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Exploring Relations between Teachers’ Language- and Code-Based Writing Supports to Early Literacy and Vocabulary Learning in Children with Language Vulnerabilities Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-02-22 JeanMarie Farrow, Annemarie H. Hindman, Barbara A. Wasik
Early writing is a critical factor in children’s literacy development and academic success. This study observed and analyzed videos from twenty-eight teachers working in prekindergarten, kindergart...
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The Technical Adequacy of Coding Procedures for Retell Measures in Elementary School Students with Dyslexia Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-02-21 Lauren E. Fennimore, Emma C. Pursley, Rachel E. Joyner, Hannah R. Manning, Nikita M. Pike, Elizabeth B. Meisinger
This study examined the psychometric properties of two common frameworks for scoring retell data (i.e., clause- and idea unit-based methods) among 86 third- through fifth-grade students with dyslex...
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Typing Fluencies of 12–13-Year-Old Students with Dyslexia and Peers with Typical Development Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-02-20 Janja Košir, Andrej Košir, Anja Podlesek, Milena Košak Babuder
Several factors can impede the writing process of students with dyslexia. One recommended adjustment to help them overcome these writing challenges is the use of personal computers for writing. The...
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Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-02-12 Rachel Schiff, Shani Levy-Shimon, Lior Oanunu Shashoua, Ayelet Sasson
The objective of this study was to evaluate the impact of a multi-component homograph processing intervention complemented by Executive Function (EF) skills on the performance of struggling readers...
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Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-01-02 Katlynn Dahl-Leonard, Colby Hall, Michael P. Mesa, Tricia A. Zucker, Delanie Peacott
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to ob...
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Reading Inside Out: A Resilience-Driven Mentoring Approach to Enhancing Reading Fluency for at-Risk Students of Color Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-01-04 Min Mize, Yujeong Park, Shea Ferguson
This study investigated the effects of a mentoring program for atrisk students of color by integrating reading fluency instruction and resilience-building activities. Three 4th and 5th-grade studen...
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Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms Reading & Writing Quarterly (IF 1.618) Pub Date : 2024-01-02 Zachary T. Barnes, Katie Schrodt, R. Stacy Fields
Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about...
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Home Reading Support in Grades Four, Six, and Eight: Does Student Reading Motivation Matter? Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-12-03 Beáta Szenczi, József Balázs Fejes, Tibor Vígh, Ágnes Hódi, Blanka Tary
Numerous studies have investigated the relationship between the home literacy environment and reading motivation; however, their results are inconsistent. Limitations to previous studies include re...
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The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-11-30 Adi Avramovich, Menahem Yeari
This study explored the manner in which poor planning skill impairs reading comprehension of students with ADHD. Ninety-six adolescents with and without ADHD completed a planning task (Tower of Lon...
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Poetry and Syllable-Stress Identification as the Means for Understanding Dyslexia and Reading-Related Difficulties Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-11-30 Peter Richtsmeier, Matthew Hopper, Sheri Vasinda, Hannah Krimm, Michelle Moore, Yu Zhang
In young adults and adolescents, dyslexia typically is characterized by slow or laborious reading. These reading difficulties are underpinned at least partly by a phonological deficit that disrupts...
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Fluency Outcomes of Summer Reading Intervention for Third Graders: A Cross-Sectional Analysis in the Context of COVID-19 Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-12-01 Kristen D. Beach, Erin K. Washburn
Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities...
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Improving Elementary Students’ Science Achievement, Inquiry and Scientific Writing Skills through Argument-Based Inquiry Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-11-26 Aysun Tekindur, Sevgi Kingir
The main purpose of this research was to examine how the Argument-Based Inquiry (ABI) approach affects students’ science achievement, inquiry skills, and scientific writing skills and to determine ...
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Effects of a Summer Tutoring Program on Reading Achievement in Grades K-5 Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-10-11 John Z. Strong, Blythe E. Anderson
The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30...
