Pub Date : 2023-01-16DOI: 10.1080/10573569.2023.2165464
Quan Qian, Guomin Zheng, Xianhan Huang, Xi Liao
Abstract Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation analysis showed that the direct effect of student-perceived RSI on reading comprehension was not significant at the school level but was significant at the student level. Additionally, the indirect effect of student-perceived RSI on reading comprehension through (first) autonomous reading motivation and (second) RSU was significant at both the student and school levels. The results indicate that student-perceived RSI exerts beneficial effects on student reading learning by fostering autonomous reading motivation and RSU. These findings provide pedagogical implications for directions in future reading instruction.
{"title":"Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model","authors":"Quan Qian, Guomin Zheng, Xianhan Huang, Xi Liao","doi":"10.1080/10573569.2023.2165464","DOIUrl":"https://doi.org/10.1080/10573569.2023.2165464","url":null,"abstract":"Abstract Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation analysis showed that the direct effect of student-perceived RSI on reading comprehension was not significant at the school level but was significant at the student level. Additionally, the indirect effect of student-perceived RSI on reading comprehension through (first) autonomous reading motivation and (second) RSU was significant at both the student and school levels. The results indicate that student-perceived RSI exerts beneficial effects on student reading learning by fostering autonomous reading motivation and RSU. These findings provide pedagogical implications for directions in future reading instruction.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"582 - 597"},"PeriodicalIF":1.9,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44271361","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 : 2023-01-05DOI: 10.1080/10573569.2022.2147464
Aya Shhub, Zaira Jimenez, Michael Solis
Abstract Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N = 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing).
{"title":"A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions","authors":"Aya Shhub, Zaira Jimenez, Michael Solis","doi":"10.1080/10573569.2022.2147464","DOIUrl":"https://doi.org/10.1080/10573569.2022.2147464","url":null,"abstract":"Abstract Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N = 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing).","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"530 - 547"},"PeriodicalIF":1.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160521","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 : 2023-01-04DOI: 10.1080/10573569.2022.2147463
Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Kristen D. Beach, Corinne R. Kingsbery
Abstract Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement. These differences may be further exacerbated by summer learning loss (SLL), in which student academic progress stagnates or declines during the summer months. Providing summertime academic interventions, specifically in reading, has been one proposed solution for mitigating SLL. The present exploratory study examined the impact of a comprehensive approach to summer literacy intervention that included evidence-based reading instruction in foundational reading skills (phonemic awareness, phonics, fluency) and more advanced disciplinary literacy skills on student reading-related outcomes for rising 1st-3rd grade students. on student reading-related outcomes for rising first, second, and third graders from an under-resourced, urban school. The majority of students who participated in the programming were from historically marginalized populations and low-income families and included students with diverse literacy needs. with 70% of students qualifying for free or reduced-price lunch, and included students with diverse literacy skills, students with developmental disabilities, and emergent bilingual learners. Students were assessed pre-post using norm-referenced assessments of phonemic segmentation, nonsense word reading, and oral reading fluency as well as curriculum embedded Mastery Tests. Results indicated that students made significant growth or maintained measured reading skills. Results indicated that rising first grade students made significant growth pre-post on measures of phonemic segmentation fluency, nonsense word reading, and Mastery Tests. Rising 2nd grade students demonstrated significant growth on Mastery Tests measures and maintained on other measures. Rising 3rd grade students demonstrated significant growth on aspects of nonsense word reading and maintained on other measures. Findings from this study indicate that a summer literacy intervention designed to address both foundational and disciplinary literacy skills may improve reading-related outcomes for students from economically and culturally diverse backgrounds.
