Pub Date : 2024-02-01DOI: 10.1007/s11145-023-10508-1
Abstract
Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (N = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (n = 1964), whereas those in comparison condition received business-as-usual instruction (n = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.
{"title":"Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial","authors":"","doi":"10.1007/s11145-023-10508-1","DOIUrl":"https://doi.org/10.1007/s11145-023-10508-1","url":null,"abstract":"<h3>Abstract</h3> <p>Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (<em>N</em> = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (<em>n</em> = 1964), whereas those in comparison condition received business-as-usual instruction (<em>n</em> = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.1007/s11145-024-10514-x
Daniel Schmidtke, Seina Yamada, Anna L. Moro
Although research has established that students enrolled in pre-sessional English for academic purposes (EAP) programs make gains in English reading ability, the evidence base for whether gains made during this period of instruction make a difference to future academic outcomes is nonexistent. We report a multi-cohort longitudinal study of a 28-week university-level EAP program that was designed to improve the English language skills of international students in preparation for undergraduate study. The sample comprised N = 405 EAL students who completed the same EAP program in a Canadian university. At the beginning and end of the EAP program students completed a battery of 12 measures, including reading comprehension, reading fluency, and other established component skills of second language reading ability. We investigated whether the change scores of these measures, as markers of skill growth, predicted the post-EAP program undergraduate grade point averages (GPAs) of these same students. The Random Forests nonparametric regression technique was used to estimate the relative importance of all change scores of the reading skill tests, as well as their scores at the beginning of the program. This method identified reading fluency change during the EAP program as a high-ranking predictor of future GPAs. Additional stepwise linear regression modelling confirmed that reading fluency change made unique significant contributions to GPAs in such a way that greater growth in this measure translated into higher GPAs. These findings suggest that reading speed development during an EAP program has a long-term and beneficial impact on the academic flourishing of EALs.
{"title":"Bridging to academic success: the impact of reading gains in an English bridging program on GPAs","authors":"Daniel Schmidtke, Seina Yamada, Anna L. Moro","doi":"10.1007/s11145-024-10514-x","DOIUrl":"https://doi.org/10.1007/s11145-024-10514-x","url":null,"abstract":"<p>Although research has established that students enrolled in pre-sessional English for academic purposes (EAP) programs make gains in English reading ability, the evidence base for whether gains made during this period of instruction make a difference to future academic outcomes is nonexistent. We report a multi-cohort longitudinal study of a 28-week university-level EAP program that was designed to improve the English language skills of international students in preparation for undergraduate study. The sample comprised <i>N</i> = 405 EAL students who completed the same EAP program in a Canadian university. At the beginning and end of the EAP program students completed a battery of 12 measures, including reading comprehension, reading fluency, and other established component skills of second language reading ability. We investigated whether the change scores of these measures, as markers of skill growth, predicted the post-EAP program undergraduate grade point averages (GPAs) of these same students. The Random Forests nonparametric regression technique was used to estimate the relative importance of all change scores of the reading skill tests, as well as their scores at the beginning of the program. This method identified reading fluency change during the EAP program as a high-ranking predictor of future GPAs. Additional stepwise linear regression modelling confirmed that reading fluency change made unique significant contributions to GPAs in such a way that greater growth in this measure translated into higher GPAs. These findings suggest that reading speed development during an EAP program has a long-term and beneficial impact on the academic flourishing of EALs.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-22DOI: 10.1007/s11145-023-10511-6
Miao Li, Yueming Xi, Esther Geva, Rong Yan, Wei Zhao
{"title":"Does the reading acceleration program improve reading fluency and comprehension in emergent bilingual children?","authors":"Miao Li, Yueming Xi, Esther Geva, Rong Yan, Wei Zhao","doi":"10.1007/s11145-023-10511-6","DOIUrl":"https://doi.org/10.1007/s11145-023-10511-6","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-19DOI: 10.1007/s11145-023-10506-3
Steven Langsford, Zebo Xu, Zhenguang G. Cai
{"title":"Constructing a 30-item test for character amnesia in Chinese","authors":"Steven Langsford, Zebo Xu, Zhenguang G. Cai","doi":"10.1007/s11145-023-10506-3","DOIUrl":"https://doi.org/10.1007/s11145-023-10506-3","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-13DOI: 10.1007/s11145-023-10503-6
Abstract
This article describes the development and administration of the Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey. The K-2 Writing DBDM Survey was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language pathologists, and 41 specialists (e.g., interventionists, coaches, educators supporting emergent bilinguals) who work with kindergarten, first, and/or second grade students in school settings in the United States participated in this survey study. Results include participant responses to 32 closed-ended items and 2 open-ended items covering five domains: (a) demographic information; (b) assessment(s) types, (c) administration procedures, (d) scoring procedures, and (e) information gathered. Descriptive and regression analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance, some educators within all groups of professionals surveyed are assessing students. However, ongoing improvements need to be made to prioritize writing upon school entry. These results remind us of the importance of partnership with educators to ensure accurate understanding of resources available for assessment, current areas of need, and how implementation can feasibly occur in the practice setting when developing and studying approaches to assessment.