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Reading Disabilities in Children with Cerebral Palsy: associations with Working Memory Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-09-06 Valerie Critten, David Messer, Kieron Sheehy
Abstract Little is known about the relationship between working memory (WM) abilities and reading in children with cerebral palsy (CP) who have age-appropriate communication and language. The aim of this group case study is to analyze the WM abilities and their relationship to reading in children with CP and age-appropriate communication and language. Fifteen children with CP (6:9 to 11:6 years) and
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Effectiveness of the Repeated Reading and Visual Comprehension Program (TOGAP) in Developing Reading Comprehension Skills of Students with Specific Learning Disabilities Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-09-07 Engin Yılmaz, Macid Ayhan Melekoğlu
Abstract This study aimed to evaluate the efficacy of the Repeated Reading and Visual Comprehension Program (TOGAP) developed to support the reading comprehension skills of primary school students with specific learning disabilities (SLD) in the 2nd, 3rd, and 4th grades. The research was conducted with four primary school students with SLD. The changing criterion design, one of the single-subject research
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The Impact of Shared Book Reading on Children’s Phonological Awareness Skills: A Meta-analysis Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-08-23 Nurbanu Parpucu, Fulya Ezmeci
Abstract This research aims to explore a meta-analysis of experimental studies examining the effect of shared book reading on children’s phonological awareness skills. An initial pool of 3397 articles was identified from 17 databases. After removing 396 duplicated articles, 3,001 were screened for titles and abstracts, whereas 2,964 inadequate articles were excluded. A total of 37 articles were screened
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Historical Reasoning among Middle School Students with Learning Differences: Exploring the Use of Multiple Sources in Writing Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-07-12 Eric B. Claravall, Elizabeth Isidro, Robin Irey
Abstract Historical reasoning, as a disciplinary literacy, aims to develop higher-order thinking in addition to depth of historical knowledge beyond the textbook and memorization of facts. It teaches students to use information across multiple sources to contextualize and corroborate historical accounts, constructing an informed yet critical interpretation of events. Studies on the use of multiple
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The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-05-23 Özer Akgün, Gönül Akçamete
Abstract This research aims to determine the efficacy of the reading intervention program (OKU-GEL) in improving the fluent reading skills of primary school students with dyslexia. The model of the research is the changing criterion design from single-subject research models. The research was carried out with three Turkish-speaking male students attending primary school. The dependent variable of the
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Examining the Differentiated Impacts of Balanced Literacy: An Analysis of Reading Comprehension Skills Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-04-10 Lu Guo, Jian Wang, Jaehoon Lee, Mellinee Lesley
Abstract For years, educational practitioners and decision-makers have encouraged teachers to implement a balanced literacy approach in class. However, the effects of balanced literacy on the reading comprehension of students from different backgrounds have not been carefully examined in the current literature. Using the large data sets from the 2016 International Reading Literacy Study (PIRLS), this
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A Cross-Case Study of Children’s Oral Narratives and Image Reading of a Wordless Picturebook Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-04-10 Rong Zhang, Sally Brown, Judith Lysaker
Abstract Young children read wordless books as an important early literacy learning activity. This study explores oral narrative construction and image reading of a wordless book by six K-2 children. . Through a cross-case analysis, the results indicate growth of coherence and cohesion building in the verbal narratives across grade levels, as well as a complexity of image reading as children make connections
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Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-29 Sarah K. Clark, Lorilynn B. Brandt, Elise Joyner
Abstract This quasi-experimental study aimed to examine content-area literacy instruction in comparison to a science-infused literacy instruction (SILI) to determine how these two approaches influenced 2nd grade students’ ability to read and write science informational text and the students’ attitude and motivation towards reading. After professional development, five teachers taught their classes
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Effects of Multimedia Academic Vocabulary Instruction for Linguistically Diverse Fifth Graders in a Rural Setting Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-28 Sean D. McDonald, Michael J. Kennedy, Colby Hall
As K-12 classrooms in the U.S. grow in linguistic diversity, there is a need to develop and evaluate the effects of instructional approaches that build knowledge of academic vocabulary for multilin...
