of students' literacy skills reduced the effect of teacher reports of executive functions to nearly 0 across models while not reducing the effect of direct assessments of executive functions. This finding held across student race and home language subgroups in multigroup analyses. Based on these findings, teacher reports of executive functions do not capture information about executive functions that predicts of reading development beyond the teachers' perceptions of their students' literacy skills. Further research is needed to determine how teacher reports of EF could be designed to capture EFs as applied to reading.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42632249","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}
Mari Manu, M. Torppa, K. Vasalampi, Marja‐Kristiina Lerkkanen, A. Poikkeus, P. Niemi
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d = .26–.59) and remained evident also among 18‐year‐olds (d = .42). In terms of reading comprehension, the gender difference was small but increased with age (d = .17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill.
{"title":"Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education","authors":"Mari Manu, M. Torppa, K. Vasalampi, Marja‐Kristiina Lerkkanen, A. Poikkeus, P. Niemi","doi":"10.1002/rrq.518","DOIUrl":"https://doi.org/10.1002/rrq.518","url":null,"abstract":"The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d = .26–.59) and remained evident also among 18‐year‐olds (d = .42). In terms of reading comprehension, the gender difference was small but increased with age (d = .17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47704908","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}
Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an online professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made minor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online professional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media literacy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy background knowledge, examining instruction stemming from media literacy professional development, and empowering teachers to design media literacy instruction through critical lenses.
{"title":"Integrating Media Literacy Across the Content Areas","authors":"Matthew Korona, A. Hutchison","doi":"10.1002/rrq.517","DOIUrl":"https://doi.org/10.1002/rrq.517","url":null,"abstract":"Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an online professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made minor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online professional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media literacy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy background knowledge, examining instruction stemming from media literacy professional development, and empowering teachers to design media literacy instruction through critical lenses.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46618119","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}
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