Pub Date : 2021-09-12DOI: 10.1080/10573569.2021.1972879
Sanja Skočić Mihić, Valentina Martan, Barbara Rončević Zubković
Abstract Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.
{"title":"Educational Interventions for Primary School Students with Dyslexia–a Mapping Study","authors":"Sanja Skočić Mihić, Valentina Martan, Barbara Rončević Zubković","doi":"10.1080/10573569.2021.1972879","DOIUrl":"https://doi.org/10.1080/10573569.2021.1972879","url":null,"abstract":"Abstract Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"415 - 435"},"PeriodicalIF":1.9,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10573569.2021.1954570
Amy Murdoch, Rosanne Warburg, Elizabeth Corbo, W. Strickler
Abstract A key to reducing reading difficulty, particularly for children living in poverty, is to provide high quality, explicit, and well-planned instruction from the start of a child’s school career. Preschools that provide quality language, literacy, and content instruction have produced promising positive effects on children’s later academic achievement. However, many preschool programs are not equipped to provide quality instruction due to lack of teacher preparation and/or curriculum materials. Even teachers with advanced degrees may struggle with instruction due to weak and/or non-existent instructional materials. This project piloted a low-cost, research-based language and literacy instructional program for preschool children living in poverty. Results of the implementation school were compared to two control groups (low-income and middle-income populations) and indicated meaningful skill development as evidenced by gap-closing rates of growth and decrease in percentage of children at risk for reading challenges.
{"title":"Project Ready! An Early Language and Literacy Program to Close the Readiness Gap","authors":"Amy Murdoch, Rosanne Warburg, Elizabeth Corbo, W. Strickler","doi":"10.1080/10573569.2021.1954570","DOIUrl":"https://doi.org/10.1080/10573569.2021.1954570","url":null,"abstract":"Abstract A key to reducing reading difficulty, particularly for children living in poverty, is to provide high quality, explicit, and well-planned instruction from the start of a child’s school career. Preschools that provide quality language, literacy, and content instruction have produced promising positive effects on children’s later academic achievement. However, many preschool programs are not equipped to provide quality instruction due to lack of teacher preparation and/or curriculum materials. Even teachers with advanced degrees may struggle with instruction due to weak and/or non-existent instructional materials. This project piloted a low-cost, research-based language and literacy instructional program for preschool children living in poverty. Results of the implementation school were compared to two control groups (low-income and middle-income populations) and indicated meaningful skill development as evidenced by gap-closing rates of growth and decrease in percentage of children at risk for reading challenges.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"340 - 358"},"PeriodicalIF":1.9,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-10DOI: 10.1080/10573569.2021.1936712
Layes Smail, Tibi Sana, Bouakkaz Yamina, M. Rebai
Abstract This study examined whether the phonological awareness (PA) deficit in Arabic speaking dyslexic children could be impacted by the presence vs. absence of verbal working memory (WM) as function of the sensory modality of administration (auditory vs. visual) of the phonological tests. Three phonological awareness (PA) tasks, i.e., phoneme manipulation, phoneme deletion, and spoonerism task, were administered in two sensory modalities: auditory and visual supported, along with verbal working memory tasks. Results showed that subjects with dyslexia (n = 19) performed significantly lower than typical readers (n = 30) in both PA modalities and working memory tasks. Differences were mainly found between the auditory and visual supported modalities in phoneme deletion and spoonerism for both groups. These results indicate that the PA deficit in children with dyslexia is not specific to the auditory modality and suggest that phonological representations are likely to be impaired in children with dyslexia. Findings shed further light on the issue of whether dyslexia is characterized by poor phonological representations or reduced access to these representations.