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The Effect of Online Reciprocal Teaching on Fourth Grade Primary School Students’ Reading Comprehension Skills and Reading Motivation Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-25 Nurhan Aktaş
Abstract This 9-week mixed-methods study aimed to examine the effect of online reciprocal teaching on fourth grade primary school students’ (N = 30) reading comprehension skills and reading motivation. As data collection tools, the “Reading Comprehension Test” was used to determine students’ reading comprehension levels, while the “Motivation for Reading Questionnaire” was used to determine their reading
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Redesigning the Core Literacy Block: A Two-Year Evaluation Study Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-24 Deborah K. Reed
Abstract This evaluation study explored a two-year literacy reform effort in a school district with 10 of its 13 elementary schools in the improvement process. Schools were placed in three groups. Group 1 (four schools, 80 teachers) implemented new instructional practices in Year 1 and then added a new curriculum. Group 2 (four schools, 102 teachers) changed both the pedagogy and curriculum for both
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The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD: The Case of Domain-General Versus Domain-Specific Functions Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-23 Adi Avramovich, Menahem Yeari
Abstract The present study explored whether poor executive functions (EF) underlying the difficulties of individuals with ADHD in reading comprehension (RC) are general or specific to the textual content they regulate. To address this question, adolescents with and without ADHD answered questions following the reading of texts and completed a series of tasks that assessed cognitive flexibility, updating
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The Validity of Two Tests of Silent Reading Fluency: A Meta-Analytic Review Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-19 Daniel R. Wissinger, Adrea J. Truckenmiller, Amber E. Konek, Stephen Ciullo
The purpose of this meta-analysis was to evaluate the potential of two silent reading fluency measures as indicators of reading competence. Specifically, we analyzed score differences between the T...
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The Effect of Writing about Immediate Environment and Experiences on Narrative and Informative Text Writing Skills Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-08 İlhan Polat, Hakan Dedeoğlu
Abstract Choosing a writing topic poses a particularly serious challenge for young learners. Topic selection affects all other steps of the writing process. Therefore, the writing topic should be related to a subject that the student knows about, is interested in, and can produce content on. Basing writing on students’ immediate environment and experiences will contribute positively to their writing
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How SES May Affect Reading Comprehension and Vocabulary in Language Minority Bilingual and Monolingual Children Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-02 M. Cangelosi, C. Barichello, T. Dijkstra, P. Palladino
We investigated the role of socioeconomic status (SES) in the unfolding of vocabulary and text-comprehension skills in language minority bilingual children, who are educated exclusively in their L2...
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Correction Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-03-01
Published in Reading & Writing Quarterly: Overcoming Learning Difficulties (Vol. 39, No. 6, 2023)
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Praise in Written Feedback: How L2 Writers Perceive and Value Praise Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-02-08 Grant Eckstein, Karla Coca, Ying Suet Michelle Lung, Benjamin L. McMurry
ESL writing teachers face the challenge of providing written feedback that is both effective and motivating to students. Thus, many end up making use of praise (or positive feedback) before offerin...
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The Potential for Common Core and Response to Intervention as Intersecting Initiatives: Supporting Readers Who Struggle with High-Level Standards Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-02-05 Elizabeth L. Jaeger
Educators have, to this point, largely viewed the Common Core State Standards (CCSS) and Response to Intervention (RtI) as important but unrelated initiatives. This view is problematic because it f...
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Automaticity in Writing in Response to Reading: Relations between Oral Reading Fluency and Compositional Writing Fluency in Grades 3–5 Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-02-03 Laura S. Tortorelli, Adrea J. Truckenmiller
Research has established that reading and writing skills are closely linked for most individuals, which can be explained by the shared knowledge and functional relations theoretical perspectives. T...
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A New Activity Design and Efficiency for the Elimination of Writing Errors of Students with Dysgraphia: ABC Linking Activity Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-02-02 Mehmet Gürbüz, Murat Başar
The aim of the study is to examine the effect of ABC linking activity on misspelled words in eliminating the writing errors of students with dysgraphia. The study group of the research consisted of...
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The Teachers’ Perceptions and Knowledge of Reading Assessment Survey: A Validation Study Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-24 Rachel Beachy, Daibao Guo, Katherine Landau Wright, Erin M. McTigue
Despite many calls, there is little research addressing teachers’ knowledge of reading assessments and how they utilize assessments for reading instruction. Therefore, the current research develope...
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A Commonsense Approach to End-of-Grade Reading Assessment: Implications for Differentiated Instruction Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-19 Darrell Morris, Tom Gill
This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is not provided by an end-of-grade standardized read...
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Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-16 Quan Qian, Guomin Zheng, Xianhan Huang, Xian Liao
Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension ...
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The Impact of Different Kinds of Collaborative Prewriting on EFL Learners’ Degree of Engagement in Writing and Writing Self-Efficacy Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-06 Kourosh Mohammadi, Aliakbar Jafarpour, Javad Alipour, Mahmood Hashemian
Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investig...
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Development of Argumentative Writing Ability in EFL Middle School Students Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-06 Juhee Lee, Jeonghyun Lee
Although competent argumentative writing is important for academic success and daily life, it is difficult to teach, especially in middle schools where English is taught as a foreign language (EFL)...
