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Relationship between Generalized Metacomprehension and Personality Traits Reading Psychology Pub Date : 2021-02-23 Erin M. Madison, Erika Kathleen Fulton, Becca N. Huber
Abstract Perceptions of reading comprehension and knowledge of strategy, called generalized metacomprehension (GM), can influence study habits and metacognition accuracy, ultimately influencing academic success. One factor that may influence GM is personality. Personality likely relates to GM, as it is correlated with other types of cognitive and metacognitive outcomes. Because personality is stable
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The Role of Background Knowledge in Reading Comprehension: A Critical Review Reading Psychology Pub Date : 2021-02-22 Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammond
Abstract A critical review was conducted to determine the influence background knowledge has on the reading comprehension of primary school-aged children. We identified twenty-three studies that met our criteria and focused on the links between background knowledge and reading comprehension of children in the mid to late primary years. Review findings highlight that higher levels of background knowledge
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Developing a Test of Early Arabic Literacy Skills Reading Psychology Pub Date : 2021-02-23 Elsayed E. A. Hassanein, Evelyn S. Johnson, Yousef Alshaboul, Sayed Ibrahim, Ahmed Megreya, Maha Al-Hendawi, Asma Al-Attiyah
Abstract In recent years, stronger literacy development has emerged as a critically important issue in Arabic speaking nations. Results of international assessments indicate that most of the participating Arab countries are near the bottom of achievement levels. Additionally, recent studies indicate the prevalence rate of reading disability ranges from between 5 − 18%, which means that approximately
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Improving Children’s Reading Comprehension by Teaching Inferences Reading Psychology Pub Date : 2021-02-19 McKenna Louise Maguet, Timothy G. Morrison, Brad Wilcox, Monica T Billen
Abstract Reading comprehension is the goal of reading, and making inferences is vital. Authors usually expect readers to make multiple types of inferences, including anaphoric, background knowledge, predictive, and retrospective. Common core assessments include all of these, yet instructional materials focus mostly on only one type, retrospective. This article describes how teachers in one school district
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The Contributions of Childhood Vaccination Misconceptions to the Evaluation and Sharing of Information from Multiple Internet Texts Reading Psychology Pub Date : 2021-02-22 Erica D. Kessler, Jason L. G. Braasch, CarolAnne M. Kardash
Abstract The current work was conducted to better understand the influences of source presence and individual differences on evaluating and sharing information from multiple conflicting Internet texts about childhood vaccinations. The results indicate that college student readers appeared to be insensitive to a source availability manipulation. However, their preexisting beliefs, specifically in terms
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Morphological Awareness Predicts Reading Comprehension in Adults Reading Psychology Pub Date : 2021-02-22 Maddie Kotzer, John R. Kirby, Lindsay Heggie
Abstract We investigated the contribution of morphological awareness to university students’ reading comprehension ability. Although there is considerable evidence that morphological awareness contributes to children’s reading ability, there is much less evidence concerning adults; the few studies of adults have not controlled other known predictors of reading comprehension. Furthermore, there is little
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Multifaceted Vocabulary Instruction in a Third-Grade Class: Findings from a Three-Year Formative Experiment Reading Psychology Pub Date : 2021-02-08 Patrick C. Manyak, Ann-Margaret Manyak
Abstract Although research provides ample evidence of teaching methods that facilitate students’ learning of specific word meanings, the potential of instruction to impact students’ general vocabulary knowledge has remained an unanswered question. This article reports on a three-year formative experiment that developed, implemented, and tested a long-term, multifaceted vocabulary instruction program
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The Generalizability of Running Record Accuracy and Self-Correction Scores Reading Psychology Pub Date : 2021-02-05 Jerome V. D’Agostino, Emily Rodgers, Christa Winkler, Tracy Johnson, Rebecca Berenbon
Abstract Running Records provide a standardized method for recording and assessing students’ oral reading behaviors and are excellent formative assessment tools to guide instructional decision-making. This study expands on prior Running Record reliability work by evaluating the extent to which external raters and teachers consistently assessed students’ accuracy and self-correction ratios in the context
