For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes    •Reports of important studies  •Multidisciplinary research  •Various modes of investigation  •Diverse viewpoints on literacy practices, teaching, and learning

For over 40 years, Reading Research Quarterly has been essential reading for those dedicated to scholarship on literacy among learners of all ages. As the leading research journal in the field, each issue of Reading Research Quarterly includes: • Reports of significant studies • Multidisciplinary research • Various modes of investigation • Diverse perspectives on literacy practices, teaching, and learning.

《Reading Research Quarterly》是一本致力于研究各年龄段学习者的读写能力的期刊，已有40多年的历史。作为该领域的领先研究期刊，《Reading Research Quarterly》的每一期都包含：• 重要研究报告 • 多学科研究 • 各种研究方式 • 关于读写实践、教学和学习的多元观点。

Reading Research Quarterly

ABSTRACT This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publications met inclusion criteria ( m = 351; total student N = 6,053). We employed robust variance estimation to address dependent effect sizes arising from multiple outcomes and comparisons within studies. Results indicated a statistically significant main effect of instruction on norm‐referenced reading outcomes ( g = 0.33; p &lt; .001). Because there was significant heterogeneity in effect sizes across studies ( p &lt; .01), we used meta‐regression to identify the degree to which student characteristics (i.e., grade level), intervention characteristics (i.e., dosage, instructional components, multisensory nature, instructional group size), reading outcome domain (i.e., phonological awareness, word reading/spelling, passage reading, or reading comprehension), or research methods (i.e., sample size, study design) influenced intervention effects. Dosage and reading outcome domain were the only variables that significantly moderated intervention effects ( p = .040 and p = .024, respectively), with higher dosage studies associated with larger effects ( b = 0.002) and reading comprehension outcomes associated with smaller effects than word reading/spelling outcomes ( b = −0.080).

Colby Hall

Katlynn Dahl‐Leonard

Eunsoo Cho

Emily J. Solari

Philip Capin

Carlin L. Conner

Alyssa R. Henry

Lysandra Cook

Latisha Hayes

Isabel Vargas

Cassidi L. Richmond

Karen F. Kehoe

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Abstract The author introduces the concept of vitality and its relation to affect. Stern defined vitality as the feeling of flow and aliveness. The author drew on research from literacy, curriculum theory, and the work of Stern to argue for the value of the concept of vitality for thinking about how literacy comes to feel vital. The author argues that researchers and teachers need to attend to students’ embodied expressions of vitality. These forms of vitality communicate the energy of a given classroom event. The author highlights Stern’s conceptualization of affect attunement—the ability of one party to share the subjective state of the other party transmitted through polymodal matching of vitality forms—as giving rise to and carrying vitality. Central to Stern’s work is that most affect attunement occurs out of conscious awareness, as the body is affected through multiple registers, in its psychobiological rhythms, in multisensory dynamic flow, and in the dynamic shifts and patterns of the body in movement in and out of constantly emergent assemblages. The author argues that in literacy research and teaching, conscious, language‐based learning has been overvalued. Contending that students’ embodied identities create differences in how their expressions of vitality are received in classrooms, the author concludes by arguing for vitality rights: the basic rights of all students to experience themselves as vital members of a classroom community.

Gail Boldt

Theorizing Vitality in the Literacy Classroom

识字课堂中的活力理论化

Abstract Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.

Sylviane Valdois

Ahmed Zaher

Svetlana Meyer

Julien Diard

Sonia Mandin

Marie Line Bosse

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

视觉注意广度训练对阅读和拼写学习的影响：基于数字游戏的课堂干预效果

SCHOOL CHILDREN appear to increase their vocabularies by thousands of words per year. Many have hypothesized that a large proportion of this growth occurs through incidental learning from written context. However, experimental research has until now failed to provide unequivocal support of this hypothesis. The present study attempted to determine whether students do acquire measurable knowledge about unfamiliar words while reading natural text. Fifty-seven eighth-grade students of average and above average reading ability read either an expository or a narrative text about 1,000 words in length. After reading, subjects completed two vocabulary assessment tasks on 15 target words from each passage (thus serving as controls for the passage not read), an individual interview and a multiple-choice test, both designed to tap partial knowledge of word meanings. Results of within-subject, hierarchical regression analyses showed small but statistically reliable gains in word knowledge from context. Tentative extrapolations from the results and current estimates of the volume of children's reading lead us to believe that incidental learning from context accounts for a substantial proportion of the vocabulary growth that occurs during the school years.

William E. Nagy

Patricia A. Herman

Richard C. Anderson

Learning Words from Context

从上下文中学习词汇

Abstract Teachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers' knowledge of writing skills and development. To overcome issues of current elicitation materials which employ researcher generated questioning and decontextualized testing formats, we utilized an innovative instrument (The Early Writing Knowledge Assessment: EWKA) to elicit teachers' knowledge and beliefs from three authentic, contextualized child writing samples reflecting distinct, developmental writing skills. Teachers reflected on each sample and responses were coded using a two‐step process and an a priori set of codes derived from established early writing theories. Results indicated that generally, teachers' early writing knowledge aligned with research‐based conceptualizations, however, wide variation existed in the language used. Patterns existed in the components and subcomponents emphasized depending on the developmental skills demonstrated in the sample. Study findings highlight the wide variability, including inaccuracies, of teachers' early writing knowledge and the inconsistent language used to describe writing development used in the field, both of which have implications for research and practice. Implications for the field, including the potential use of the EWKA to better understand the workforce and for use in professional learning are further discussed.

