Pub Date : 2021-06-07DOI: 10.1080/10573569.2021.1934928
Nourollah Zarrinabadi, Sepideh Rahimi
Abstract This study examined the effect of different types of praise on writing students’ anxiety, motivation, mindsets, and perceived competence. In doing so, 180 English-majoring university students (102 female, 78, male) were randomly assigned to praise for effort, praise for intelligence, and no praise conditions (N = 60 for each group). The groups received praise types in two success and failure conditions and then answered to self-report scales on anxiety, motivation, growth mindsets, and perceived writing competence. The results of multivariate analysis of variance (MANOVA) and post hoc comparisons indicated that praise for effort positively improved learners’ anxiety, motivations, competence and growth mindsets, while praise for intelligence negatively influenced them. The implications of the study for writing instructors and suggestions for future research in the field are presented.
{"title":"The Effects of Praise for Effort versus Praise for Intelligence on Psychological Aspects of L2 Writing among English-Majoring University Students","authors":"Nourollah Zarrinabadi, Sepideh Rahimi","doi":"10.1080/10573569.2021.1934928","DOIUrl":"https://doi.org/10.1080/10573569.2021.1934928","url":null,"abstract":"Abstract This study examined the effect of different types of praise on writing students’ anxiety, motivation, mindsets, and perceived competence. In doing so, 180 English-majoring university students (102 female, 78, male) were randomly assigned to praise for effort, praise for intelligence, and no praise conditions (N = 60 for each group). The groups received praise types in two success and failure conditions and then answered to self-report scales on anxiety, motivation, growth mindsets, and perceived writing competence. The results of multivariate analysis of variance (MANOVA) and post hoc comparisons indicated that praise for effort positively improved learners’ anxiety, motivations, competence and growth mindsets, while praise for intelligence negatively influenced them. The implications of the study for writing instructors and suggestions for future research in the field are presented.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"156 - 167"},"PeriodicalIF":1.9,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1934928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49280646","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 : 2021-06-03DOI: 10.1080/10573569.2021.1907636
L. Kelly, Dani Kachorsky
Abstract This study expands and complicates ideas about what makes text complex in picturebooks. The study involved multimodal analysis of one visually and scientifically complex picturebook, Gravity, by Jason Chin. The authors also analyzed a transcript of three third graders discussing the text. This analysis illuminated how student talk provides further information for understanding what makes a particular text complex to particular students. The authors elaborate three themes from the data: genre ambiguity and sentences that spread across multiple pages challenge students; simple science may not be so simple; and, students do not always identify metafictive devices. The authors encourage future researchers to include visual and content analysis in making determinations and claims about text complexity. They suggest implications for preparing teachers to teach with visually and scientifically complex picturebooks.
{"title":"Text Complexity and Picturebooks: Learning from Multimodal Analysis and Children’s Discussion","authors":"L. Kelly, Dani Kachorsky","doi":"10.1080/10573569.2021.1907636","DOIUrl":"https://doi.org/10.1080/10573569.2021.1907636","url":null,"abstract":"Abstract This study expands and complicates ideas about what makes text complex in picturebooks. The study involved multimodal analysis of one visually and scientifically complex picturebook, Gravity, by Jason Chin. The authors also analyzed a transcript of three third graders discussing the text. This analysis illuminated how student talk provides further information for understanding what makes a particular text complex to particular students. The authors elaborate three themes from the data: genre ambiguity and sentences that spread across multiple pages challenge students; simple science may not be so simple; and, students do not always identify metafictive devices. The authors encourage future researchers to include visual and content analysis in making determinations and claims about text complexity. They suggest implications for preparing teachers to teach with visually and scientifically complex picturebooks.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"33 - 50"},"PeriodicalIF":1.9,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1907636","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48306639","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 : 2021-05-26DOI: 10.1080/10573569.2021.1929618
V. Espinoza, Catalina Santa Cruz, R. Rosas
Abstract There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students’ academic trajectories. Socioeconomic status is a significant source of initial differences in performance, with discrepancies in the development of reading precursors favoring children from more affluent backgrounds. We assessed reading precursors in 176 Chilean children from different socioeconomic levels. Significant differences in performance were found, which tended to favor the higher socioeconomic groups for each precursor we tested. However, the developmental trajectories of skills were similar for phonological awareness, letter knowledge, vocabulary, and oral comprehension. A compensatory trajectory was observed only in the case of rapid naming. The problem arises from the need for educational systems to adapt to the specific needs of their students, in order to generate compensatory trajectories in all reading precursor skills and enable a decrease in the gaps in reading performance among children from different socioeconomic backgrounds.