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I’m Not Crying, You’re Crying: An Evaluation of the Impact of Emotional Text on Negation Comprehension Reading Psychology Pub Date : 2021-02-19 Sara J. Margolin, Timothy Brackins
Abstract Previous research has demonstrated that negated text (i.e., text that contains words such as no, not, or never) presents considerable challenges to accurate reading comprehension. Furthermore, while metacomprehension judgements have indicated an awareness of this challenge on the readers’ part, this insight has not translated into improvements in comprehension of this type of text. Previous
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Influence of Sequential and Simultaneous Bilingualism on Second Grade Dual Language Students’ Use of Syntax in Reading Reading Psychology Pub Date : 2021-02-18 Allison Briceño
Abstract This study integrated reading and bilingual theories to examine the reading behaviors of second grade Latinx students in a Dual Language program. It explored how the students’ differing language backgrounds (simultaneous bilinguals and sequential bilinguals who had developed Spanish as a home language) might influence their early reading behaviors. Data sources include Spanish and English
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Cognitive and Motivational Predictors of Narrative and Informational Text Comprehension Reading Psychology Pub Date : 2021-02-23 Meghan D. Liebfreund
Abstract The present study employed regression analyses to examine the influence of cognitive competencies (decoding ability, vocabulary knowledge, prior knowledge) and intrinsic motivation (curiosity and involvement) on the comprehension of narrative and informational texts. Participants included 104 students in grades four and five. Results showed informational text comprehension was predicted with
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The Wiley Handbook of Adult Literacy Reading Psychology Pub Date : 2021-03-16 Rose-Marie Weber
(2021). The Wiley Handbook of Adult Literacy. Reading Psychology. Ahead of Print.
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Using Disciplinary Literacy to Teach Children to Write Science Informational Text Reading Psychology Pub Date : 2021-03-15 Sarah K. Clark, Leigh K. Smith, Emma Judd, Victoria Rosdahl
Abstract The purpose of the study was to examine how disciplinary literacy instruction influenced the quality of science informational text produced by second-grade students (N = 45) using the compare/contrast and the sequence text structures. The instruction took place over eight weeks with two four-week units, and with three 30-minute lessons provided weekly. A Wilcoxon Signed-Rank Test was used
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Content Teachers’ Perspectives of Student Challenges in Processing Science and Mathematics Texts in English at an Emirati University Reading Psychology Pub Date : 2021-03-15 Mark Wyatt, Jessica Midraj, Nader Ayish, Curtis Bradley, Muna Balfaqeeh
Abstract There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a teacher cognition perspective and drawing on semi-structured interviews with chemistry, mathematics and physics teachers at a university in the Middle East, we sought to gain insights into the extent
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Implementation quality of principles of reciprocal teaching in whole-classroom settings: a two-year study with low-achieving adolescents Reading Psychology Pub Date : 2021-03-15 M. Okkinga, A. J. S. van Gelderen, E. van Schooten, R. van Steensel, P. J. C. Sleegers
Abstract Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years, experimental teachers (n = 10) were given training
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The Literacy Professoriate’s Secret: A History So Invisible Reading Psychology Pub Date : 2021-03-06 Samuel Ray DeJulio, Norman A. Stahl, James R. King
Abstract A member of the literacy professoriate, it is expected, has undertaken a program of preparation that leads to a breadth and depth of professional knowledge supporting a career of impactful scholarship along with the training of future generations of literacy teachers, specialists, and often professors. Yet, while current members of the literacy professoriate, as well as those individuals preparing
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A Systematic Review of Reading Engagement Research: What Do We Mean, What Do We Know, and Where Do We Need to Go? Reading Psychology Pub Date : 2021-03-04 Yongjun Lee, Bong Gee Jang, Kristin Conradi Smith
