Pub Date : 2021-01-02DOI: 10.1080/10573569.2019.1707731
Wenxiu Zhang, Lihuan Zhang, Li Liu, Shudong Zhang
Abstract To develop and evaluate a comprehensive intervention combining transcranial direct current stimulation (tDCS) and behavioral training that specifically targets orthographic awareness and reading fluency for in Chinese children with dyslexia, this study selected two Chinese children with different subtypes of dyslexia, i.e., the orthographic deficit subtype and the global deficit subtype. We utilized a case study design to delineate detailed performances of the two children throughout the whole training process. Before and after the intervention, functional magnetic resonance imaging (fMRI) technology was deployed to measure the level of brain activation in a visual phonological identification task. In addition, the children’s related reading skills were assessed through standardized tests before and after each intervention stage to evaluate changes in their reading ability. The results indicated that (1) etymological literacy teaching was not very effective in improving the orthographic awareness and reading fluency of the dyslexic child with an orthographic deficit, but it significantly improved these skills in the dyslexic child with global deficits. (2) The combination of etymological literacy teaching and tDCS not only improved orthographic awareness and reading fluency in the two dyslexic children but also enhanced the activation levels of critical brain regions associated with reading. In sum, the combination of literacy teaching and tDCS demonstrated effectiveness in improving reading skills of the two children with dyslexia of different subtypes, which could provide positive reference and guidance for intervention practices for children with dyslexia and classroom teaching in Chinese primary schools.
{"title":"Improving Orthographic Awareness and Reading Fluency in Chinese Children with Dyslexia: A Case Study","authors":"Wenxiu Zhang, Lihuan Zhang, Li Liu, Shudong Zhang","doi":"10.1080/10573569.2019.1707731","DOIUrl":"https://doi.org/10.1080/10573569.2019.1707731","url":null,"abstract":"Abstract To develop and evaluate a comprehensive intervention combining transcranial direct current stimulation (tDCS) and behavioral training that specifically targets orthographic awareness and reading fluency for in Chinese children with dyslexia, this study selected two Chinese children with different subtypes of dyslexia, i.e., the orthographic deficit subtype and the global deficit subtype. We utilized a case study design to delineate detailed performances of the two children throughout the whole training process. Before and after the intervention, functional magnetic resonance imaging (fMRI) technology was deployed to measure the level of brain activation in a visual phonological identification task. In addition, the children’s related reading skills were assessed through standardized tests before and after each intervention stage to evaluate changes in their reading ability. The results indicated that (1) etymological literacy teaching was not very effective in improving the orthographic awareness and reading fluency of the dyslexic child with an orthographic deficit, but it significantly improved these skills in the dyslexic child with global deficits. (2) The combination of etymological literacy teaching and tDCS not only improved orthographic awareness and reading fluency in the two dyslexic children but also enhanced the activation levels of critical brain regions associated with reading. In sum, the combination of literacy teaching and tDCS demonstrated effectiveness in improving reading skills of the two children with dyslexia of different subtypes, which could provide positive reference and guidance for intervention practices for children with dyslexia and classroom teaching in Chinese primary schools.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"1 - 16"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2019.1707731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46314281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10573569.2019.1708221
Jane Roitsch, Mindy Gumpert, Alisha P. Springle, A. Raymer
Abstract Purpose: Students with learning disabilities (LD) often struggle to initiate writing tasks and have difficulty devoting sufficient resources to complete written compositions. Educators must determine the most effective writing instruction to help these students. Evidence-based educational practices benefit from research reviews such as systematic reviews (SRs) and meta-analyses (MAs). However, not all SRs and MAs are conducted with utmost rigor. The purpose of this project was to examine existing reviews of writing instruction for students with LD, appraise their methodologic quality, and summarize findings. Methods: Following an extensive search of 10 databases, we identified two SRs and four MAs that summarized evidence for writing instruction for students with LD. Four trained examiners evaluated the quality of those reviews with an appraisal tool, the Evidence in Augmentative and Alternative Communication Systematic Review Scale. We extracted critical elements summarizing findings of each review. Results: One article met standards of methodologic rigor. While search methods were well-described across reviews, rigor in data extraction and analyses were lacking. The reviewed studies identified strategy instruction as the most effective approach to improve writing for students with LD. Conclusions: Evidence suggests explicit instruction and goal-setting approaches may benefit students with LD who demonstrate writing difficulties. Findings suggest the need for increased rigor when conducting these reviews to optimize evidence-based writing interventions for students with LD.
