Pub Date : 2004-06-01DOI: 10.1080/19388070409558414
Jim Anderson, Ann M. Anderson, Jacqueline Lynch, Jon Shapiro
Abstract The purpose of this study was to investigate whether fathers and mothers read differently to their four‐year‐old sons and daughters and to examine the effect of genre on the interactions that occurred in parent‐child, shared book reading. Twenty‐five dyads shared two narrative texts and two non‐narrative texts. Results indicated that overall, fathers were more interactive than mothers. Fathers and mothers also differed in terms of the types of interactions and there was some gender/genre interaction effect. As well, parents engaged in more interactions in non‐narrative texts than in narrative texts. The child's gender also affected the number and types of interactions. Implications for practice, theory and future research are proposed.
{"title":"Examining the effects of gender and genre on interactions in shared book reading","authors":"Jim Anderson, Ann M. Anderson, Jacqueline Lynch, Jon Shapiro","doi":"10.1080/19388070409558414","DOIUrl":"https://doi.org/10.1080/19388070409558414","url":null,"abstract":"Abstract The purpose of this study was to investigate whether fathers and mothers read differently to their four‐year‐old sons and daughters and to examine the effect of genre on the interactions that occurred in parent‐child, shared book reading. Twenty‐five dyads shared two narrative texts and two non‐narrative texts. Results indicated that overall, fathers were more interactive than mothers. Fathers and mothers also differed in terms of the types of interactions and there was some gender/genre interaction effect. As well, parents engaged in more interactions in non‐narrative texts than in narrative texts. The child's gender also affected the number and types of interactions. Implications for practice, theory and future research are proposed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"65 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558414","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-04-01DOI: 10.1080/19388070509558408
Matthew P Quirk, Paula J Schwanenflugel
Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.
{"title":"Do Supplemental Remedial Reading Programs Address the Motivational Issues of Struggling Readers? An Analysis of Five Popular Programs.","authors":"Matthew P Quirk, Paula J Schwanenflugel","doi":"10.1080/19388070509558408","DOIUrl":"https://doi.org/10.1080/19388070509558408","url":null,"abstract":"<p><p>Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.</p>","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 3","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2004-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28648433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-03-01DOI: 10.1080/19388070509558409
Maryann Mraz
Abstract The purpose of this study was to examine the perspectives of key policy informants on the factors that they believed influence policy decisions in literacy education. Participants were selected because they had significantly influenced, or had attempted to influence, policy decisions in literacy at either the national or state level. Semi‐structured interviews were conducted with seven key informants and four nominated informants. An inductive data analysis revealed five broad domains that addressed the participants’ perspective on factors of influence: literacy professionals, public sentiment, selected policy participants, conservative voices, and research.
{"title":"Factors that influence policy decisions in literacy: Perspectives of key policy informants","authors":"Maryann Mraz","doi":"10.1080/19388070509558409","DOIUrl":"https://doi.org/10.1080/19388070509558409","url":null,"abstract":"Abstract The purpose of this study was to examine the perspectives of key policy informants on the factors that they believed influence policy decisions in literacy education. Participants were selected because they had significantly influenced, or had attempted to influence, policy decisions in literacy at either the national or state level. Semi‐structured interviews were conducted with seven key informants and four nominated informants. An inductive data analysis revealed five broad domains that addressed the participants’ perspective on factors of influence: literacy professionals, public sentiment, selected policy participants, conservative voices, and research.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"20 - 36"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-03-01DOI: 10.1080/19388070509558411
W. Nichols, W. Rupley, Robert J. Rickelman, B. Algozzine
Abstract Necessary prerequisites for and at the same time powerful predictors of children's success in beginning reading are the development of phonemic awareness and concepts of print. Students who are learning to read need to be taught how to consciously attend to phonemes and to develop an understanding regarding concepts about print. This study was two‐fold. First, we examined demographic characteristics that included gender, socioeconomics, preschool experience, and race to determine how these factors related to phonemic awareness and concepts of print development for kindergarten students. It was concluded that low SES children and Latino children were at greater risk of not developing phonemic awareness and concepts of print in kindergarten. Further data were collected and analyzed to examine low SES and Latino children's knowledge of phonemic awareness and concepts of print development. The study found that, along with maturation, a diagnostic approach that guides phonemic awareness instruction and concepts about print enhances kindergarten students’ phonemic awareness and concepts of print development.