Abstract Motivation and engagement play a crucial role in literacy development and achievement. However, the construct of reading engagement has become blurred and ambiguous, both in research and in discussions of practice. In order to guide future research and to extend our existing understanding of reading engagement into classroom practice, this study presents an extensive survey and systematic
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Teacher Talk That Supports Young Multilingual Students’ Participation in Exploratory Discourse Reading Psychology Pub Date : 2021-03-04 Christine M. Leighton, Evelyn Ford-Connors, C. Patrick Proctor, Jennifer Wyatt
Abstract This article explores how a second-grade teacher’s strategic talk moves supported her multilingual students, many of whom were designated as English Learners (ELs), to engage with complex content using purposeful, authentic communication during a 14-week read-aloud unit focused on historical changemakers. Collaborative coding of whole-class and small-group discussions indicated that the teacher
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Tertiary Level Saudi EFL Learners’ Reading Strategies in Relation to Gender and Proficiency Reading Psychology Pub Date : 2021-03-04 Salah Alfarwan
Abstract This research addressed some current issues in L2 reading strategy research (the nature of any gender effect, and the use of multiple data gathering instruments) as well as an important problem at tertiary level in Saudi Arabia (low English reading proficiency). It examined which reading strategies were most widely reported by 120 Saudi EFL intensive English course students in a Saudi state
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Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners Reading Psychology Pub Date : 2021-02-26 Wendy Gonzales, Marie Tejero Hughes
Abstract Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their understanding to their learning in English. Thus, it
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Alphabet Books: Relations Between Aspects of Parent-Child Shared Reading, Children’s Motivation, and Early Literacy Skills Reading Psychology Pub Date : 2021-02-26 Deborah Bergman Deitcher, Dorit Aram, Inbar Itzkovich
Abstract The study examined aspects of parent-child shared reading interactions of two Hebrew alphabet books, children’s motivation to engage in early literacy activities, and how these variables relate to children’s early literacy skills. Participants were 44 children (32 girls, 12 boys) aged 4.6 to 6.6 years (M = 5.6, SD = 0.54) and one parent (42 mothers, 2 fathers). Results revealed that parents
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Kindergarten Children’s Academic Skills: Association with Public Library Use, Shared Book Reading and Poverty Reading Psychology Pub Date : 2021-02-24 Mana Mann, Ellen J. Silver, Ruth E. K. Stein
Abstract Background Few studies have examined associations of public library use and shared book reading to kindergarten children’s academic skills. Methods The study sample consisted of 13,385 kindergarten students enrolled in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Parents reported on public library use in the past month (yes/no) and frequency of shared
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Content Literacy PD: Middle Grades Language Arts Teachers’ Perceptions Reading Psychology Pub Date : 2021-02-24 Nichole Lynnette Smith, Brian Keith Williams
Abstract In this study, middle school language arts teachers engaged in focus group interviews and shared their perceptions of content literacy, experiential learning, assessment data, and refined practice prior to and after participating in a sustained content literacy professional development. Findings based on these perceptions demonstrate a need for continued development in the afore mentioned
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Does One Size Fit All? Exploring the Contribution of Text features, Text content, and Grade of Use on Comprehension Reading Psychology Pub Date : 2020-12-27 Heidi Anne E. Mesmer, Elfrieda H. Hiebert, James W. Cunningham, Madhu Kapania
Abstract Readability systems have once more become prominent in policy and practice because of recommendations in the Common Core State Standards. This study revisited two features of current text analysis (readability) systems: their generalizability to all grade levels and to all content areas. A database that encompassed texts across the grade bands and content areas and included aggregate comprehension
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The Role of the Establishment of Causal Connections and the Modality of Presentation of Discourse in the Generation of Emotion Inferences by Argentine College Students Reading Psychology Pub Date : 2020-11-06 Julieta de Simone, Jazmín Cevasco
Abstract The purpose of this study was to examine the role of the causal connectivity of the statements (their total number of causal connections) and the modality of presentation of discourse (oral-written) in the generation of emotion inferences by Spanish-speaking students. With this aim, we asked a group of Argentine college students to either listen to or read an excerpt of a radio interview (on