{"title":"Developmental Trajectories of Written Language Precursors according to Socioeconomic Status","authors":"V. Espinoza, Catalina Santa Cruz, R. Rosas","doi":"10.1080/10573569.2021.1929618","DOIUrl":"https://doi.org/10.1080/10573569.2021.1929618","url":null,"abstract":"Abstract There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students’ academic trajectories. Socioeconomic status is a significant source of initial differences in performance, with discrepancies in the development of reading precursors favoring children from more affluent backgrounds. We assessed reading precursors in 176 Chilean children from different socioeconomic levels. Significant differences in performance were found, which tended to favor the higher socioeconomic groups for each precursor we tested. However, the developmental trajectories of skills were similar for phonological awareness, letter knowledge, vocabulary, and oral comprehension. A compensatory trajectory was observed only in the case of rapid naming. The problem arises from the need for educational systems to adapt to the specific needs of their students, in order to generate compensatory trajectories in all reading precursor skills and enable a decrease in the gaps in reading performance among children from different socioeconomic backgrounds.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"199 - 214"},"PeriodicalIF":1.9,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1929618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42433384","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 : 2021-05-26DOI: 10.1080/10573569.2021.1931591
M. Maghsoudi
Abstract L2 learners, when reading in L2 have access to their L1 literacy as a repertoire of reading strategy in L1. The main purpose of this study was to investigate to what extent awareness of reading strategies in L1 (strategy) and general proficiency in L2 (proficiency) contribute to reading comprehension ability in L2 (reading) and how it would differ among Iranian EFL learners with different degrees of motivation to read in L2 (motivation). To this purpose, a reading strategy inventory assessing strategic reading behavior in L1, a test of general English proficiency, a reading comprehension test in L2, and a motivation to read questionnaire in L2 were distributed among 289 university students selected conveniently at a Teacher Education University. To gain a deeper insight into the issue, a structured interview was also devised with thirty purposively selected participants subsequent to quantitative analysis of the data. Pearson correlation and Regression analysis as well as a two-way ANOVA were used to analyze the collected data. The results showed that proficiency accounted much more strongly for the participants' reading score variance than strategy and motivation. Additionally, it was found that strategy and motivation contributed nearly similarly to reading, showing that motivation is fairly as important as strategy in predicting reading. It was also found that the role of proficiency in the participants with low and high levels of motivation was significant. When motivation is high or low, proficiency has strong effects on reading. When strategy is low, motivation has strong effect on reading and when proficiency is medium, strategy has a strong effect on reading. This study has implications for EFL classroom practitioners and L2 pedagogy to adjust instruction to individual learner profiles.
{"title":"Contributions of Motivation to Read in L2, Proficiency and L1 Reading Strategy Awareness to L2 Reading","authors":"M. Maghsoudi","doi":"10.1080/10573569.2021.1931591","DOIUrl":"https://doi.org/10.1080/10573569.2021.1931591","url":null,"abstract":"Abstract L2 learners, when reading in L2 have access to their L1 literacy as a repertoire of reading strategy in L1. The main purpose of this study was to investigate to what extent awareness of reading strategies in L1 (strategy) and general proficiency in L2 (proficiency) contribute to reading comprehension ability in L2 (reading) and how it would differ among Iranian EFL learners with different degrees of motivation to read in L2 (motivation). To this purpose, a reading strategy inventory assessing strategic reading behavior in L1, a test of general English proficiency, a reading comprehension test in L2, and a motivation to read questionnaire in L2 were distributed among 289 university students selected conveniently at a Teacher Education University. To gain a deeper insight into the issue, a structured interview was also devised with thirty purposively selected participants subsequent to quantitative analysis of the data. Pearson correlation and Regression analysis as well as a two-way ANOVA were used to analyze the collected data. The results showed that proficiency accounted much more strongly for the participants' reading score variance than strategy and motivation. Additionally, it was found that strategy and motivation contributed nearly similarly to reading, showing that motivation is fairly as important as strategy in predicting reading. It was also found that the role of proficiency in the participants with low and high levels of motivation was significant. When motivation is high or low, proficiency has strong effects on reading. When strategy is low, motivation has strong effect on reading and when proficiency is medium, strategy has a strong effect on reading. This study has implications for EFL classroom practitioners and L2 pedagogy to adjust instruction to individual learner profiles.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"215 - 232"},"PeriodicalIF":1.9,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1931591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45546009","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 : 2021-05-21DOI: 10.1080/10573569.2021.1919577
Perry D. Klein, Ashley Bildfell, Jill D. Dombroski, Christine Giese, Kristen Wing-Yan Sha, Serena C. Thompson
Abstract Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated Strategy Development (SRSD), which included instruction in goal-setting, strategy steps, coping, self-monitoring, and self-reinforcement; (2) strategy instruction only (SO), which focused on the goal and steps of the strategy; (3) a control condition. Students in both strategy conditions, relative to the control, made large, statistically significant gains in text quality, word count, story features, and self-regulation knowledge. The SRSD condition resulted in greater self-regulation knowledge than the SO condition, which resulted in greater knowledge than the control. Pretest text quality did not interact significantly with condition. The effect of instruction on text quality was largely mediated by post-test self-regulation knowledge.
