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Examining Teachers’ Conceptualizations and Motivation for Providing In-Class Independent Reading Opportunities Reading Psychology Pub Date : 2024-02-26 Lacy D. Brice, Lilian Tetteh
Providing independent reading opportunities is a critical learning practice often overlooked in many classrooms. This study utilizes expectancy-value theory to explore the motivational beliefs of e...
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The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian Reading Psychology Pub Date : 2024-02-20 Gordana Keresteš, Erland Hjelmquist, Marika Veisson, Linda S. Siegel
We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the d...
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Reading with Understanding in a Lower Primary Classroom: A Learning Journey to Improve Teacher Practice and Student Learning Outcome Reading Psychology Pub Date : 2024-02-05 Shomal Prabhashni Chandra, Satish Prakash Chand
This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Pee...
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Terminologically Speaking, the Reading Wars Reading Psychology Pub Date : 2024-02-06 Samuel DeJulio, Dixie D. Massey, Norman Stahl, James King
Shared understanding of what words mean is critical for understanding and having meaningful discussion within professional circles and between the profession and the public. For over six decades, t...
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What is the Difference between Good and Poor Young Adult Readers? Reading Psychology Pub Date : 2024-01-29 Mine Yıldız, Meryem Özdemir Cihan, Engin Kurşun
This study investigated demographic profiles, reading characteristics and processes of good and poor young adult readers. Data were collected from 149 undergraduate students studying at a state uni...
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An Examination of Canadian and American Pre-Service Teachers’ Self-Efficacy Beliefs for 21st Century Literacy Instruction Reading Psychology Pub Date : 2024-01-09 Katia Ciampa, Tiffany L. Gallagher, Huili Hong, Lori McKee, Tara-Lynn Scheffel
This study explores the literacy self-efficacy of 235 Canadian and American pre-service teachers during a 2021-2022 elementary literacy methods course amid COVID-19 disruptions. Utilizing the Teach...
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Explaining Variation in Reading Comprehension in Northern Sotho-English Bilingual Readers: A Simple View of Reading Perspective on Longitudinal Data Reading Psychology Pub Date : 2023-12-26 Patricia Makaure, Carien Wilsenach
The Simple View of Reading (SVR) proposes that successful reading comprehension depends on proficient decoding and on linguistic comprehension. Some have found the SVR too simplistic and argue that...
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An Investigation of Teachers’ Knowledge of Read Alouds Reading Psychology Pub Date : 2023-12-26 Samuel DeJulio, Janis Harmon, Miriam Martinez, Marcy Wilburn
The purpose of this investigation was to explore how teachers’ knowledge of read alouds might be shaped by opportunities to explore the crafting of picturebooks and the nature of collaborative mean...
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The Role of the Establishment of Causal Connections and Elaboration Question Answering Tasks in the Comprehension of Spontaneous Narrative Discourse by Argentine College Students Reading Psychology Pub Date : 2023-12-26 Agustina Ammaturo, Jazmín Cevasco
The purpose of this study was to examine the role of the causal connectivity of the statements (low-medium-high), elaboration question condition (focused on the identification of main ideas -focuse...
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The Spoken Language, Written Language, and Executive Functions of Female Adolescents with High Risk Factors Reading Psychology Pub Date : 2023-12-20 Julia J. Yi
This study examined the spoken language, written language, and executive functions of 19 female adolescents with high risk factors in a long-term, holistic program. Standardized assessment results ...
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Dual-Language Books’ Potential Affordances for Biliteracy Development: Measuring Oral Reading Fluency and Comprehension Reading Psychology Pub Date : 2023-11-23 Lisa M. Domke
Dual-language books’ (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with Engli...
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Phonological Awareness and Alphabetic Knowledge in Typically Developing English Language Learners Between the 3.6 to 6.6 Years Reading Psychology Pub Date : 2023-11-19 Manjula Prabhu, Prabhu Shwetha, Haralakatta Shivananjappa Somashekara
The role of phonological awareness and alphabet knowledge in learning to read is well established in mono-lingual English speakers. However, it is under explored in the context of English Language ...
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Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French Reading Psychology Pub Date : 2023-11-02 Stéphanie Bellocchi, Paola Bonifacci
In the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French...
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Teaching Theme Using Theory of Mind during Interactive Read Alouds Reading Psychology Pub Date : 2023-11-01 Jerae Kelly, Kelli Cummings
Theory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach the...