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Avoiding left-to-right, top-to-bottom: An examination of high school students’ executive functioning skills and strategies for reading non-linear graphic text Reading Psychology Pub Date : 2020-10-23 Ian A. Matheson, Jeffrey MacCormack
Abstract The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text, in addition to answering comprehension questions
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Teacher Engagement in an Out-of-School Reading Program Reading Psychology Pub Date : 2020-09-17 Jean Rattigan-Rohr, Ye He
Abstract Quality out-of-school reading programs have positive impact on students’ academic learning. However, the recruitment and retention of qualified teachers for such programs can be challenging. In this article, we described an out-of-school reading project, the It Takes a Village Project (or Village Project), that not only enhanced students’ reading outcomes, but also supported the development
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Use of Cognitive Interviews to Test the Validity of a Reading Motivation Instrument for English Learners Reading Psychology Pub Date : 2020-09-08 Bong Gee Jang, Maria Selena Protacio
Abstract This cognitive interview study aims to improve the content validity of a newly developed reading motivation instrument for English learners. Previous research has shown there is a significant need for survey developers to conduct cognitive interviews to ensure that in real world settings survey respondents interpret the items as the framers intended. The proposed study focuses on six main
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“You can Talk in Espagñol!”: An Ethnographic case Study of an African-American Emergent Bilingual and Biliterate Identity Reading Psychology Pub Date : 2020-08-26 Eurydice Bauer, Lucía Cárdenas-Curiel, Christina Ponzio
Abstract This ethnographic case study explores the dynamic and fluid development of one African-American student’s bilingual/biliterate identity through her enrollment in a Spanish-English Dual Language Education program. We integrate the frameworks of identity in interaction and monoglossic and raciolinguistic language ideologies to understand how this student approaches her Spanish language and literacy
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Reading Motivation in Bi/Multilingual Latinx Adolescents: An Exploratory Structural Equation Model Reading Psychology Pub Date : 2020-08-10 Robert A. Griffin, Lama K. Farran, Diana Mindrila
Abstract This study investigated reading motivation among high school bi/multilingual students whose first language was Spanish. Latinx English Learners (N = 171) from four southeastern, suburban high schools completed the Adolescent Motivation to Read Profile (AMRP; Pitcher et al., 2007), a survey that proposes to measure two dimensions of reading motivation. Using exploratory structural equation
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The Humanizing Potential of Risky Writing: Tracing Children’s and Teacher Candidates' Critical-Affective Literacy Practices Reading Psychology Pub Date : 2020-07-20 Ashley Cartun, Elizabeth Dutro
Abstract In this manuscript, we foreground the concept of critical affective theory drawing on scholarship from within and outside of literacy education and highlight testimony and critical witness as an example of affective practice to foster students’ literacy experiences. Situated within a study of a writing methods course in an elementary teacher education program, we explore testimony and critical
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Elementary Students’ Motivation to Read and Genre Preferences Reading Psychology Pub Date : 2020-07-10 Samantha T. Ives, Seth A. Parsons, Allison Ward Parsons, Dana A. Robertson, Nisreen Daoud, Chase Young, Lisa Polk
Abstract This study examines the psychometric properties of a reading motivation measure with a sample of upper elementary students in the United States (n = 195). The research explores upper elementary students’ motivation to read, the amount/frequency of their reading in general, and their preferences for different text genres. Factor analyses support the validity and reliability of the SRQ-RM for
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Student Agency in Literacy: A Systematic Review of the Literature Reading Psychology Pub Date : 2020-07-07 Margaret Vaughn, Bong Gee Jang, Vera Sotirovska, Gemma Cooper-Novack
Abstract Scholars contend that agency is at the heart of cultivating equitable learning spaces for all learners. While it is intuitive that literacy educators support agency during instruction, there is diverse terminology surrounding the concept of agency in the field. As a result, aligning the construct to instructional practices and developing a conceptual understanding of agency in practice has
