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Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing Journal of Research in Reading (IF 2.792) Pub Date : 2024-04-23 Jiali Wang, Young‐Suk Grace Kim, Minkyung Cho
BackgroundWe examined linguistic features in fourth graders' narrative and opinion writing and their relations to writing quality. We analysed narrative and opinion essays in terms of lexical sophistication and diversity as well as syntactic complexity, syntactic accuracy, and morphological complexity.MethodsData were from English‐speaking students in Grade 4 (N = 129; 50% female) in the United States
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Drawing attention to print or meaning: How parents read with their preschool‐aged children on paper and on screens Journal of Research in Reading (IF 2.792) Pub Date : 2024-04-19 Anika Nastasiuk, Émilie Courteau, Jenny Thomson, S. Hélène Deacon
BackgroundShared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code
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The impact of online learning during the pandemic on language and reading performance in English–French bilingual children Journal of Research in Reading (IF 2.792) Pub Date : 2024-04-02 Zein Abuosbeh, Diana Burchell, Klaudia Krenca, Xi Chen
BackgroundThe COVID‐19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact
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Digital reading comprehension instruction in English for children with English as an additional language: A systematic review Journal of Research in Reading (IF 2.792) Pub Date : 2024-03-11 Annemarie Murphy, Joanne Arciuli
BackgroundDigital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school‐aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of
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Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension Journal of Research in Reading (IF 2.792) Pub Date : 2024-01-29 José-Pablo Escobar, Alejandra Meneses, Evelyn Hugo, Ana Taboada Barber, Maximiliano Montenegro
Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.
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vgck versus vack: The contributions of children's early sub-lexical orthographic knowledge to gains in word reading Journal of Research in Reading (IF 2.792) Pub Date : 2024-01-24 Savannah M. Heintzman, Nicole J. Conrad, S. Hélène Deacon
Young children clearly know quite a bit about the conventions of written language; for instance, 5-year-old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub-lexical orthographic regularities predicts children's reading development. To provide empirical data
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2024-01-19
No abstract is available for this article.
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Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts Journal of Research in Reading (IF 2.792) Pub Date : 2024-01-17 Daria Khanolainen, Cara Verwimp, Jurgen Tijms, Asko Tolvanen, Jenni Salminen, Minna Torppa
The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries.
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Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper-secondary school Journal of Research in Reading (IF 2.792) Pub Date : 2024-01-16 Jakob Åsberg Johnels, Christian Waldmann, Maria Levlin
Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography (Swedish) across a period of 10 years.
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Individual differences in holistic word processing and the role of phonological processing in sentence comprehension Journal of Research in Reading (IF 2.792) Pub Date : 2023-12-28 Elizabeth A. Hirshorn, Emma Reilly, Alison Louche-Robert, Cody Wojszysnki
Recent research has documented individual differences in the reading profiles of skilled native English readers using a behavioural marker of holistic visual word processing (orientation sensitivity). A more holistic word reading profile is associated with a weaker correlation with phonological decoding for word identification. Interestingly, that is different from typical patterns in skilled reading
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Impact of word-to-text integration processes on reading comprehension development in English as a second language Journal of Research in Reading (IF 2.792) Pub Date : 2023-11-29 Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Peter F. de Jong, Ludo Verhoeven
Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh-grade students.
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Exploring teachers' reading knowledge, beliefs and instructional practice Journal of Research in Reading (IF 2.792) Pub Date : 2023-11-15 Karen F. Kehoe, Anita S. McGinty
The delivery of effective, evidence-based early reading instruction depends partially on teachers' knowledge about reading acquisition, development and pedagogy. Research shows that teachers often perform poorly on measures of reading-related knowledge, often cited as one explanation for a gap between reading research and classroom practice. Studies on whether teacher knowledge improves student learning
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The magic in magician: Contributions of phonological dimensions of morphological awareness to children's reading development Journal of Research in Reading (IF 2.792) Pub Date : 2023-11-13 S. Hélène Deacon, Erin K. Robertson, Alexandra Ryken, Kyle Levesque
Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development.
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2023-10-06
No abstract is available for this article.
