Pub Date : 2022-09-09DOI: 10.1080/10573569.2022.2119454
Mehmet Ali Yarım, N. Cemaloğlu
Abstract This research aims to examine the effect of birth month on student achievement as well as social and spiritual development in the classroom. We designed this research as a mixed embedded experimental design, one of the mixed research designs. For the experimental group, first-grade students in a primary school in Aziziye District of Erzurum province in Turkey were classified according to their months of birth. For the control group, three classes formed from different schools and cities in a mixed manner were selected through purposive sampling method. Pretest and post-test applications were performed at different time intervals, and the data were analyzed using One-Way ANOVA and a repeated-measures t-test. In the qualitative part, we conducted interviews with the experimental group teachers. Based on the results of the research, there is evidence to suggest that the month of birth affects academic achievement. So much so that, the academic achievements of the 69–74-month-old group classified according to the month of birth were quite high, but the academic success of the 69–74-month-old students in the mixed classes is low. Mixed classes were academically homogeneous. They were also very healthy and in good condition socially and spiritually. These homogeneous groups, which were classified according to the month of birth, prevent students from being overwhelmed and lost, and facilitate the work of teachers. It can thus be suggested that first-graders in primary schools can be classified in terms of birth month and developmental levels in order to mitigate the effects of birth month.
{"title":"The Effect of Date of Birth on Success: Proposing a Model for Primary Schools in the Context of the Matthew Effect","authors":"Mehmet Ali Yarım, N. Cemaloğlu","doi":"10.1080/10573569.2022.2119454","DOIUrl":"https://doi.org/10.1080/10573569.2022.2119454","url":null,"abstract":"Abstract This research aims to examine the effect of birth month on student achievement as well as social and spiritual development in the classroom. We designed this research as a mixed embedded experimental design, one of the mixed research designs. For the experimental group, first-grade students in a primary school in Aziziye District of Erzurum province in Turkey were classified according to their months of birth. For the control group, three classes formed from different schools and cities in a mixed manner were selected through purposive sampling method. Pretest and post-test applications were performed at different time intervals, and the data were analyzed using One-Way ANOVA and a repeated-measures t-test. In the qualitative part, we conducted interviews with the experimental group teachers. Based on the results of the research, there is evidence to suggest that the month of birth affects academic achievement. So much so that, the academic achievements of the 69–74-month-old group classified according to the month of birth were quite high, but the academic success of the 69–74-month-old students in the mixed classes is low. Mixed classes were academically homogeneous. They were also very healthy and in good condition socially and spiritually. These homogeneous groups, which were classified according to the month of birth, prevent students from being overwhelmed and lost, and facilitate the work of teachers. It can thus be suggested that first-graders in primary schools can be classified in terms of birth month and developmental levels in order to mitigate the effects of birth month.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"368 - 389"},"PeriodicalIF":1.9,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47165023","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 : 2022-08-23DOI: 10.1080/10573569.2022.2113191
Yan Huang, Qianqian Wang, Minjie Ma, Zhang Qunchao, Huizhong He, Tingzhao Wang
Abstract The significant impact of the home literacy environment (HLE) on the literacy development and educational achievements of typically developing (TD) children has been well documented. The focus of the current research is to gain insights into the HLE of children with autism spectrum disorders owing to their literacy difficulties. We used online questionnaires to collect data on the HLE, literacy development, reading interest, and parent–child relationship from the parents of 120 school-aged Chinese children with autism. The results confirmed that the HLE of autistic children predicts their literacy development not only directly but also indirectly, through reading interest and the parent–child relationship. The mediating effect accounted for more than half of the total effect. The study highlights that children with autism could benefit from stimulating HLE as well as their TD counterparts.