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Student Agency in Literacy: Validation of the Student Agency Profile (StAP) Reading Psychology Pub Date : 2020-07-07 Margaret Vaughn, Joshua Premo, Danielle Erickson, Christine McManus
Abstract There have been recent calls to support student agency in the field of literacy. Agency, which we define in the context of schooling, is a multidimensional construct where individuals exert influence and create opportunities in the learning context through intentions, decisions, and actions. We propose highlighting agency as an interconnected construct, which includes self-perception as readers
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Student’s Self-Efficacy in Reading – Connecting Theory to Practice Reading Psychology Pub Date : 2020-07-07 Evan Ortlieb, Susan Schatz
Abstract Literacy learning has focused on skills over affective dimensions, such as self-efficacy, since the beginning of the 21st century. Self-efficacy is the belief in one’s abilities to accomplish desired outcomes. What is less well known is how teachers provide effective literacy instruction linked to the affective dimension of development. How can we nurture students’ self-efficacy while bolstering
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Affect Theory in Reading Research: Imagining the Radical Difference Reading Psychology Pub Date : 2020-07-07 Gail Boldt, Kevin M. Leander
Abstract Working through four key tenets of Deleuze–Guattarian theory, the authors describe how contemporary affect theory offers a radically different perspective on reading. Asking how we can conceptualize reading differently if we conceptualize affect differently, we argue that possible meanings of reading or experiences of reading must be considered not as inherent to internal experiences of reading
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Student Learning Communities as Builders of Collective Efficacy Reading Psychology Pub Date : 2020-07-02 Douglas Fisher, Nancy Frey, John Almarode
Abstract Using the evidence from teacher professional learning communities, we explore the ways in which students can collaborate and build their collective efficacy.
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Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report Reading Psychology Pub Date : 2020-07-02 Susan Lutz Klauda, Ana Taboada Barber, Elizabeth B. McAllen
Abstract Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3–5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement and curiosity), two extrinsic motivations (competition
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Affective Dimensions of Student Literacy Learning: Issue 2 Reading Psychology Pub Date : 2020-07-01 Margaret Vaughn, Douglas Fisher
In this second themed issue on Affective Dimensions of Student Literacy Learning, scholars engage in a productive discussion about affect, engagement, motivation, efficacy, and agency. Using a vari...
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More Than Words: Older Adolescents’ Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk Reading Psychology Pub Date : 2020-06-29 Dianna Townsend, Ana Taboada Barber, Hannah Carter, Rachel Salas
Abstract This study explores older adolescents’ linguistic resources, specifically academic vocabulary knowledge, in the context of factors that can impact their academic success and risk of dropping out of school. The data resulted from a collaboration among professional development personnel, teachers, and university researchers. Eleventh and twelfth grade students (N = 310) were administered measures
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Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes Reading Psychology Pub Date : 2020-06-29 Jeffrey Liew, Florina Erbeli, Juliet M. Nyanamba, Danni Li
Abstract Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e. emotional self-regulation processes) are critical
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Pre-Service Physical Education Teachers’ Attitudes toward Literacy and Literacy Integration in Physical Education Settings Reading Psychology Pub Date : 2020-06-29 Corrine M. Wickens, Carol S. Walther, Jenny Parker
Abstract Incorporating literacy into physical education has been a longstanding challenge among physical educators. However, a dearth of research exists regarding the integration of literacy and physical education, which prompted this study. Derived from a larger 4-year longitudinal mixed methods study of physical education teacher education (PETE) candidates’ perceptions around the integration of
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Revisiting Second Language Readers’ Memory for Narrative Texts: The Role of Causal and Semantic Text Relations Reading Psychology Pub Date : 2020-06-27 Shingo Nahatame
