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Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations 中学教师青少年素养效能感与专业学习考量
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-12-03 DOI: 10.1002/rrq.521
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.
学校对青少年读写能力专业学习的要求,往往源于州标准化评估的阅读分数较低或停滞不前,以及立法政策要求教育工作者完成读写能力课程。这些决定往往是在没有教师意见的情况下做出的,要求教师参加他们可能不需要的课程,或者以与他们的内容不一致的方式学习。为了解决这个问题,我们使用了我们的研究者创建和验证的调查,询问初中和高中教师关于他们对青少年识字的自我效能基于不同的专业特征,如多年的经验,教学年级水平,内容领域,并采取国家要求的扫盲课程。研究结果表明,某些学科对特定的扫盲实践更有效,而参加国家要求的扫盲课程是微不足道的。我们的建议是为扫盲学者和教师教育工作者撰写的,旨在重新审视2017年国际教育协会K-12扫盲专业人员标准的前提和承诺,强调认识我们的优势的重要性,并强调与所有学科的教师合作和学习的必要性。
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引用次数: 0
“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research “我们可以自己画和思考”:把文化和种族放在自然拼读研究中
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-11-29 DOI: 10.1002/rrq.524
Amber Lawson
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.
来自少数族裔社区的有色人种儿童可以利用他们所学的语音技能、他们的生活经历和家庭语言(包括非主流英语)共同撰写可解码的故事,利用学生生成的可解码读本培养解码技能。虽然在自然拼读教学中使用传统和课程可解码读物来支持儿童的解码发展,但它们是用白人主流英语编写的,可能包括美国社会白人主导群体更熟悉的各种角色。由于有一群读者在他们的身份和语音教学之间存在差距,因此迫切需要改善他们的体验。基于我作为小学教师和研究者的经验,我讨论了一项在城市二年级教室进行的定量和定性研究,我和有色人种的孩子们将文化和种族纳入拼读教学。文化相关教育和语言经验方法被用来促进儿童的解码发展,利用他们的知识和现有的语言经验,这往往是他们种族身份的一部分。通过将这些方法与共同创作相结合,来自少数民族社区的有色人种儿童被置于自然拼读教学的中心,在获得更公平的教育机会的同时,作为可解码故事的共同作者,他们的解码技能也得到了提高。
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引用次数: 0
Thank You to Our Reviewers 感谢我们的审稿人
1区 教育学 Q1 Social Sciences Pub Date : 2023-10-01 DOI: 10.1002/rrq.520
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
阅读研究季刊58卷,第4期p. 768-770感谢我们的审稿人感谢我们的审稿人首次发布:2023年10月10日https://doi.org/10.1002/rrq.520Read全文taboutpdf tools请求许可导出引文添加到favoritesTrack引文ShareShare给予accessShare全文accessShare全文accessShare全文accessShare请查看我们的使用条款和条件,并在下面的复选框中分享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件,请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要第58卷第4期2023年10 / 11 / 12月768-770页
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引用次数: 0
Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample 教师执行功能报告能预测阅读发展吗?来自全国代表性样本的证据
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-08-14 DOI: 10.1002/rrq.519
Andrew Weaver
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.
本研究探讨了在控制对执行功能的直接评估和教师对学生识字技能的报告时,教师关于执行功能的报告是否预测了小学生阅读表现(即阅读发展)的变化。先前的研究已经提出了执行功能教师报告的结构有效性问题,但尚未考虑到这些教师报告可能与教师对学生识字技能的看法有关。目前的研究使用了来自全国代表性数据(N = 6945)的学生,用自回归结构方程模型检验一年中执行功能的教师报告对阅读成绩变化的贡献。执行功能的测量包括注意力集中(3年级和4年级)、工作记忆(3年级)和抑制控制(4年级)。当控制对执行功能与教师报告相同方面的直接评估时,执行功能的教师报告预测了明年的阅读。然而,对学生识字技能的教师报告进行控制,使教师对执行职能的报告在各个模型中的效果降至近0,而没有降低对执行职能直接评估的效果。在多组分析中,这一发现适用于学生种族和母语亚组。基于这些发现,教师关于执行功能的报告没有捕捉到有关执行功能的信息,这些信息超出了教师对学生识字技能的感知,从而预测了阅读发展。需要进一步的研究来确定如何设计EF的教师报告,以捕捉应用于阅读的EF。
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引用次数: 0
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education 从幼儿园到18岁的阅读发展:性别与父母教育的作用
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-08-12 DOI: 10.1002/rrq.518
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.
