Pub Date : 2023-12-03DOI: 10.1080/10573569.2023.2286960
Beáta Szenczi, József Balázs Fejes, Tibor Vígh, Ágnes Hódi, Blanka Tary
Numerous studies have investigated the relationship between the home literacy environment and reading motivation; however, their results are inconsistent. Limitations to previous studies include re...
许多研究调查了家庭读写环境与阅读动机之间的关系;然而，他们的结果是不一致的。以往研究的局限性包括…
{"title":"Home Reading Support in Grades Four, Six, and Eight: Does Student Reading Motivation Matter?","authors":"Beáta Szenczi, József Balázs Fejes, Tibor Vígh, Ágnes Hódi, Blanka Tary","doi":"10.1080/10573569.2023.2286960","DOIUrl":"https://doi.org/10.1080/10573569.2023.2286960","url":null,"abstract":"Numerous studies have investigated the relationship between the home literacy environment and reading motivation; however, their results are inconsistent. Limitations to previous studies include re...","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"40 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543119","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 : 2023-12-01DOI: 10.1080/10573569.2023.2286968
Kristen D. Beach, Erin K. Washburn
Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities...
{"title":"Fluency Outcomes of Summer Reading Intervention for Third Graders: A Cross-Sectional Analysis in the Context of COVID-19","authors":"Kristen D. Beach, Erin K. Washburn","doi":"10.1080/10573569.2023.2286968","DOIUrl":"https://doi.org/10.1080/10573569.2023.2286968","url":null,"abstract":"Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities...","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"172 2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138546748","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 : 2023-11-30DOI: 10.1080/10573569.2023.2277709
Adi Avramovich, Menahem Yeari
This study explored the manner in which poor planning skill impairs reading comprehension of students with ADHD. Ninety-six adolescents with and without ADHD completed a planning task (Tower of Lon...
{"title":"The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements","authors":"Adi Avramovich, Menahem Yeari","doi":"10.1080/10573569.2023.2277709","DOIUrl":"https://doi.org/10.1080/10573569.2023.2277709","url":null,"abstract":"This study explored the manner in which poor planning skill impairs reading comprehension of students with ADHD. Ninety-six adolescents with and without ADHD completed a planning task (Tower of Lon...","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"54 4","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509190","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 : 2023-11-30DOI: 10.1080/10573569.2023.2253451
Peter Richtsmeier, Matthew Hopper, Sheri Vasinda, Hannah Krimm, Michelle Moore, Yu Zhang
In young adults and adolescents, dyslexia typically is characterized by slow or laborious reading. These reading difficulties are underpinned at least partly by a phonological deficit that disrupts...
{"title":"Poetry and Syllable-Stress Identification as the Means for Understanding Dyslexia and Reading-Related Difficulties","authors":"Peter Richtsmeier, Matthew Hopper, Sheri Vasinda, Hannah Krimm, Michelle Moore, Yu Zhang","doi":"10.1080/10573569.2023.2253451","DOIUrl":"https://doi.org/10.1080/10573569.2023.2253451","url":null,"abstract":"In young adults and adolescents, dyslexia typically is characterized by slow or laborious reading. These reading difficulties are underpinned at least partly by a phonological deficit that disrupts...","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"22 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543110","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 : 2023-11-26DOI: 10.1080/10573569.2023.2286965
Aysun Tekindur, Sevgi Kingir
The main purpose of this research was to examine how the Argument-Based Inquiry (ABI) approach affects students’ science achievement, inquiry skills, and scientific writing skills and to determine ...
{"title":"Improving Elementary Students’ Science Achievement, Inquiry and Scientific Writing Skills through Argument-Based Inquiry","authors":"Aysun Tekindur, Sevgi Kingir","doi":"10.1080/10573569.2023.2286965","DOIUrl":"https://doi.org/10.1080/10573569.2023.2286965","url":null,"abstract":"The main purpose of this research was to examine how the Argument-Based Inquiry (ABI) approach affects students’ science achievement, inquiry skills, and scientific writing skills and to determine ...","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"54 9","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509189","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 : 2023-10-11DOI: 10.1080/10573569.2023.2266807
John Z. Strong, Blythe E. Anderson
AbstractThe purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school completed a lesson-specific combination of pretest and posttest measures of letter-sound knowledge, decoding skills, oral reading fluency, and academic reading attitudes. Students were assigned to groups targeting phonemic awareness and word recognition (PAWR), word recognition and fluency (WRAF), fluency and comprehension (FAC), or vocabulary and comprehension (VAC) based on skill profiles. Paired-samples statistical tests were used to analyze pretest and posttest measures, and tutors were observed with a checklist to document implementation fidelity. Results indicated significant gains on specific subskill mastery measures of letter-sound knowledge for students in PAWR groups and decoding skills for students in PAWR and WRAF groups. Results were not significant for a curriculum-based measure of oral reading fluency for students in FAC groups and were significantly negative for students in VAC groups. There were no significant differences in gains based on instructional group size. There was no evidence of summer learning loss on academic reading attitudes. Tutors were able to implement DRI and IRA lessons with acceptable fidelity. These findings suggest that a summer tutoring program delivered by graduate students can improve targeted reading skills without negatively impacting reading attitudes. Disclosure statementThe authors declare that there is no conflict of interest.Additional informationFundingThis work was supported by the University at Buffalo Foundation.