Abstract Previous studies have investigated how second language (L2) readers construct memory for narrative texts according to causal relations between the events described. This study aims to extend their findings by including semantic text relations (similarity of meaning) as another variable, which are theoretically expected to play an additional role in comprehension. With this aim, 121 Japanese
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Identifying Elements of Voice in First-grade Science Writing Reading Psychology Pub Date : 2020-06-26 McKenna Lucille Maguet, Timothy G. Morrison, Brad Wilcox, Ryan S. Nixon, Monica T. Billen
Abstract Common Core State Standards emphasize the importance of informational writing in primary grades. In such writing, importance is placed on the writing being scholarly and scientific. However, such writing can be rote and dry, with little voice. The purpose of this article was to propose a working definition of voice in science writing for first grades. To do this, we identified specific elements
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Supporting Middle School Language Arts Teachers Through Professional Development Reading Psychology Pub Date : 2020-06-02 Nichole L. Smith, Brian K. Williams
Abstract In this study, language arts teachers in one middle school participated in ongoing professional development. As part of this professional development, participants engaged in face-to-face professional development sessions, observations/classroom walk-throughs and reflections. Researchers examined the participants’ pre- and post- professional development survey responses to determine the professional
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Text Engagement & Reading Strategy Use: A Case Study of Four Early Adolescent Students Reading Psychology Pub Date : 2020-05-29 Kelli Bippert
Abstract To address the needs of middle school students who experience difficulty with reading, students are often placed in reading intervention programs to improve literacy skills. This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with challenging texts? A case study of four seventh-grade
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Inference Types in Instructional Materials for Elementary Students Reading Psychology Pub Date : 2020-05-25 Timothy G. Morrison, Brad Wilcox, Lauren Bird, Erica Murdoch, Hannah Bursey, McKenzie Helvey
Abstract The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the instructional materials included in core literacy programs for teaching inferences. The purpose of this study was to determine the frequency of background, anaphoric, predictive, and retrospective inferences in instructional materials for grades three through five within
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Does the Simple View of Writing Explain L2 Writing Development?: A Meta-Analysis Reading Psychology Pub Date : 2020-05-25 Keith M. Graham, Zohreh R. Eslami
Abstract This meta-analysis examines how components of the Simple View of Writing contribute to writing development for English second-language (L2) learners. Previous studies examining first-language learners suggest that transcription and ideation may predict writing achievement. In order to investigate whether these components similarly contribute to L2 writing, this study examined effect sizes
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Predictors of Reading Skills at the First and Second Grade: The Role of Orthography Reading Psychology Pub Date : 2020-05-25 Leena Holopainen, Arno Koch, Airi Hakkarainen, Doris Kofler
Abstract We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade was best predicted by letter-sound-connection
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“Please Let This be the Crassest Thing My Child Reads!”: Exploring Community Perceptions of Challenged Children’s Literature Reading Psychology Pub Date : 2020-05-25 Danielle E. Hartsfield, Sue C. Kimmel
Abstract Research suggests fear of parental backlash is a primary reason why teachers preemptively censor books, yet parents’ beliefs about challenged children’s books are understudied. This study’s purpose was to investigate adults’ beliefs about challenged children’s literature as expressed through reading and discussing challenged books within an adult book club at a public library. Contributions
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Developing EFL Learners’ Reading Comprehension Through Computerized Dynamic Assessment Reading Psychology Pub Date : 2020-05-18 Masoomeh Estaji, Abdulbaset Saeedian
Abstract This study, besides focusing on the applicability of computer-mediated Dynamic Assessment (DA), attempts to investigate the impacts of mediation provision in three different, albeit related, manners, that is, through computer, human, and mixture of both human and computer, on reading comprehension of L2 learners. In this mixed-methods study, a total of 20 students were purposively assigned
