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Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices Read. Res. Q. (IF 4.957) Pub Date : 2024-04-11 Jennifer Rowsell, Anna Keune, Alison Buxton, Kylie Peppler
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The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading Read. Res. Q. (IF 4.957) Pub Date : 2024-04-05 Shawn Hemelstrand, Tomohiro Inoue
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Speculative Capture: Literacy after Platformization Read. Res. Q. (IF 4.957) Pub Date : 2024-04-05 T. Philip Nichols, Alexandra Thrall, Julian Quiros, Ezekiel Dixon‐Román
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the
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World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program Read. Res. Q. (IF 4.957) Pub Date : 2024-04-03 Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed
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Toward Culturally Digitized Pedagogy: Informing Theory, Research, and Practice Read. Res. Q. (IF 4.957) Pub Date : 2024-03-27 Dominique Skye McDaniel
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Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’ Read. Res. Q. (IF 4.957) Pub Date : 2024-02-13
Ohito, E. O. (2022). “I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage. Reading Research Quarterly, 57(2), 609–627. https://doi.org/10.1002/rrq.430 Throughout the article, on pages 609, 612, 613, 614, 616, 617, 618, 619, 620, and 621, there are references made to a Black girl who was shown being abused by a police officer in a school setting
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Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions Read. Res. Q. (IF 4.957) Pub Date : 2024-01-31 Aviv Orner, Hadar Netz, Adam Lefstein
Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well-suited for interrogating gender binaries and enhancing gender equity. Through micro-ethnographic discourse analysis of video-recorded literacy lessons, this
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2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award Read. Res. Q. (IF 4.957) Pub Date : 2024-01-28 Sharon Walpole, Lori Bruner
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Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness Read. Res. Q. (IF 4.957) Pub Date : 2024-01-02 Frank Hakemulder, Anne Mangen
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Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech Read. Res. Q. (IF 4.957) Pub Date : 2024-01-02 Deborah Wells Rowe, Laura Piestrzynski, Alexandria Ree Hadd, John W. Reiter
This study explores how preschoolers develop understandings of the symbolic nature of print in the context of their own writing. Using qualitative methods and a cross-sectional design, this study documents the learning trajectory that begins with children's earliest experiences linking speech and print in writing events and continues as they learn that English print is glottographic and alphabetic
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Understanding K-3 Teachers' Literacy Instructional Practices During the Pandemic-Impacted 2020–2021 School Year Read. Res. Q. (IF 4.957) Pub Date : 2023-12-26 Tanya S. Wright, Lori Bruner, Amy Cummings, Katharine O. Strunk
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Online Processing Shows Advantages of Bimodal Listening-While-Reading for Vocabulary Learning: An Eye-Tracking Study Read. Res. Q. (IF 4.957) Pub Date : 2023-12-05 Alessandra Valentini, Rachel E. Pye, Carmel Houston-Price, Jessie Ricketts, Julie A. Kirkby
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Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations Read. Res. Q. (IF 4.957) Pub Date : 2023-12-03 Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane, W. Ian O'Byrne
School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address
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“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research Read. Res. Q. (IF 4.957) Pub Date : 2023-11-29 Amber Lawson
Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding
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Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample Read. Res. Q. (IF 4.957) Pub Date : 2023-08-14 Andrew Weaver
This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary-aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of teacher reports of executive functions but has yet to consider
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Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education Read. Res. Q. (IF 4.957) Pub Date : 2023-08-12 Mari Manu, Minna Torppa, Kati Vasalampi, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Pekka Niemi
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which
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Integrating Media Literacy Across the Content Areas Read. Res. Q. (IF 4.957) Pub Date : 2023-08-03 Matthew Korona, Amy Hutchison
Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy
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Digital Edible Literacies: Ephemeral and Highly Affective Read. Res. Q. (IF 4.957) Pub Date : 2023-07-24 Natalia Kucirkova
Digital edible literacies (DEL) are a new media phenomenon that has recently surfaced in social media but has not been examined in scholarly literature before. I exemplify the entanglements of food, media, and children's stories in three DEL exemplars shared on a private blog, Instagram, and connected Meta channels. Drawing on a genre analysis, I position DEL within affective theories and connect them