{"title":"Writing Instruction for Students with Learning Disabilities: Quality Appraisal of Systematic Reviews and Meta-Analyses","authors":"Jane Roitsch, Mindy Gumpert, Alisha P. Springle, A. Raymer","doi":"10.1080/10573569.2019.1708221","DOIUrl":"https://doi.org/10.1080/10573569.2019.1708221","url":null,"abstract":"Abstract Purpose: Students with learning disabilities (LD) often struggle to initiate writing tasks and have difficulty devoting sufficient resources to complete written compositions. Educators must determine the most effective writing instruction to help these students. Evidence-based educational practices benefit from research reviews such as systematic reviews (SRs) and meta-analyses (MAs). However, not all SRs and MAs are conducted with utmost rigor. The purpose of this project was to examine existing reviews of writing instruction for students with LD, appraise their methodologic quality, and summarize findings. Methods: Following an extensive search of 10 databases, we identified two SRs and four MAs that summarized evidence for writing instruction for students with LD. Four trained examiners evaluated the quality of those reviews with an appraisal tool, the Evidence in Augmentative and Alternative Communication Systematic Review Scale. We extracted critical elements summarizing findings of each review. Results: One article met standards of methodologic rigor. While search methods were well-described across reviews, rigor in data extraction and analyses were lacking. The reviewed studies identified strategy instruction as the most effective approach to improve writing for students with LD. Conclusions: Evidence suggests explicit instruction and goal-setting approaches may benefit students with LD who demonstrate writing difficulties. Findings suggest the need for increased rigor when conducting these reviews to optimize evidence-based writing interventions for students with LD.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"32 - 44"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2019.1708221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45183256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10573569.2020.1716284
Carla L. Wood, C. Schatschneider
Abstract The aims of the current project were to: (a) describe lexical diversity, morphologically complex word use (MCW), and writing quality ratings of 5th-grade students with diverse language backgrounds and (b) to examine the relationship between analytical components and writing quality ratings with performance on measures of language and literacy achievement. This study examined 1,825 written responses of 5th-grade English Learners with limited English proficiency (LEP) compared to English proficient speaking peers with and without language-learning disorders (LLD). Structural equation modeling was conducted to examine the relationship between analytical and holistic writing measures with achievement. Findings demonstrated differences in analytical components and writing quality between groups, evidencing lower performance for students with LEP and students with LLD. Students’ lexical diversity and MCW use in written responses were strongly related to overall quality ratings and significantly related to performance on standardized assessments. Confirmatory structural equation modeling results suggested that the latent variable of analytical language had a strong relationship with writing quality ratings and a small but significant relationship with language and literacy achievement. Results suggest that the relative contribution of writing skills to achievement was not significantly different between students proficient in English and ELs with LEP.