{"title":"The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students","authors":"Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Kristen D. Beach, Corinne R. Kingsbery","doi":"10.1080/10573569.2022.2147463","DOIUrl":"https://doi.org/10.1080/10573569.2022.2147463","url":null,"abstract":"Abstract Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement. These differences may be further exacerbated by summer learning loss (SLL), in which student academic progress stagnates or declines during the summer months. Providing summertime academic interventions, specifically in reading, has been one proposed solution for mitigating SLL. The present exploratory study examined the impact of a comprehensive approach to summer literacy intervention that included evidence-based reading instruction in foundational reading skills (phonemic awareness, phonics, fluency) and more advanced disciplinary literacy skills on student reading-related outcomes for rising 1st-3rd grade students. on student reading-related outcomes for rising first, second, and third graders from an under-resourced, urban school. The majority of students who participated in the programming were from historically marginalized populations and low-income families and included students with diverse literacy needs. with 70% of students qualifying for free or reduced-price lunch, and included students with diverse literacy skills, students with developmental disabilities, and emergent bilingual learners. Students were assessed pre-post using norm-referenced assessments of phonemic segmentation, nonsense word reading, and oral reading fluency as well as curriculum embedded Mastery Tests. Results indicated that students made significant growth or maintained measured reading skills. Results indicated that rising first grade students made significant growth pre-post on measures of phonemic segmentation fluency, nonsense word reading, and Mastery Tests. Rising 2nd grade students demonstrated significant growth on Mastery Tests measures and maintained on other measures. Rising 3rd grade students demonstrated significant growth on aspects of nonsense word reading and maintained on other measures. Findings from this study indicate that a summer literacy intervention designed to address both foundational and disciplinary literacy skills may improve reading-related outcomes for students from economically and culturally diverse backgrounds.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"510 - 529"},"PeriodicalIF":1.9,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939203","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 : 2022-12-15DOI: 10.1080/10573569.2022.2142922
Zoi A. Traga Philippakos, Ashley P. Voggt, Sherry M. Bell, Sarah Munsell, Amy Maples
Abstract The purpose of this study was to examine schools’ readiness when transitioning to online instruction and equitable practices as well as teachers’ instructional practices for all learners and the provided professional development. Finally, the goals were to examine their preparation, affect, and confidence to teach reading, writing, and to provide online instruction, and examine their to perspectives about the profession. A total of 228 teachers across grades K to 5 participated in an online survey during the COVID-19 pandemic’s transition to remote instruction. Responses revealed that teachers were not as confident in the effects of online instruction, and that despite the provision of devices to students, equitable access to internet was not possible. Teachers’ responses also revealed a lack of personnel at the school level to respond to teachers’ instructional needs while responses revealed differences in supports provided to second language learners. Implications for teacher preparation programs and for research are further discussed.
{"title":"Teachers’ Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development","authors":"Zoi A. Traga Philippakos, Ashley P. Voggt, Sherry M. Bell, Sarah Munsell, Amy Maples","doi":"10.1080/10573569.2022.2142922","DOIUrl":"https://doi.org/10.1080/10573569.2022.2142922","url":null,"abstract":"Abstract The purpose of this study was to examine schools’ readiness when transitioning to online instruction and equitable practices as well as teachers’ instructional practices for all learners and the provided professional development. Finally, the goals were to examine their preparation, affect, and confidence to teach reading, writing, and to provide online instruction, and examine their to perspectives about the profession. A total of 228 teachers across grades K to 5 participated in an online survey during the COVID-19 pandemic’s transition to remote instruction. Responses revealed that teachers were not as confident in the effects of online instruction, and that despite the provision of devices to students, equitable access to internet was not possible. Teachers’ responses also revealed a lack of personnel at the school level to respond to teachers’ instructional needs while responses revealed differences in supports provided to second language learners. Implications for teacher preparation programs and for research are further discussed.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"470 - 490"},"PeriodicalIF":1.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42468035","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 : 2022-11-29DOI: 10.1080/10573569.2022.2132567
Elizabeth A. Horton, Frederick J. Brigham, Sophia R. D’Agostino, J. Finn
Abstract This study examines the effectiveness of a reading comprehension strategy designed to enhance learning for participants with disabilities who come from culturally and linguistically diverse backgrounds. Specifically, a multiple probe design was used to examine the effects of a reading comprehension strategy on the summarization skills of English learners with disabilities at the high school level. Individualized support was provided through an intervention that utilized a modified version of the Generating Interaction between Schemata and Text (GIST) strategy. The intervention incorporated strategy instruction and explicit instruction in the summarization of expository passages. Visual analysis indicates that all participants improved in their ability to summarize expository passages, as demonstrated by an increased level of change between the baseline and intervention phases. Statistical analysis using NAP and TAU-U reveals all participants demonstrated improvement between the baseline and intervention phases. IMPACT STATEMENT The purpose of this study was to evaluate the effectiveness of a reading comprehension intervention on the summarization skills of ELs with disabilities at the high school level. Results show improvements in summarization skills for all three participants.
