Impact of Reading Strategy Use on Girls’ and Boys’ Achievement

Bouchamma, Yamina; Poulin, Vincent; Ruel, Catherine

doi:10.1080/02702711.2012.724043

Cited by 9 publications

(4 citation statements)

References 22 publications

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“…Nevertheless, other studies have also indicated that there is no gender difference in reading achievement because the gender variable is changeable (Elliott et al, 2010; Zhan, 2006), yet the assumption that girls and boys use different RSs is also possible (Mokhtari & Reichard, 2002; Sheorey & Mokhtari, 2001). For instance, Bouchamma et al (2014) found that the RSs that enhance boys’ reading comprehension are using previous knowledge and comparing that knowledge to the present information, as well as making use of charts, messages, and graphs.…”

Section: Discussionmentioning

confidence: 99%

Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

2022

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This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first and second languages (L1 and L2, respectively)—either Kazakh or Russian as the L1 and L2—and English as a foreign language (L3). It also examines the influence of RSs on the learners’ performance on reading comprehension tests in the three languages. The test results showed significant differences in L1, L2, and L3.The results for reading achievement were generally poor but significantly different between the monolinguals and bilinguals. No significant gender differences were found in the reading test results or in the use of reading strategies while reading. However, the analysis indicated that although the probability of using other strategies while completing the tasks in L1, L2, and L3 was clear, more bilingual learners used advanced RSs than monolinguals. The findings on RSs provide an in-depth understanding of the differences between young, bilingual, and monolingual Kazakhstani learners in their use of RSs while reading in their respective languages. The results have significant implications for practice, suggesting placing more emphasis on developing reading strategies while learning how to read in the first and second languages.

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Section: Discussionmentioning

confidence: 99%

Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

2022

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“…Focusing on differences in the response accuracy requires that the underlying response processes are identical. However, the differences in reading comprehension found between computerbased assessment (CBA) and paper-based assessment (PBA, e.g., [15]), and boys and girls [e.g., [16]] might also be caused by construct-related differences such as reading strategies (e.g., [17]) between mode or gender. These differences might be associated with different test-taking processes in the assessments, resulting in a certain response behavior which allows investigating the relationship between speed and ability as characteristic of the response process.…”

Section: Invariance Of the Response Processes Between Gender And Modementioning

confidence: 99%

Invariance of the Response Processes Between Gender and Modes in an Assessment of Reading

Kroehne

Hahnel

Goldhammer

2019

Front. Appl. Math. Stat.

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In this paper, we developed a method to extract item-level response times from log data that are available in computer-based assessments (CBA) and paper-based assessments (PBA) with digital pens. Based on response times that were extracted using only time differences between responses, we used the bivariate generalized linear IRT model framework (B-GLIRT, [1]) to investigate response times as indicators for response processes. A parameterization that includes an interaction between the latent speed factor and the latent ability factor in the cross-relation function was found to fit the data best in CBA and PBA. Data were collected with a within-subject design in a national add-on study to PISA 2012 administering two clusters of PISA 2009 reading units. After investigating the invariance of the measurement models for ability and speed between boys and girls, we found the expected gender effect in reading ability to coincide with a gender effect in speed in CBA. Taking this result as indication for the validity of the time measures extracted from time differences between responses, we analyzed the PBA data and found the same gender effects for ability and speed. Analyzing PBA and CBA data together we identified the ability mode effect as the latent difference between reading measured in CBA and PBA. Similar to the gender effect the mode effect in ability was observed together with a difference in the latent speed between modes. However, while the relationship between speed and ability is identical for boys and girls we found hints for mode differences in the estimated parameters of the cross-relation function used in the B-GLIRT model.Technology-based assessments offer the possibility to collect additional log data, including response times as the amount of time test-takers spend responding to particular questions or tasks. Primarily, response times provide information about test-takers' speed, which-if not considered-might confound comparisons of test-takers' ability [2] due to inter-individual differences in the speed-ability compromise [3]. Response times can allow inferences about response processes [4,5]. Although at the individual level response times are influenced by multiple factors [6], the comparison of characteristics at the group level, such as the between-person relationship of speed

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“…Experimental studies carried out for years show that strategy instruction has an impact on the development of reading comprehension skill (Bean & Steenwyk, 1984;Bouchamma et al, 2014;Guthire et al, 1999;Homan et al, 1993;Hong-Nam et al, 2014;Kragler et al, 2015;Lin & Yu, 2016;Martin & Pressley, 1991;Suwantharathip, 2015;Taylor & Beach, 1984). And nowadays, the essential study subjects focus on two points.…”

Section: Introduce the Problemmentioning

confidence: 99%

Teaching and Promoting Independent Use of Reading Strategies in the Middle Schools

Uyar

Özbay

2023

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

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Impact of Reading Strategy Use on Girls’ and Boys’ Achievement

Cited by 9 publications

References 22 publications

Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

Invariance of the Response Processes Between Gender and Modes in an Assessment of Reading

Teaching and Promoting Independent Use of Reading Strategies in the Middle Schools

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