{"title":"Examining Writing Measures and Achievement for Students of Varied Language Abilities and Linguistic Backgrounds Using Structural Equation Modeling","authors":"Carla L. Wood, C. Schatschneider","doi":"10.1080/10573569.2020.1716284","DOIUrl":"https://doi.org/10.1080/10573569.2020.1716284","url":null,"abstract":"Abstract The aims of the current project were to: (a) describe lexical diversity, morphologically complex word use (MCW), and writing quality ratings of 5th-grade students with diverse language backgrounds and (b) to examine the relationship between analytical components and writing quality ratings with performance on measures of language and literacy achievement. This study examined 1,825 written responses of 5th-grade English Learners with limited English proficiency (LEP) compared to English proficient speaking peers with and without language-learning disorders (LLD). Structural equation modeling was conducted to examine the relationship between analytical and holistic writing measures with achievement. Findings demonstrated differences in analytical components and writing quality between groups, evidencing lower performance for students with LEP and students with LLD. Students’ lexical diversity and MCW use in written responses were strongly related to overall quality ratings and significantly related to performance on standardized assessments. Confirmatory structural equation modeling results suggested that the latent variable of analytical language had a strong relationship with writing quality ratings and a small but significant relationship with language and literacy achievement. Results suggest that the relative contribution of writing skills to achievement was not significantly different between students proficient in English and ELs with LEP.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"65 - 81"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1716284","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46496512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10573569.2020.1723153
Sara L. Jozwik, Shaqwana Freeman‐Green, Tara L. Kaczorowski, Karen H. Douglas
Abstract In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specific definitions of language arts terminology for six ninth-grade English Language Learners (ELLs) with or at-risk for learning disabilities. To evaluate the effects of the intervention on the accuracy and completeness of students’ expressive definitions, researchers used a multiple probe design replicated across word sets and participants. Instruction took place in 20-minute sessions that spanned 29 consecutive school days. After the intervention, all six students increased the number of accurate expressive definitions and self-evaluated higher levels of word knowledge (i.e. “I know it and can give an example” or “I can teach this word to someone else”), respective to their baseline performance levels. The pattern of improvement on expressive definitions tests was replicated across word sets and participants, suggesting the overall effectiveness of the intervention on the acquisition of discipline-specific definitions of language arts terms. In addition, students reported high levels of satisfaction with the intervention’s procedures and outcomes.
{"title":"Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners","authors":"Sara L. Jozwik, Shaqwana Freeman‐Green, Tara L. Kaczorowski, Karen H. Douglas","doi":"10.1080/10573569.2020.1723153","DOIUrl":"https://doi.org/10.1080/10573569.2020.1723153","url":null,"abstract":"Abstract In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specific definitions of language arts terminology for six ninth-grade English Language Learners (ELLs) with or at-risk for learning disabilities. To evaluate the effects of the intervention on the accuracy and completeness of students’ expressive definitions, researchers used a multiple probe design replicated across word sets and participants. Instruction took place in 20-minute sessions that spanned 29 consecutive school days. After the intervention, all six students increased the number of accurate expressive definitions and self-evaluated higher levels of word knowledge (i.e. “I know it and can give an example” or “I can teach this word to someone else”), respective to their baseline performance levels. The pattern of improvement on expressive definitions tests was replicated across word sets and participants, suggesting the overall effectiveness of the intervention on the acquisition of discipline-specific definitions of language arts terms. In addition, students reported high levels of satisfaction with the intervention’s procedures and outcomes.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"82 - 100"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1723153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1080/10573569.2020.1858211
Goksel Cure, E. S. Batu, Emrah Gulboy
Abstract The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was conducted for determining studies that implemented the story-mapping strategy. As a result of the review, 13 single-case experimental design (SCED) studies that met the inclusion criteria were analyzed using the design standards that were developed by Kratochwill et al. At the end of the visual analysis, the effect size of seven (7) SCED studies that were determined to have evidence of a strong/moderate effect was calculated by using Tau U. These studies were also evaluated with the quality indicators that were developed by Horner et al. The results of the study revealed that the story-mapping strategy was an evidence-based and very effective strategy (the weighted aggregated Tau U = 0.88; 95% confidence interval [CI] = [77.2%, 99.5%]) in developing narrative text comprehension skills in certain students with disabilities. It was also found that the story mapping strategy is an effective strategy for certain disability categories within certain conditions.