{"title":"Phonological Awareness Deficits in Children With Dyslexia: The Impact of Working Memory as a Function of Modality of Test Administration","authors":"Layes Smail, Tibi Sana, Bouakkaz Yamina, M. Rebai","doi":"10.1080/10573569.2021.1936712","DOIUrl":"https://doi.org/10.1080/10573569.2021.1936712","url":null,"abstract":"Abstract This study examined whether the phonological awareness (PA) deficit in Arabic speaking dyslexic children could be impacted by the presence vs. absence of verbal working memory (WM) as function of the sensory modality of administration (auditory vs. visual) of the phonological tests. Three phonological awareness (PA) tasks, i.e., phoneme manipulation, phoneme deletion, and spoonerism task, were administered in two sensory modalities: auditory and visual supported, along with verbal working memory tasks. Results showed that subjects with dyslexia (n = 19) performed significantly lower than typical readers (n = 30) in both PA modalities and working memory tasks. Differences were mainly found between the auditory and visual supported modalities in phoneme deletion and spoonerism for both groups. These results indicate that the PA deficit in children with dyslexia is not specific to the auditory modality and suggest that phonological representations are likely to be impaired in children with dyslexia. Findings shed further light on the issue of whether dyslexia is characterized by poor phonological representations or reduced access to these representations.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"184 - 197"},"PeriodicalIF":1.9,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-10DOI: 10.1080/10573569.2021.1961647
N. Naveenkumar, George K. Georgiou, Ana Paula Alves Vieira, Sandra Romero, R. Parrila
Abstract Although several studies have examined the effectiveness of reading fluency interventions, the methodological rigor of these studies remains unclear. The purpose of this study was to examine the quality of randomized controlled trial (RCT) reading fluency intervention studies using the Council for Exceptional Children (CEC) standards. Twenty-six studies met the inclusion criteria for the review. All included studies met the four quality indicators for context and setting, participants, intervention agent, and data analysis. In addition, 22 out of the 26 studies met the quality indicators for internal validity and implementation fidelity, and 18 met the quality indicator for outcome measure. Finally, 16 of the studies met all eight quality indicators, and the majority of them also reported significant effects on reading fluency outcomes. Findings and future directions are discussed considering the quality indicators for methodologically rigorous reading fluency intervention studies.
{"title":"A Systematic Review on Quality Indicators of Randomized Control Trial Reading Fluency Intervention Studies","authors":"N. Naveenkumar, George K. Georgiou, Ana Paula Alves Vieira, Sandra Romero, R. Parrila","doi":"10.1080/10573569.2021.1961647","DOIUrl":"https://doi.org/10.1080/10573569.2021.1961647","url":null,"abstract":"Abstract Although several studies have examined the effectiveness of reading fluency interventions, the methodological rigor of these studies remains unclear. The purpose of this study was to examine the quality of randomized controlled trial (RCT) reading fluency intervention studies using the Council for Exceptional Children (CEC) standards. Twenty-six studies met the inclusion criteria for the review. All included studies met the four quality indicators for context and setting, participants, intervention agent, and data analysis. In addition, 22 out of the 26 studies met the quality indicators for internal validity and implementation fidelity, and 18 met the quality indicator for outcome measure. Finally, 16 of the studies met all eight quality indicators, and the majority of them also reported significant effects on reading fluency outcomes. Findings and future directions are discussed considering the quality indicators for methodologically rigorous reading fluency intervention studies.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"359 - 378"},"PeriodicalIF":1.9,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43540418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.1080/10573569.2021.1954569
Mona J. Alfaifi
Abstract Since its first appearance in the 1970s, the concept of ‘metacognition’ has received much scholarly attention. This study aims to examine metacognition as a process related to second language (L2) writing, and presents an attempt to teach metacognitive strategies to students to understand their effectiveness in developing writing skill. A blended learning technique has been adopted as a method through which to deliver instruction, as its nature allows learners to become engaged in the learning process which is essential in developing metacognition. The participants were 50 students studying English as a foreign language and they were divided into two groups: the experimental group received metacognitive instruction through blended learning; and the control group underwent traditional writing instruction. The instruments employed included a writing test, a questionnaire with self-report statements and an open-ended question (reflection). The findings showed an improvement in experimental students’ post-writing test and a general significant difference between them and the control group. Also, the students’ views about metacognitive instruction through blended learning were positive in general; hence, the instructional model presented to the students can be applied in L2 writing classrooms to develop students’ outcomes. Generally, metacognitive instruction through blended learning is beneficial in L2 classrooms.