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What's format got to do with it? A comparison of three syntactic comprehension measures Journal of Research in Reading (IF 2.792) Pub Date : 2023-10-05 Jessie Leigh Nielsen, Rikke Vang Christensen, Mads Poulsen
Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct.
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Classroom effects are as large as grade-level effects on curriculum-based measurement maze reading scores of secondary school students with and without special educational needs Journal of Research in Reading (IF 2.792) Pub Date : 2023-09-18 Jana Jungjohann, Michael Schurig, Markus Gebhardt
Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.
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Effects of word emotional experience and participant emotionality in lexical decision Journal of Research in Reading (IF 2.792) Pub Date : 2023-09-06 Ethan Prueitt, Mark Yates
Previous research has shown that the emotional content of words affects how quickly they are recognised. One recent measure of word emotionality is emotional experience that measures the degree to which reading a word can invoke emotional experiences tied to the word. Words that are higher in emotional experience are recognised more rapidly in the lexical decision task.
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The impact of lexical and phonological distance on reading acquisition: The diglossic context of Arabic Journal of Research in Reading (IF 2.792) Pub Date : 2023-08-01 Abeer Asli-Badarneh, Ibrahim Asadi
Arabic is recognised as diglossic; one manifestation of diglossia is the co-existence of two varieties of the language used in different social settings: standard (or literary) Arabic (StA) and spoken Arabic (SpA).
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The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography Journal of Research in Reading (IF 2.792) Pub Date : 2023-07-30 Joana Acha, Nuria Rodriguez, Manuel Perea
Letter knowledge is crucial in the first stages of reading development. It supports learning letter-sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial orthography learning paradigm to explore whether the rate of letter
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2023-07-02
No abstract is available for this article.
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Promoting foundational linguistic skills for reading development in young Chinese language learners: A 1-year intervention study Journal of Research in Reading (IF 2.792) Pub Date : 2023-06-06 Yu Ka Wong, Xuan Zang, Tomohiro Inoue
Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.
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Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers Journal of Research in Reading (IF 2.792) Pub Date : 2023-05-28 Daniel P. Feller, Amani Talwar, Daphne Greenberg, Ryan D. Kopatich, Joseph P. Magliano
A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This
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Influence of capitalisation and presence of an article in noun phrase recognition in German: Evidence from eye-tracking Journal of Research in Reading (IF 2.792) Pub Date : 2023-05-25 Margreet Vogelzang, Nanna Fuhrhop, Tobias Mundhenk, Esther Ruigendijk
German is exceptional in its use of noun capitalisation. It has been suggested that sentence-internal capitalisation as in German may benefit processing by specifically marking a noun and thus a noun phrase (NP). However, other cues, such as a determiner, can also indicate an NP. The influence of capitalisation on processing may thus be context-dependent, that is, dependent on other cues. Precisely
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The role of text genre in the construction of generalisation inferences Journal of Research in Reading (IF 2.792) Pub Date : 2023-05-19 Kristin A. Ritchey, Charles Jackson, Somer Davis
Generalisation inferences let readers identify a conceptually superordinate statement to represent multiple subordinate concepts. This study measures text genres' influence on the scope and timing of generalisation inferences.
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Development and initial validation of the Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C) Journal of Research in Reading (IF 2.792) Pub Date : 2023-04-26 Yalian Pei, Katy H. O'Brien
To examine levels of reading self-efficacy in college students and further understand sources that foster reading self-efficacy at the postsecondary level, there is a need for a valid scale that can be used for college student populations.
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Influence of parents' education and home literacy environment on reading interest of deaf children Journal of Research in Reading (IF 2.792) Pub Date : 2023-04-20 Qianqian Wang, Minjie Ma, Yan Huang, Xichen Wang, Tingzhao Wang
Reading interest plays an important role in predicting and regulating the literacy development of deaf children, but the family factors influencing their reading interest have not been previously explored. The purpose of this study was to explore the effects of parents' education and home literacy environment (HLE) on reading interest of deaf children.
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2023-04-05
No abstract is available for this article.