{"title":"Home Literacy Environment and Parental Perceived Literacy Development in Children with Autism: A Mediation Model","authors":"Yan Huang, Qianqian Wang, Minjie Ma, Zhang Qunchao, Huizhong He, Tingzhao Wang","doi":"10.1080/10573569.2022.2113191","DOIUrl":"https://doi.org/10.1080/10573569.2022.2113191","url":null,"abstract":"Abstract The significant impact of the home literacy environment (HLE) on the literacy development and educational achievements of typically developing (TD) children has been well documented. The focus of the current research is to gain insights into the HLE of children with autism spectrum disorders owing to their literacy difficulties. We used online questionnaires to collect data on the HLE, literacy development, reading interest, and parent–child relationship from the parents of 120 school-aged Chinese children with autism. The results confirmed that the HLE of autistic children predicts their literacy development not only directly but also indirectly, through reading interest and the parent–child relationship. The mediating effect accounted for more than half of the total effect. The study highlights that children with autism could benefit from stimulating HLE as well as their TD counterparts.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"351 - 367"},"PeriodicalIF":1.9,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46688246","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 : 2022-08-02DOI: 10.1080/10573569.2022.2103053
Jennifer Collett
Abstract Drawing upon a theoretical framework that acknowledges the bidirectional relationship between local discursive acts and institutional structures, this paper analyzes classroom observations with student interviews to understand how fifth-grade multilingual learners are making sense of dialogic literacy instruction to support their reading development. Findings reveal a relationship between how a learner’s identity with reading informs how they understand the utility of classroom dialogue to support reading development, and subsequently the degree to which they exert agency to engage in classroom literacy practices.
{"title":"Relationships between Reading Identities and Dialogue: Perspectives from Fifth-grade Multilingual Learners","authors":"Jennifer Collett","doi":"10.1080/10573569.2022.2103053","DOIUrl":"https://doi.org/10.1080/10573569.2022.2103053","url":null,"abstract":"Abstract Drawing upon a theoretical framework that acknowledges the bidirectional relationship between local discursive acts and institutional structures, this paper analyzes classroom observations with student interviews to understand how fifth-grade multilingual learners are making sense of dialogic literacy instruction to support their reading development. Findings reveal a relationship between how a learner’s identity with reading informs how they understand the utility of classroom dialogue to support reading development, and subsequently the degree to which they exert agency to engage in classroom literacy practices.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"259 - 276"},"PeriodicalIF":1.9,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42752015","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 : 2022-08-02DOI: 10.1080/10573569.2022.2103054
Adi Avramovich, Menahem Yeari
Abstract The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD completed open-ended question tests following the reading of two expository texts, and a series of tasks to assess five EF—planning, cognitive flexibility, updating, inhibition, and monitoring. Findings demonstrated significantly lower performance on reading comprehension tests and executive function tasks, including planning, cognitive flexibility, updating, and monitoring for the ADHD group relative to the control. Critically, these four executive functions, separately, were also found as significant mediators of the difference observed in the reading comprehension ability between groups. When analyzed jointly, only monitoring remained a significant mediator over and above all others. Contrary to expectations, inhibition skill did not differ between groups, nor was it found to be a significant mediator, separately or jointly with other executive functions. These findings support the importance of executive functions in general and monitoring skill in particular for reading comprehension ability. Moreover, they suggest implications for the development of effective reading comprehension training and strategies suited to students with ADHD.