{"title":"Effects of a Summer Tutoring Program on Reading Achievement in Grades K-5","authors":"John Z. Strong, Blythe E. Anderson","doi":"10.1080/10573569.2023.2266807","DOIUrl":"https://doi.org/10.1080/10573569.2023.2266807","url":null,"abstract":"AbstractThe purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school completed a lesson-specific combination of pretest and posttest measures of letter-sound knowledge, decoding skills, oral reading fluency, and academic reading attitudes. Students were assigned to groups targeting phonemic awareness and word recognition (PAWR), word recognition and fluency (WRAF), fluency and comprehension (FAC), or vocabulary and comprehension (VAC) based on skill profiles. Paired-samples statistical tests were used to analyze pretest and posttest measures, and tutors were observed with a checklist to document implementation fidelity. Results indicated significant gains on specific subskill mastery measures of letter-sound knowledge for students in PAWR groups and decoding skills for students in PAWR and WRAF groups. Results were not significant for a curriculum-based measure of oral reading fluency for students in FAC groups and were significantly negative for students in VAC groups. There were no significant differences in gains based on instructional group size. There was no evidence of summer learning loss on academic reading attitudes. Tutors were able to implement DRI and IRA lessons with acceptable fidelity. These findings suggest that a summer tutoring program delivered by graduate students can improve targeted reading skills without negatively impacting reading attitudes. Disclosure statementThe authors declare that there is no conflict of interest.Additional informationFundingThis work was supported by the University at Buffalo Foundation.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212345","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 : 2023-07-04DOI: 10.1080/10573569.2022.2103056
Samiullah , Sham Haidar
Abstract English writing skills are important in English language teaching due to the practice of evaluating students’ academic performance in English writing both of other subjects’ content knowledge and of English language itself. However, students come to high schools with baggage of varying linguistics competencies due to differential exposure to English at home and schools. Elite class students are exposed to social and linguistic capitals both in family and educational institutions, while ordinary people lack the resources to provide such exposure to their children. How such differential upbringing affect their performance in English language proficiency including English writing skills has been less focused earlier. This study explores the role of socioeconomic statuses on students’ writing skills. Employing qualitative research methodology, this study elicited English writing samples of different text types from the Higher Secondary School (HSSC) level students. Along with writing tasks as sample, data were also collected through ten students’ narratives and focus group discussion of five teachers. Data were analyzed inductively through coding, categories and themes. The study found that socioeconomic factors such as social capital that is environment, cultural capitals like mother and father education, reading books, watching English movies and cartoons and school contribute to the writing skills of the students. The study calls for giving more importance to the English writing skills in the English instructions.
{"title":"English Writing and Social Stratification in Pakistan: Exploring the Role of SES on Students’ Writing","authors":"Samiullah , Sham Haidar","doi":"10.1080/10573569.2022.2103056","DOIUrl":"https://doi.org/10.1080/10573569.2022.2103056","url":null,"abstract":"Abstract English writing skills are important in English language teaching due to the practice of evaluating students’ academic performance in English writing both of other subjects’ content knowledge and of English language itself. However, students come to high schools with baggage of varying linguistics competencies due to differential exposure to English at home and schools. Elite class students are exposed to social and linguistic capitals both in family and educational institutions, while ordinary people lack the resources to provide such exposure to their children. How such differential upbringing affect their performance in English language proficiency including English writing skills has been less focused earlier. This study explores the role of socioeconomic statuses on students’ writing skills. Employing qualitative research methodology, this study elicited English writing samples of different text types from the Higher Secondary School (HSSC) level students. Along with writing tasks as sample, data were also collected through ten students’ narratives and focus group discussion of five teachers. Data were analyzed inductively through coding, categories and themes. The study found that socioeconomic factors such as social capital that is environment, cultural capitals like mother and father education, reading books, watching English movies and cartoons and school contribute to the writing skills of the students. The study calls for giving more importance to the English writing skills in the English instructions.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"318 - 333"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45541108","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 : 2023-03-23DOI: 10.1080/10573569.2023.2192705
Adi Avramovich, Menahem Yeari
The present study explored whether poor executive functions (EF) underlying the difficulties of individuals with ADHD in reading comprehension (RC) are general or specific to the textual content they regulate. To address this question, adolescents with and without ADHD answered questions following the reading of texts and completed a series of tasks that assessed cognitive flexibility, updating and inhibition skills, using (a) non-verbal items, to assess a domain-general EF, (b) single written words, to assess verbal-specific EF, and (c) illustrated scenarios, to assess discourse-specific EF. Findings demonstrated that verbal and/or discourse measurements exhibited significant mediating effects beyond the contribution made by non-verbal measurements. When EF measurements of the same modality were computed as a single composite score, only the discourse measurement accounted for a significant mediating contribution. These findings suggest a domain-specific, or even a discourse-specific role of EF in RC of adolescents with ADHD, and bear implications for educational practice.
