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Text Types and Their Relation to Efficacy in Beginning Reading Interventions 语篇类型及其与初读干预效果的关系
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-06-22 DOI: 10.1002/rrq.513
Alia Pugh, Devin M. Kearns, E. Hiebert
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引用次数: 0
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings? 基于手机的语言和读写能力评估是低资源环境下儿童阅读技能的可靠和有效的衡量标准吗?
1区 教育学 Q1 Social Sciences Pub Date : 2023-06-14 DOI: 10.1002/rrq.511
Shauna‐Marie Sobers, Hannah L. Whitehead, Konan Nana Anicet N'Goh, Mary‐Claire Ball, Fabrice Tanoh, Hermann Akpé, Kaja K. Jasińska
Abstract Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. We compared the reliability and validity of this phone‐based assessment to an established in‐person assessment. A total of 685 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading, and comprehension) tasks in‐person and by phone. Reliability (internal consistency) and predictive validity were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was moderately to strongly correlated. Phonological awareness and vocabulary skills measured in‐person and by phone significantly predicted in‐person and phone‐based letter, word, and pseudoword reading. Oral language and decoding skills measured in‐person and by phone significantly predicted in‐person and phone‐based passage reading and comprehension. Our phone‐based assessment was a reliable and valid measure of language and reading and feasible for low‐resource settings. Low‐cost technologies offer significant potential to measure children's learning remotely, increasing the inclusion of remote and low‐resource populations in education research.
基于技术的远程研究方法越来越广泛,包括儿童发展和教育研究中的学习评估。然而,人们对基于技术的远程评估是否仍然像面对面评估一样有效和可靠知之甚少。我们为Côte科特迪瓦农村资源匮乏社区的小学生开发了一种基于低成本电话的语言和读写能力评估方法,使用语音电话和短信。我们将这种基于电话的评估的可靠性和有效性与既定的面对面评估进行了比较。共有685名五年级儿童亲自或通过电话完成了语言(语音意识、词汇、语言理解)和读写(字母、单词、假词、短文阅读和理解)任务。在面对面和基于电话的任务中,可靠性(内部一致性)和预测效度都很高。儿童的表现在面对面和基于电话的评估中具有中等到强烈的相关性。语音意识和词汇技能通过面对面和电话测量,显著预测了面对面和基于电话的字母、单词和假词阅读。面对面和通过电话测量的口语和解码技能显著预测了面对面和基于电话的文章阅读和理解。我们基于电话的评估是一种可靠和有效的语言和阅读测量方法,对于资源匮乏的环境也是可行的。低成本技术为衡量儿童远程学习提供了巨大的潜力,增加了教育研究中对偏远和资源匮乏人口的包容。
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引用次数: 2
Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World 走向跨越国界的双语:中西部跨国拉丁裔家庭阅读和(重新)书写世界
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-06-14 DOI: 10.1002/rrq.512
Idalia Nuñez
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引用次数: 0
Adult Supports for Preschool Writers During Learning Centers 在学习中心期间为学龄前作家提供成人支持
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-27 DOI: 10.1002/rrq.506
D. Rowe, Zarabeth G. Davis, Laura Piestrzynski
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引用次数: 0
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children? 一个旧块的芯片:阅读动机的父母培养阅读动机的孩子吗?
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-27 DOI: 10.1002/rrq.504
Montserrat Cubillos
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引用次数: 0
Using the Features of Written Compositions to Understand Reading Comprehension 利用作文的特点理解阅读理解
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-23 DOI: 10.1002/rrq.503
Elizabeth Zagata, Devin M. Kearns, Adrea J. Truckenmiller, Zichen Zhao
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引用次数: 0
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study 阅读动机与阅读效率的关系——来自纵向眼动追踪研究的证据
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-14 DOI: 10.1002/rrq.502
Anja Rettig, Ulrich Schiefele
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引用次数: 0
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books 父亲和幼儿在使用基于文本和无文字的绘本共享阅读时的语言
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-27 DOI: 10.1002/rrq.501
Mirela Conica, Linda Kelly, E. Nixon, J. Quigley
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引用次数: 0
Tender Shoots : A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later 嫩芽:一项父母介导的学龄前儿童一年后开始阅读获益的随机对照试验
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-20 DOI: 10.1002/rrq.500
E. Schaughency, K. Linney, Jane L. D. Carroll, Shika Das, Jessica Riordan, E. Reese
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引用次数: 2
Using Eye‐Tracking Measures to Predict Reading Comprehension 使用眼动追踪方法预测阅读理解
1区 教育学 Q1 Social Sciences Pub Date : 2023-04-04 DOI: 10.1002/rrq.498
Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur
ABSTRACT This study examined the potential of eye‐tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT‐5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT‐4), participants were asked to provide a missing word in sentences that they read silently (i.e., a cloze task). Linear models predicting comprehension scores from eye‐tracking measures yielded different results for the three tests. Eye‐tracking measures explained significantly more variance than reading‐speed data for the YARC (four times better), GORT (three times better), and the WRAT (1.3 time better). Importantly, there was no common strong predictor for all three tests. These results support growing recognition that reading comprehension tests do not measure the same cognitive processes, and that participants adapt their reading strategies to the tests' varying task demands. This study also suggests that eye‐tracking may provide a useful alternative for measuring reading comprehension.
本研究考察了眼动追踪作为评估阅读理解能力工具的潜力。我们对79名典型的成年读者进行了三项广泛使用的不同任务要求的阅读理解测试,同时监测了他们的眼球运动。在约克阅读理解评估(YARC)中,参与者被要求默读文本段落,然后回答理解问题。在格雷口语阅读测试(GORT‐5)中,参与者被要求大声朗读文本段落,然后回答理解问题。在宽范围成就测试(WRAT‐4)的句子理解子测试中,参与者被要求在他们默读的句子中提供一个缺失的单词(即完形填空任务)。从眼动追踪测量中预测理解分数的线性模型在三个测试中产生了不同的结果。眼动追踪测量比YARC(好4倍)、GORT(好3倍)和WRAT(好1.3倍)的阅读速度数据解释了更多的差异。重要的是,这三种测试没有共同的强预测因子。这些结果支持了越来越多的认识,即阅读理解测试并不测量相同的认知过程,参与者根据测试的不同任务要求调整他们的阅读策略。这项研究还表明,眼动追踪可能为测量阅读理解能力提供了一种有用的替代方法。
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引用次数: 0
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Reading Research Quarterly
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