摘要本研究的目的是确定故事映射策略是否为一种基于证据的策略，并评估被认为对阅读理解有效的调节变量。为此，我们进行了系统的文献综述，以确定实施故事映射策略的研究。作为回顾的结果，13项符合纳入标准的单例实验设计(SCED)研究使用Kratochwill等人制定的设计标准进行分析。在目视分析结束时，使用Tau u计算被确定为具有强/中等效应证据的七(7)项SCED研究的效应大小。这些研究也使用Horner等人制定的质量指标进行评估。研究结果表明，故事映射策略是一种循证有效的策略(加权累计Tau U = 0.88;95%可信区间[CI] =[77.2%， 99.5%])对某些残疾学生发展叙事文本理解技能的影响。研究还发现，故事映射策略在一定条件下对某些残疾类别是有效的策略。
{"title":"Effectiveness of the Story-Mapping Strategy in Students with Disabilities: Meta-Analysis of Single-Case Experimental Design Studies","authors":"Goksel Cure, E. S. Batu, Emrah Gulboy","doi":"10.1080/10573569.2020.1858211","DOIUrl":"https://doi.org/10.1080/10573569.2020.1858211","url":null,"abstract":"Abstract The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was conducted for determining studies that implemented the story-mapping strategy. As a result of the review, 13 single-case experimental design (SCED) studies that met the inclusion criteria were analyzed using the design standards that were developed by Kratochwill et al. At the end of the visual analysis, the effect size of seven (7) SCED studies that were determined to have evidence of a strong/moderate effect was calculated by using Tau U. These studies were also evaluated with the quality indicators that were developed by Horner et al. The results of the study revealed that the story-mapping strategy was an evidence-based and very effective strategy (the weighted aggregated Tau U = 0.88; 95% confidence interval [CI] = [77.2%, 99.5%]) in developing narrative text comprehension skills in certain students with disabilities. It was also found that the story mapping strategy is an effective strategy for certain disability categories within certain conditions.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"513 - 534"},"PeriodicalIF":1.9,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1858211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48636805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-07DOI: 10.1080/10573569.2020.1846005
Ali Arabmofrad, Mehdi Badi, Mehran Rajaee Pitehnoee
Abstract The past decade has witnessed a plethora of research to study the relationship between reading strategies and reading comprehension, but few studies have examined the brain functionality; more specifically the relationship between hemispheric dominance and reading strategies. Therefore, this study aimed to investigate whether there would be any relationship among elementary English as a Foreign Language (EFL) learners’ hemispheric dominance (Left, Right and Whole-brained dominance), their reading strategies, and reading comprehension. To this end, 67 elementary EFL students were selected based on convenience sampling. After determining the participants’ brain dominance, they completed a survey of reading strategies (RS) in order to identify their general preferences of reading strategies. Then a Reading Comprehension Test (RC) was administered to examine the students’ reading comprehension proficiency. The results demonstrated that most of the students were left-brain who generally preferred to employ problem-solving strategies (PROB). Furthermore, no significant relationship was found between hemispheric dominance, reading strategies, and reading comprehension of Iranian elementary EFL students. The results had also some implications for teachers stating that they should consider their students’ individual differences in terms of hemisphericity and adopt or balance their teaching techniques based on the students’ brain dominance types (learning styles and strategies) or at least to be sensitive to that.