{"title":"Current writing assessment practices of kindergarten through second grade educators","authors":"","doi":"10.1007/s11145-023-10503-6","DOIUrl":"https://doi.org/10.1007/s11145-023-10503-6","url":null,"abstract":"<h3>Abstract</h3> <p>This article describes the development and administration of the <em>Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey</em>. The <em>K-2 Writing DBDM Survey</em> was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language pathologists, and 41 specialists (e.g., interventionists, coaches, educators supporting emergent bilinguals) who work with kindergarten, first, and/or second grade students in school settings in the United States participated in this survey study. Results include participant responses to 32 closed-ended items and 2 open-ended items covering five domains: (a) demographic information; (b) assessment(s) types, (c) administration procedures, (d) scoring procedures, and (e) information gathered. Descriptive and regression analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance, some educators within all groups of professionals surveyed are assessing students. However, ongoing improvements need to be made to prioritize writing upon school entry. These results remind us of the importance of partnership with educators to ensure accurate understanding of resources available for assessment, current areas of need, and how implementation can feasibly occur in the practice setting when developing and studying approaches to assessment.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-06DOI: 10.1007/s11145-023-10502-7
Abstract
There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (n = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (n = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (d = 0.32) and phonemic awareness (d = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.
{"title":"Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme","authors":"","doi":"10.1007/s11145-023-10502-7","DOIUrl":"https://doi.org/10.1007/s11145-023-10502-7","url":null,"abstract":"<h3>Abstract</h3> <p>There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of <em>remote</em> instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (<em>n</em> = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (<em>n</em> = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (<em>d</em> = 0.32) and phonemic awareness (<em>d</em> = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.1007/s11145-023-10500-9
Gal Kaldes, Karyn Higgs, Jodi Lampi, Alecia Santuzzi, Stephen M. Tonks, Tenaha O’Reilly, John P. Sabatini, Joseph P. Magliano
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students’ literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to literacy performance across two studies with two different samples of college students. In study one, college students completed assessments of bridging and elaborative reading strategies, task awareness, motivation (intrinsic motivation and competence beliefs), foundational skills, and literacy performance at the beginning of the semester. In study two, college students completed the same assessments at the beginning and end of a reading study and strategies course. Across both studies, students’ task awareness and motivation were significantly predictive of their literacy performance over and above foundational skills. Results from study one indicated that elaborative reading strategies uniquely predicted college students’ literacy performance. Results from study two indicated that elaborative strategies did not predict literacy performance at time one, however, they predicted literacy performance at time two. Exploratory analyses showed that the relation of motivation to literacy performance was moderated by students’ enrollment in developmental education courses. Additionally, motivation, elaborative reading strategies, and task awareness partially mediated the relation of foundational skills to literacy performance, suggesting modifications to the original PAR model. These findings support using the PAR framework to understand college reading readiness. Additional randomized controlled trial intervention studies are warranted to explore if factors of the PAR framework are malleable to classroom instruction.