{"title":"Self-Regulation in Early Writing Strategy Instruction","authors":"Perry D. Klein, Ashley Bildfell, Jill D. Dombroski, Christine Giese, Kristen Wing-Yan Sha, Serena C. Thompson","doi":"10.1080/10573569.2021.1919577","DOIUrl":"https://doi.org/10.1080/10573569.2021.1919577","url":null,"abstract":"Abstract Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated Strategy Development (SRSD), which included instruction in goal-setting, strategy steps, coping, self-monitoring, and self-reinforcement; (2) strategy instruction only (SO), which focused on the goal and steps of the strategy; (3) a control condition. Students in both strategy conditions, relative to the control, made large, statistically significant gains in text quality, word count, story features, and self-regulation knowledge. The SRSD condition resulted in greater self-regulation knowledge than the SO condition, which resulted in greater knowledge than the control. Pretest text quality did not interact significantly with condition. The effect of instruction on text quality was largely mediated by post-test self-regulation knowledge.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"101 - 125"},"PeriodicalIF":1.9,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1919577","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44610310","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 : 2021-05-18DOI: 10.1080/10573569.2021.1923099
Qianqian Wang, Minjie Ma, Miao Li, Yan Huang, Tingzhao Wang
Abstract Research on the effects of the home literacy environment (HLE) on the literacy development of children with intellectual disabilities (ID) is limited, and relevant results are inconsistent. This study aimed to explore the influence of the HLE on the literacy development of children with ID, and the role of the reading interest and parent–child relationship in this process. The subjects of this study were 381 children with ID from special needs schools in 7 regions of China, including 234 boys and 147 girls aged 6–15 years. This study adopted the network survey method, and parents of these children completed the surveys of the HLE, literacy development, reading interest, and parent–child relationship. The results revealed that the HLE significantly influenced the literacy development of children with ID, and the reading interest partially mediated this effect. In this mediating process, the regression relationship between the HLE and the reading interest was positively regulated by the parent–child relationship. This study suggests that improving the HLE and parent–child relationship is beneficial for the reading interest and literacy development of children with ID.
{"title":"Impact of Home Literacy Environment on Literacy Development of Children with Intellectual Disabilities: A Moderated Mediation Model","authors":"Qianqian Wang, Minjie Ma, Miao Li, Yan Huang, Tingzhao Wang","doi":"10.1080/10573569.2021.1923099","DOIUrl":"https://doi.org/10.1080/10573569.2021.1923099","url":null,"abstract":"Abstract Research on the effects of the home literacy environment (HLE) on the literacy development of children with intellectual disabilities (ID) is limited, and relevant results are inconsistent. This study aimed to explore the influence of the HLE on the literacy development of children with ID, and the role of the reading interest and parent–child relationship in this process. The subjects of this study were 381 children with ID from special needs schools in 7 regions of China, including 234 boys and 147 girls aged 6–15 years. This study adopted the network survey method, and parents of these children completed the surveys of the HLE, literacy development, reading interest, and parent–child relationship. The results revealed that the HLE significantly influenced the literacy development of children with ID, and the reading interest partially mediated this effect. In this mediating process, the regression relationship between the HLE and the reading interest was positively regulated by the parent–child relationship. This study suggests that improving the HLE and parent–child relationship is beneficial for the reading interest and literacy development of children with ID.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"126 - 138"},"PeriodicalIF":1.9,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1923099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41823995","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 : 2021-05-11DOI: 10.1080/10573569.2021.1923100
Jingyu Yan, Yuyang Cai
Abstract Reading strategy instruction is positively related to students’ reading literacy. However, little is known about how reading instruction that emphasizes different types of reading strategies affects reading literacy. This study examined how Singapore primary school teachers’ reading strategy instruction affected Grade Four students’ reading literacy, and how reading strategy instruction was affected by teacher collaboration and other teacher characteristics. To control for possible effects of student characteristics on their reading literacy, we also included at the student level the students’ gender and their socioeconomic status as represented by their parents’ educational level. We used a multilevel structural equation modeling approach to analyze the Progress in International Reading Literacy Study 2016 (PIRLS 2016) data provided by 6,327 Singapore students nested within 356 teachers. At the teacher level, (1) teachers’ instruction on reading strategies can be categorized into micro-level reading strategy instruction and macro-level reading strategy instruction; (2) only instruction on the macro-level of comprehension significantly affected students’ reading literacy; and (3) teachers’ reading strategy instruction was positively impacted by their collaboration with other teachers. At the student level, reading literacy was positively affected by the parents’ educational level, the language the students used before starting school, and the students’ gender (in favor of girls). The findings suggest that the relationship between reading strategy instruction and reading literacy is complex. To develop learners’ reading literacy, teachers should emphasize both micro-level reading strategies and macro-level reading strategies in their reading instruction.
