Summer Reading: Predicting Adolescent Word Learning from Aptitude, Time Spent Reading, and Text Type

Lawrence, Joshua Fahey

doi:10.1080/02702710802412008

Cited by 17 publications

(21 citation statements)

References 32 publications

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“…In contrast, Taylor, Frye, and Maruyama (1990) found that only time spent reading in school positively affected reading scores, and Lawrence (2009) found that the time children spent reading books during their summer holidays was predictive of improved vocabulary but not comprehension.…”

Section: Time Spent Readingmentioning

confidence: 81%

Why poor children are more likely to become poor readers: The school years

Buckingham

Wheldall

Beaman-Wheldall

2013

Australian Journal of Education

123

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Socioeconomic status at the individual-and school-level are positively related to literacy achievement in all English-speaking countries. The components of socioeconomic statusincome, parent education and parent occupation -are each statistically significant predictors of school literacy achievement but they are primarily a proxy for more directly salient factors. This literature review outlines the factors that are most strongly implicated in literacy achievement. At the individual-level, they are early literacy ability, gene-environment interactions, home learning environment, time spent reading, sleep, school attendance and school mobility. At the schoollevel, they are school practices and teacher quality, including quality of initial reading instruction. These factors are interactive; not only are socioeconomically disadvantaged children more likely to experience these conditions, they are also more adversely affected by them than their more advantaged peers. This review concludes that understanding the nature of the relationship between socioeconomic status and literacy is the key to mitigating it.

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Section: Time Spent Readingmentioning

confidence: 81%

Why poor children are more likely to become poor readers: The school years

Buckingham

Wheldall

Beaman-Wheldall

2013

Australian Journal of Education

123

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“…Skilled readers learn words from context more reliably than their peers matched on vocabulary knowledge (Cain, Oakhill, & Elbro, 2003), although learning differences are reduced in more supportive instructional settings (Cain, Oakhill, & Lemmon, 2004). Given these trends, we are not surprised that adolescent students' abilities to learn words independently, from leisure reading, vary (Lawrence, 2009).…”

Section: Vocabulary Knowledge In At-risk Middle School Readersmentioning

confidence: 97%

Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories

Lawrence

Rolland²,

Branum‐Martin

et al. 2014

Journal of Education for Students Placed at Risk (JESPAR)

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We tested whether urban middle-school students from mostly low-income homes had improved academic vocabulary when they participated in a freely available vocabulary program, Word Generation (WG). To understand how this program may support students at risk for long-term reading difficulty, we examined treatment interactions with baseline achievement on a state standardized test and also differential effects for students with (n D 398) and without (n D 1,395) individualized education plans (IEPs). Students in this unmatched quasi-experiment (5 WG and 4 comparison schools) completed pre-and postvocabulary assessments during the intervention year. We also retested student vocabulary knowledge after summer vacation and the following spring on 11 target words to construct a longitudinally consistent scaled score across 4 waves of data. Growth models show that students experienced summer setback. Although there were no average underlying differences in growth or differences in summer setback for students by baseline achievement, better readers improved more from program participation. IEP status did not predict differential benefits of program participation, and students with IEPs maintained gains associated with participation in WG; however, participation in the program did not change underlying growth trajectories favoring students who did not have IEPs.

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“…Even when paired with effective vocabulary and comprehension practices, teacher read-alouds of text do not result in improvements over having students independently read informational text (Reed, Swanson, Petscher, & Vaughn, 2013). There seems to be little substitute for the very powerful act of actively reading high quality texts (Lawrence, 2009). …”

Section: Elements Of Effective Instructional Deliverymentioning

confidence: 99%

“…However, adolescents today are far more likely to engage in reading Online than in traditional print (Lawrence, 2009;Nippold, Duthie, & Larsen, 2005). Reading Online is often nonlinear in that students can link to related content and determine in what sequence they access information (Pazzaglia, Toso, & Cacciamani, 2008).…”

Section: Computer-based Textsmentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Summer Reading: Predicting Adolescent Word Learning from Aptitude, Time Spent Reading, and Text Type

Cited by 17 publications

References 32 publications

Why poor children are more likely to become poor readers: The school years

Why poor children are more likely to become poor readers: The school years

Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories

Improving Reading Comprehension of Middle and High School Students

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