{"title":"Examining phonemic awareness and concepts of print patterns of kindergarten students","authors":"W. Nichols, W. Rupley, Robert J. Rickelman, B. Algozzine","doi":"10.1080/19388070509558411","DOIUrl":"https://doi.org/10.1080/19388070509558411","url":null,"abstract":"Abstract Necessary prerequisites for and at the same time powerful predictors of children's success in beginning reading are the development of phonemic awareness and concepts of print. Students who are learning to read need to be taught how to consciously attend to phonemes and to develop an understanding regarding concepts about print. This study was two‐fold. First, we examined demographic characteristics that included gender, socioeconomics, preschool experience, and race to determine how these factors related to phonemic awareness and concepts of print development for kindergarten students. It was concluded that low SES children and Latino children were at greater risk of not developing phonemic awareness and concepts of print in kindergarten. Further data were collected and analyzed to examine low SES and Latino children's knowledge of phonemic awareness and concepts of print development. The study found that, along with maturation, a diagnostic approach that guides phonemic awareness instruction and concepts about print enhances kindergarten students’ phonemic awareness and concepts of print development.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"56 - 82"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-03-01DOI: 10.1080/19388070509558410
Leslie S. Rush
Abstract This article provides case studies of three middle school students ‐ two female and one male ‐ who participated in an individual summer tutoring program designed to improve students’ reading comprehension and to encourage students to think critically about texts. With the researcher, students read and discussed Internet texts and wrote responses. An Informal Reading Inventory (Burns & Roe, 1999) was administered both prior to and at the conclusion of the program for measurement of improvement in reading comprehension. Using the four resources model (Freebody & Luke, 1990), this study illustrates possibilities for instruction in both comprehension and critical literacy.
{"title":"First steps toward a full and flexible literacy: Case studies of the four resources model","authors":"Leslie S. Rush","doi":"10.1080/19388070509558410","DOIUrl":"https://doi.org/10.1080/19388070509558410","url":null,"abstract":"Abstract This article provides case studies of three middle school students ‐ two female and one male ‐ who participated in an individual summer tutoring program designed to improve students’ reading comprehension and to encourage students to think critically about texts. With the researcher, students read and discussed Internet texts and wrote responses. An Informal Reading Inventory (Burns & Roe, 1999) was administered both prior to and at the conclusion of the program for measurement of improvement in reading comprehension. Using the four resources model (Freebody & Luke, 1990), this study illustrates possibilities for instruction in both comprehension and critical literacy.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"37 - 55"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2003-12-01DOI: 10.1080/19388070409558405
R. Sudweeks, Connie B. Glissmeyer, Timothy G. Morrison, B. Wilcox, Mark W. Tanner
Abstract Oral retellings are strongly recommended as a way to measure reading comprehension for second language learners (Bernhardt, 1985, 1990, 1991). However, the reliability of such ratings is a matter of concern for a variety of reasons (Aiken, 1996; Cooper, 1981; Saal, Downey, & Lahey, 1980). The purpose of this study was to establish reliable rating procedures to assess the reading comprehension of college‐age second language learners using oral retellings. A three‐facet (passage, rater, and rating occasion) generalizability study was conducted using oral retellings of expository passages. Retellings of three passages provided by 24 ELL students were rated by two trained raters on two occasions. The largest sources of error variance identified were the passages and the student‐by‐passage interaction. Results showed that the most important step that could be taken to reduce measurement error and increase generalizability would be to use at least four and preferably six passages to assess ELL students’ reading comprehension. The gain in generalizability from using additional raters or rating occasions was minimal.