{"title":"The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD","authors":"Adi Avramovich, Menahem Yeari","doi":"10.1080/10573569.2022.2103054","DOIUrl":"https://doi.org/10.1080/10573569.2022.2103054","url":null,"abstract":"Abstract The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD completed open-ended question tests following the reading of two expository texts, and a series of tasks to assess five EF—planning, cognitive flexibility, updating, inhibition, and monitoring. Findings demonstrated significantly lower performance on reading comprehension tests and executive function tasks, including planning, cognitive flexibility, updating, and monitoring for the ADHD group relative to the control. Critically, these four executive functions, separately, were also found as significant mediators of the difference observed in the reading comprehension ability between groups. When analyzed jointly, only monitoring remained a significant mediator over and above all others. Contrary to expectations, inhibition skill did not differ between groups, nor was it found to be a significant mediator, separately or jointly with other executive functions. These findings support the importance of executive functions in general and monitoring skill in particular for reading comprehension ability. Moreover, they suggest implications for the development of effective reading comprehension training and strategies suited to students with ADHD.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"277 - 299"},"PeriodicalIF":1.9,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46090364","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 : 2022-07-29DOI: 10.1080/10573569.2022.2103055
Özlem Baş, Özgür Sirem, Hayati Akyol, Bilge Gök
Abstract In this study, it was investigated how the reading skills of students who were in the 3rd grade of primary school when the Covid-19 pandemic started (March 2020) were affected at the end of the fourth grade (June 2021) due to the school closure during the pandemic. The study employed the longitudinal survey model. Ten teachers and 18 primary school students participated in the study. In the study, the Informal Reading Inventory and interview questions were used as data collection tools. The data of the study were analyzed with descriptive statistics, Wilcoxon Signed Rank Test and content analysis. According to the findings obtained from the analyses, the percentage of students’ word recognition increased partially, the reading speed did not increase sufficiently considering their age and grade level, the number of correct words they read was negatively affected during the pandemic, and the reading prosody remained stable and did not show a significant difference. These results show that students’ reading skills were negatively affected by the pandemic. In addition, it was concluded in the study that more reading time should be given to students in order to improve their fluent reading and reading comprehension skills, and that verbal/silent reading activities should be done more frequently. It is thought that the study will contribute to the field in terms of improving students’ reading skills during the pandemic and will provide original examples for future research.
{"title":"Investigation of Reading Skill Development of Primary School Students in the Covid 19 Process","authors":"Özlem Baş, Özgür Sirem, Hayati Akyol, Bilge Gök","doi":"10.1080/10573569.2022.2103055","DOIUrl":"https://doi.org/10.1080/10573569.2022.2103055","url":null,"abstract":"Abstract In this study, it was investigated how the reading skills of students who were in the 3rd grade of primary school when the Covid-19 pandemic started (March 2020) were affected at the end of the fourth grade (June 2021) due to the school closure during the pandemic. The study employed the longitudinal survey model. Ten teachers and 18 primary school students participated in the study. In the study, the Informal Reading Inventory and interview questions were used as data collection tools. The data of the study were analyzed with descriptive statistics, Wilcoxon Signed Rank Test and content analysis. According to the findings obtained from the analyses, the percentage of students’ word recognition increased partially, the reading speed did not increase sufficiently considering their age and grade level, the number of correct words they read was negatively affected during the pandemic, and the reading prosody remained stable and did not show a significant difference. These results show that students’ reading skills were negatively affected by the pandemic. In addition, it was concluded in the study that more reading time should be given to students in order to improve their fluent reading and reading comprehension skills, and that verbal/silent reading activities should be done more frequently. It is thought that the study will contribute to the field in terms of improving students’ reading skills during the pandemic and will provide original examples for future research.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"300 - 317"},"PeriodicalIF":1.9,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47709262","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 : 2022-07-28DOI: 10.1080/10573569.2022.2100302
Abebayehu Messele Mekonnen
Abstract This study assessed the level of awareness of Specific Learning Disabilities (SLDs) among schoolteachers in Ethiopia. A descriptive quantitative research design was adopted with a survey method that used a questionnaire. Data were collected from a total of N = 305 schoolteachers (age: M = 24.8, SD = 7.4, range 18–55 years; Male = 150; Female = 155), in 40 public schools in 3 regional states and 2 city administrations. Findings showed that almost all schoolteachers studied demonstrated no knowledge of SLDs at all, with very few exhibiting profoundly poor level of knowledge. The teachers reported that they received no training on SLDs as part of their formal training or professional development programmes. The results call for evidence-informed measures to address issues of policy and practice related to SLDs in Ethiopia and reinforce the urgent need for improving awareness not only among educators and policymakers but also among parents and the general public.