{"title":"The Relationship among Elementary English as a Foreign Language Learners’ Hemispheric Dominance, Metacognitive Reading Strategies Preferences, and Reading Comprehension","authors":"Ali Arabmofrad, Mehdi Badi, Mehran Rajaee Pitehnoee","doi":"10.1080/10573569.2020.1846005","DOIUrl":"https://doi.org/10.1080/10573569.2020.1846005","url":null,"abstract":"Abstract The past decade has witnessed a plethora of research to study the relationship between reading strategies and reading comprehension, but few studies have examined the brain functionality; more specifically the relationship between hemispheric dominance and reading strategies. Therefore, this study aimed to investigate whether there would be any relationship among elementary English as a Foreign Language (EFL) learners’ hemispheric dominance (Left, Right and Whole-brained dominance), their reading strategies, and reading comprehension. To this end, 67 elementary EFL students were selected based on convenience sampling. After determining the participants’ brain dominance, they completed a survey of reading strategies (RS) in order to identify their general preferences of reading strategies. Then a Reading Comprehension Test (RC) was administered to examine the students’ reading comprehension proficiency. The results demonstrated that most of the students were left-brain who generally preferred to employ problem-solving strategies (PROB). Furthermore, no significant relationship was found between hemispheric dominance, reading strategies, and reading comprehension of Iranian elementary EFL students. The results had also some implications for teachers stating that they should consider their students’ individual differences in terms of hemisphericity and adopt or balance their teaching techniques based on the students’ brain dominance types (learning styles and strategies) or at least to be sensitive to that.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"413 - 424"},"PeriodicalIF":1.9,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1846005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48250171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-07DOI: 10.1080/10573569.2020.1857891
I. Adeyemi
Abstract The recent pandemic disease, COVID-19, brought about a measure that involves every individual staying at home in Nigeria. This had various effects on different activities and habits of an average Nigerian. This study examined the influence of COVID-19 lockdown on reading habit of Nigerians using Lagos State inhabitants as case study. Descriptive survey design was adopted and simple random sampling technique was used. Web-based questionnaire was adopted to collect data for the study owing to the risk paper questionnaire could pose. The Cronbach’s Alpha Reliability coefficient is 0.80. Total response collected for the study is 416. It was found that there was significant improvement in the reading habit of Nigerians during the lockdown. It was revealed that most Nigerians used phone to read during the lockdown. It was shown that more than half of the respondents had challenges in reading during the lockdown, which include cost of resources, non-availability of resources, lack of motivation, and heavy usage of social media. It was concluded that COVID-19 lockdown has a positive influence on reading habits of Nigerians. It is recommended that Nigerians should imbibe the reading habit of seeing readership as a pleasurable activity to do just like entertainment. It was further recommended that Nigerians should not reverse on their significantly improved reading hours during post-lockdown.
{"title":"Influence of Covid-19 Lockdown on Reading Habit of Nigerians: A Case Study of Lagos State Inhabitants","authors":"I. Adeyemi","doi":"10.1080/10573569.2020.1857891","DOIUrl":"https://doi.org/10.1080/10573569.2020.1857891","url":null,"abstract":"Abstract The recent pandemic disease, COVID-19, brought about a measure that involves every individual staying at home in Nigeria. This had various effects on different activities and habits of an average Nigerian. This study examined the influence of COVID-19 lockdown on reading habit of Nigerians using Lagos State inhabitants as case study. Descriptive survey design was adopted and simple random sampling technique was used. Web-based questionnaire was adopted to collect data for the study owing to the risk paper questionnaire could pose. The Cronbach’s Alpha Reliability coefficient is 0.80. Total response collected for the study is 416. It was found that there was significant improvement in the reading habit of Nigerians during the lockdown. It was revealed that most Nigerians used phone to read during the lockdown. It was shown that more than half of the respondents had challenges in reading during the lockdown, which include cost of resources, non-availability of resources, lack of motivation, and heavy usage of social media. It was concluded that COVID-19 lockdown has a positive influence on reading habits of Nigerians. It is recommended that Nigerians should imbibe the reading habit of seeing readership as a pleasurable activity to do just like entertainment. It was further recommended that Nigerians should not reverse on their significantly improved reading hours during post-lockdown.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"157 - 168"},"PeriodicalIF":1.9,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1857891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42617798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.1080/10573569.2020.1846007
J. Écalle, E. Dujardin, Christophe Gomes, Laurent Cros, A. Magnan
Abstract Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded to a mean reading comprehension (RC) score. We then examined the relationships between decoding, fluency, RC and their associated skills, i.e. phonemic segmentation, vocabulary and listening comprehension. The causal nature of the links between decoding, fluency and RC was examined in two ways: hypothesized and experimental. Structural modeling showed that fluency was a good mediator variable between decoding and RC and explained RC. When we compared the Cont and Exp groups, the intervention had a positive effect on RC, even though linguistic comprehension was not stimulated. We conclude that fluency should be stimulated once decoding is efficient.
