Margaret R. Beneke, Emily Machado, Jordan Taitingfong
{"title":"DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise","authors":"Margaret R. Beneke, Emily Machado, Jordan Taitingfong","doi":"10.1002/rrq.466","DOIUrl":"https://doi.org/10.1002/rrq.466","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51485377","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":"Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children","authors":"S. Neuman, Jillian J. Knapczyk","doi":"10.1002/rrq.468","DOIUrl":"https://doi.org/10.1002/rrq.468","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"10 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51485534","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}
Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting
In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years 8 months and 11 years 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view's components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person-level and text-based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person-level and text-based characteristics to better understand reading comprehension performance.
{"title":"The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality.","authors":"Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting","doi":"10.1002/rrq.431","DOIUrl":"https://doi.org/10.1002/rrq.431","url":null,"abstract":"<p><p>In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years 8 months and 11 years 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view's components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person-level and text-based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person-level and text-based characteristics to better understand reading comprehension performance.</p>","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"57 2","pages":"649-667"},"PeriodicalIF":4.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/rrq.431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9227231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English-only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi- and multi-lingual language use in English-medium schools.
{"title":"Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second-grade Classroom","authors":"Lindsey W. Rowe","doi":"10.1002/rrq.465","DOIUrl":"https://doi.org/10.1002/rrq.465","url":null,"abstract":"Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English-only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students’ bi- and multi-lingual language use in English-medium schools.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534274","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}
Mariana Souto-Manning, Danny C. Martinez, Adam D. Musser
{"title":"ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging","authors":"Mariana Souto-Manning, Danny C. Martinez, Adam D. Musser","doi":"10.1002/rrq.464","DOIUrl":"https://doi.org/10.1002/rrq.464","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45446214","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":"Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French","authors":"Caroline Vander Stappen, Marie Van Reybroeck","doi":"10.1002/rrq.461","DOIUrl":"https://doi.org/10.1002/rrq.461","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51485349","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}
Laura Kanniainen, Carita Kiili, A. Tolvanen, Jukka Utriainen, Mikko Aro, D. J. Leu, Paavo H. T. Leppänen
{"title":"Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties","authors":"Laura Kanniainen, Carita Kiili, A. Tolvanen, Jukka Utriainen, Mikko Aro, D. J. Leu, Paavo H. T. Leppänen","doi":"10.1002/rrq.463","DOIUrl":"https://doi.org/10.1002/rrq.463","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43312143","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":"Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research","authors":"Sara Jones","doi":"10.1002/rrq.462","DOIUrl":"https://doi.org/10.1002/rrq.462","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392549","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}
S. Neugebauer, Insook Han, Ken A. Fujimoto, Emmaline Ellis
{"title":"Using National Data to Explore Online and Offline Reading Comprehension Processes","authors":"S. Neugebauer, Insook Han, Ken A. Fujimoto, Emmaline Ellis","doi":"10.1002/rrq.459","DOIUrl":"https://doi.org/10.1002/rrq.459","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47792936","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’ efforts to build literacy classrooms inclusive of experiences of trauma and loss require attending to affective sensations and displayed emotions as culturally constructed and socially produced. Yet teachers’ personal loss experiences and their influence on literature instruction remain understudied, with literacy scholarship in this area typically focusing on students’ loss experiences. Using in-depth interviews with secondary English teachers who had lost a loved one, I analyzed how affect and emotion moved through teachers’ understandings of teaching literature following loss. Teachers’ accounts made visible their interpretations of emotional rules for addressing loss, including responsibility for students’ needs, care for students, and uncertainty surrounding emotions in the classroom. Teachers described emotions as attaching to particular bodies according to their understanding of their identities as teachers. This paper explains how teachers navigate the many sensations present when teachers and students read literature together, as human beings who also lose people they love.
{"title":"When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction","authors":"Mandie Bevels Dunn","doi":"10.1002/rrq.460","DOIUrl":"https://doi.org/10.1002/rrq.460","url":null,"abstract":"Teachers’ efforts to build literacy classrooms inclusive of experiences of trauma and loss require attending to affective sensations and displayed emotions as culturally constructed and socially produced. Yet teachers’ personal loss experiences and their influence on literature instruction remain understudied, with literacy scholarship in this area typically focusing on students’ loss experiences. Using in-depth interviews with secondary English teachers who had lost a loved one, I analyzed how affect and emotion moved through teachers’ understandings of teaching literature following loss. Teachers’ accounts made visible their interpretations of emotional rules for addressing loss, including responsibility for students’ needs, care for students, and uncertainty surrounding emotions in the classroom. Teachers described emotions as attaching to particular bodies according to their understanding of their identities as teachers. This paper explains how teachers navigate the many sensations present when teachers and students read literature together, as human beings who also lose people they love.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"34 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534281","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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