Pub Date : 2021-04-14DOI: 10.1080/10573569.2021.1902442
Arnold Olszewski, Margaret Cullen-Conway
Abstract Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was intended to determine whether social media is an appropriate platform through which to promote parent–child literacy behaviors in families of preschool-aged children, thus supporting future intervention development. We examined parents’ use of dialogic reading strategies following a social media–delivered training program, using an A-B single case research design. Seven parents of preschool-aged children received 27 one-minute videos delivered via Twitter over a 9-week treatment period. These videos provided instruction on dialogic reading strategies including asking comprehension questions, referencing print, and discussing vocabulary. Parents demonstrated increased use of dialogic reading strategies while reading consistent with instruction throughout the study. Children demonstrated gains on measures of comprehension and oral language from pretest to posttest, although gains on print awareness measures were less robust. Results support further development and evaluation of a social media parent training program. Social media is free, accessed by millions of people every day, and provides an adaptable avenue to reach families and promote engagement. Although further research is required, social media seems like a viable option to explore for changing parent behaviors.
{"title":"Social Media Accompanying Reading Together: A SMART Approach to Promote Literacy Engagement","authors":"Arnold Olszewski, Margaret Cullen-Conway","doi":"10.1080/10573569.2021.1902442","DOIUrl":"https://doi.org/10.1080/10573569.2021.1902442","url":null,"abstract":"Abstract Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was intended to determine whether social media is an appropriate platform through which to promote parent–child literacy behaviors in families of preschool-aged children, thus supporting future intervention development. We examined parents’ use of dialogic reading strategies following a social media–delivered training program, using an A-B single case research design. Seven parents of preschool-aged children received 27 one-minute videos delivered via Twitter over a 9-week treatment period. These videos provided instruction on dialogic reading strategies including asking comprehension questions, referencing print, and discussing vocabulary. Parents demonstrated increased use of dialogic reading strategies while reading consistent with instruction throughout the study. Children demonstrated gains on measures of comprehension and oral language from pretest to posttest, although gains on print awareness measures were less robust. Results support further development and evaluation of a social media parent training program. Social media is free, accessed by millions of people every day, and provides an adaptable avenue to reach families and promote engagement. Although further research is required, social media seems like a viable option to explore for changing parent behaviors.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"479 - 494"},"PeriodicalIF":1.9,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1902442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44286159","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 : 2021-04-09DOI: 10.1080/10573569.2021.1907638
Helene Lykke Møller, John Mortensen, C. Elbro
Abstract The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.
{"title":"Effects of Integrated Spelling in Phonics Instruction for At-Risk Children in Kindergarten","authors":"Helene Lykke Møller, John Mortensen, C. Elbro","doi":"10.1080/10573569.2021.1907638","DOIUrl":"https://doi.org/10.1080/10573569.2021.1907638","url":null,"abstract":"Abstract The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"67 - 82"},"PeriodicalIF":1.9,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1907638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324500","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 : 2021-03-29DOI: 10.1080/10573569.2021.1897910
Sietske Walda, Marjolijn van Weerdenburg, A. van der Ven, A. Bosman
Abstract The main focus of this study was the role of attention in children with dyslexia (n = 137), who participated in a literacy-remediation program. Prior to and during four assessment moments (pretest and follow-ups 1–3), the attentional skill was assessed using the Attention Concentration Test (ACT). The ACT provides two measures for attentional skill, namely, working speed and distraction time. Working speed, unlike distraction time, was related to word and text decoding, and spelling (i.e., literacy level). Children who had high scores on working speed were more likely to perform better on all three literacy measures. Thus, working speed is related to literacy level. Literacy progress, the improvement due to the remediation was not affected by attentional skill. An unexpected finding was that a substantial number of children with dyslexia were unable to complete the ACT task without making errors. The same task administered to a younger group of readers without dyslexia proved that the task was not too difficult for this age sample. Attentional skill, albeit related to literacy skill, had no differential effect on remediation. All children profited equally.