在文献中,有利于青春期女孩的阅读成绩的性别差异是一个强有力的发现,但在考虑到更年幼的孩子时,证据是混合的。本研究追踪芬兰儿童(N = 1867)从幼儿园年龄(6岁)到18岁的阅读技能发展,以确定性别差异的开始,并确定呈现性别差异的子技能。此外,父母的教育水平与儿童从幼儿园到综合学校结束的阅读发展之间的关系被检查,以确定父母教育的影响是否因儿童的性别而异。结果显示,从幼儿园开始,女孩在几乎所有的预阅读和阅读技能上都优于男孩。阅读流畅性的性别差异在整个学年中稳步增加(Cohen的d = 0.26 - 0.59),在18岁的学生中也很明显(d = 0.42)。在阅读理解方面,性别差异较小,但随着年龄的增长而增加(d = 0.17 - 0.36)。父母的受教育程度与孩子的阅读发展有关,父母受教育程度高的孩子表现出最好的表现。在孩子的性别和父亲的教育水平之间发现了互动效应:较低的教育水平与男孩较差的PISA阅读表现有关,但与女孩无关。研究结果表明,阅读表现的性别差异出现得较早,并在整个学年中不断增加,父亲受教育程度低的男孩在阅读理解技能的发展方面尤其有落后的风险。
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引用次数: 1
Integrating Media Literacy Across the Content Areas 整合跨内容领域的媒体素养
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-08-03 DOI: 10.1002/rrq.517
Matthew Korona, A. Hutchison
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.
教师必须首先掌握必要的媒介素养技能、策略、倾向和教学法,才能有效地将媒介素养融入教学中。此外,已有研究表明,课程资源设计是媒介素养专业学习的有效形式。本案例研究考察了不同内容领域的高中教师在参与在线专业发展课程时如何将媒体素养融入教学,以及高中教师如何应用媒体素养在线专业发展课程的内容来设计媒体素养教学。研究结果表明,教师们对之前的教学实践做出了微小的改变,这表明参与在线课程使他们以新的方式思考媒体素养整合。此外,教师通过运用媒体构建背景知识、提供明确的媒介素养策略指导和支持、促进内容课程与媒介素养交叉的独立实践、布置媒介制作来展示内容知识等方式应用在线专业发展内容。建议包括为教师提供媒体素养背景知识,审查源于媒体素养专业发展的教学,以及授权教师通过批判性视角设计媒体素养教学。
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引用次数: 1
Digital Edible Literacies: Ephemeral and Highly Affective 数字可食文学:短暂而深情
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-07-24 DOI: 10.1002/rrq.516
N. Kucirkova
Digital edible literacies (DEL) are a new media phenomenon that has recently surfaced in social media but has not been examined in scholarly literature before. I exemplify the entanglements of food, media, and children’s stories in three DEL exemplars shared on a private blog, Instagram, and connected Meta channels. Drawing on a genre analysis, I position DEL within affective theories and connect them to the concept of ephemeral and material affect. I argue that the ephemeral materiality of DEL expands children’s literacies with new temporal relationships that exemplify the sensory dimensions of affect in literacy. This theoretical expansion is important to facilitate under-standings of the complex affective qualities of new literacy ecologies
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引用次数: 0
How Chinese Learners Decode L2 English Words: Evidence from a Phonics Instruction Program 中国学习者如何解码第二语言英语单词:来自自然拼读教学项目的证据
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-07-20 DOI: 10.1002/rrq.515
Sha Li, Robert Woore
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引用次数: 0
Volume 58 Editorial Introduction 第58卷编辑简介
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-07-01 DOI: 10.1002/rrq.494
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引用次数: 0
The Role of Executive Functions in Lexical Processing During Reading Comprehension 阅读理解中执行功能在词汇加工中的作用
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-06-30 DOI: 10.1002/rrq.514
X. Liao, Mingjia Cai, C. O. Hung
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引用次数: 0
期刊
Reading Research Quarterly
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