{"title":"Establishing reliable procedures for rating ell students’ reading comprehension using oral retellings","authors":"R. Sudweeks, Connie B. Glissmeyer, Timothy G. Morrison, B. Wilcox, Mark W. Tanner","doi":"10.1080/19388070409558405","DOIUrl":"https://doi.org/10.1080/19388070409558405","url":null,"abstract":"Abstract Oral retellings are strongly recommended as a way to measure reading comprehension for second language learners (Bernhardt, 1985, 1990, 1991). However, the reliability of such ratings is a matter of concern for a variety of reasons (Aiken, 1996; Cooper, 1981; Saal, Downey, & Lahey, 1980). The purpose of this study was to establish reliable rating procedures to assess the reading comprehension of college‐age second language learners using oral retellings. A three‐facet (passage, rater, and rating occasion) generalizability study was conducted using oral retellings of expository passages. Retellings of three passages provided by 24 ELL students were rated by two trained raters on two occasions. The largest sources of error variance identified were the passages and the student‐by‐passage interaction. Results showed that the most important step that could be taken to reduce measurement error and increase generalizability would be to use at least four and preferably six passages to assess ELL students’ reading comprehension. The gain in generalizability from using additional raters or rating occasions was minimal.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"65 - 86"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2003-12-01DOI: 10.1080/19388070409558403
Margaret Hewitt, Susan P. Homan
Abstract Test validity issues considered by test developers and school districts rarely include individual item readability levels. In this study, items from a major standardized test were examined for individual item readability level and item difficulty. The Homan‐Hewitt Readability Formula was applied to items across three grade levels. Results of correlations of readability level and item difficulty at all three levels support the belief that the higher the item readability, the more students miss that item. A possible conclusion is that students miss items due to reading problems, not because of a lack of content knowledge. These data appear to support measuring individual item readability on standardized tests.
{"title":"Readability level of standardized test items and student performance: The forgotten validity variable","authors":"Margaret Hewitt, Susan P. Homan","doi":"10.1080/19388070409558403","DOIUrl":"https://doi.org/10.1080/19388070409558403","url":null,"abstract":"Abstract Test validity issues considered by test developers and school districts rarely include individual item readability levels. In this study, items from a major standardized test were examined for individual item readability level and item difficulty. The Homan‐Hewitt Readability Formula was applied to items across three grade levels. Results of correlations of readability level and item difficulty at all three levels support the belief that the higher the item readability, the more students miss that item. A possible conclusion is that students miss items due to reading problems, not because of a lack of content knowledge. These data appear to support measuring individual item readability on standardized tests.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"1 - 16"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2003-12-01DOI: 10.1080/19388070409558406
M. Burns, Barbara V. Senesac, T. Symington
Abstract The Helping One Student to Succeed (HOSTS) Language Arts volunteer tutoring program was evaluated by comparing pre‐ and post‐intervention scores on standardized measures of reading using a 5‐month test‐retest interval. Students (n = 129) from six elementary schools in Michigan that utilize the HOSTS program served as the experimental group, and the control group (n = 127) was recruited from four elementary schools that do not use the HOSTS program. Both groups contained students who were identified as at‐risk for reading failure by their respective schools, but none received special education services. Between‐group analyses of covariance (ANCOVA) were conducted using change scores as the dependent variables and pre‐scores as the covariate variables. Results suggested that growth experienced by the experimental group significantly exceeded that of the control group on measures of reading fluency, reading comprehension, initial sound fluency, and overall reading skills. Therefore, the HOSTS tutoring program appeared to be an effective intervention for children identified as at risk for reading difficulties.