{"title":"Literacy Progress in Children with Dyslexia and the Role of Attention","authors":"Sietske Walda, Marjolijn van Weerdenburg, A. van der Ven, A. Bosman","doi":"10.1080/10573569.2021.1897910","DOIUrl":"https://doi.org/10.1080/10573569.2021.1897910","url":null,"abstract":"Abstract The main focus of this study was the role of attention in children with dyslexia (n = 137), who participated in a literacy-remediation program. Prior to and during four assessment moments (pretest and follow-ups 1–3), the attentional skill was assessed using the Attention Concentration Test (ACT). The ACT provides two measures for attentional skill, namely, working speed and distraction time. Working speed, unlike distraction time, was related to word and text decoding, and spelling (i.e., literacy level). Children who had high scores on working speed were more likely to perform better on all three literacy measures. Thus, working speed is related to literacy level. Literacy progress, the improvement due to the remediation was not affected by attentional skill. An unexpected finding was that a substantial number of children with dyslexia were unable to complete the ACT task without making errors. The same task administered to a younger group of readers without dyslexia proved that the task was not too difficult for this age sample. Attentional skill, albeit related to literacy skill, had no differential effect on remediation. All children profited equally.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"19 - 32"},"PeriodicalIF":1.9,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1897910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163014","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 : 2021-03-05DOI: 10.1080/10573569.2021.1892001
Ehsan Namaziandost, Mohammad Hasan Razmi, Shouket Ahmad Tilwani, Abbas Pourhosein Gilakjani
Abstract This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners’ reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading comprehension test and the motivation for reading questionnaire (MRQ) to test their reading comprehension ability and reading motivation. Having participated in a period of 20 sessions in which the experimental group received treatment of exposure to authentic materials and control group to simplified materials, the students took a posttest of the reading comprehension test and completed the MRQ. Additionally, to test students’ reading anxiety, the two groups completed Foreign Language Reading Anxiety Scale (FLRAS) in two pre- and posttest assessments. The scores obtained were analyzed using one-way analysis of covariance and paired samples t-tests. The results indicated that authentic materials enhanced Iranian learners’ reading motivation and their reading comprehension ability. In addition, the findings suggested that the use of authentic texts significantly improved EFL learner’s anxiety in the experimental group. The implications of the study are discussed.
{"title":"The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners","authors":"Ehsan Namaziandost, Mohammad Hasan Razmi, Shouket Ahmad Tilwani, Abbas Pourhosein Gilakjani","doi":"10.1080/10573569.2021.1892001","DOIUrl":"https://doi.org/10.1080/10573569.2021.1892001","url":null,"abstract":"Abstract This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners’ reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading comprehension test and the motivation for reading questionnaire (MRQ) to test their reading comprehension ability and reading motivation. Having participated in a period of 20 sessions in which the experimental group received treatment of exposure to authentic materials and control group to simplified materials, the students took a posttest of the reading comprehension test and completed the MRQ. Additionally, to test students’ reading anxiety, the two groups completed Foreign Language Reading Anxiety Scale (FLRAS) in two pre- and posttest assessments. The scores obtained were analyzed using one-way analysis of covariance and paired samples t-tests. The results indicated that authentic materials enhanced Iranian learners’ reading motivation and their reading comprehension ability. In addition, the findings suggested that the use of authentic texts significantly improved EFL learner’s anxiety in the experimental group. The implications of the study are discussed.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"38 1","pages":"1 - 18"},"PeriodicalIF":1.9,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1892001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634408","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 : 2021-02-08DOI: 10.1080/10573569.2021.1878403
Chantal Francois
Abstract While research on adolescent literacy and urban education have jointly advocated for more evidence of dynamic practices that positively impact youths’ reading development, students in these settings typically receive instruction that focuses more on compliance and skill. In this article, I use a sociocultural perspective to present an ethnographic study of one urban middle and high school whose students were successful on multiple measures of reading. My analysis examines school and classroom practices, teacher and leader beliefs, and student perceptions to examine the relationship across school culture, classroom activity, and students’ reading experiences. Data analysis revealed that through professional routines such as shared planning, frequent dialogue, and the intention to know students personally, Grant Street staff embraced shared ideals about literacy. In turn, the school community applied these ideals to a way of teaching and learning literacy that invoked high expectations, relationships, and a relevant curriculum. Practices that facilitated this approach included independent reading, diverse representation in authors and stories, explicit discussions about social issues and power relationships, tracking individual student progress, and performance-based assessments. This research holds implications for coherent, schoolwide approaches for urban schools striving to support adolescents in literacy.