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Orthographic and phonological processing effects on the reading abilities of young children learning to read Malayalam alphasyllabary Journal of Research in Reading (IF 2.792) Pub Date : 2023-03-02 Jeena Mary Joy, Lakshmi Venkatesh, Samuel N. Mathew, Swapna Narayanan
Learning to read is a complex process that involves phonological and orthographic processing abilities, broader language skills and cognitive processes across all writing systems. Although these components remain common, the pace of acquisition of phonological and orthographic processing and reading abilities differ across writing systems.
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Contributions of processes using semantic information and character-to-sound correspondences to kanji word-reading performance in Japanese primary school children Journal of Research in Reading (IF 2.792) Pub Date : 2023-02-15 Ami Sambai, Mayu Tsukada, Ayaka Miki, Akira Uno
In opaque orthographies, such as English, children with low reading skills tend to rely more on semantic information due to their inadequate acquisition of sub-lexical knowledge. This tendency has also been reported for kanji, a non-alphabetic and opaque Japanese orthography. However, previous studies on this phenomenon have had methodological limitations, such as a small number of stimuli in reading
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The effects of expressions of fear induced by background music on reading comprehension Journal of Research in Reading (IF 2.792) Pub Date : 2023-01-30 Agnes S.K. Wong, Matthew Moreno, Samantha Burns, Earl Woodruff
Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.
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Does speed-reading training work, and if so, why? Effects of speed-reading training and metacognitive training on reading speed, comprehension and eye movements Journal of Research in Reading (IF 2.792) Pub Date : 2023-01-30 Marina Klimovich, Simon P. Tiffin-Richards, Tobias Richter
Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2023-01-13
No abstract is available for this article.
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The effects of stimulus-driven and goal-directed attentional control on word reading skills among first-grade Chinese children Journal of Research in Reading (IF 2.792) Pub Date : 2022-12-20 Sisi Liu, Zhengye Xu, Duo Liu
Visual–spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention.
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Reading motivation, well-being and reading achievement in second grade students Journal of Research in Reading (IF 2.792) Pub Date : 2022-12-05 Vered Vaknin-Nusbaum, Elizabeth D. Tuckwiller
Prior research has indicated that high levels of motivation and subjective well-being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary
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A historical narrative review of paired oral reading practices in elementary classrooms Journal of Research in Reading (IF 2.792) Pub Date : 2022-11-22 Jake Downs, Kathleen Mohr, Chase Young
Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait – paired synchronous oral reading between a higher-level tutor and a lower-level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state
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The effect of practice and expectancy of inferential questions on poor comprehenders' inferential processing and monitoring Journal of Research in Reading (IF 2.792) Pub Date : 2022-11-03 Menahem Yeari, Adi Avramovich
Previous studies have shown that undergraduates improve their answering and monitoring accuracy when they exclusively practice and expect inferential questions after reading. This study examined whether children with poor comprehension, who struggle particularly with inferential questions, would benefit from similar practice with and without feedback.
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The role of vocabulary components in second language learners' early reading comprehension Journal of Research in Reading (IF 2.792) Pub Date : 2022-11-03 Martina Röthlisberger, Christoph Zangger, Britta Juska-Bacher
In countries with German as an official language, children with German as a second language perform overall worse in school than their German native speaking peers. This particularly affects written language skills, which require advanced language knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary knowledge. Vocabulary, however, consists not only of the number of known
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2022-10-12
No abstract is available for this article.
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Dialect density, language abilities and emergent literacy skills of prekindergarten children who speak African American English Journal of Research in Reading (IF 2.792) Pub Date : 2022-09-23 Erika Baldwin, John Heilmann, Denise Finneran, Chi C. Cho, Maura Moyle
Numerous studies have observed a significant and unique relationship between children's use of nonmainstream dialect and reading outcomes. We aimed to examine the relationship between nonmainstream dialect and reading at its roots by completing a preliminary evaluation of the relationship between African American English (AAE) dialect and multiple dimensions of emergent literacy skills in young African
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2022-08-08
No abstract is available for this article.