{"title":"Decoding, Fluency and Reading Comprehension: Examining the Nature of their Relationships in a Large-Scale Study with First Graders","authors":"J. Écalle, E. Dujardin, Christophe Gomes, Laurent Cros, A. Magnan","doi":"10.1080/10573569.2020.1846007","DOIUrl":"https://doi.org/10.1080/10573569.2020.1846007","url":null,"abstract":"Abstract Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded to a mean reading comprehension (RC) score. We then examined the relationships between decoding, fluency, RC and their associated skills, i.e. phonemic segmentation, vocabulary and listening comprehension. The causal nature of the links between decoding, fluency and RC was examined in two ways: hypothesized and experimental. Structural modeling showed that fluency was a good mediator variable between decoding and RC and explained RC. When we compared the Cont and Exp groups, the intervention had a positive effect on RC, even though linguistic comprehension was not stimulated. We conclude that fluency should be stimulated once decoding is efficient.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"444 - 461"},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1846007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48532919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-19DOI: 10.1080/10573569.2020.1846006
Ömer Faruk Tavşanlı, Asude Bilgin, Kasım Yıldırım, T. Rasinski, Barbara Tschantz
Abstract The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students’ writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second graders who were chosen for either the experimental group or the control group. Data was gathered through written texts and attitude scales related to writing. Pretest and posttest scores of the experimental and control group were analyzed with a two-factor ANOVA test. The results indicate that while there was a statistically significant difference between the groups in terms of the quality of writing compositions in favor of experimental group, there was not a significant difference between the groups in terms of the students’ attitudes toward writing.
{"title":"The Effect of a PBWMIP on Writing Success and Attitude toward Writing","authors":"Ömer Faruk Tavşanlı, Asude Bilgin, Kasım Yıldırım, T. Rasinski, Barbara Tschantz","doi":"10.1080/10573569.2020.1846006","DOIUrl":"https://doi.org/10.1080/10573569.2020.1846006","url":null,"abstract":"Abstract The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students’ writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second graders who were chosen for either the experimental group or the control group. Data was gathered through written texts and attitude scales related to writing. Pretest and posttest scores of the experimental and control group were analyzed with a two-factor ANOVA test. The results indicate that while there was a statistically significant difference between the groups in terms of the quality of writing compositions in favor of experimental group, there was not a significant difference between the groups in terms of the students’ attitudes toward writing.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"425 - 443"},"PeriodicalIF":1.9,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1846006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-06DOI: 10.1080/10573569.2020.1839611
Lori Ann C. Dunn
Abstract The 2017 National Assessment of Education Progress (NAEP) findings indicate that only 37% of the nation’s twelfth graders are at or above proficiency in reading and the average reading score for students with disabilities is under the basic skill level. Consequently, high school teachers are faced with developing targeted interventions to address their limited reading skills. An effective response may be to enhance students’ visualization as they read and interact with text, motivating them to make meaning. Students with high incidence disabilities (e.g., attention deficits, learning disabilities) can often be confused by text structure and experience difficulty creating mental images in order to engage with the text. Additionally, it is difficult to motivate reluctant readers to read texts without pictures. Based on the facets of transactional theory and dual coding theory, this descriptive pilot study explored promoting visualization in order to increase reading comprehension in students with disabilities. In a three-week intervention, ten high school students with high incidence disabilities learned to identify seven elements of a screenplay in various movies. They were guided in identifying the visual features in the movies that corresponded with each element. They subsequently practiced using mental imagery, to identify the same elements in literature of increasing complexity using plot diagrams. Findings indicated students visualized more and were able to identify elements within the text structure. Comprehension results were mixed, based on response format. Implications for reading comprehension are discussed.
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