目前的研究使用 "熟练学术阅读"(PAR)框架来探讨阅读策略、任务意识和动机是否能预测大学生的读写技能,而不是基础技能(如解码、词汇)。具体来说,目前的研究通过两项针对两个不同大学生样本的研究,调查了 PAR 构建对识字成绩的独特贡献。在研究一中,大学生在学期开始时完成了对桥接和精细化阅读策略、任务意识、动机(内在动机和能力信念)、基础技能和识字成绩的评估。在研究二中,大学生在阅读学习和策略课程开始和结束时完成了同样的评估。在这两项研究中,学生的任务意识和动机对其读写成绩的预测作用明显高于基础技能。研究一的结果表明,精心设计的阅读策略对大学生的读写成绩有独特的预测作用。研究二的结果表明,精心设计的策略并不能预测第一阶段的识字成绩,但却能预测第二阶段的识字成绩。探索性分析表明,学习动机与识字成绩之间的关系受学生是否参加发展教育课程的影响。此外,动机、精心设计的阅读策略和任务意识在一定程度上调节了基础技能与识字成绩的关系,这表明对最初的 PAR 模型进行了修改。这些研究结果支持使用 PAR 框架来了解大学阅读准备情况。我们有必要进行更多的随机对照试验干预研究,以探索 PAR 框架中的因素是否可用于课堂教学。
{"title":"Testing the model of a proficient academic reader (PAR) in a postsecondary context","authors":"Gal Kaldes, Karyn Higgs, Jodi Lampi, Alecia Santuzzi, Stephen M. Tonks, Tenaha O’Reilly, John P. Sabatini, Joseph P. Magliano","doi":"10.1007/s11145-023-10500-9","DOIUrl":"https://doi.org/10.1007/s11145-023-10500-9","url":null,"abstract":"<p>The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students’ literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to literacy performance across two studies with two different samples of college students. In study one, college students completed assessments of bridging and elaborative reading strategies, task awareness, motivation (intrinsic motivation and competence beliefs), foundational skills, and literacy performance at the beginning of the semester. In study two, college students completed the same assessments at the beginning and end of a reading study and strategies course. Across both studies, students’ task awareness and motivation were significantly predictive of their literacy performance over and above foundational skills. Results from study one indicated that elaborative reading strategies uniquely predicted college students’ literacy performance. Results from study two indicated that elaborative strategies did not predict literacy performance at time one, however, they predicted literacy performance at time two. Exploratory analyses showed that the relation of motivation to literacy performance was moderated by students’ enrollment in developmental education courses. Additionally, motivation, elaborative reading strategies, and task awareness partially mediated the relation of foundational skills to literacy performance, suggesting modifications to the original PAR model. These findings support using the PAR framework to understand college reading readiness. Additional randomized controlled trial intervention studies are warranted to explore if factors of the PAR framework are malleable to classroom instruction.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1007/s11145-023-10493-5
Heidi Anne E. Mesmer
Many initiatives have emphasized the importance of challenging students in text using readability formulas. Almost all formulas employ mean word frequency yet long-standing issues abound. Researchers question using a singular mean with a skewed variable like frequency. They also question the degree to which frequency pinpoints complex words, noting that infrequent words can be rare, but not rich (e.g., smock). Unfortunately, no studies have examined how often this phenomenon occurs. In fact, word frequency is a “black box” because we do not know the actual words represented at different frequency points. This study used a new frequency metric to analyze 249 texts designed for close reading. Texts averaged 640 words and were written for Grades 2–8. For each text, curves were compared by grade and type. Words at each point on the curve were identified and analyzed. Findings illustrated the curves of word frequency throughout a text and unpacked the actual words at different points along the curves. Regardless of grade or type, curves were nearly identical in shape. Curves were characterized by four frequency strata. At the lowest frequency level were the rich, rare words that advance learning. However, analyses showed that between 34 and 72% of the time these least frequent words were rare but not rich, a pattern that occurred more frequently in narrative texts. Findings also showed that narratives were characterized by one very rare word that could influence the mean word frequency. The study included a series of graphics illustrating the functions of words at different tiers and listing the words along the curves.