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Establishing preliminary reading fluency benchmarks for Grade 3 students in India Journal of Research in Reading (IF 2.792) Pub Date : 2022-08-05 Aditi Ghosh, Radhika Misquitta, Sunaina Shenoy, Nikisha Kotwal
The National Education Policy of India in 2020 indicated a goal that all children will achieve foundational literacy by Grade 3 by 2025. In line with this, the Indian government sets a target of 30 to 35 correct words per minute (cwpm) at Grade 3. However, there are no supporting data for reading fluency targets in the Indian reading literature. Similarly, international benchmarks are used in India
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Can reading practitioners and researchers improve intensive reading support systems in a large urban school system? Journal of Research in Reading (IF 2.792) Pub Date : 2022-08-01 Devin M. Kearns, Melodee A. Walker, Jason C. Borges, Meghan E. Duffy
One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers have shown positive effects, but university research studies
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2022-07-27
No abstract is available for this article.
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The story so far: A systematic review of the dialogic reading literature Journal of Research in Reading (IF 2.792) Pub Date : 2022-07-13 Claire Pillinger, Emma J. Vardy
Dialogic reading (DR; Whitehurst et al., 1988) is an evidence-based intervention that promotes children's active participation in shared reading (Towson, 2016; Urbani, 2020; WWC, 2007, 2010). Since the development of DR, there has been a proliferation of studies evaluating the conditions and populations with which it is effective. However, to date, there has not been a systematic review of the literature
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Developing a morphological awareness intervention through inquiry-based learning Journal of Research in Reading (IF 2.792) Pub Date : 2022-07-06 Evelien Mulder, Joep van der Graaf, Véronique Verhagen, Maria Mos, Mienke Droop
Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design-based approach was used to develop an MA-intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through
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Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low-achieving and typically developing K to first grade students Journal of Research in Reading (IF 2.792) Pub Date : 2022-05-03 Zachary T. Barnes, Peter Boedeker, Kelly B. Cartwright, Bingshi Zhang
Studies have demonstrated significant associations between executive function (EF) and reading ability. Many of these studies have evaluated this association through composite EF skills. In this study, we evaluated the indirect effects of working memory (WM) and cognitive flexibility (CF) in the relation between kindergarten socioeconomic status (SES) and first-grade reading achievement. Through a
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Investigating meaningful impact in adolescent writing achievement within a high-stakes testing context Journal of Research in Reading (IF 2.792) Pub Date : 2022-04-19 Julie Smit, Mellinee Lesley, Whitney Baker-Beach, Elizabeth Stewart
This case study examined the consequences of a literacy initiative designed to improve writing instruction for a high school under pressure to increase standardised test scores or face government oversight. Realities of underperforming schools, such as interruptions to instructional time, a focus on formulaic essay writing and decontextualised grammar skills, high teacher turnover, and a disproportionately
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Collaborative professional development on data-based decision making for primary teachers of struggling readers: Responding and refining Journal of Research in Reading (IF 2.792) Pub Date : 2022-04-18 Erin K. Washburn, Kathryn Bailey, Abby Pierce, Cathleen Stewart, JoAnn Hawley, Jennifer Blackman, Nicole Fenty
The purpose of this manuscript is to share the work of a collaboration between professional development providers and university faculty as they created, implemented and refined a professional development series focused on supporting primary teachers' use of data-based decision making in reading. Using a formative and design-based approach, multiple sources of informal, formative data were collected
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Delivering language intervention at scale: promises and pitfalls Journal of Research in Reading (IF 2.792) Pub Date : 2022-04-05 Margaret J. Snowling, Gillian West, Silke Fricke, Claudine Bowyer-Crane, Julia Dilnot, Denise Cripps, Marysia Nash, Charles Hulme
There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale.
