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Moss C, Ardoin SP, Mellott JA, Binder KS. The effects of question previewing on response accuracy and text processing: An eye-movement study. J Sch Psychol 2024; 104:101313. [PMID: 38871407 DOI: 10.1016/j.jsp.2024.101313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 08/01/2023] [Accepted: 03/21/2024] [Indexed: 06/15/2024]
Abstract
The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.
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Affiliation(s)
- Corrin Moss
- Department of Psychology, Mount Holyoke College, 50 College St., South Hadley, MA 01075, USA
| | - Scott P Ardoin
- Department of Educational Psychology, University of Georgia, Mary Frances Early College of Education110 Carlton Street, Athens, GA 30602 USA
| | - Joshua A Mellott
- Kennedy Krieger Institute and Johns Hopkins University School of Medicine, 1750 E. Fairmount Ave., Baltimore, MD 21231, USA
| | - Katherine S Binder
- Department of Psychology, Mount Holyoke College, 50 College St., South Hadley, MA 01075, USA.
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2
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Maki KE, Hammerschmidt-Snidarich S. Reading fluency intervention dosage: A novel meta-analysis and research synthesis. J Sch Psychol 2022; 92:148-165. [DOI: 10.1016/j.jsp.2022.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 12/07/2021] [Accepted: 03/22/2022] [Indexed: 10/18/2022]
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3
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Sucena A, Silva AF, Marques C. Promoting Foundation Reading Skills With At-Risk Students. Front Psychol 2021; 12:671733. [PMID: 34290649 PMCID: PMC8288517 DOI: 10.3389/fpsyg.2021.671733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 06/11/2021] [Indexed: 11/13/2022] Open
Abstract
This paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills.
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Affiliation(s)
- Ana Sucena
- Research and Intervention Reading Centre, Polytechnic Institute of Porto, Porto, Portugal
| | - Ana Filipa Silva
- Research and Intervention Reading Centre, Polytechnic Institute of Porto, Porto, Portugal
| | - Cátia Marques
- Research and Intervention Reading Centre, Polytechnic Institute of Porto, Porto, Portugal
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4
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Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s10212-021-00566-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Francis D, Hudson JL, Kohnen S, Mobach L, McArthur GM. The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ 2021; 9:e10987. [PMID: 33665040 PMCID: PMC7912612 DOI: 10.7717/peerj.10987] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 02/01/2021] [Indexed: 11/20/2022] Open
Abstract
A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children's reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.
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Affiliation(s)
- Deanna Francis
- Macquarie University Centre for Reading, Department of Cognitive Science, Macquarie University, NSW, Australia
| | - Jennifer L. Hudson
- Centre for Emotional Health, Department of Psychology, Macquarie University, NSW, Australia
| | - Saskia Kohnen
- Macquarie University Centre for Reading, Department of Cognitive Science, Macquarie University, NSW, Australia
| | - Lynn Mobach
- Centre for Emotional Health, Department of Psychology, Macquarie University, NSW, Australia
- Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands
| | - Genevieve M. McArthur
- Macquarie University Centre for Reading, Department of Cognitive Science, Macquarie University, NSW, Australia
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Spinillo AG, Paula FVD, Miller MTAB. Da relação entre prosódia e compreensão leitora: considerações teóricas, metodológicas e controvérsias. PSICOLOGIA USP 2021. [DOI: 10.1590/0103-6564e210047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo Este artigo, de natureza teórico-metodológica, discute a relação entre prosódia e compreensão leitora a partir de dois enfoques. O primeiro trata dos diferentes recursos metodológicos adotados na investigação dessa complexa relação, e o segundo versa sobre a controvérsia existente quanto à maneira como se configura essa relação. Reflexões como essas permitem aprofundar o conhecimento acerca das características dos diferentes recursos metodológicos adotados na investigação de dado fenômeno, assim como contribuem para esclarecer controvérsias em determinado campo do conhecimento, como é o caso da relação entre prosódia e compreensão leitora, tema ainda aberto a muitas interpretações. As discussões tomam por base pesquisas realizadas com crianças matriculadas no ensino fundamental.