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A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-05 Aya Shhub, Zaira Jimenez, Michael Solis
Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands ...
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The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-04 Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Kristen D. Beach, Corinne R. Kingsbery
Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups ...
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Does the Mode of Testing Matter in Reading Comprehension? When Learners’ Perception Enters into the Picture Reading & Writing Quarterly (IF 1.618) Pub Date : 2023-01-02 Ali Amjadi
Over the last few years, technology has offered new ways of teaching and learning. Accordingly, educational systems are adopting what technology has purveyed to education. The abrupt upsurge of the...
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Teachers’ Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-12-15 Zoi A. Traga Philippakos, Ashley Voggt, Sherry M. Bell, Sarah Munsell, Amy Maples
The purpose of this study was to examine schools’ readiness when transitioning to online instruction and equitable practices as well as teachers’ instructional practices for all learners and the pr...
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A Reading Intervention with ELs with Disabilities at the High School Level Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-11-29 Elizabeth A. Horton, Frederick J. Brigham, Sophia D’Agostino, Jane E. Finn
Abstract This study examines the effectiveness of a reading comprehension strategy designed to enhance learning for participants with disabilities who come from culturally and linguistically diverse backgrounds. Specifically, a multiple probe design was used to examine the effects of a reading comprehension strategy on the summarization skills of English learners with disabilities at the high school
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More Errors, Better Results? The Relationship Among High-Stakes Test Achievement, Reading Error Types, and Reading Fluency in Different Text Types Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-11-26 Huzeyfe Bilge
Although the relationship between reading fluency and high-stakes test achievement is well known, studies were conducted in similar contexts. This correlational study aimed to investigate the relat...
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An Exploration of Prevalence and Usage of Hi-Lo Texts in Today’s Classrooms Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-11-04 Marna K. Winter, Kristen O’Neill
The need for High-Interest Low-Readability books (Hi-Lo) has been acknowledged by reading specialists and teachers alike since the 1900s, yet there is a research gap regarding teacher knowledge of ...
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Examining the Validity of the Writing Challenge Task: An Assessment Tool for Measuring Writing Motivation in Kindergarteners Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-10-18 Katie Schrodt, Erin FitzPatrick, Megan Brown, Ashlee Hover
Abstract Motivation impacts student academic performance. A performance task to directly assess writing motivation in young children is needed. The purpose of this investigation was to evaluate the validity of the Writing Challenge Task (WCT), a task-oriented assessment created to measure writing motivation with 106 kindergarten students in the rural mid-South. The authors sought to establish internal
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Response to Intervention in Virtual Classrooms with Beginning Writers Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-10-18 Perry D. Klein, Madelyn Casola, Jill D. Dombroski, Christine Giese, Kristen Wing-Yan Sha, Serena C. Thompson
Abstract During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative writing, with reteaching, support and feedback
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The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19 Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-09-29 Jamie Day, Kelley Regan, Anya S. Evmenova, Courtney Verbiest, Amy Hutchison, Boris Gafurov
Abstract During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual
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The Effect of Date of Birth on Success: Proposing a Model for Primary Schools in the Context of the Matthew Effect Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-09-09 Mehmet Ali Yarim, Necati Cemaloğlu
Abstract This research aims to examine the effect of birth month on student achievement as well as social and spiritual development in the classroom. We designed this research as a mixed embedded experimental design, one of the mixed research designs. For the experimental group, first-grade students in a primary school in Aziziye District of Erzurum province in Turkey were classified according to their
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The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-08-02 Adi Avramovich, Menahem Yeari
Abstract The present study explored (a) whether differences between students with and without ADHD in reading comprehension are explained by their executive functions, and (b) the unique and shared contribution of the various executive functions to reading comprehension ability. To address these questions, ninety-six adolescents with and without ADHD completed open-ended question tests following the
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Relationships between Reading Identities and Dialogue: Perspectives from Fifth-grade Multilingual Learners Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-08-02 Jennifer Collett
Abstract Drawing upon a theoretical framework that acknowledges the bidirectional relationship between local discursive acts and institutional structures, this paper analyzes classroom observations with student interviews to understand how fifth-grade multilingual learners are making sense of dialogic literacy instruction to support their reading development. Findings reveal a relationship between