{"title":"A Suggested Model for Metacognitive Strategy Instruction in EFL Writing Classrooms","authors":"Mona J. Alfaifi","doi":"10.1080/10573569.2021.1954569","DOIUrl":"https://doi.org/10.1080/10573569.2021.1954569","url":null,"abstract":"Abstract Since its first appearance in the 1970s, the concept of ‘metacognition’ has received much scholarly attention. This study aims to examine metacognition as a process related to second language (L2) writing, and presents an attempt to teach metacognitive strategies to students to understand their effectiveness in developing writing skill. A blended learning technique has been adopted as a method through which to deliver instruction, as its nature allows learners to become engaged in the learning process which is essential in developing metacognition. The participants were 50 students studying English as a foreign language and they were divided into two groups: the experimental group received metacognitive instruction through blended learning; and the control group underwent traditional writing instruction. The instruments employed included a writing test, a questionnaire with self-report statements and an open-ended question (reflection). The findings showed an improvement in experimental students’ post-writing test and a general significant difference between them and the control group. Also, the students’ views about metacognitive instruction through blended learning were positive in general; hence, the instructional model presented to the students can be applied in L2 writing classrooms to develop students’ outcomes. Generally, metacognitive instruction through blended learning is beneficial in L2 classrooms.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"323 - 339"},"PeriodicalIF":1.9,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1954569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41870026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-25DOI: 10.1080/10573569.2021.1943580
Andrew Weaver, Michael J. Kieffer
Abstract This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined by low reading comprehension yet adequate word reading. Participants (N = 86) were categorized using multiple measures of reading comprehension and word reading in each of 6th, 7th, and 8th grade. Participants were also categorized based on persistent difficulties (i.e. remaining in the same group across multiple grades). On two measures of language comprehension, readers with either difficulty tended to demonstrate significant weaknesses relative to average readers. On passage reading fluency, readers with specific-reading comprehension difficulties performed worse than average readers but better than readers with general reading difficulties. On executive functions, readers with general reading difficulties demonstrated weaknesses relative to average readers, but there was little evidence that readers with specific-reading comprehension difficulties showed these weaknesses. These findings typically held when looking at readers with persistently defined difficulties. Longitudinal analyses indicated that 47% of students with S-RCD and 56% of students with GRD remained in their group across the three years, consistent with prior research. Findings highlight potential weaknesses in executive functions for children with general reading difficulties that should be considered when designing instruction for these students. These findings also support prior research on the importance of developing English language and reading fluency for Spanish-English bilingual children with reading difficulties.
{"title":"Exploring the English Language Comprehension, Reading Fluency, and Executive Functions of Spanish-English Bilingual Adolescents with Reading Difficulties","authors":"Andrew Weaver, Michael J. Kieffer","doi":"10.1080/10573569.2021.1943580","DOIUrl":"https://doi.org/10.1080/10573569.2021.1943580","url":null,"abstract":"Abstract This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined by low reading comprehension yet adequate word reading. Participants (N = 86) were categorized using multiple measures of reading comprehension and word reading in each of 6th, 7th, and 8th grade. Participants were also categorized based on persistent difficulties (i.e. remaining in the same group across multiple grades). On two measures of language comprehension, readers with either difficulty tended to demonstrate significant weaknesses relative to average readers. On passage reading fluency, readers with specific-reading comprehension difficulties performed worse than average readers but better than readers with general reading difficulties. On executive functions, readers with general reading difficulties demonstrated weaknesses relative to average readers, but there was little evidence that readers with specific-reading comprehension difficulties showed these weaknesses. These findings typically held when looking at readers with persistently defined difficulties. Longitudinal analyses indicated that 47% of students with S-RCD and 56% of students with GRD remained in their group across the three years, consistent with prior research. Findings highlight potential weaknesses in executive functions for children with general reading difficulties that should be considered when designing instruction for these students. These findings also support prior research on the importance of developing English language and reading fluency for Spanish-English bilingual children with reading difficulties.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"233 - 252"},"PeriodicalIF":1.9,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1943580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47465399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-24DOI: 10.1080/10573569.2021.1954568
Bora Görgün, M. Melekoğlu
Abstract This study aimed to develop the Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) and investigate the effects on reading fluency and comprehension skills of students with specific learning disabilities (SLD) in Turkey. OKA2DEP is the abbreviation of the Turkish name of the program and OKA stands for both reading fluency and reading comprehension and therefore had 2 as a superscript number. DEP stands for Supplemental Education Program. OKA2DEP contains the keyword/mnemonic, repeated reading and story map strategies, and the word cards exercises. The changing criterion design, which belongs to the single subject designs, was used for the study. Social validity data were collected through subjective evaluation and social comparison. Results showed that OKA2DEP was effective in developing participants’ reading fluency and comprehension and that they were able to maintain these skills one, two and three months after completing the implementation. Findings indicated that participants and their parents were satisfied with the effects of OKA2DEP, but participating students’ reading levels were still behind their peers without disabilities.