{"title":"Expectations, Relevance, and Relationships: Striving toward Ideals for Adolescent Literacy Instruction in an Urban Secondary School","authors":"Chantal Francois","doi":"10.1080/10573569.2021.1878403","DOIUrl":"https://doi.org/10.1080/10573569.2021.1878403","url":null,"abstract":"Abstract While research on adolescent literacy and urban education have jointly advocated for more evidence of dynamic practices that positively impact youths’ reading development, students in these settings typically receive instruction that focuses more on compliance and skill. In this article, I use a sociocultural perspective to present an ethnographic study of one urban middle and high school whose students were successful on multiple measures of reading. My analysis examines school and classroom practices, teacher and leader beliefs, and student perceptions to examine the relationship across school culture, classroom activity, and students’ reading experiences. Data analysis revealed that through professional routines such as shared planning, frequent dialogue, and the intention to know students personally, Grant Street staff embraced shared ideals about literacy. In turn, the school community applied these ideals to a way of teaching and learning literacy that invoked high expectations, relationships, and a relevant curriculum. Practices that facilitated this approach included independent reading, diverse representation in authors and stories, explicit discussions about social issues and power relationships, tracking individual student progress, and performance-based assessments. This research holds implications for coherent, schoolwide approaches for urban schools striving to support adolescents in literacy.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"462 - 478"},"PeriodicalIF":1.9,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1878403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938571","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 : 2021-01-26DOI: 10.1080/10573569.2020.1867677
İsmail Sarikaya, Ömer Yılar
Abstract The purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the writing process. The study was designed in accordance with the qualitative research approach. The data were acquired through observation and video recordings. The study was carried out with 4th grade students in primary school and conducted in two stages as a pilot and main study. The pilot application was carried out with six students. The main study was carried out in two different 4th graders with 30 students. A cluster random sampling method was used to determine the research group. In order to determine the self-regulation behaviors demonstrated by students during the writing process, a semi-structured observation form was used. Expert opinions were taken for the validity and reliability of the created form. The data were subjected to descriptive and content analysis. As a result of the study, some self-regulation behaviors were determined that demonstrated by 4th grade students. These behaviors are presented under seven topics: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.
{"title":"Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample","authors":"İsmail Sarikaya, Ömer Yılar","doi":"10.1080/10573569.2020.1867677","DOIUrl":"https://doi.org/10.1080/10573569.2020.1867677","url":null,"abstract":"Abstract The purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the writing process. The study was designed in accordance with the qualitative research approach. The data were acquired through observation and video recordings. The study was carried out with 4th grade students in primary school and conducted in two stages as a pilot and main study. The pilot application was carried out with six students. The main study was carried out in two different 4th graders with 30 students. A cluster random sampling method was used to determine the research group. In order to determine the self-regulation behaviors demonstrated by students during the writing process, a semi-structured observation form was used. Expert opinions were taken for the validity and reliability of the created form. The data were subjected to descriptive and content analysis. As a result of the study, some self-regulation behaviors were determined that demonstrated by 4th grade students. These behaviors are presented under seven topics: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"552 - 573"},"PeriodicalIF":1.9,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1867677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49281144","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 : 2021-01-21DOI: 10.1080/10573569.2021.1874580
Kelly T. Macdonald, P. Cirino, Jeremy Miciak, Amie E. Grills
Abstract Cognitive predictors of reading are well known, but less is understood about the roles of “noncognitive” factors, including emotional variables such as anxiety. While math anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on reading anxiety in the context of general anxiety, cognitive predictors (working memory, verbal knowledge), and demographics. Regressions tested for unique contributions to three reading outcomes: word reading accuracy, oral reading fluency, and reading comprehension. Reading anxiety and general anxiety correlated moderately (r = .63) but were differentially related to reading. Reading anxiety predicted comprehension when all other predictors were considered, and predicted oral reading fluency until word reading accuracy was added to the model. Results offer a more nuanced understanding of the nature of reading anxiety, and its implications for struggling readers.