{"title":"A Reading Intervention with ELs with Disabilities at the High School Level","authors":"Elizabeth A. Horton, Frederick J. Brigham, Sophia R. D’Agostino, J. Finn","doi":"10.1080/10573569.2022.2132567","DOIUrl":"https://doi.org/10.1080/10573569.2022.2132567","url":null,"abstract":"Abstract This study examines the effectiveness of a reading comprehension strategy designed to enhance learning for participants with disabilities who come from culturally and linguistically diverse backgrounds. Specifically, a multiple probe design was used to examine the effects of a reading comprehension strategy on the summarization skills of English learners with disabilities at the high school level. Individualized support was provided through an intervention that utilized a modified version of the Generating Interaction between Schemata and Text (GIST) strategy. The intervention incorporated strategy instruction and explicit instruction in the summarization of expository passages. Visual analysis indicates that all participants improved in their ability to summarize expository passages, as demonstrated by an increased level of change between the baseline and intervention phases. Statistical analysis using NAP and TAU-U reveals all participants demonstrated improvement between the baseline and intervention phases. IMPACT STATEMENT The purpose of this study was to evaluate the effectiveness of a reading comprehension intervention on the summarization skills of ELs with disabilities at the high school level. Results show improvements in summarization skills for all three participants.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"436 - 454"},"PeriodicalIF":1.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43866222","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 : 2022-11-26DOI: 10.1080/10573569.2022.2142923
Huzeyfe Bilge
Although the relationship between reading fluency and high-stakes test achievement is well known, studies were conducted in similar contexts. This correlational study aimed to investigate the relat...
{"title":"More Errors, Better Results? The Relationship Among High-Stakes Test Achievement, Reading Error Types, and Reading Fluency in Different Text Types","authors":"Huzeyfe Bilge","doi":"10.1080/10573569.2022.2142923","DOIUrl":"https://doi.org/10.1080/10573569.2022.2142923","url":null,"abstract":"Although the relationship between reading fluency and high-stakes test achievement is well known, studies were conducted in similar contexts. This correlational study aimed to investigate the relat...","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"179 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543120","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 : 2022-11-04DOI: 10.1080/10573569.2022.2136589
Marna K. Winter, Kristen O’Neill
Abstract The need for High-Interest Low-Readability books (Hi-Lo) has been acknowledged by reading specialists and teachers alike since the 1900s, yet there is a research gap regarding teacher knowledge of and access to these books. This study sought to understand teacher awareness of Hi-Lo books, access to them, and usage within classrooms in the United States. Utilizing a mixed methods survey shared via social media platforms, teachers gave their perceptions of and experiences with Hi-Lo texts. Findings point to knowledge of Hi-Lo books among teachers, but a lack of usage in the classrooms, which is influenced by stakeholders involved in curricular decision-making.
{"title":"An Exploration of Prevalence and Usage of Hi-Lo Texts in Today’s Classrooms","authors":"Marna K. Winter, Kristen O’Neill","doi":"10.1080/10573569.2022.2136589","DOIUrl":"https://doi.org/10.1080/10573569.2022.2136589","url":null,"abstract":"Abstract The need for High-Interest Low-Readability books (Hi-Lo) has been acknowledged by reading specialists and teachers alike since the 1900s, yet there is a research gap regarding teacher knowledge of and access to these books. This study sought to understand teacher awareness of Hi-Lo books, access to them, and usage within classrooms in the United States. Utilizing a mixed methods survey shared via social media platforms, teachers gave their perceptions of and experiences with Hi-Lo texts. Findings point to knowledge of Hi-Lo books among teachers, but a lack of usage in the classrooms, which is influenced by stakeholders involved in curricular decision-making.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"455 - 469"},"PeriodicalIF":1.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445358","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 : 2022-10-18DOI: 10.1080/10573569.2022.2109227
Katie Schrodt, Erin R. FitzPatrick, Megan Brown, Ashlee Hover
Abstract Motivation impacts student academic performance. A performance task to directly assess writing motivation in young children is needed. The purpose of this investigation was to evaluate the validity of the Writing Challenge Task (WCT), a task-oriented assessment created to measure writing motivation with 106 kindergarten students in the rural mid-South. The authors sought to establish internal reliability; concurrent validity with the Motivation for Reading and Writing Profile (MWRP); evaluate correlations between measures and socioeconomic status (SES); and evaluate the predictive validity of the WCT to a state-mandated end-of-year assessment. Cronbach’s alpha, a correlation analysis, and stepwise multiple regression analysis were used to examine these relationships. The WCT had excellent internal reliability with Cronbach’s alpha of .91 (n = 64). The WCT (p = .01) and SES (p = .03) were both positively correlated with end-of-year writing scores, though the MRWP was not. No significant correlations between the WCT, the MRWP, and SES were found. Further, the inclusion of WCT as a predictor created the most robust model so that predictor variance (SES and WCT) accounted for 11% of the variance in end-of-year writing scores, p = .01, R 2 = .11, such that students were expected to score 0.13 units higher on the end-of-year writing assessment for every 1 point increase in their WCT score. This study established evidence that students’ WCT scores had higher predictive validity on kindergarteners’ end-of-year outcomes than a more commonly used writing motivation instrument. Future research on the measure is warranted.