{"title":"Effects of Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) on Reading Skills of Students with Specific Learning Disabilities","authors":"Bora Görgün, M. Melekoğlu","doi":"10.1080/10573569.2021.1954568","DOIUrl":"https://doi.org/10.1080/10573569.2021.1954568","url":null,"abstract":"Abstract This study aimed to develop the Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) and investigate the effects on reading fluency and comprehension skills of students with specific learning disabilities (SLD) in Turkey. OKA2DEP is the abbreviation of the Turkish name of the program and OKA stands for both reading fluency and reading comprehension and therefore had 2 as a superscript number. DEP stands for Supplemental Education Program. OKA2DEP contains the keyword/mnemonic, repeated reading and story map strategies, and the word cards exercises. The changing criterion design, which belongs to the single subject designs, was used for the study. Social validity data were collected through subjective evaluation and social comparison. Results showed that OKA2DEP was effective in developing participants’ reading fluency and comprehension and that they were able to maintain these skills one, two and three months after completing the implementation. Findings indicated that participants and their parents were satisfied with the effects of OKA2DEP, but participating students’ reading levels were still behind their peers without disabilities.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"297 - 322"},"PeriodicalIF":1.9,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1954568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44772728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-04DOI: 10.1080/10573569.2020.1792813
Dennis S. Davis, Jill S. Jones, Courtney Samuelson
Abstract Recent media reports suggest that teachers and teacher educators are using the three-cueing system model to justify an overemphasis on context to help students read unfamiliar words. In this conceptual article, the authors argue that although these critiques are exaggerated, the current climate provides an opportunity for teacher educators to reflect on their ways of talking about word reading with teachers. The authors propose answers to nine questions, derived from recent conversations with teachers as they navigate conflicting messages about reading. To answer these questions, the authors describe a model of word reading, the Sound-Spelling-Meaning (SSM) model, and related instructional routines that are consistent with current evidence. The SSM model offers teachers and teacher educators a consistent language for talking and learning about word reading processes. It can be useful in teacher education to guide discussions of how words eventually become effortless for readers, the pivotal role of spelling in reading development, and the role of context in word recognition.
{"title":"Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?","authors":"Dennis S. Davis, Jill S. Jones, Courtney Samuelson","doi":"10.1080/10573569.2020.1792813","DOIUrl":"https://doi.org/10.1080/10573569.2020.1792813","url":null,"abstract":"Abstract Recent media reports suggest that teachers and teacher educators are using the three-cueing system model to justify an overemphasis on context to help students read unfamiliar words. In this conceptual article, the authors argue that although these critiques are exaggerated, the current climate provides an opportunity for teacher educators to reflect on their ways of talking about word reading with teachers. The authors propose answers to nine questions, derived from recent conversations with teachers as they navigate conflicting messages about reading. To answer these questions, the authors describe a model of word reading, the Sound-Spelling-Meaning (SSM) model, and related instructional routines that are consistent with current evidence. The SSM model offers teachers and teacher educators a consistent language for talking and learning about word reading processes. It can be useful in teacher education to guide discussions of how words eventually become effortless for readers, the pivotal role of spelling in reading development, and the role of context in word recognition.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"301 - 316"},"PeriodicalIF":1.9,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1792813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48443127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-26DOI: 10.1080/10573569.2021.1944830
Florina Erbeli, Marianne Rice
Abstract Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP’s review. We examined the effects of silent independent reading practices on reading outcomes for students in Grades K through 12, reviewing experimental and quasi-experimental studies between 2000 and 2020. We also incorporated a quality evaluation of primary studies. A systematic search of peer-reviewed articles was conducted, using identical procedures as in the National Reading Panel review. Our results from 14 primary studies comprising 5,522 participants in the treatment group and 4,966 in the control group alluded to no meaningful beneficial effects of independent reading on reading outcomes. However, due to a lack of primary studies adhering to the highest quality standards and implementation, it is impossible to determine whether such a result is universal or whether there might be conditions under which independent reading could be effective.