{"title":"The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade","authors":"Kelly T. Macdonald, P. Cirino, Jeremy Miciak, Amie E. Grills","doi":"10.1080/10573569.2021.1874580","DOIUrl":"https://doi.org/10.1080/10573569.2021.1874580","url":null,"abstract":"Abstract Cognitive predictors of reading are well known, but less is understood about the roles of “noncognitive” factors, including emotional variables such as anxiety. While math anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on reading anxiety in the context of general anxiety, cognitive predictors (working memory, verbal knowledge), and demographics. Regressions tested for unique contributions to three reading outcomes: word reading accuracy, oral reading fluency, and reading comprehension. Reading anxiety and general anxiety correlated moderately (r = .63) but were differentially related to reading. Reading anxiety predicted comprehension when all other predictors were considered, and predicted oral reading fluency until word reading accuracy was added to the model. Results offer a more nuanced understanding of the nature of reading anxiety, and its implications for struggling readers.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"382 - 394"},"PeriodicalIF":1.9,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2021.1874580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59644823","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 : 2021-01-07DOI: 10.1080/10573569.2020.1855278
Kelly Chandler-Olcott, Bryan Ripley Crandall, Elizabeth Carol Lewis
Abstract This paper reports a cross-case analysis of three summer writing programs for youth in the northeast United States, each a longitudinal study in the tradition of design research. Initially, all three programs were most concerned with leveraging cultural and linguistic diversity as a resource for multilingual participants. As the three principal investigators played the role of critical friend informally for one another, they identified a common commitment to inclusive writing pedagogy—instruction designed to promote writing proficiency and engagement for all students, including but not limited to students with disabilities. Employing lenses from disability studies applied to literacy, they undertook joint analysis with this focus. Common data sources across the sites included documents describing the programs to varied audiences, instructional artifacts, communication among team members in each site, students’ print-based and digital writing, and pre- and post-program surveys. Cross-case analysis with a design research heuristic adapted from Bakker yielded two cross-cutting design principles. To construct inclusive writing pedagogy in the context of summer programming, educators are advised to: (1) Build writing communities deliberately, by promoting a sense of belonging, and (2) Promote a broad vision of who can be a writer, by offering varied writing models and exemplar texts. The study concludes that research-based, cognitively-oriented instructional approaches are a necessary but not sufficient condition for supporting writing competence for youth writers with varied needs, including those with disability labels. Emphases on relational and social aspects of writing are essential as well.