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Volume 58 Editorial Introduction Read. Res. Q. (IF 4.957) Pub Date : 2023-07-16
Jennifer Rowsell Christian Ehret Natalia Kucirkova Cheryl McLean It is a pleasure to write this inaugural editorial introduction to Volume 58 as the incoming RRQ Editorial Team. We are excited about the promise of the next five years and the future of literacy/literacies. As literacy researchers, scholars, and educators, we face more challenges in the field of literacy than ever. Moving into 2023 with
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Text Types and Their Relation to Efficacy in Beginning Reading Interventions Read. Res. Q. (IF 4.957) Pub Date : 2023-06-22 Alia Pugh, Devin M. Kearns, Elfrieda H. Hiebert
Researchers disagree about the value of controlling the decodability of texts for students with reading difficulty, specifically what type of text they should read: decodable texts (words limited to taught patterns), nondecodable texts (those not limited by instruction), or both. We analyzed the effects of reading intervention for elementary-age students with reading difficulty (k = 119) to determine
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Toward Border-Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World Read. Res. Q. (IF 4.957) Pub Date : 2023-06-14 Idalia Nuñez
This article focuses on the experiences of transnational Latinx youth and families through historias shared by the mothers. Transnational communities such as those from Latinx immigrant backgrounds have acquired critical perspectives because of their experiences in and across borders that have become central to their understanding of how to navigate learning in the U.S. context. As such, learning about
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Is a Phone-Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low-Resource Settings? Read. Res. Q. (IF 4.957) Pub Date : 2023-06-14 Shauna-Marie Sobers, Hannah L. Whitehead, Konan Nana Anicet N'Goh, Mary-Claire Ball, Fabrice Tanoh, Hermann Akpé, Kaja K. Jasińska
Technology-based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology-based remote assessments remain as valid and reliable as in-person assessments. We developed a low-cost phone-based language and literacy assessment for primary-school children in low-resource communities
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A Chip Off the Old Block: Do Reading-Motivated Parents Raise Reading-Motivated Children? Read. Res. Q. (IF 4.957) Pub Date : 2023-05-27 Montserrat Cubillos
The aim of this study was to investigate the relationship between parents' reading motivation and leisure reading frequency and their children's reading motivation. Secondary data analysis was used to examine a sample of almost 330,000 Chilean adolescents. The results of multilevel regression models revealed that parents' reading motivation and frequency were significantly and positively associated
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Adult Supports for Preschool Writers During Learning Centers Read. Res. Q. (IF 4.957) Pub Date : 2023-05-27 Deborah Wells Rowe, Zarabeth G. Davis, Laura Piestrzynski
The purpose of this study was to describe how experienced emergent writing teachers supported 4-year-olds in writing their own messages during the learning centers period of the preschool day. Data were drawn from two, year-long qualitative studies of early writing instruction. Adult participants were three researcher-teachers who worked in publicly funded prekindergarten classrooms 1 or 2 days per
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Using the Features of Written Compositions to Understand Reading Comprehension Read. Res. Q. (IF 4.957) Pub Date : 2023-05-23 Elizabeth Zagata, Devin Kearns, Adrea J. Truckenmiller, Zichen Zhao
The current study is an exploration of the association between the characteristics of students' written compositions and their reading comprehension performance. We address the empirical question about the degree to which writing is predictive of reading comprehension by comparing the utility of several popular written composition metrics. These include the 6+1 Trait® Model of Writing, a metric from
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Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue Read. Res. Q. (IF 4.957) Pub Date : 2023-05-14 Nathan H. Clemens, Sharon Vaughn
The purpose of this special issue was to provide a forum for contemporary research and thoughtful discourse about dyslexia. Scholars from several disciplines contributed articles that advance our understanding of dyslexia with regard to early identification, genetic and neural bases, assessment, instruction and intervention and educators' perspectives. In this article, we introduce the special issue
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Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye-Tracking Study Read. Res. Q. (IF 4.957) Pub Date : 2023-05-14 Anja Rettig, Ulrich Schiefele
Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on-line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading processes based on eye-movement data. Moreover, we examined
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Father and Toddler Language During Shared Book Reading with Text-Based and Wordless Picture Books Read. Res. Q. (IF 4.957) Pub Date : 2023-04-27 Mirela Conica, Linda Kelly, Elizabeth Nixon, Jean Quigley