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Reading comprehension in undergraduates during the COVID-19 pandemic. Associations with executive function difficulties, reading habits and screen times. Reading Psychology Pub Date : 2023-09-09 Ángel Javier Tabullo, María Florencia Chiófalo, Alejandro Javier Wainselboim
The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-relate...
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Learning to Read: Variability, Continuous Change and Adaptability in Children’s Use of Word-Solving Strategies Reading Psychology Pub Date : 2023-09-07 Tracy Johnson, Emily Rodgers, Jerome V. D’Agostino
Current reading research largely focuses on word reading. This study complements that focus by considering what children do when encountering unknown words and how that problem-solving changes over...
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What’s Up With Words? A Systematic Review of Designs, Strategies, and Theories Underlying Vocabulary Research Reading Psychology Pub Date : 2023-09-05 Cherrynn Kast Black, Katherine Landau Wright
Strong academic vocabulary is necessary for students’ success in school. Recently, researchers recommended studying integrated approaches for developing vocabulary, which is predictive of students’...
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Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts Reading Psychology Pub Date : 2023-09-04 Menahem Yeari, Tal Lavi, Atalia Rasouly-Balfer, Liron Shalev
Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect o...
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A Person-Centered Approach to Understanding Adolescents’ Reading Motivation and Its Relation to Reading Outcomes Reading Psychology Pub Date : 2023-08-31 Samira Syal, Marcia Davis, Xiaodong Zhang, Jason Schoeneberger, Samantha Spinney, Douglas J. Mac Iver, Martha Mac Iver
Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited....
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Teachers as Readers: Baseline Profile Types with Regard to Skills, Habits, and Dispositions Reading Psychology Pub Date : 2023-07-22 Matt Thomas, Yuankun Yao, Katherine Landau Wright, David Kreiner
Abstract This paper shares findings drawn from data generated over a period of five years on self-reported reading skills, habits, and dispositions of pre-service and in-service K-12 teachers (primarily middle and high school) across content areas (N = 854). Using latent cluster analyses, we created a Teacher Reader Profile Type (TRPT) model that illuminates distinct differences between teachers in
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The association between the amount of school reading experience and reading attitudes: Mediation effect of beliefs about reading outcomes Reading Psychology Pub Date : 2023-06-21 Natalija Curkovic, Eta Krpanec
Abstract Studies find a deterioration in reading attitudes. This is worrying since research suggest that attitudes are key in developing reading comprehension. The aim of this study was, hence, to examine the relationship between the amount of school reading experience, beliefs about reading outcomes and reading attitudes. The theoretical framework was based on McKenna’s model of reading attitudes
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Components of Teacher Self-Efficacy for Literacy Instruction for In-Service Educators in Two Southeastern School Districts Reading Psychology Pub Date : 2023-06-12 James R. Schwab, Robert A. Griffin, Jennifer K. Allen, Bethany L. Scullin, Tamra W. Ogletree
Abstract Researchers administered a teachers’ self-efficacy beliefs for literacy instruction (TSELI) survey to in-service teachers (N = 168) in two PK–12 school districts in the southeastern U.S. A principal components analysis indicated four components for TSELI: (a) Teaching and Modeling Reading, (b) Facilitating and Nurturing Readers, (c) Influencing Literacy Success, and (d) Teaching and Facilitating
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“A First Look at Teaching”: The Impact of a Tutorial Program on First-Grade Children and Their Tutors Reading Psychology Pub Date : 2023-06-02 Bethanie C. Pletcher, Marilyn Nicol, Tracy Harper, Michelle Hollenbaugh, Robin Johnson, Michele Staples
Abstract The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children’s reading skills and their tutors’ (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken
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The Great Debate Reconsidered, with an Eye toward Struggling Beginning Readers Reading Psychology Pub Date : 2023-05-21 Darrell Morris
Abstract In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods
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Exploring Literacy Practices of Families Enrolled in the Imagination Library Book Gifting Program Reading Psychology Pub Date : 2023-04-20 Alison Prahl
Abstract Book gifting programs such as Imagination Library aim to foster a love of reading and increase children’s exposure to books and academic success. This study is a conceptual replication of previous studies focused on the Imagination Library program. To examine home literacy practices and caregiver perceptions of the Imagination Library, 149 families enrolled in Imagination Library in a central
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The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale Reading Psychology Pub Date : 2023-04-20 Elvira Jéldrez, Kate Cain, Macarena Silva, Katherine Strasser