{"title":"Specific Learning Disabilities in the Eyes of Schoolteachers in Ethiopia","authors":"Abebayehu Messele Mekonnen","doi":"10.1080/10573569.2022.2100302","DOIUrl":"https://doi.org/10.1080/10573569.2022.2100302","url":null,"abstract":"Abstract This study assessed the level of awareness of Specific Learning Disabilities (SLDs) among schoolteachers in Ethiopia. A descriptive quantitative research design was adopted with a survey method that used a questionnaire. Data were collected from a total of N = 305 schoolteachers (age: M = 24.8, SD = 7.4, range 18–55 years; Male = 150; Female = 155), in 40 public schools in 3 regional states and 2 city administrations. Findings showed that almost all schoolteachers studied demonstrated no knowledge of SLDs at all, with very few exhibiting profoundly poor level of knowledge. The teachers reported that they received no training on SLDs as part of their formal training or professional development programmes. The results call for evidence-informed measures to address issues of policy and practice related to SLDs in Ethiopia and reinforce the urgent need for improving awareness not only among educators and policymakers but also among parents and the general public.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"248 - 258"},"PeriodicalIF":1.9,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43560202","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 : 2022-07-07DOI: 10.1080/10573569.2022.2096517
Hanieh Shafiee Rad, A. Jafarpour
Abstract Positive emotions (pleasant or desirable situational responses) are proliferated in recent years and their effect on academic achievement has been documented in the literature, while their effect in the specific domain of second language learning (L2) remains underexplored. Since successful mastery of an L2 is highly dependent on learners’ positive emotions, therefore, enhancing these emotions can result in a higher level of proficiency. The current study was an effort to examine the role of well-being, grit, emotion regulation, and resilience interventions on both L2 learners’ writing achievement and enhancement of their positive emotions well-being, grit, emotion regulation, and resilience in analysis. To this end, two intact classrooms (NExperimental = 36 and NControl = 34; age M = 21.67, SD = 1.23) were selected in an English language institute and received 10 sessions of writing instruction (both groups) and intervention (only experimental group). Data were gathered through writing tasks and questionnaires. Results suggest that positive emotions interventions have a positive and significant effect on L2 learners’ well-being, grit, emotion regulation, and resilience in a writing classroom. Furthermore, we found that well-being, grit, emotion regulation, and resilience intervention can significantly improve L2 learners’ writing skills. In sum, it can be suggested that employing positive emotions intervention not only can improve individuals’ emotions but also can improve their learning skills. This study proposed that developing positive psychology may offer opportunities to improve affective, personal, and educational gains.
{"title":"Effects of Well-being, Grit, Emotion Regulation, and Resilience Interventions on L2 Learners’ Writing Skills","authors":"Hanieh Shafiee Rad, A. Jafarpour","doi":"10.1080/10573569.2022.2096517","DOIUrl":"https://doi.org/10.1080/10573569.2022.2096517","url":null,"abstract":"Abstract Positive emotions (pleasant or desirable situational responses) are proliferated in recent years and their effect on academic achievement has been documented in the literature, while their effect in the specific domain of second language learning (L2) remains underexplored. Since successful mastery of an L2 is highly dependent on learners’ positive emotions, therefore, enhancing these emotions can result in a higher level of proficiency. The current study was an effort to examine the role of well-being, grit, emotion regulation, and resilience interventions on both L2 learners’ writing achievement and enhancement of their positive emotions well-being, grit, emotion regulation, and resilience in analysis. To this end, two intact classrooms (NExperimental = 36 and NControl = 34; age M = 21.67, SD = 1.23) were selected in an English language institute and received 10 sessions of writing instruction (both groups) and intervention (only experimental group). Data were gathered through writing tasks and questionnaires. Results suggest that positive emotions interventions have a positive and significant effect on L2 learners’ well-being, grit, emotion regulation, and resilience in a writing classroom. Furthermore, we found that well-being, grit, emotion regulation, and resilience intervention can significantly improve L2 learners’ writing skills. In sum, it can be suggested that employing positive emotions intervention not only can improve individuals’ emotions but also can improve their learning skills. This study proposed that developing positive psychology may offer opportunities to improve affective, personal, and educational gains.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"228 - 247"},"PeriodicalIF":1.9,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45635023","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 : 2022-07-01DOI: 10.1080/10573569.2022.2092802
Jamie Smith, Sherry M. Bell, Z. Philippakos, Yujeong Park