While the association between shared book reading (SBR) and child language development is well documented, there has been less focus on how book characteristics may differentially elicit parents' language input and hence differentially relate to children's language skills during this activity. Moreover, despite the positive and unique role that fathers have been shown to play for children's language
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Tender Shoots: A Parent-Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later Read. Res. Q. (IF 4.957) Pub Date : 2023-04-20 Elizabeth Schaughency, Kelsi Linney, Jane Carroll, Shika Das, Jessica Riordan, Elaine Reese
This study evaluated a parent-mediated preventive intervention for children’s literacy skills 1 year after participation. Parents of 3½ to 4½-year-old-children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness (Strengthening Sound Sensitivity; SSS); (b) an alternative shared
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Using Eye-Tracking Measures to Predict Reading Comprehension Read. Res. Q. (IF 4.957) Pub Date : 2023-04-04 Diane C. Mézière, Lili Yu, Erik D. Reichle, Titus von der Malsburg, Genevieve McArthur
This study examined the potential of eye-tracking as a tool for assessing reading comprehension. We administered three widely used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment of Reading for Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions
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Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders Read. Res. Q. (IF 4.957) Pub Date : 2023-03-26 Jarl K. Kristensen, Björn Andersson, Siri S. Bratlie, Janne V. K. Torkildsen
This study aimed to determine the dimensionality of morphological knowledge by examining different sources of variance. According to the Morphological Pathways Framework (Levesque et al., Journal of Research in Reading, 44, 10–26, 2021), morphological awareness, morphological analysis and morphological decoding are related, but distinct dimensions of morphological knowledge. However, multidimensionality
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Morphology and Reading Skills in Arabic-Speaking Syrian Refugee Children Read. Res. Q. (IF 4.957) Pub Date : 2023-03-07 Redab Al-Janaideh, Sana Tibi, Alexandra Gottardo, Johanne Paradis, Xi Chen
Limited research has been conducted on the literacy skills of Arabic-speaking refugee children. This study investigated the concurrent and longitudinal roles of morphological awareness in Arabic word reading and reading comprehension. A total of 75 Syrian refugee children aged 6–13 years resettled in Canada were administered measures of nonverbal reasoning, vocabulary, phonological awareness, morphological
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Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading? Read. Res. Q. (IF 4.957) Pub Date : 2023-03-07 Young-Suk Grace Kim, Yaacov Petscher
It is widely recognized that individuals with dyslexia have difficulties with word reading and spelling, and individuals with reading comprehension difficulties have low vocabulary knowledge. However, little is known about the extent to which spelling and vocabulary are informative of reading difficulties. In the present study, we investigated whether information on students' spelling and vocabulary
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The Effect of Spacing Versus Massing on Orthographic Learning Read. Res. Q. (IF 4.957) Pub Date : 2022-12-28 Signy Wegener, Hua-Chen Wang, Elisabeth Beyersmann, Erik D. Reichle, Kate Nation, Anne Castles
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures
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Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey Read. Res. Q. (IF 4.957) Pub Date : 2022-12-26 Susan Dymock, Tom Nicholson
Arguably, the classroom teacher is an important factor, if not the most important factor, in helping students with dyslexia to read and write well, yet there is little known about whether teachers perceive that they have the knowledge and confidence to teach these students. The present study was a national online survey of schools in Aotearoa New Zealand to explore this issue through the eyes of teachers
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Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension Read. Res. Q. (IF 4.957) Pub Date : 2022-12-21 Alida K. Hudson
While the conceptual link between teachers' knowledge of reading-related concepts and student reading outcomes is widely acknowledged in the field, few studies have empirically examined this correlation regarding student reading comprehension. Thus, the present study investigated the association between upper elementary teachers' (N = 103) knowledge of reading comprehension, classroom instruction,
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What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature Read. Res. Q. (IF 4.957) Pub Date : 2022-11-27 Sarah Levine, Daniel P. Moore, Emma Bene, Michael W. Smith
In the United States, standardized tests shape what, how, and why English Language Arts teachers teach. For the last generation, these tests have increasingly taken a narrowly text-centered approach to literature, making it difficult to enact or research alternatives. But what if it were otherwise? In the current study, we asked teachers to imagine alternatives to the current world of standardized
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Technology supports in the UDL framework: Removable scaffolds or permanent new literacies? Read. Res. Q. (IF 4.957) Pub Date : 2022-11-23 Sheri Vasinda, Jodi Pilgrim