{"title":"Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020","authors":"Florina Erbeli, Marianne Rice","doi":"10.1080/10573569.2021.1944830","DOIUrl":"https://doi.org/10.1080/10573569.2021.1944830","url":null,"abstract":"Abstract Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP’s review. We examined the effects of silent independent reading practices on reading outcomes for students in Grades K through 12, reviewing experimental and quasi-experimental studies between 2000 and 2020. We also incorporated a quality evaluation of primary studies. A systematic search of peer-reviewed articles was conducted, using identical procedures as in the National Reading Panel review. Our results from 14 primary studies comprising 5,522 participants in the treatment group and 4,966 in the control group alluded to no meaningful beneficial effects of independent reading on reading outcomes. However, due to a lack of primary studies adhering to the highest quality standards and implementation, it is impossible to determine whether such a result is universal or whether there might be conditions under which independent reading could be effective.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"253 - 271"},"PeriodicalIF":1.9,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1944830","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48268346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-08DOI: 10.1080/10573569.2021.1926027
Carla L. Wood, C. Schatschneider
Abstract Purpose The primary aims of this study were to: (a) to describe average change in the writing quality of fifth grade students from the fall and spring of the school year, (b) examine relations between linguistic features and writing quality rating, and (c) test for differential growth between groups of students who differ in linguistic and ability backgrounds. Method Participants included 1,396 students in fifth grade. Writing quality was assessed using a 10 point rating rubric. Three microstructural measures were included: number of different words (NDW), academic word use, and use of advanced connectives. Results Significant increases in writing quality were evidenced from fall to spring. Quality ratings were significantly related to linguistic features including lexical diversity, use of academic words and advanced connectives. Additionally, results from a two-level hierarchical linear model with students nested within classrooms indicated that there was a significant interaction between free/reduced lunch eligibility and initial performance in predicting the change in quality from fall to spring. After taking initial writing quality into account, English proficiency and the presence of language-based exceptionalities were significant predictors of students’ gains in writing quality across the school year. Conclusions and implications Quality ratings are sensitive to change across a school year. Findings highlight differentiated writing growth based on linguistic and socioeconomic backgrounds. Findings point to the need for causal research examining mechanisms to improve students’ overall writing quality outcomes.
{"title":"Differential Growth in Writing Quality of Students in Fifth Grade from Diverse Backgrounds","authors":"Carla L. Wood, C. Schatschneider","doi":"10.1080/10573569.2021.1926027","DOIUrl":"https://doi.org/10.1080/10573569.2021.1926027","url":null,"abstract":"Abstract Purpose The primary aims of this study were to: (a) to describe average change in the writing quality of fifth grade students from the fall and spring of the school year, (b) examine relations between linguistic features and writing quality rating, and (c) test for differential growth between groups of students who differ in linguistic and ability backgrounds. Method Participants included 1,396 students in fifth grade. Writing quality was assessed using a 10 point rating rubric. Three microstructural measures were included: number of different words (NDW), academic word use, and use of advanced connectives. Results Significant increases in writing quality were evidenced from fall to spring. Quality ratings were significantly related to linguistic features including lexical diversity, use of academic words and advanced connectives. Additionally, results from a two-level hierarchical linear model with students nested within classrooms indicated that there was a significant interaction between free/reduced lunch eligibility and initial performance in predicting the change in quality from fall to spring. After taking initial writing quality into account, English proficiency and the presence of language-based exceptionalities were significant predictors of students’ gains in writing quality across the school year. Conclusions and implications Quality ratings are sensitive to change across a school year. Findings highlight differentiated writing growth based on linguistic and socioeconomic backgrounds. Findings point to the need for causal research examining mechanisms to improve students’ overall writing quality outcomes.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"168 - 183"},"PeriodicalIF":1.9,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1926027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455754","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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