{"title":"Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling","authors":"Jingyu Yan, Yuyang Cai","doi":"10.1080/10573569.2021.1923100","DOIUrl":"https://doi.org/10.1080/10573569.2021.1923100","url":null,"abstract":"Abstract Reading strategy instruction is positively related to students’ reading literacy. However, little is known about how reading instruction that emphasizes different types of reading strategies affects reading literacy. This study examined how Singapore primary school teachers’ reading strategy instruction affected Grade Four students’ reading literacy, and how reading strategy instruction was affected by teacher collaboration and other teacher characteristics. To control for possible effects of student characteristics on their reading literacy, we also included at the student level the students’ gender and their socioeconomic status as represented by their parents’ educational level. We used a multilevel structural equation modeling approach to analyze the Progress in International Reading Literacy Study 2016 (PIRLS 2016) data provided by 6,327 Singapore students nested within 356 teachers. At the teacher level, (1) teachers’ instruction on reading strategies can be categorized into micro-level reading strategy instruction and macro-level reading strategy instruction; (2) only instruction on the macro-level of comprehension significantly affected students’ reading literacy; and (3) teachers’ reading strategy instruction was positively impacted by their collaboration with other teachers. At the student level, reading literacy was positively affected by the parents’ educational level, the language the students used before starting school, and the students’ gender (in favor of girls). The findings suggest that the relationship between reading strategy instruction and reading literacy is complex. To develop learners’ reading literacy, teachers should emphasize both micro-level reading strategies and macro-level reading strategies in their reading instruction.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"139 - 155"},"PeriodicalIF":1.9,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1923100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45056298","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 : 2021-04-28DOI: 10.1080/10573569.2021.1914252
Aijuan Cun, Christiana Kfouri
Abstract There is limited research concerning literacy practices of Syrian and Burmese refugee students and their families in the U.S. To help address this gap, drawing upon New Literacy Studies, this qualitative study explores the social literacy practices of Syrian and Burmese refugee families and how these practices are situated in wider cultural contexts. Primary data include ethnographic interviews, and secondary data include observations, artifacts provided by the participants, and informal conversations. Based on data analysis, a significant common theme across data corpus– religious literacy practices – is generated. Findings illustrate that religious literacy practices play a significant role and contribute to participants reading and writing development. Findings further illustrated how families engaged with domain specific practices in multiple ways in the local community to meet the needs of culturally relevant literacy practices in their everyday lives. This study contributes to existing literature with refugee students and literacy education. It also calls attention to empower the students’ culturally relevant access and agency in both home and adopted land contexts.