Sharing multiliteracies goals of equitable access to educational success, the Universal Design for Learning (UDL) framework includes the use of contemporary technology tools, or new literacies, to customize ways to access information and processes and to construct and communicate knowledge. UDL also positions technology as a scaffold. In this commentary, we join other scholars in suggesting that identifying
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Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022) Read. Res. Q. (IF 4.957) Pub Date : 2022-11-23 Teng Guo, Maria Vazeux, Nadège Doignon-Camus, Marie-Line Bosse, Gwendoline Mahé, Daniel Zagar
In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very beginning of learning to read. According to our theory, prereaders begin to learn to read by associating letter clusters with concrete phonological units such as syllables, a process we refer to as “building the syllabic
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Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an Intersectional LGBTQ+-Inclusive Curriculum Read. Res. Q. (IF 4.957) Pub Date : 2022-11-22 Ryan Schey
Drawing from a yearlong literacy ethnography conducted at a high school in a Midwestern U.S. city, this article extends queer literacies and queer pedagogies scholarship by exploring the frictions and resonances between strategies of inclusion and queering. While inclusion strategies emphasize using expanded representations of sexuality and gender, such as of LGBTQ+ life, queering approaches often
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Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill Read. Res. Q. (IF 4.957) Pub Date : 2022-11-22 Nicole J. Conrad, S. Hélène Deacon
All dominant models of reading development ascribe a central role to learning about the orthography in reading acquisition, particularly as children transition to fluent word reading (e.g., Ehri, 2014; Share, 1995). And yet, we know far less about the contributions to word reading development of children's learning about the orthographic form of language than about its phonological dimensions. Through
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Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement Read. Res. Q. (IF 4.957) Pub Date : 2022-11-10 Eunjee Jang, Young S. Seo, Janina Brutt-Griffler
In this study, we used an academic resilience framework to explore how adolescents from low socioeconomic status (SES) backgrounds overcame adversity and achieved high levels of reading proficiency. Our main aim was to investigate whether digital reading practices and reading engagement (reading motivation and metacognitive strategies) could act as protective factors, individually and collectively
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Using Construction-Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis Read. Res. Q. (IF 4.957) Pub Date : 2022-11-03 Shuai Zhang, Debra A. Prykanowski, David A. Koppenhaver
More than 800,000 students with autism spectrum disorder (ASD) are served in U.S. public schools, a number that has increased annually for almost 20 years since Individuals with Disabilities Education Act (IDEA) included ASD as an eligibility category. These students often experience widespread and persistent reading comprehension challenges. A systematic review and meta-analysis, anchored in a co
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Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? Read. Res. Q. (IF 4.957) Pub Date : 2022-10-29 Daria Khanolainen, Jenni Salminen, Kenneth Eklund, Marja-Kristiina Lerkkanen, Minna Torppa
By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, and how the use of different identification methods influences research findings and conclusions is yet to be systematically investigated. This study aims to evaluate the association
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Corrigendum Read. Res. Q. (IF 4.957) Pub Date : 2022-10-24
Corrigendum to Investigating the efficacy of a web-based early reading and professional development intervention for young English Learners. Amendum, S., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2017). Investigating the efficacy of a web-based early reading and professional development intervention for young English Learners. Reading Research Quarterly, 53(2), 155–174. https://doi.org/10.1002/rrq
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A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years Read. Res. Q. (IF 4.957) Pub Date : 2022-10-20 HyeJin Hwang, Kristen L. McMaster, Panayiota Kendeou
The present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross-Lagged Panel Models (RI-CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years
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Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading Read. Res. Q. (IF 4.957) Pub Date : 2022-10-12 Richard K. Wagner, Christopher J. Lonigan
Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency
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Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis Read. Res. Q. (IF 4.957) Pub Date : 2022-09-13 Colby Hall, Katlynn Dahl-Leonard, Eunsoo Cho, Emily J. Solari, Philip Capin, Carlin L. Conner, Alyssa R. Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L. Richmond, Karen F. Kehoe
This meta-analysis included experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm-referenced screening or mean baseline performance thresholds articulated in our inclusion criteria)