{"title":"The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD: The Case of Domain-General Versus Domain-Specific Functions","authors":"Adi Avramovich, Menahem Yeari","doi":"10.1080/10573569.2023.2192705","DOIUrl":"https://doi.org/10.1080/10573569.2023.2192705","url":null,"abstract":"The present study explored whether poor executive functions (EF) underlying the difficulties of individuals with ADHD in reading comprehension (RC) are general or specific to the textual content they regulate. To address this question, adolescents with and without ADHD answered questions following the reading of texts and completed a series of tasks that assessed cognitive flexibility, updating and inhibition skills, using (a) non-verbal items, to assess a domain-general EF, (b) single written words, to assess verbal-specific EF, and (c) illustrated scenarios, to assess discourse-specific EF. Findings demonstrated that verbal and/or discourse measurements exhibited significant mediating effects beyond the contribution made by non-verbal measurements. When EF measurements of the same modality were computed as a single composite score, only the discourse measurement accounted for a significant mediating contribution. These findings suggest a domain-specific, or even a discourse-specific role of EF in RC of adolescents with ADHD, and bear implications for educational practice.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136166263","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 : 2023-01-24DOI: 10.1080/10573569.2022.2156954
R. Beachy, Daibao Guo, Katherine Landau Wright, Erin M. McTigue
Abstract Despite many calls, there is little research addressing teachers’ knowledge of reading assessments and how they utilize assessments for reading instruction. Therefore, the current research developed and validated a reliable measure of teachers’ perceptions and knowledge of reading assessments, called the Perceptions and Knowledge of Assessment in Literacy Survey (PKALS). Through the analysis of two separate administrations, we provide evidence for validity of the PKALS and examine the associations between teachers’ characteristics and their performance on the PKALS. This research also found that teacher experience was correlated with higher knowledge; however, teachers’ certification and graduate degree status were not. The PKALS can support future researchers and teacher preparation programs to identify gaps in teacher knowledge, allowing for interventions to promote student reading success.
{"title":"The Teachers’ Perceptions and Knowledge of Reading Assessment Survey: A Validation Study","authors":"R. Beachy, Daibao Guo, Katherine Landau Wright, Erin M. McTigue","doi":"10.1080/10573569.2022.2156954","DOIUrl":"https://doi.org/10.1080/10573569.2022.2156954","url":null,"abstract":"Abstract Despite many calls, there is little research addressing teachers’ knowledge of reading assessments and how they utilize assessments for reading instruction. Therefore, the current research developed and validated a reliable measure of teachers’ perceptions and knowledge of reading assessments, called the Perceptions and Knowledge of Assessment in Literacy Survey (PKALS). Through the analysis of two separate administrations, we provide evidence for validity of the PKALS and examine the associations between teachers’ characteristics and their performance on the PKALS. This research also found that teacher experience was correlated with higher knowledge; however, teachers’ certification and graduate degree status were not. The PKALS can support future researchers and teacher preparation programs to identify gaps in teacher knowledge, allowing for interventions to promote student reading success.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"47 1","pages":"559 - 581"},"PeriodicalIF":1.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85874032","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 : 2023-01-19DOI: 10.1080/10573569.2022.2147465
Darrell Morris, Tom Gill
Abstract This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is not provided by an end-of-grade standardized reading test. Using case studies of students’ IRI performance, we address the concept of instructional level and the necessity of teaching low readers at the appropriate difficulty level—“meeting them where they are”—in the classroom and resource room. In doing so, we note that instructional-level (or below-grade-level) reading can, over time, drive low readers’ print-processing skill (accuracy and rate), eventually enabling them, through purposeful practice, to self-improve their overall reading (including comprehension). While such improvement may not show up on an end-of-year standardized test, it will show up on an end-of-year IRI.
{"title":"A Commonsense Approach to End-of-Grade Reading Assessment: Implications for Differentiated Instruction","authors":"Darrell Morris, Tom Gill","doi":"10.1080/10573569.2022.2147465","DOIUrl":"https://doi.org/10.1080/10573569.2022.2147465","url":null,"abstract":"Abstract This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is not provided by an end-of-grade standardized reading test. Using case studies of students’ IRI performance, we address the concept of instructional level and the necessity of teaching low readers at the appropriate difficulty level—“meeting them where they are”—in the classroom and resource room. In doing so, we note that instructional-level (or below-grade-level) reading can, over time, drive low readers’ print-processing skill (accuracy and rate), eventually enabling them, through purposeful practice, to self-improve their overall reading (including comprehension). While such improvement may not show up on an end-of-year standardized test, it will show up on an end-of-year IRI.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"548 - 558"},"PeriodicalIF":1.9,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611677","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}
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