{"title":"Exploring the frequency contours in close reading texts","authors":"Heidi Anne E. Mesmer","doi":"10.1007/s11145-023-10493-5","DOIUrl":"https://doi.org/10.1007/s11145-023-10493-5","url":null,"abstract":"<p>Many initiatives have emphasized the importance of challenging students in text using readability formulas. Almost all formulas employ mean word frequency yet long-standing issues abound. Researchers question using a singular mean with a skewed variable like frequency. They also question the degree to which frequency pinpoints complex words, noting that infrequent words can be rare, but not rich (e.g., smock). Unfortunately, no studies have examined how often this phenomenon occurs. In fact, word frequency is a “black box” because we do not know the <i>actual</i> words represented at different frequency points. This study used a new frequency metric to analyze 249 texts designed for close reading. Texts averaged 640 words and were written for Grades 2–8. For each text, curves were compared by grade and type. Words at each point on the curve were identified and analyzed. Findings illustrated the curves of word frequency throughout a text and unpacked the actual words at different points along the curves. Regardless of grade or type, curves were nearly identical in shape. Curves were characterized by four frequency strata. At the lowest frequency level were the rich, rare words that advance learning. However, analyses showed that between 34 and 72% of the time these least frequent words were rare but not rich, a pattern that occurred more frequently in narrative texts. Findings also showed that narratives were characterized by one very rare word that could influence the mean word frequency. The study included a series of graphics illustrating the functions of words at different tiers and listing the words along the curves.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139079176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.1007/s11145-023-10499-z
Abstract
Writing attitude, strategy use, and confidence surveys help educators understand how students perceive writing and cope with writing challenges in schools. The dimensions (i.e., constructs reflected by survey items) of these surveys have been studied in general students in the U.S., and we investigated how these surveys would reflect the dimensions in Grade 4 students taught in a largely Hispanic setting. We conducted factor analyses and measurement invariant analyses to examine the dimensions in each survey and dimension consistencies between male and female and Hispanic and Non-Hispanic students. We found that attitude and strategy use are both unidimensional, and confidence can be divided into confidences in convention, ideation, and self-regulation. Strict measurement invariance evidence suggested same dimensions between male and female and Hispanic and Non-Hispanic students. Therefore, researchers can interpret results from each survey similarly across male and female and Hispanic and Non-Hispanic students.
{"title":"Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting","authors":"","doi":"10.1007/s11145-023-10499-z","DOIUrl":"https://doi.org/10.1007/s11145-023-10499-z","url":null,"abstract":"<h3>Abstract</h3> <p>Writing attitude, strategy use, and confidence surveys help educators understand how students perceive writing and cope with writing challenges in schools. The dimensions (i.e., constructs reflected by survey items) of these surveys have been studied in general students in the U.S., and we investigated how these surveys would reflect the dimensions in Grade 4 students taught in a largely Hispanic setting. We conducted factor analyses and measurement invariant analyses to examine the dimensions in each survey and dimension consistencies between male and female and Hispanic and Non-Hispanic students. We found that attitude and strategy use are both unidimensional, and confidence can be divided into confidences in convention, ideation, and self-regulation. Strict measurement invariance evidence suggested same dimensions between male and female and Hispanic and Non-Hispanic students. Therefore, researchers can interpret results from each survey similarly across male and female and Hispanic and Non-Hispanic students.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139052519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1007/s11145-023-10505-4
A. Hawrot, Ji Zhou
{"title":"Correction: Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students","authors":"A. Hawrot, Ji Zhou","doi":"10.1007/s11145-023-10505-4","DOIUrl":"https://doi.org/10.1007/s11145-023-10505-4","url":null,"abstract":"","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}