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7
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Manges ME, Nickerson AB. Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2020; 21:1037-1047. [PMID: 32691272 DOI: 10.1007/s11121-020-01146-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Treatment integrity is an important yet understudied component of school-based prevention programming, particularly for sensitive topics such as child sexual abuse prevention (CSA). This study examined student- and teacher-level characteristics, including components of treatment integrity, that contributed to greater knowledge gain among students participating in the Second Step Child Protection Unit (CPU). The study was conducted with 1132 students and 57 teachers from four elementary schools enrolled in a randomized controlled trial of the CPU. Students were administered assessments at pre-test, post-test, 6-month follow-up, and 12-month follow-up. Teachers were observed and rated on Content Integrity (CI; adherence to content), Process Integrity (PI; teacher enthusiasm, encouragement, behavior management), and Dose Received (DR; student behavior and interest) when delivering the lessons. Hierarchical linear growth modeling indicated that students who received the CPU made gains in the knowledge of CSA concepts and skills over a 12-month follow-up period. Girls had significantly greater CSA knowledge than boys immediately after the intervention, with gender remaining significant even when accounting for level-3 variables. Older children had better knowledge scores at post-test, but growth over time results revealed that younger students made greater gains. For students in 2nd through 4th grade, CI was more important for post-test outcomes, while for all students, CI and grade taught were important to post-test scores. Teachers of lower grades had students with a faster growth rate on correct responses to vignettes. Implications for CSA prevention programming and future research are discussed.
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Affiliation(s)
- Margaret E Manges
- Alberti Center for Bullying Abuse Prevention, The University at Buffalo, State University of New York, 428 Baldy Hall, Buffalo, NY, 14260-1000, USA.
| | - Amanda B Nickerson
- Alberti Center for Bullying Abuse Prevention, The University at Buffalo, State University of New York, 428 Baldy Hall, Buffalo, NY, 14260-1000, USA
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Reed DK, Zimmermann LM, Reeger AJ, Aloe AM. The effects of varied practice on the oral reading fluency of fourth-grade students. J Sch Psychol 2019; 77:24-35. [PMID: 31837726 DOI: 10.1016/j.jsp.2019.10.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2018] [Revised: 07/06/2019] [Accepted: 10/22/2019] [Indexed: 11/18/2022]
Abstract
To improve oral reading fluency rate and promote its generalization to unpracticed texts, this study investigated a Varied Practice approach that involved passages with a high proportion of overlapping words (M = 85% unique word overlap). Fourth graders were randomly assigned either to the Varied Practice treatment (n = 405), where they read three different passages one time each, or the Repeated Reading comparison (n = 422), in which they read the same passage three times each. Both groups read with a partner for about 20 min, 3-4 times per week, over an average 12 weeks (30 total sessions). Results indicated that students in Varied Practice demonstrated significantly better fluency outcomes than students in Repeated Reading, but both groups demonstrated growth near the 90th percentile. Results of a quantile regression revealed that low-to-middle achievers benefited from Varied Practice the most. Overall, the findings suggest fluency approaches rooted in statistical learning hold promise as an alternative to approaches focused on practicing words in redundant contexts.
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Affiliation(s)
| | | | - Adam J Reeger
- Iowa Reading Research Center, University of Iowa, USA
| | - Ariel M Aloe
- Iowa Reading Research Center, University of Iowa, USA.
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Hammerschmidt‐Snidarich SM, Maki KE, Adams SR. Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22241] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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10
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Affiliation(s)
- Laura S. Tortorelli
- Department of Teacher Education, Michigan State University, East Lansing, Michigan
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11
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Ardoin SP, Binder KS, Zawoyski AM, Foster TE. Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions. J Sch Psychol 2018; 68:1-18. [PMID: 29861021 DOI: 10.1016/j.jsp.2017.12.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2016] [Revised: 07/24/2017] [Accepted: 12/03/2017] [Indexed: 11/15/2022]
Abstract
Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eaton's (1978) Instructional Hierarchy (IH) for promoting students' fluent responding to newly learned stimuli. It is therefore not surprising that an extensive body of literature exists, which supports RR as an effective practice for promoting students' reading fluency of practiced passages. Less clear, however, is the extent to which RR helps students read the words practiced in an intervention passage when those same words are presented in a new passage. The current study employed randomized control design procedures to examine the maintenance and generalization effects of three interventions that were designed based upon Haring and Eaton's (1978) IH. Across four days, students either practiced reading (a) the same passage seven times (RR+RR), (b) one passage four times and three passages each once (RR+Guided Wide Reading [GWR]), or (c) seven passages each once (GWR+GWR). Students participated in the study across 2weeks, with intervention being provided on a different passage set each week. All passages practiced within a week, regardless of condition, contained four target low frequency and four high frequency words. Across the 130 students for whom data were analyzed, results indicated that increased opportunities to practice words led to greater maintenance effects when passages were read seven days later but revealed minimal differences across conditions in students' reading of target words presented within a generalization passage.
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Affiliation(s)
| | | | | | - Tori E Foster
- Nemours/Alfred I. DuPont Hospital for Children, United States
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