Abstract The purpose of this study was to examine the relationships between student perceptions of a “good reader” and their reading performance. A total of 100 students (grades 1–8) who attended an after-school program for low-income youth completed the Student Perceptions of a Good Reader Scale (SPGRS) that includes two subscales: Perceptions-Decoding Efficiency (PerDecoding) and Perceptions-Comprehension (PerComp). Additionally, a measure of reading comprehension (Measures of Academic Progress Growth Reading [MAP]) and a curriculum-based measure of oral reading fluency (ORF) were administered. Participants’ scores on the PerComp subscale were significantly higher than on the PerDecoding subscale for both skilled and unskilled readers, indicating that, regardless of level of reading performance, these young readers perceive that behaviors related to reading comprehension are more important than behaviors related to efficiently decoding words in defining a good reader. Regression analyses reveal that both types of perceptions (decoding efficiency and comprehension) are significantly related to reading comprehension for upper elementary and middle school students. However, participants’ ORF and reading comprehension did not significantly predict their perceptions of a good reader. Despite some reading experts’ concerns that the current emphasis on reading fluency as an indicator of student reading proficiency may negatively impact children’s views of reading, these findings reveal that children associated behaviors with reading comprehension as more highly indicative of a good reader.
{"title":"Investigating the Relationship between Perceptions of a “Good Reader” and Reading Performance among Elementary and Middle School Students: An Exploratory Study","authors":"Jamie Smith, Sherry M. Bell, Z. Philippakos, Yujeong Park","doi":"10.1080/10573569.2022.2092802","DOIUrl":"https://doi.org/10.1080/10573569.2022.2092802","url":null,"abstract":"Abstract The purpose of this study was to examine the relationships between student perceptions of a “good reader” and their reading performance. A total of 100 students (grades 1–8) who attended an after-school program for low-income youth completed the Student Perceptions of a Good Reader Scale (SPGRS) that includes two subscales: Perceptions-Decoding Efficiency (PerDecoding) and Perceptions-Comprehension (PerComp). Additionally, a measure of reading comprehension (Measures of Academic Progress Growth Reading [MAP]) and a curriculum-based measure of oral reading fluency (ORF) were administered. Participants’ scores on the PerComp subscale were significantly higher than on the PerDecoding subscale for both skilled and unskilled readers, indicating that, regardless of level of reading performance, these young readers perceive that behaviors related to reading comprehension are more important than behaviors related to efficiently decoding words in defining a good reader. Regression analyses reveal that both types of perceptions (decoding efficiency and comprehension) are significantly related to reading comprehension for upper elementary and middle school students. However, participants’ ORF and reading comprehension did not significantly predict their perceptions of a good reader. Despite some reading experts’ concerns that the current emphasis on reading fluency as an indicator of student reading proficiency may negatively impact children’s views of reading, these findings reveal that children associated behaviors with reading comprehension as more highly indicative of a good reader.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"212 - 227"},"PeriodicalIF":1.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45911325","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 : 2022-06-28DOI: 10.1080/10573569.2022.2084657
David A. Klingbeil, David J. Osman, Ethan R. Van Norman, Kimberly Berry-Corie, Jessica S. Kim, Madeline C. Schmitt, Alexander D. Latham
Abstract Accurate and efficient universal screening is a foundational component of multi-tiered systems of support for reading. By the time students reach middle school, educators often have extant data available to inform screening decisions. Therefore, the decision to collect additional data to inform screening should be considered carefully. The classification accuracy of aimswebPlus reading, a newly updated version of a popular suite of screening tools, has not been independently examined in middle school since its release. We used districtwide data from a midsize city in Texas to retrospectively examine the classification accuracy of aimswebPlus reading composite scores from the fall and winter benchmarking periods. The criterion measure was the annual statewide reading test administered in spring. To provide a comparison for the aimswebPlus results, we also evaluated the accuracy of screening decisions made based on prior year statewide reading test scores. Decisions made based on the aimswebPlus “default” cut-scores resulted in unacceptable sensitivity for universal screening. Following the aimswebPlus recommended method to establish local cut-scores improved the sensitivity of decisions in each grade and benchmarking season but the sensitivity values still fell below recommendations for minimally acceptable sensitivity. In comparison, decisions made based on prior year state test scores demonstrated adequate sensitivity and specificity in Grades 7 and 8. Directions for future research and recommendations for practice are discussed within the context of study limitations.