Abstract Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a
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The Role of Spatial Ability and Attention Shifting in Reading of Illustrated Scientific Texts: An Eye Tracking Study Reading Psychology Pub Date : 2023-04-19 Sungyoon Lee
Abstract The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students’ eye movements were monitored with an eye-tracker. Several eye
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Investigating the Effects and Social Validity of an Informational Text Structure Intervention for Reading and Writing in Grades Four and Five Reading Psychology Pub Date : 2023-04-19 John Z. Strong
Abstract The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative treatment focused on question answering. In total, 160
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Writing in the Content Areas: Changing Teacher Perceptions with Professional Development Reading Psychology Pub Date : 2023-04-18 Amanda E. Whatley, Nichole L. Smith
Abstract This research examined the impact of writing professional development and implementation on content area teachers’ pedagogical practices. Data were collected through a survey instrument and teacher reflection questionnaires for qualitative and quantitative results. Teacher participants were employees at a rural public charter high school in North Carolina. Per analysis of the data, it was
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The Effect of a Self-Regulated Intervention on Vocabulary Knowledge and Self-Regulated Learning Skills for English Language Learners Reading Psychology Pub Date : 2023-03-15 Qizhen Deng, Guy Trainin
Abstract English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs become effective and independent word learners
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Comprehension, Diagram Analysis, Integration, and Interest: A Cross-Sectional Analysis Reading Psychology Pub Date : 2023-03-11 Courtney Hattan, Eunseo Lee, Alexandra List
Abstract The current study examines a multidimensional set of outcome variables to understand whether different pre-reading scaffolds influence students’ text comprehension, diagram analysis, text integration, and interest; and investigates these constructs cross-sectionally to identify any progression as students move across grades. One-hundred fifty-six 3rd through 6th grade students enrolled in
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A Teacher‑Implemented Shared‑Reading Intervention to Promote Early Literacy Skills of Preschoolers Children in Turkey Reading Psychology Pub Date : 2023-03-11 Emre Laçin
Abstract This study was conducted in a preschool in Hatay, Turkey. The effect of the shared-reading method on the early literacy skills of preschool children is examined. Four preschool classes (two experiments and two control) participated in the research. Tools included the intervention program, intervention checklists, interviews, and early literacy skills tests. Pretests were applied to both groups
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How Teachers Do and Don’t Address Issues of Diversity in Literacy Instruction Reading Psychology Pub Date : 2023-03-02 Evan Ortlieb, Stephanie Grote-Garcia, Bethanie Pletcher, Alida Hudson, Annalisa Perfetto, Patricia Durham, Kristin Anderson, Susan Schatz, Macie Kerbs
Abstract Discussions regarding how to embed culturally relevant and responsive literacy learning towards more socially just and equitable classrooms have prompted the need for additional research. This sequential exploratory mixed-methods study explores (a) 288 literacy teachers’ perceptions of their abilities to address issues of bias, equity, and diversity in their classrooms, (b) literacy teacher
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Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill Reading Psychology Pub Date : 2023-02-22 Gina N. Cervetti, Miranda S. Fitzgerald, Elfrieda H. Hiebert, Michael Hebert
Abstract We report on a meta-analysis designed to test the theory that instruction that involves direct teaching of academic vocabulary and teaching strategies to determine the meaning of unknown words develops students’ abilities to infer new words’ meanings and builds students’ overall vocabulary knowledge. We meta-analyzed 39 experimental and quasi-experimental intervention studies conducted in
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Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles Reading Psychology Pub Date : 2023-02-17 Jason L. G. Braasch, Øistein Anmarkrud, Anette Andresen, Leila E. Ferguson, CarolAnne M. Kardash
Abstract One-hundred and twenty-two undergraduates completed a survey assessing beliefs that WM is a stable trait, or that it is quality that can be improved with skill training. They then read an authentic set of journal articles in a special issue, which discussed whether a program called CogMed is or is not effective in promoting WM functioning. Students evaluated the usefulness of the articles
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The effect of document source trustworthiness on the evaluation and strategic use of embedded sources when reading health information online Reading Psychology Pub Date : 2023-02-17 Franco Londra, Gastón Saux
The organization of sources into layers may have an impact on the way readers evaluate conflicting documents online. Two experiments (n = 131) examined whether undergraduates use metadata from the ...
