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1.
Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献
2.
《The Journal of educational research》2012,105(7):309-329
AbstractIn Many European countries empirical research within the field of reading is still of rather modest proportions, partly because of a limited availability of acceptable measuring instruments. The number of empirical reading research studies has, however, grown at a considerable rate during the past 10 years, especially in western and northern parts of Europe. This is a selective summary and review of such studies. 相似文献
3.
Christy D. McGee 《Teaching Education》2013,24(3):359-369
This paper discusses a 2-year study conducted in a professional development school involving Master of Arts in Teaching intern teachers and at-risk readers in Grades 2-6. A reading club for the at-risk readers provided the setting for intern teachers to conduct action research. The premise of the work was twofold: to develop intern teachers' action research skills, and to improve the reading skills of at-risk readers. Results indicate that intern teachers became more reflective and effective teachers through working with students in the club, and the students showed gains in reading skills and a more positive self-perception. 相似文献
4.
We compared high school students’ performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic. Performance on the two assessments were moderately correlated (r = 0.57), but the SBA was more difficult (Study 1; n = 342). The two assessments similarly depended on basic reading skills but diverged in the relation to academic knowledge and (non-academic) topic knowledge (Study 2; n = 1107). Academic knowledge was highly predictive of traditional comprehension, but less so for SBA. Topic knowledge was more predictive of SBA than traditional comprehension. Thus, the two assessments tap into similar constructs related to comprehension; however, the level of topic knowledge is more important for performance on scenario-based, multiple-source reading tasks, whereas academic knowledge is more important for traditional reading comprehension tasks. 相似文献
5.
Carla L. Wood Clariebelle M. Gabas 《Educational research; a review for teachers and all concerned with progress in education》2017,59(4):408-425
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children. 相似文献
6.
Promoting an educated labor force is critical for emerging economies. Educational achievement, in turn, depends heavily on general cognitive abilities as well as non-cognitive skills, such as grit. Current research, however, has not examined how cognition and grit may explain the academic performance of students in an economically disadvantaged context. Thus, this study examines how IQ and grit contribute to academic achievement gains for students in poor areas of rural China. Drawing on data from 2931 students in rural China, we measure general cognitive ability, using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and Raven’s Standard Progressive Matrices (Raven IQ); non-cognitive ability, using the Short Grit Scale; and academic achievement, using a curricular-based mathematics exam. We find that IQ and grit each predict achievement gains for the average student. Grit is not positively associated with achievement gains among low-IQ students, however, suggesting that grit does not translate into academic achievement gains for students with delays in general cognitive ability. 相似文献
7.
One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. Studies
that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after
controlling for incoming student ability, these process indicators tend to be weakly associated with student outcomes (Pascarella
and Terenzini, 2005). In addition, while much research has found that students increase their critical thinking skills as
a result of attending college, little is known about what goes on during the college experience that contributes to this.
The purpose of this research was to examine the validity of higher-order questions on tests and assignments as a process indicator
by comparing it with gains in critical thinking skills among college students as an outcome indicator. The present research
consisted of three studies that used different designs, samples, and instruments. Overall, it was found that frequency of
higher-order questions can be a valid process indicator as it is related to gains in students’ critical thinking skills. 相似文献
8.
AbstractThis study reports on the design of a video-based instrument to assess student teachers’ parent–teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent–teacher conferences. Taking into account both conceptual and methodological challenges regarding the measurement of competences, several methodological steps were followed to design a video-based instrument focusing on the assessment of student teachers’ perception, interpretation and decision-making skills (PID skills) regarding parent–teacher communication: designing video vignettes presenting realistic job situations regarding parent–teacher communication; developing instructions to elicit student teachers’ PID skills; designing a coding scheme to analyse student teachers’ responses; and implementing the instrument (n = 269) to test and refine it. This ultimately resulted in an instrument consisting of (1) three video vignettes, (2) a series of open-ended questions eliciting student teachers’ PID skills, and (3) three coding schemes to develop a perception score, an interpretation score and a decision-making score for PTCC. The (4) implementation of the instrument confirmed that this innovative video-based tool might be a promising approach to assess student teachers’ PTCC. To conclude, the quality and contribution of the measurement instrument and the implications for further research are discussed. 相似文献
9.
The contribution of phonological processing skills to reading comprehension in grades one and three.
《Australian Journal of Learning Difficulties》2013,18(2):22-26
Abstract During the last decade, the importance of the relationship between phonological processing skills to reading performance has been highlighted. The aim of this study was to examine differences between above average and below average readers (determined by a reading comprehension test) on phonological processing skills at grade one and at grade three. There were 35 grade one, and 34 grade three students from two primary schools. Data from phonemic awareness and phonological awareness tests were subjected to t‐tests. The below average readers in both grade one and three had fewer phonological processing skills than the above average readers. The importance of students’ cognitive functioning to reading comprehension appeared more important at the grade one level than at the grade three level. The study indicated that below average readers, particularly at grade one, would benefit from explicit teaching in both phonemic and phonological awareness skills. 相似文献
10.
11.
An integrative curriculum strategy emphasizing science process skills and hands-on activities expanded the time allocated for in-depth science instruction by replacing a district-adopted basal reading program with science-content reading designed to facilitate applied comprehension skills. This study investigated the combined effect of these curricular components (i.e., in-depth science, science-content-based reading) upon student achievement, attitudes, and self-confidence in both science and reading over the school year. In doing so, teachers in three fourth-grade classrooms each incorporated applied reading (and language arts) objectives into science reading activities as part of a daily, expanded, in-depth science teaching block that encompassed the total instructional time originally allocated to reading and science. Using multivariate covariance analysis, results showed that the students in the experimental group, compared to demographically similar controls, not only displayed significantly greater standardized test achievement as measured by the Iowa Tests of Basic Skills reading subtest and the Metropolitan Achievement Test science subtest, but also displayed a more positive attitude toward science and reading and greater self-confidence in learning science. Implications of the strategy for future curriculum research in science education are discussed. 相似文献
12.