{"title":"The effectiveness of the hosts program in improving the reading achievement of children at‐risk for reading failure","authors":"M. Burns, Barbara V. Senesac, T. Symington","doi":"10.1080/19388070409558406","DOIUrl":"https://doi.org/10.1080/19388070409558406","url":null,"abstract":"Abstract The Helping One Student to Succeed (HOSTS) Language Arts volunteer tutoring program was evaluated by comparing pre‐ and post‐intervention scores on standardized measures of reading using a 5‐month test‐retest interval. Students (n = 129) from six elementary schools in Michigan that utilize the HOSTS program served as the experimental group, and the control group (n = 127) was recruited from four elementary schools that do not use the HOSTS program. Both groups contained students who were identified as at‐risk for reading failure by their respective schools, but none received special education services. Between‐group analyses of covariance (ANCOVA) were conducted using change scores as the dependent variables and pre‐scores as the covariate variables. Results suggested that growth experienced by the experimental group significantly exceeded that of the control group on measures of reading fluency, reading comprehension, initial sound fluency, and overall reading skills. Therefore, the HOSTS tutoring program appeared to be an effective intervention for children identified as at risk for reading difficulties.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"47 1","pages":"103 - 87"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2003-12-01DOI: 10.1080/19388070409558404
Janice S. Eitelgeorge, Robin Barrett
Abstract The purpose of this yearlong study was to understand the complexities of the writing process and to specifically attend to progressions in textual development with first‐grade writers. The inquiry focused for a macroview on all the children during writing workshop and for a microview on six case studies that displayed the range of literacy understanding of the classroom composite. Analysis of data was comparable to teasing apart the colors within a plaid fabric and then tenuously pulling apart the threads of each color. The first wave of ongoing data analysis in the field revealed the varying colors or categories for the conceptual understandings that interplay as a child composes a text. A second wave of post‐site analysis revealed the individual threads or progressions along each continuum of conceptual understanding. A unique finding was 12 progressions in textual development within this first‐grade classroom. Knowledge of progressions in textual development may be helpful to assist teachers in assessing and monitoring students’ progress in writing development and in turn enhance teachers instructional decision‐making.
{"title":"Multiple continua of writing development in a first grade classroom","authors":"Janice S. Eitelgeorge, Robin Barrett","doi":"10.1080/19388070409558404","DOIUrl":"https://doi.org/10.1080/19388070409558404","url":null,"abstract":"Abstract The purpose of this yearlong study was to understand the complexities of the writing process and to specifically attend to progressions in textual development with first‐grade writers. The inquiry focused for a macroview on all the children during writing workshop and for a microview on six case studies that displayed the range of literacy understanding of the classroom composite. Analysis of data was comparable to teasing apart the colors within a plaid fabric and then tenuously pulling apart the threads of each color. The first wave of ongoing data analysis in the field revealed the varying colors or categories for the conceptual understandings that interplay as a child composes a text. A second wave of post‐site analysis revealed the individual threads or progressions along each continuum of conceptual understanding. A unique finding was 12 progressions in textual development within this first‐grade classroom. Knowledge of progressions in textual development may be helpful to assist teachers in assessing and monitoring students’ progress in writing development and in turn enhance teachers instructional decision‐making.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"17 - 64"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59991542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2003-09-01DOI: 10.1080/19388070309558399
Lamont A. Flowers
Abstract This article reports the results of a test‐retest reliability study that was conducted to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were stable and provided consistent measures of students’ knowledge and use of study skills. When compared to an earlier test‐retest reliability study (Weinstein, 1987), the findings from the present study suggested that LASSI scale scores might yield inconsistent or unstable scores for at‐risk students.
{"title":"Test‐retest reliability of the learning and study strategies inventory (lassi): New evidence","authors":"Lamont A. Flowers","doi":"10.1080/19388070309558399","DOIUrl":"https://doi.org/10.1080/19388070309558399","url":null,"abstract":"Abstract This article reports the results of a test‐retest reliability study that was conducted to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were stable and provided consistent measures of students’ knowledge and use of study skills. When compared to an earlier test‐retest reliability study (Weinstein, 1987), the findings from the present study suggested that LASSI scale scores might yield inconsistent or unstable scores for at‐risk students.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"43 1","pages":"31 - 46"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070309558399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59990860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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