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Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers Reading Psychology Pub Date : 2023-02-15 Haitham Taha
Abstract The capacities of detecting visual regularities were tested among twenty typical (age 11.1 ±.32), and twenty poor (age 11.03 ±.28) native-Arab readers. Two stages were implemented, passive exposure to visual regularities and forced decision task. In the first stage, the participants were passively presented with four shapes; each shape was displayed with unique invariant features, which present
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Effects of Adapted Self-Regulated Strategy Development for Second Language Adolescents Reading Psychology Pub Date : 2023-01-23 R. Stacy Fields, Amy M. Elleman, Eric L. Oslund, Laura B. Clark, Collin Olson
Abstract Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Although this strategy has been researched,
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Cognitive Flexibility + Phonics Intervention Effects on Reading Gains Reading Psychology Pub Date : 2023-01-16 Patricia F. Vadasy, Elizabeth A. Sanders
Abstract This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive flexibility practice (Flex) (n = 29). The core
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“Batting” around Ideas: A Design/Development Study of Preservice Teachers’ Knowledge of Text Difficulty and Text Complexity Reading Psychology Pub Date : 2023-01-06 Catherine Lammert, Samuel R. DeJulio, Elfrieda H. Heibert
Abstract This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity
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Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions Reading Psychology Pub Date : 2022-12-28 Anna E. Mason, Jason L. G. Braasch, Daphne Greenberg, Erica D. Kessler, Laura K. Allen, Danielle S. McNamara
Abstract This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in
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Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement Reading Psychology Pub Date : 2022-12-28 Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells, Michelle Lague
Abstract Motivation to read is a central consideration for teachers and researchers because it is strongly associated with reading performance and is generally accepted as a positive state. The study of reading motivation is plagued by inconsistent terminology and measurement, which impedes a comprehensive knowledge base for teachers and researchers. One of the most prevalent conceptualizations is
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Executive Functions and English Reading Comprehension among Filipino Students Reading Psychology Pub Date : 2022-12-21 Glenda Darlene V. Garcia
Abstract Recent studies have proposed developments to the Simple View of Reading to reflect reading development across age groups and differences among learner profiles and account for additional factors that explain reading comprehension performance beyond word recognition and language comprehension. One of these proposals is the inclusion of cognitive processes such as executive functions in the
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Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant Reading Psychology Pub Date : 2022-12-16 Mario Figueroa, Gemma Bayés, Sònia Darbra, Nùria Silvestre
Abstract The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational
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The Effects of the Format and Frequency of Prompts on Source Evaluation and Multiple-Text Comprehension Reading Psychology Pub Date : 2022-12-19 Lin Guo
Abstract This study investigated how and how often to present prompts to enhance students’ source evaluation and multiple-text comprehension. Participants were 72 undergraduates who read a set of digital texts on a controversial topic of smartphone use and mental health, wrote a justification statement for their selection of trustworthy texts, and answered open-ended comprehension questions. To explore
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The First Step in Inculcating Reading: Insights from UAE on Efficacy in Teaching Kindergarteners to Read in the Arabic Language Reading Psychology Pub Date : 2022-12-16 Mahmoud Gharaibeh, Abed Alrazaq H. Alhassan
Abstract The purpose of this study was to investigate how the knowledge and self-efficacy of kindergarten school teachers impact students’ learning outcomes namely Arabic language reading skills. The study was a cross-sectional survey and collected data from 120 kindergarten teachers. The study showed that there is a significant positive relationship between knowledge and self-efficacy, both contributing
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Impact of Predictor Variables on L2 English Reading Acquisition for Grades 3 and 5 Reading Psychology Pub Date : 2022-12-05 Sunaina Shenoy, Richard K. Wagner, Kathryn Overton, Nisha M. Rao
Abstract This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3 and 5 and offer a comparison across the three
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Language of Early Reading Instruction: A Correlate of Print Exposure Reading Psychology Pub Date : 2022-11-25 Monyka L. Rodrigues, Stephanie Kozak, Sandra Martin-Chang
Abstract The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread benefits of bilingualism, early setbacks in
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Reassessing Reading Strategies in the Engineering Classroom Reading Psychology Pub Date : 2022-11-17 Divya John, Sandhiya Devi G.