The inference mediation hypothesis (IMH) assumes that individual difference factors that affect reading proficiency have direct and indirect effects on comprehension outcomes, with the indirect effects involving inference processes. The present study tested the IMH in a diverse sample of two and four-year college students in a task that emphasizes comprehension of the passage (traditional assessment) and a task that emphasizes complex problem solving (SBA). Participants were administered assessments of foundational skills that support reading, inference generation, a traditional assessment of comprehension proficiency, and a scenario-based reading assessment. The results support the IMH. However, the strength of the indirect relationships depended on the type of reading performance assessment. Coherence building inferences partially mediated the relationship for the traditional assessment. Elaborative inferences partially mediated the relationship for the scenario-based assessment. The results are discussed in terms of theories of purposeful reading and implications for understanding college readiness. 相似文献
13.
Ming-Te Wang Kevin R. Binning Juan Del Toro Xu Qin Cristina D. Zepeda 《Child development》2021,92(4):1369-1387
Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns. 相似文献
14.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
15.
Abstract An Interpersonal, Transferable and Management Skills course, scheduled for one morning per week over a period of 9 weeks, and offered to final year students of animal science, is described. Nine team exercises with the objective of allowing skills development are detailed. A further eight sessions were devoted to meetings between students and visitors of substance and importance with distant but tendentious links to the students. Learning outcomes were examined by questionnaires addressing twenty-three IT skills. The course appeared to have been successful in achieving substantial positive change in the skills of reviewing and measuring one's own performance, problem-solving, decision-making, team work, sensitivity to others, assertiveness, presenting spoken information, understanding and reviewing the work of others, self-confidence, and initiative. Positive change was also identified for the skills of target setting, prioritisation, negotiation, and self-knowledge. But the course achieved little or no effective change in the skills of working to schedule, listening, or absorbing spoken information. These latter elements are presently receiving attention, as are gender issues and the needs of postgraduate research students. 相似文献
16.
ABSTRACTAging involves concomitant and interrelated changes in sensory, motor, and cognitive function. There is a decrease in psychomotor skills—such as balance, spatial orientation, mobility, and motor coordination—visible in increased difficulties performing daily instrumental activities (e.g., self care and domestic activities). The absence of valid psychomotor instruments for the elderly population to be used by psychomotor therapists can be identified as one of the reasons why there is a scarce research in this area. Currently, in Portugal, psychomotor therapists do not have any specific, validated scale within the psychomotor domain built and/or adapted to guide psychomotor interventions with the elderly population. Therefore, the aim of this study was the translation, adaptation, and validation of the Portuguese version of the Éxamen Geronto-Psychomoteur (P-EGP) in a population of 497 elders, aged between 60 and 99 years, with and without dementia. Results of the study are presented and discussed in terms of the reliability and validity of P-EGP. The results demonstrate that P-EGP appears to be a valid and reliable assessment of psychomotor skills for the elderly population in Portugal. Practical implications and future directions of research are also discussed. 相似文献
17.
This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts. The analysis makes use of data from 2383 learners distributed across 60 township and rural schools in three provinces of South Africa. Indicators of school functionality are used to split the sample of schools into three groups (low, medium, and high functionality) and separate models of reading achievement are estimated for each group. The econometric analysis points to evidence of variation in the association between grit and reading achievement by school functionality, with a stronger association estimated for learners in more functional schools. The major contributions of this paper are as follows: Firstly, this paper is one of only a handful of studies that estimate the relationship between grit and academic achievement in a middle-income country, and the first to estimate this relationship among primary school students in an African context. Second, the results provide empirical evidence in support of the hypothesis that school characteristics interact with non-cognitive skills to produce learning outcomes, a relationship that has received scant attention in the literature to date. 相似文献
18.
《The Journal of educational research》2012,105(5):247-251
AbstractThere are widespread assumptions and convictions about the importance of positive attitudes for the acquisition of reading skills, and the importance of the teacher in promoting such attitudes in pupils. But the teacher and his/her attitudes are relatively neglected variables in the massive reading research literature. This paper reports the construction of a semantic differential instrument to assess primary school teachers' attitudes toward reading and the teaching of reading. The instrument was administered to 317 final year prospective primary school teachers from five Victorian teachers' colleges. The semantic differential data were analyzed in two different ways and the correlational patterns obtained from each analysis are discussed. Components of the attitude instrument were found to be related to reading achievement. 相似文献
19.
《Contemporary educational psychology》2014,39(4):314-325
The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors (N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes. 相似文献
20.
Richard K. Olson Jacqueline Hulslander Micaela Christopher Janice M. Keenan Sally J. Wadsworth Erik G. Willcutt Bruce F. Pennington John C. DeFries 《Annals of dyslexia》2013,63(1):25-43
Identical and fraternal twins (N?=?540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement—Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (phonological awareness, rapid naming, and vocabulary), and three different reading skills (word recognition, spelling, and reading comprehension). Substantial genetic influence was found on two of the writing measures, writing samples and handwriting copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for Vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures writing fluency and handwriting copy), but there were also significant independent genetic influences between copy and samples and between fluency and samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for copy and samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading. 相似文献