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Expository Texts in First-Grade Classroom Libraries: Issues in Teacher Selection Reading Psychology Pub Date : 2020-05-18 Kathryn Lake MacKay, Terrell A. Young, Samantha Hahne Munòz, Terah Larmouth Motzkus
Abstract In 2010, the Common Core State Standards (CCSS) were adopted by most states in the US. The authors of these standards called for a shift from previous standards by recommending that young children experience a 50-50 balance between informational and literary reading. For this mixed-methods study, researchers examined the contents of 23 first-grade classroom libraries 8 years after the implementation
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So Much More Than SQ3R: A Life History of Francis P. Robinson Reading Psychology Pub Date : 2020-05-18 Norman A. Stahl, Sonya L. Armstrong
Abstract This manuscript is an examination of a life well lived with the professional contributions of a leader who served across the fields of educational psychology, counseling, and literacy. Francis P. Robinson was a pioneer in the development of postsecondary literacy theory, research, and pedagogy. Although he is most widely known for what is perhaps the best-known textbook study strategy in the
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The Impact of an Early Reading Intervention with English Language Learners and Native-English-Speaking Children Reading Psychology Pub Date : 2020-05-18 Tess M. Dussling
Abstract This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the effects of the intervention. Findings indicate
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Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System Reading Psychology Pub Date : 2020-05-18 Hideko H. Bassett, Susanne A. Denham, Mandana Mohtasham, Nila Austin
Abstract In the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language
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Bottom-Up and Top-Down Cues in a Comics Reading Task Reading Psychology Pub Date : 2020-04-02 Dawnelle J. Henretty, John E. McEneaney
Abstract Readers are increasingly exposed to text that includes both words and images through comics, graphic novels, online materials, and video games. In this study, we use the medium of the 4-panel comic strip to examine how readers make meaning of the word/image composite. We propose a cognitive interactive framework that incorporates both the bottom-up constraints of verbal and visual cues and
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Pickup of Causal Language and Inference During and After Reading Scientific Text Reading Psychology Pub Date : 2020-04-02 Jennifer G. Cromley, Shufeng Ma, Martin Van Boekel, Aygul Parpucu Dane
Abstract When reading scientific text, readers must draw inferences when the author does not make relations explicit; readers also need to pick up on causal relations that the author does make explicit. We collected think-aloud protocols from 86 undergraduate biology students reading 7 brief, illustrated passages about the immune system. After reading, participants typed a free recall. Both think-aloud
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A Survey of Grade 5 and 6 Pupils’ Attitudes Toward Reading Reading Psychology Pub Date : 2020-04-02 Rosalyn Gunobgunob-Mirasol
Abstract Using the adapted version of the Elementary Reading Attitudes Survey by McKenna and Kear, 177 Grades 5–6 pupils in Bamban, Tarlac were surveyed to determine their attitudes toward reading. The survey confirmed the hypothesis that gender is indeed a determinant of the pupils’ attitudes toward reading. While girls were found to have more positive attitudes toward reading, it was also found that
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The Effect of Cultural Familiarity on Reading Comprehension: An Approximate Replication of Erten and Razi (2009) Reading Psychology Pub Date : 2020-04-02 Kimberly Klassen
Abstract This paper presents findings from an approximate replication of Erten and Razi (2009), which investigated the effects of cultural familiarity and reading activities on comprehension. Two variables were modified in the replication: participants’ first language (L1) and proficiency. Cultural referents were manipulated in a short story to make them more culturally familiar to participants. Reading
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The Advantage of Morphological Awareness Among Normal and Dyslexic Native Arabic Readers: A Literature Review Reading Psychology Pub Date : 2020-04-02 Haneen Wattad, Salim Abu Rabia
Abstract This article presents a review of studies that investigated the advantage of morphological awareness and knowledge of basic morphemes that comprise verbs in Arabic among normal and dyslexic native Arabic readers, and discusses the role of Arabic morphology in reading. The review included studies on Arabic as well as some studies on Hebrew, since they are both Semitic languages. Recent studies
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