In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten ...and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. "Features" refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes.
This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with ...familial risk for dyslexia-1 group with dyslexia (Dys_FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2-with a group of children without familial risk for dyslexia (controls, n = 72). The Dys_FR group showed persistent deficiency, especially in reading speed, and, to a minor extent, in reading and spelling accuracy. The Dys_FR children, contrary to the other 2 groups, relied heavily on letter-by-letter decoding in Grades 2 and 3. In children not fulfilling the criteria for dyslexia in Grade 2, the familial risk did not substantially affect the subsequent development of literacy skills.
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions ...(MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties (N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, ...83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES=0.54), (2) not-standardized foundational skill measures (mean ES=0.62), (3) standardized language/comprehension measures (mean ES= 0.36), and (4) not-standardized language/comprehension measures (mean ES=1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.
The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered, in other words the ...processes involved as well as the outcomes. The international group of experts, both within teaching and academia, focus on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people’s biographies of reading, their memories of reading in class and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate.
Background
In the present paper, we investigated the association between time spent reading and reading comprehension throughout the lifespan. According to the Matthew effect (or rich‐get‐richer and ...poor‐get‐poorer) model, interindividual differences in reading‐related skills between poor and average readers become wider as individuals grow older. Furthermore, the model states that these differences may be caused by different reading habits (i.e., the amount of time spent reading). Less competent readers tend to read less and therefore show less improvement in their reading skills. Competent readers tend to read more and therefore show greater improvement in their reading skills. Therefore, we propose that the correlation between time spent reading and reading comprehension should increase as people grow older.
Method
To test this hypothesis, we analysed data from the German National Educational Panel Study (NEPS). We used data from four cohorts (N = 28,795) with an age range from preadolescence (Grade 5) to later adulthood (>55 years).
Results
Our results showed a medium‐sized correlation between leisure‐time reading and reading comprehension for students attending secondary school (β ~ 0.20). Contrary to our expectations, the correlations decreased with age and reached a stable low level (β ~ 0.07) in adulthood. However, for adults, occupation‐related reading predicted reading comprehension (β = 0.13–0.23).
Conclusion
According to our results, reading should be viewed as a process that changes throughout the lifespan. Furthermore, results and implications from previous studies on the relation between time spent reading and reading skills from research conducted on school students might not be generalisable to adults. With respect to the results of the present study, we might restrict the validity of the Matthew effect in reading to school students and young adolescents.
Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported ...increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15 minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students' reading development without eroding their perceptions of themselves as readers.
In this
critique of current reading research and practice, the author contends that the
extreme ambiguity of English spelling-sound correspondence has
confined reading science to an insular, ...Anglocentric research agenda addressing
theoretical and applied issues with limited relevance for a universal science of
reading. The unique problems posed by this "outlier"
orthography, the author argues, have focused disproportionate attention on oral
reading accuracy at the expense of silent reading, meaning access, and fluency,
and have significantly distorted theorizing with regard to many
issues-including phonological awareness, early reading instruction,
the architecture of stage models of reading development, the definition and
remediation of reading disability, and the role of lexical-semantic
and supralexical information in word recognition. The dominant theoretical
paradigm in contemporary (word) reading research-the Coltheart/Baron
dual-route model (see, e.g.,
J. Baron,
1977
;
M.
Coltheart, 1978
) and, in large measure, its
connectionist rivals-arose largely in response to English
spelling-sound obtuseness. The model accounts for a range of
English-language findings, but it is ill-equipped to serve the interests of a
universal science of reading chiefly because it overlooks a fundamental
unfamiliar-to-familiar
/
novice-to-expert
dualism applicable to
all
words and readers in
all
orthographies.
This book is about reading practice and experience in late medieval and early modern England. It focuses on the kinds of literatures that were more readily available to the widest spectrum of the ...population. Four case studies from many possibilities have been selected, each examining a particular type of popular literature under the headings 'religious', 'moral', 'practical' and 'fictional'. A key concern of the book is how we might use particular types of evidence in order to understand more about reading practice and experience, so issues of method and approach are discussed fully in the ope.
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