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Stable or situated understandings of adolescent reading engagement across readers and raters

By Neugebauer, Sabina.
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pp. 391-404 , Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' report of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed.

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Influence of eye movements, auditory perception, and phonemic awareness in the reading process

By Megino-Elvira, Laura.
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pp. 567-573 , The authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R (lexical process), the Canals reading speed test, and the ACL-1 (reading comprehension). The sample was composed of 52 first-year primary school pupils. After the correlational analysis, results indicate that all of these factors correlate in reading (lexical process, speed, and word comprehension). Moreover, the nonparametric Mann-Whitney U test reveals that children with saccade eye movement and auditory perception problems obtain lower reading levels. In addition, children with lexical problems obtain a lower level of phonemic awareness. Given the importance of these variables, the authors conclude with a proposal of neuropsychological activities to improve reading skills.

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Using performance methods to enhance students' reading fluency

By Young, Chase .
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624-630 , The quasi-experimental study examined the effects of pairing Rock and Read with Readers Theater and only Rock and Read on second grade students' reading fluency scores. The 51 subjects were pre- and post-tested on five different reading fluency measures. A series of 3 x 2 repeated measures ANOVAs revealed statistically significant interaction effects on three of the five outcome measures: expression and volume, phrasing, and pace. The analysis of simple effects showed large mean difference effect sizes in both treatments.

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