Abstract Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to understand their engineering texts better. In this
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Issues of Measuring Morphological Awareness Longitudinally Reading Psychology Pub Date : 2022-11-14 Yaqi Shen
Abstract Morphological awareness has been assessed longitudinally for monolinguals and bilinguals to trace the developmental trend. Researchers have found the important role it plays in literacy development including vocabulary growth and reading development. Conclusions about the important role morphological awareness play in literacy development are dependent upon valid methods. Unfortunately, some
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Self-Regulated Reading: Insights from a Phenomenological Study of Primary 6 Students in Singapore Reading Psychology Pub Date : 2022-11-09 James Philomena Sashikala, Stefanie Y. L. Chye
Abstract Reading is a key ingredient in a student’s education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient in a student’s education and their success as
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Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish Reading Psychology Pub Date : 2022-11-07 José-Pablo Escobar, Ricardo Rosas Díaz
Abstract This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills were measured. Results show that first grade inhibition
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Does Cultivating Content Knowledge during Literacy Instruction Support Vocabulary and Comprehension in the Elementary School Years? A Systematic Review Reading Psychology Pub Date : 2022-11-07 HyeJin Hwang, Sonia Q. Cabell, Rachel E. Joyner
Abstract This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature identified eight (quasi)experimental studies
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“We Will Probably Figure It out Eventually.” How Secondary Students Read and Comprehend News Articles About Illiteracy Reading Psychology Pub Date : 2022-11-03 Florian C. Feucht, M. Kate Michaelson, Nathan E. Ziegler, Lauren N. Maziarz, Susan B. Hany
Abstract This exploratory qualitative study gathered data on adolescents’ mental models of illiteracy before and after they read news articles on the topic and explored their epistemic beliefs about illiteracy and news articles as a knowledge source. Engaging with the news requires critical thinking and civic engagement, both central components of education in a democratic society. In order to investigate
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The Role of Metacognitive Reading Strategies and Trait Anxiety in Critical Thinking for a Verbal Reasoning Task Reading Psychology Pub Date : 2022-11-03 Gurjog Bagri, Laura Dickinson
Abstract Metacognitive reading strategies represent a goal-driven system that plays a role in critical thinking verbal tasks in students. Research reveals that greater attentional focus and use of executive functions is associated with lower trait anxiety, and better verbal reasoning. However, high verbal reasoning is also positively associated with trait anxiety. In this study, 122 undergraduate students
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The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration Across Countries Reading Psychology Pub Date : 2022-11-02 Linda Fälth, Irma Brkovic, Gordana Kerestes, Idor Svensson, Erland Hjelmquist, Tomas Tjus
Abstract The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse
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A Descriptive Case Study of a Literacy Methods Course with a Focus On Practices Related to Text-Based Discussions about Informational Text Reading Psychology Pub Date : 2022-11-02 Linda Kucan, Annemarie Sullivan Palincsar
Abstract This article describes a literacy methods course designed to introduce reading specialist candidates to research-based practices for comprehension instruction. Specifically, this article focuses on a sequence of assignments and class sessions within that course that introduced theoretical perspectives about comprehension processes and how those perspectives inform text-based discussion as
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Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment Reading Psychology Pub Date : 2022-10-31 Saman Ebadi, Ahmad Goodarzi
Abstract This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners’ perceptual learning-style preferences of non-gainers
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Disciplinary Literacy, Agency, and Didactical Texts: Findings from a Calculus Textbook Think-Aloud Study Reading Psychology Pub Date : 2022-10-03 Ellie Fitts Fulmer, Christina L. Dobbs, Aaron Weinberg, Emilie Wiesner
Abstract Textbooks have been the subject of research within and across disciplines, but have not yet been widely studied from a disciplinary literacy perspective. Readerly agency is also understudied in disciplinary literacy. The present paper aims to illuminate both of these areas by examining facets of agency that readers demonstrated during think-aloud interviews with a college calculus textbook
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Impact of Policy on Literacy Specialists’ Work Reading Psychology Pub Date : 2022-09-28 Kay M. Rosheim, Kristi G. Tamte
Abstract Policy, mandating early screening for dyslexia and use of specific interventions, is increasing throughout the United States. The authors designed a descriptive case study to learn what impact policies have on practice and how literacy specialists, trained in both comprehensive and structured literacy approaches, provide support for students. Data collected from focus groups, interviews and