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English Writing and Social Stratification in Pakistan: Exploring the Role of SES on Students’ Writing Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-07-29 Samiullah, Sham Haidar
Abstract English writing skills are important in English language teaching due to the practice of evaluating students’ academic performance in English writing both of other subjects’ content knowledge and of English language itself. However, students come to high schools with baggage of varying linguistics competencies due to differential exposure to English at home and schools. Elite class students
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Investigation of Reading Skill Development of Primary School Students in the Covid 19 Process Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-07-29 Özlem Baş, Özgür Sirem, Hayati Akyol, Bilge Gök
Abstract In this study, it was investigated how the reading skills of students who were in the 3rd grade of primary school when the Covid-19 pandemic started (March 2020) were affected at the end of the fourth grade (June 2021) due to the school closure during the pandemic. The study employed the longitudinal survey model. Ten teachers and 18 primary school students participated in the study. In the
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Specific Learning Disabilities in the Eyes of Schoolteachers in Ethiopia Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-07-28 Abebayehu Messele Mekonnen
Abstract This study assessed the level of awareness of Specific Learning Disabilities (SLDs) among schoolteachers in Ethiopia. A descriptive quantitative research design was adopted with a survey method that used a questionnaire. Data were collected from a total of N = 305 schoolteachers (age: M = 24.8, SD = 7.4, range 18–55 years; Male = 150; Female = 155), in 40 public schools in 3 regional states
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Effects of Well-being, Grit, Emotion Regulation, and Resilience Interventions on L2 Learners’ Writing Skills Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-07-07 Hanieh Shafiee Rad, Aliakbar Jafarpour
Abstract Positive emotions (pleasant or desirable situational responses) are proliferated in recent years and their effect on academic achievement has been documented in the literature, while their effect in the specific domain of second language learning (L2) remains underexplored. Since successful mastery of an L2 is highly dependent on learners’ positive emotions, therefore, enhancing these emotions
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Investigating the Relationship between Perceptions of a “Good Reader” and Reading Performance among Elementary and Middle School Students: An Exploratory Study Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-07-01 Jamie A. Smith, Sherry Mee Bell, Zoi A. Philippakos, Yujeong Park
Abstract The purpose of this study was to examine the relationships between student perceptions of a “good reader” and their reading performance. A total of 100 students (grades 1–8) who attended an after-school program for low-income youth completed the Student Perceptions of a Good Reader Scale (SPGRS) that includes two subscales: Perceptions-Decoding Efficiency (PerDecoding) and Perceptions-Comprehension
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Universal Screening with aimswebPlus Reading in Middle School Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-06-28 David A. Klingbeil, David J. Osman, Ethan R. Van Norman, Kimberly Berry-Corie, Jessica S. Kim, Madeline C. Schmitt, Alexander D. Latham
Abstract Accurate and efficient universal screening is a foundational component of multi-tiered systems of support for reading. By the time students reach middle school, educators often have extant data available to inform screening decisions. Therefore, the decision to collect additional data to inform screening should be considered carefully. The classification accuracy of aimswebPlus reading, a
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The Mediating Role of Text Reading Fluency in Reading Comprehension in English and Kiswahili: Evidence from Multilingual Contexts in Kenya Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-06-20 Brenda Aromu Wawire, Xinya Liang, Benjamin Piper
Abstract The present study examined the mediating role of text reading fluency in reading comprehension in English and Kiswahili utilizing longitudinal data from 628 first- and second-grade children from multilingual contexts in Kenya. We employed path analysis to explore the mediating role of text reading fluency on decoding and reading comprehension in English and Kiswahili. The results demonstrated
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The Effects of Definitional, Sentential, and Textual Vocabulary Learning Strategies on Iranian EFL Learners’ Vocabulary Learning and Retention Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-05-27 Ghasem Aghajanzadeh Kiasi, Abbas Pourhosein Gilakjani
Abstract This research investigated the effect of three definitional, sentential, and textual vocabulary learning strategies on Iranian intermediate EFL learners’ vocabulary learning and retention. Based on Oxford Solutions Placement Test, of 94 total population, 66 Iranian EFL learners were selected as homogeneous participants at the intermediate level from a private English Language Institute in
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The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective? Reading & Writing Quarterly (IF 1.618) Pub Date : 2022-05-04 Pakize Urfali Dadandi, Suat Ungan
Abstract Many studies in the literature have addressed reading comprehension, the ultimate goal of the reading process, due to its complex nature. These studies have focused on various areas, such as the nature of reading comprehension, how it occurs, the factors that affect the process of comprehension, reading comprehension impediments, and how to improve reading comprehension. The current study