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Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia Read. Res. Q. (IF 4.957) Pub Date : 2022-08-17 Laura M. Steacy, Ashley A. Edwards, Valeria M. Rigobon, Nuria Gutiérrez, Nancy C. Marencin, Noam Siegelman, Alexandra C. Himelhoch, Cristina Himelhoch, Jay Rueckl, Donald L. Compton
Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a “set for variability” (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized
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A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education Read. Res. Q. (IF 4.957) Pub Date : 2022-08-09 Amy Wilson-Lopez, Angela Minichiello, Theresa Green, Christina Hartman, Jared Garlick
The purpose of this comparative case study, conducted with eight engineers in different firms who specialized in different disciplines of engineering, was to identify and describe the patterned ways in which they used written genres in the context of object-oriented activity, as well as to describe their evaluative frameworks and literacy practices. The research team used descriptive coding to analyze
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Phonemic Awareness: A Meta-Analysis for Planning Effective Instruction Read. Res. Q. (IF 4.957) Pub Date : 2022-07-27 Marianne Rice, Florina Erbeli, Christopher G. Thompson, Mary Rose Sallese, Melissa Fogarty
The National Reading Panel identified phonemic awareness (PA) as one of the five components of reading and found explicit instruction effective in developing PA skills in students. In the current meta-analysis, we explored the extent to which PA instruction was effective for developing PA skills in preschool through first-grade students and examined moderators related to malleable instructional characteristics
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Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta-analysis Read. Res. Q. (IF 4.957) Pub Date : 2022-04-25 Sean McWeeny, Soujin Choi, June Choe, Alexander LaTourrette, Megan Y. Roberts, Elizabeth S. Norton
Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta-analysis (with
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DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise Read. Res. Q. (IF 4.957) Pub Date : 2022-04-08 Margaret R. Beneke, Emily Machado, Jordan Taitingfong
In this participatory case study, we explored the critical literacy practices of early-career early childhood teachers in a year-long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself
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Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low-income Young Children Read. Res. Q. (IF 4.957) Pub Date : 2022-04-06 Susan B. Neuman, Jillian Knapczyk
Persistent concerns about income and social inequality have raised questions about how to address opportunity gaps in access to literacy learning for low-income young children. Recognizing the need to strengthen learning opportunities, this study examines how specially designed hybrid spaces within the ‘everyday’ place of a neighborhood laundromat might support children’s literacy development. Twenty
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Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second-grade Classroom Read. Res. Q. (IF 4.957) Pub Date : 2022-03-23 Lindsey W. Rowe
Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic
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ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging Read. Res. Q. (IF 4.957) Pub Date : 2022-03-16 Mariana Souto-Manning, Danny C. Martinez, Adam D. Musser
Racialized notions of language and literacy are harmful to children in U.S. schools, and English Language Arts is a primary site whereby white supremacist language ideologies are enacted and justified, being most harmful to Black, Indigenous, and other students of Color. The authors—Mariana Souto-Manning, Danny C. Martinez, and Adam D. Musser—former ELA teachers and current university-based educators
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Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals Read. Res. Q. (IF 4.957) Pub Date : 2021-12-12 Amy C. Crosson, Rebecca D. Silverman
We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID-19. Fifty K-2 public school teachers from 10 states submitted smartphone-based diary entries about their day-to-day literacy instructional practices before versus during COVID-19. Teachers reported implementing less literacy instruction in general. The
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Corrigendum Read. Res. Q. (IF 4.957) Pub Date : 2022-01-25
This corrigendum corrects the following: Hoffman, J. V., & Alvermann, D. E. (2020). What a Genealogical Analysis of Nila Banton Smith’s American Reading Instruction Reveals About the Present Through the Past. Reading Research Quarterly, 55(2), 251–269. https://doi.org/10.1002/rrq.269 In the above referenced article, under the heading Smith's Professional Status, Authority, and Legacy, Nila Banton Smith
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Online Research and Comprehension Performance Profiles Among Sixth-Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties Read. Res. Q. (IF 4.957) Pub Date : 2022-02-02 Laura Kanniainen, Carita Kiili, Asko Tolvanen, Jukka Utriainen, Mikko Aro, Donald J. Leu, Paavo H. T. Leppänen
This study identified online research and comprehension (ORC) performance profiles of 436 sixth-grade students (206 girls) aged 12–13 years. We included learner groups with different learning-related difficulties and explored how students’ reading habits were represented in various performance profiles. First, students’ ORC performance was examined with a validated web-based assessment measuring their