{"title":"Examining the Validity of the Writing Challenge Task: An Assessment Tool for Measuring Writing Motivation in Kindergarteners","authors":"Katie Schrodt, Erin R. FitzPatrick, Megan Brown, Ashlee Hover","doi":"10.1080/10573569.2022.2109227","DOIUrl":"https://doi.org/10.1080/10573569.2022.2109227","url":null,"abstract":"Abstract Motivation impacts student academic performance. A performance task to directly assess writing motivation in young children is needed. The purpose of this investigation was to evaluate the validity of the Writing Challenge Task (WCT), a task-oriented assessment created to measure writing motivation with 106 kindergarten students in the rural mid-South. The authors sought to establish internal reliability; concurrent validity with the Motivation for Reading and Writing Profile (MWRP); evaluate correlations between measures and socioeconomic status (SES); and evaluate the predictive validity of the WCT to a state-mandated end-of-year assessment. Cronbach’s alpha, a correlation analysis, and stepwise multiple regression analysis were used to examine these relationships. The WCT had excellent internal reliability with Cronbach’s alpha of .91 (n = 64). The WCT (p = .01) and SES (p = .03) were both positively correlated with end-of-year writing scores, though the MRWP was not. No significant correlations between the WCT, the MRWP, and SES were found. Further, the inclusion of WCT as a predictor created the most robust model so that predictor variance (SES and WCT) accounted for 11% of the variance in end-of-year writing scores, p = .01, R 2 = .11, such that students were expected to score 0.13 units higher on the end-of-year writing assessment for every 1 point increase in their WCT score. This study established evidence that students’ WCT scores had higher predictive validity on kindergarteners’ end-of-year outcomes than a more commonly used writing motivation instrument. Future research on the measure is warranted.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"334 - 349"},"PeriodicalIF":1.9,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42824539","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 : 2022-10-18DOI: 10.1080/10573569.2022.2131662
Perry D. Klein, Madelyn Casola, Jill D. Dombroski, Christine Giese, Kristen Wing-Yan Sha, Serena C. Thompson
Abstract During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative writing, with reteaching, support and feedback, and ad hoc remediation of handwriting and spelling, to eight students. Then, because three of the Tier 2 students were frequently absent or disengaged, the research associate delivered Tier 3 individual instruction to them. Students in both Tier 1 and Tier 2 instruction made large, statistically significant gains in text quality. Tier 3 students did not make significant gains. Partial correlations, observations during teaching, and teacher interviews suggest that attendance, spelling level, and discourse knowledge affected learning. Teachers identified strengths and limitations of SRSD, Response to Intervention and the specific materials used. The results indicate that in an online setting, SRSD, delivered in a brief RTI format, is effective for improving written expression for typically developing beginning writers and some struggling writers, but that some struggling writers require additional intervention.
{"title":"Response to Intervention in Virtual Classrooms with Beginning Writers","authors":"Perry D. Klein, Madelyn Casola, Jill D. Dombroski, Christine Giese, Kristen Wing-Yan Sha, Serena C. Thompson","doi":"10.1080/10573569.2022.2131662","DOIUrl":"https://doi.org/10.1080/10573569.2022.2131662","url":null,"abstract":"Abstract During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative writing, with reteaching, support and feedback, and ad hoc remediation of handwriting and spelling, to eight students. Then, because three of the Tier 2 students were frequently absent or disengaged, the research associate delivered Tier 3 individual instruction to them. Students in both Tier 1 and Tier 2 instruction made large, statistically significant gains in text quality. Tier 3 students did not make significant gains. Partial correlations, observations during teaching, and teacher interviews suggest that attendance, spelling level, and discourse knowledge affected learning. Teachers identified strengths and limitations of SRSD, Response to Intervention and the specific materials used. The results indicate that in an online setting, SRSD, delivered in a brief RTI format, is effective for improving written expression for typically developing beginning writers and some struggling writers, but that some struggling writers require additional intervention.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"61 11","pages":"413 - 435"},"PeriodicalIF":1.9,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243919","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 : 2022-09-29DOI: 10.1080/10573569.2022.2124562
Jamie Day, K. Regan, A. Evmenova, Courtney Verbiest, A. Hutchison, Boris S. Gafurov
Abstract During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students’ writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students’ total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed.
{"title":"The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19","authors":"Jamie Day, K. Regan, A. Evmenova, Courtney Verbiest, A. Hutchison, Boris S. Gafurov","doi":"10.1080/10573569.2022.2124562","DOIUrl":"https://doi.org/10.1080/10573569.2022.2124562","url":null,"abstract":"Abstract During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students’ writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students’ total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"390 - 412"},"PeriodicalIF":1.9,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42574572","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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