{"title":"Universal Screening with aimswebPlus Reading in Middle School","authors":"David A. Klingbeil, David J. Osman, Ethan R. Van Norman, Kimberly Berry-Corie, Jessica S. Kim, Madeline C. Schmitt, Alexander D. Latham","doi":"10.1080/10573569.2022.2084657","DOIUrl":"https://doi.org/10.1080/10573569.2022.2084657","url":null,"abstract":"Abstract Accurate and efficient universal screening is a foundational component of multi-tiered systems of support for reading. By the time students reach middle school, educators often have extant data available to inform screening decisions. Therefore, the decision to collect additional data to inform screening should be considered carefully. The classification accuracy of aimswebPlus reading, a newly updated version of a popular suite of screening tools, has not been independently examined in middle school since its release. We used districtwide data from a midsize city in Texas to retrospectively examine the classification accuracy of aimswebPlus reading composite scores from the fall and winter benchmarking periods. The criterion measure was the annual statewide reading test administered in spring. To provide a comparison for the aimswebPlus results, we also evaluated the accuracy of screening decisions made based on prior year statewide reading test scores. Decisions made based on the aimswebPlus “default” cut-scores resulted in unacceptable sensitivity for universal screening. Following the aimswebPlus recommended method to establish local cut-scores improved the sensitivity of decisions in each grade and benchmarking season but the sensitivity values still fell below recommendations for minimally acceptable sensitivity. In comparison, decisions made based on prior year state test scores demonstrated adequate sensitivity and specificity in Grades 7 and 8. Directions for future research and recommendations for practice are discussed within the context of study limitations.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"192 - 211"},"PeriodicalIF":1.9,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810983","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 : 2022-06-20DOI: 10.1080/10573569.2022.2078754
B. Wawire, Xinya Liang, B. Piper
Abstract The present study examined the mediating role of text reading fluency in reading comprehension in English and Kiswahili utilizing longitudinal data from 628 first- and second-grade children from multilingual contexts in Kenya. We employed path analysis to explore the mediating role of text reading fluency on decoding and reading comprehension in English and Kiswahili. The results demonstrated that decoding and text reading fluency bridges the gap between word recognition skills and reading comprehension in English and Kiswahili. Over time, as children improve their reading skills, the direct influence of decoding on reading comprehension diminishes; hence, text reading fluency explains the unique variance in reading comprehension. The present findings highlight the importance of text reading fluency in the developmental phases of reading comprehension among multilingual children learning to read across multiple languages.
{"title":"The Mediating Role of Text Reading Fluency in Reading Comprehension in English and Kiswahili: Evidence from Multilingual Contexts in Kenya","authors":"B. Wawire, Xinya Liang, B. Piper","doi":"10.1080/10573569.2022.2078754","DOIUrl":"https://doi.org/10.1080/10573569.2022.2078754","url":null,"abstract":"Abstract The present study examined the mediating role of text reading fluency in reading comprehension in English and Kiswahili utilizing longitudinal data from 628 first- and second-grade children from multilingual contexts in Kenya. We employed path analysis to explore the mediating role of text reading fluency on decoding and reading comprehension in English and Kiswahili. The results demonstrated that decoding and text reading fluency bridges the gap between word recognition skills and reading comprehension in English and Kiswahili. Over time, as children improve their reading skills, the direct influence of decoding on reading comprehension diminishes; hence, text reading fluency explains the unique variance in reading comprehension. The present findings highlight the importance of text reading fluency in the developmental phases of reading comprehension among multilingual children learning to read across multiple languages.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"39 1","pages":"173 - 191"},"PeriodicalIF":1.9,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48845970","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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