{"title":"Literacy Practices of Refugee Families: Collaborative Case Studies","authors":"Aijuan Cun, Christiana Kfouri","doi":"10.1080/10573569.2021.1914252","DOIUrl":"https://doi.org/10.1080/10573569.2021.1914252","url":null,"abstract":"Abstract There is limited research concerning literacy practices of Syrian and Burmese refugee students and their families in the U.S. To help address this gap, drawing upon New Literacy Studies, this qualitative study explores the social literacy practices of Syrian and Burmese refugee families and how these practices are situated in wider cultural contexts. Primary data include ethnographic interviews, and secondary data include observations, artifacts provided by the participants, and informal conversations. Based on data analysis, a significant common theme across data corpus– religious literacy practices – is generated. Findings illustrate that religious literacy practices play a significant role and contribute to participants reading and writing development. Findings further illustrated how families engaged with domain specific practices in multiple ways in the local community to meet the needs of culturally relevant literacy practices in their everyday lives. This study contributes to existing literature with refugee students and literacy education. It also calls attention to empower the students’ culturally relevant access and agency in both home and adopted land contexts.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"83 - 100"},"PeriodicalIF":1.9,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1914252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45029845","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 : 2021-04-26DOI: 10.1080/10573569.2021.1907637
Elsayed E. A. Hassanein, Evelyn S. Johnson, Y. M. Alshaboul, Sayed Ibrahim, Ahmed M. Megreya
Abstract Although there is a growing research base on Arabic literacy development to inform our understanding of the factors that account for variability in word reading skill, the current body of research is limited by two major constraints. First, although several studies examine one or more early literacy constructs, we were able to locate only two studies that included phonological, orthographic and morphological factors together. Second, all of the studies conducted to date rely on the use of researcher-developed measures that include tasks associated with the construct(s) of interest, but that are not based on a comprehensive conceptual framework of these constructs. In this study, 188 students in grades 1–2 completed measures of phonological processing, orthographic knowledge, morphological awareness, and word reading. Results of multiple regression analyses indicate that phonological awareness, and, in particular, elision, accounted for significant variance in word reading, regardless of how word reading was measured. Morphological awareness and orthographic knowledge measures also accounted for significant variance in some word reading measures. RAN and Phonological Memory measures only contributed to some measures of word reading ability. Results are discussed in the context of the existing literature on Arabic. Implications and next steps for research are discussed.
{"title":"Examining Factors That Predict Arabic Word Reading in First and Second Graders","authors":"Elsayed E. A. Hassanein, Evelyn S. Johnson, Y. M. Alshaboul, Sayed Ibrahim, Ahmed M. Megreya","doi":"10.1080/10573569.2021.1907637","DOIUrl":"https://doi.org/10.1080/10573569.2021.1907637","url":null,"abstract":"Abstract Although there is a growing research base on Arabic literacy development to inform our understanding of the factors that account for variability in word reading skill, the current body of research is limited by two major constraints. First, although several studies examine one or more early literacy constructs, we were able to locate only two studies that included phonological, orthographic and morphological factors together. Second, all of the studies conducted to date rely on the use of researcher-developed measures that include tasks associated with the construct(s) of interest, but that are not based on a comprehensive conceptual framework of these constructs. In this study, 188 students in grades 1–2 completed measures of phonological processing, orthographic knowledge, morphological awareness, and word reading. Results of multiple regression analyses indicate that phonological awareness, and, in particular, elision, accounted for significant variance in word reading, regardless of how word reading was measured. Morphological awareness and orthographic knowledge measures also accounted for significant variance in some word reading measures. RAN and Phonological Memory measures only contributed to some measures of word reading ability. Results are discussed in the context of the existing literature on Arabic. Implications and next steps for research are discussed.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"51 - 66"},"PeriodicalIF":1.9,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1907637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47063164","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 : 2021-04-16DOI: 10.1080/10573569.2021.1879696
Mary Kirby, T. Spencer, Y. Chen
Abstract Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on kindergarten students’ ability to generate written narrative text. We conducted a concurrent multiple baseline design across three groups of students with two participants in each group. Students received six instructional sessions that involved the teacher modeling a story and supporting the students while they retold and generated oral stories. Pictures and icons were used to represent story grammar elements, but were faded within session to facilitate independent storytelling. The oral language instruction had an immediate positive effect on the narrative quality of students’ writing. Individual and overall effects were significant and maintained three to four weeks later. Findings suggest an efficient causal relation between oral language instruction and writing quality.
{"title":"Oral Narrative Instruction Improves Kindergarten Writing","authors":"Mary Kirby, T. Spencer, Y. Chen","doi":"10.1080/10573569.2021.1879696","DOIUrl":"https://doi.org/10.1080/10573569.2021.1879696","url":null,"abstract":"Abstract Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on kindergarten students’ ability to generate written narrative text. We conducted a concurrent multiple baseline design across three groups of students with two participants in each group. Students received six instructional sessions that involved the teacher modeling a story and supporting the students while they retold and generated oral stories. Pictures and icons were used to represent story grammar elements, but were faded within session to facilitate independent storytelling. The oral language instruction had an immediate positive effect on the narrative quality of students’ writing. Individual and overall effects were significant and maintained three to four weeks later. Findings suggest an efficient causal relation between oral language instruction and writing quality.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"574 - 591"},"PeriodicalIF":1.9,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1879696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45603328","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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