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Researcher–practitioner partnerships and in-school laboratories facilitate translational research in reading Journal of Research in Reading (IF 2.792) Pub Date : 2022-04-05 Nicole Landi, Daniel Kleinman, Vishakha Agrawal, Grace Ashton, Aviva Coyne-Green, Pat Roberts, Nancy Blair, Jay Russell, Annie Stutzman, Danielle Scorrano, Najah Frazier, Kenneth R. Pugh, Fumiko Hoeft
Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educational communities. Moreover, this work is traditionally lab-based, and thus the underlying theories and research questions are siloed from classroom practices. With
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The gold standard for whom? Schools' experiences participating in a randomised controlled trial Journal of Research in Reading (IF 2.792) Pub Date : 2022-04-01 Margaret Troyer
Randomised controlled trials (RCTs) have long been considered the gold standard in education research. Federal funds are allocated to evaluations that meet What Works Clearinghouse standards; RCT designs are required in order to meet these standards without reservations. Schools seek out interventions that are research based, in other words, interventions that have demonstrated effects in RCTs, creating
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Exploring the mutually reinforcing relationship between theory of mind and reading in adult readers Journal of Research in Reading (IF 2.792) Pub Date : 2022-03-29 Sophie Jackson
Research with children shows that theory of mind predicts reading comprehension both concurrently and longitudinally, while research with adults shows increased print-exposure relates to theory of mind understanding. However, until now whether reading and theory of mind have a mutually reinforcing relationship in which they promote one another in parallel has not been explored. Therefore, this study
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The Word Nerds project: Findings from a research–practice partnership focused on spelling instruction Journal of Research in Reading (IF 2.792) Pub Date : 2022-03-29 Laura S. Tortorelli, Lori Bruner
Learning to spell in English requires the integration of general and specific word knowledge. This paper describes the ‘Word Nerds’ project, a research–practice partnership consisting of two researchers from a large public university and 17 elementary teachers in seven school districts in the United States. The collaboration was formed to study variation in instructional practice among teachers using
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Issue Information Journal of Research in Reading (IF 2.792) Pub Date : 2022-03-11
No abstract is available for this article.
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Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers Journal of Research in Reading (IF 2.792) Pub Date : 2022-03-09 Asimina Vasalou, Yvonne Vezzoli, Nelly Joye, Emma Sumner, Laura Benton, Elisabeth Herbert, Liping Gan
Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology.
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Maximising access to reading intervention: comparing small group and one-to-one protocols of Reading Rescue Journal of Research in Reading (IF 2.792) Pub Date : 2022-03-03 Katharine Pace Miles, Karen E. McFadden, Danielle Colenbrander, Linnea C. Ehri
Reading Rescue (Reading Rescue), a research and evidence-based programme for struggling readers (Ehri et al., 2007; Miles et al., 2018), was developed by an academic in response to the cost and lack of explicit letter, phonemic awareness and phonics instruction in Reading Recovery. Reading Rescue represents a pathway from research to practice. An academic advisor works closely with the nonacademic
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Do family learning phonics courses improve parents' reading-related skills and ability to support their children's reading? Journal of Research in Reading (IF 2.792) Pub Date : 2022-02-28 Rachael C. Hulme, Charlotte E. Webber, Amy C. Fox, Jessie Ricketts, , Laura R. Shapiro, J. S. H. Taylor
Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading-related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum
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Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta-analysis Journal of Research in Reading (IF 2.792) Pub Date : 2022-02-22 Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema-de Jong
Previous meta-analyses have shown that feedback targeting text comprehension given when students perform a reading task positively influences learning from text. So far, differences in the effects of feedback were explained by design features, such as the timing and richness of feedback. In the present study, we aim to investigate cognitive and affective processes that might be triggered by feedback
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The relationship between basic auditory processing, prosodic sensitivity and reading in German adults Journal of Research in Reading (IF 2.792) Pub Date : 2022-02-16 Anja L. Obergfell, Alfred Schabmann, Barbara M. Schmidt
Prosodic sensitivity (PS) and phonological awareness (PA) are reading-related predictors in children, which themselves might be affected by basic auditory processing (BAP). This study proposes a new model that considers possible relations between all three variables and reading. Skilled adult reading is examined to exclude possible developmental influences and obtain more information about mature reading
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Developmental trajectories for literacy and math skills from primary to secondary school Journal of Research in Reading (IF 2.792) Pub Date : 2022-02-09 Callie W. Little, Florina Erbeli, David J. Francis, John Tynan
Research on academic development has mainly focused on early time periods with less attention on individual differences in development in the later school years.