{"title":"Iterating for Inclusion: A Cross-Case Analysis of Three Summer Writing Programs for Youth","authors":"Kelly Chandler-Olcott, Bryan Ripley Crandall, Elizabeth Carol Lewis","doi":"10.1080/10573569.2020.1855278","DOIUrl":"https://doi.org/10.1080/10573569.2020.1855278","url":null,"abstract":"Abstract This paper reports a cross-case analysis of three summer writing programs for youth in the northeast United States, each a longitudinal study in the tradition of design research. Initially, all three programs were most concerned with leveraging cultural and linguistic diversity as a resource for multilingual participants. As the three principal investigators played the role of critical friend informally for one another, they identified a common commitment to inclusive writing pedagogy—instruction designed to promote writing proficiency and engagement for all students, including but not limited to students with disabilities. Employing lenses from disability studies applied to literacy, they undertook joint analysis with this focus. Common data sources across the sites included documents describing the programs to varied audiences, instructional artifacts, communication among team members in each site, students’ print-based and digital writing, and pre- and post-program surveys. Cross-case analysis with a design research heuristic adapted from Bakker yielded two cross-cutting design principles. To construct inclusive writing pedagogy in the context of summer programming, educators are advised to: (1) Build writing communities deliberately, by promoting a sense of belonging, and (2) Promote a broad vision of who can be a writer, by offering varied writing models and exemplar texts. The study concludes that research-based, cognitively-oriented instructional approaches are a necessary but not sufficient condition for supporting writing competence for youth writers with varied needs, including those with disability labels. Emphases on relational and social aspects of writing are essential as well.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"495 - 512"},"PeriodicalIF":1.9,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1855278","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47398812","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 : 2021-01-03DOI: 10.1080/10573569.2020.1860841
J. Romig, A. Olsen
Abstract Compared to other content areas, there is a dearth of research examining curriculum-based measurement of writing (CBM-W). This study conducted a conceptual replication examining the reliability, stability, and sensitivity to growth of slopes produced from CBM-W. Eighty-nine (N = 89) eighth-grade students responded to one CBM-W probe weekly for 11 weeks. Probes were scored using four different CBM-W scoring procedures: words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences. We found limited evidence for reliability and stability of these slopes. Further, the slopes were not sensitive to growth, as defined as a slope significantly greater than zero. We recommend caution when using CBM-W to progress monitor eighth-grade students. Future research should examine the same technical features with a sample of students who are low-performing or at-risk for writing failure.
{"title":"Technical Features of Slopes for Curriculum-Based Measures of Secondary Writing","authors":"J. Romig, A. Olsen","doi":"10.1080/10573569.2020.1860841","DOIUrl":"https://doi.org/10.1080/10573569.2020.1860841","url":null,"abstract":"Abstract Compared to other content areas, there is a dearth of research examining curriculum-based measurement of writing (CBM-W). This study conducted a conceptual replication examining the reliability, stability, and sensitivity to growth of slopes produced from CBM-W. Eighty-nine (N = 89) eighth-grade students responded to one CBM-W probe weekly for 11 weeks. Probes were scored using four different CBM-W scoring procedures: words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences. We found limited evidence for reliability and stability of these slopes. Further, the slopes were not sensitive to growth, as defined as a slope significantly greater than zero. We recommend caution when using CBM-W to progress monitor eighth-grade students. Future research should examine the same technical features with a sample of students who are low-performing or at-risk for writing failure.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"535 - 551"},"PeriodicalIF":1.9,"publicationDate":"2021-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2020.1860841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47019118","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 : 2021-01-02DOI: 10.1080/10573569.2019.1709235
Katherine Brodeur
Abstract This case study contrasts sixth-grade student Antonio’s perspective of himself as a “good student” with perceptions some of Antonio’s teachers held related to his classification as a student with a Specific Learning Disability and an English Learner as enacted in classroom literacy practices. With Antonio’s voice at the center, multimodal narratives woven from interviews and observations focus on the moments of tension where Antonio was not recognized as the type of student he saw himself to be. Through analysis of these scenes, I question the usefulness of both his “good student” identity and school designations of disability and English proficiency for Antonio and students who may be labeled in similar ways by schools.
{"title":"“A Type of Student They Actually Want”: Narratives from and about a Sixth-Grade Student with a Specific Learning Disability","authors":"Katherine Brodeur","doi":"10.1080/10573569.2019.1709235","DOIUrl":"https://doi.org/10.1080/10573569.2019.1709235","url":null,"abstract":"Abstract This case study contrasts sixth-grade student Antonio’s perspective of himself as a “good student” with perceptions some of Antonio’s teachers held related to his classification as a student with a Specific Learning Disability and an English Learner as enacted in classroom literacy practices. With Antonio’s voice at the center, multimodal narratives woven from interviews and observations focus on the moments of tension where Antonio was not recognized as the type of student he saw himself to be. Through analysis of these scenes, I question the usefulness of both his “good student” identity and school designations of disability and English proficiency for Antonio and students who may be labeled in similar ways by schools.","PeriodicalId":51619,"journal":{"name":"Reading & Writing Quarterly","volume":"37 1","pages":"45 - 64"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10573569.2019.1709235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43657955","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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