Margaret F. Quinn

Gary E. Bingham

Rebecca Rohloff

Hope K. Gerde

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

理解幼儿教育工作者的书写知识：来自早期书写知识评估的启示

Abstract Critical scholarship has collectively challenged multilingual spaces as operating under a Latinx/Anglo dualism that excludes the knowledge, voices, and experiences of young Black children. Therefore, we must reimagine multilingual spaces that are not only inclusive of Black languages and literacies; but also see them as vital resources that contribute to linguistic justice for Black children in multilingual classrooms. Based on a qualitative study that drew upon case study and ethnographic methods with multiple data sources to explore how teachers of Black and other students of Color reimagined their classrooms with Black languages and literacies at the center, this paper utilizes culturally sustaining pedagogies (CSPs) to proclaim the importance of affirming and maintaining the languages and literacies of Black children and other children of Color. To that end, CSPs calls upon educators to intentionally invite practices that value linguistic flexibility in schools and classrooms. Findings demonstrated that teachers of multilingual classrooms who utilized CSPs consistently engaged in a process of critical consciousness that included challenging language policies, mandated curriculum, and unlearning classroom norms that rejected Black languages and literacies. Additionally, Black and Latinx teachers invited children to freedom dream and negotiate ways to bring Black languages and literacies to the forefront with them. In doing so, teachers and students were able to create communities of resistance that ensured the steadfastness of CSPs that centered young Black children's literary gifts.

Brittany L. Frieson

A Seat at the Table: Black &amp; Latinx Teachers Reimagining Multilingual Classrooms as Culturally Sustaining Spaces for Black Children

餐桌上的席位：黑人与拉丁裔教师重新构想多语言课堂为黑人儿童的文化可持续空间

Abstract The present iteration of the “reading wars” has created intense debate about what constitutes rigorous and effective literacy instruction. Increasingly, politicized discourses have narrowed the field's definition of reading across education spaces (P‐20) and overemphasized foundational early literacy skills while minimizing the consequentiality of sociocultural influences on literacy learning. In this commentary, we engage and critique recent narratives about the nature of literacy learning among scholars, policymakers, practitioners, and in the popular media. We discuss what has been and will be silenced, erased, and sacrificed as a result of these debates. Further, we argue that literacy educators should not abandon the complexities of literacy learning and the social, political, and historical contexts in which students live and learn. To do this, we emphasize the importance of Black children and youth having opportunities to develop critical consciousness and learn through their lived experiences. Moreover, we take a developmental perspective and outline the implications of a more expansive approach to literacy instruction across elementary, secondary, and postsecondary contexts. Ultimately, we argue for a nuanced, integrative, and humanizing path forward that addresses Black children and other historically marginalized students' literacy needs; rejects deficit ideologies concerning what counts as reading; and cultivates children, adolescents, and adults' critical literacies.

Davena Jackson

Wintre Foxworth Johnson

Katherine K. Frankel

Ashley Houston‐King

Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction

保留综合与人性化的读写能力：当前读写能力辩论与读写教学狭隘化的评论

Abstract This study investigates the role of diglossic and orthographic features in reading comprehension in Arabic. Specifically, it probes the independent contribution of language, metalinguistic, and decoding skills in the spoken language and in Standard Arabic to reading comprehension in the abjad writing system of Arabic. A sample of 112 Palestinian Arabic native‐speaking third graders (mean age = 108.31 months) were tested on receptive vocabulary, phonological awareness, morphological awareness, and word decoding independently in the spoken language and in the standard. Listening comprehension and reading comprehension in the standard were also tested, along with cognitive factors. Regression analysis showed that morphological awareness, receptive vocabulary and decoding accuracy and fluency in the spoken language predicted unique variance in reading comprehension in the standard beyond cognitive ability, with morphological awareness emerging as the strongest predictor. Only decoding accuracy in the standard predicted unique variance in reading comprehension beyond spoken language skills. Listening comprehension entered in the last block contributed a small unique variance. The results underscore the contribution of lexical, metalinguistic, and decoding skills for words within the spoken language to reading comprehension in Standard Arabic. Moreover, they underscore the unique contribution of morphological skills to reading comprehension in the Arabic abjad writing system. The results imply that not all of the reading comprehension difficulties that Arabic‐speaking children encounter are related to linguistic distance. Rather, some difficulties are grounded in difficulties with basic language, metalinguistic, and decoding skills for words within their spoken vernacular. The implications of these findings for literacy education in Arabic diglossia are discussed.

Elinor Saiegh‐Haddad

Rachel Schiff

Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic: The Primacy of the Spoken Language

标准阿拉伯语阅读理解的双言现象与正字法特征：口语的主导地位

Abstract This study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self‐reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re‐imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in‐classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning‐making processes that consider relevant personal experiences and feelings within schools and communities.

Rahat Zaidi

Gustavo da Cunha Moura

Fabielle Rocha Cruz

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

多语课堂中作为颠覆性教学法的批判性参与语言与读写工作坊

Abbreviation	Read. Res. Q.
Journal Impact	4.04
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q1)

ISSN	0034-0553, 1936-2722
h-index	107
Top Journals	Yes

Publication Information	Publisher: Wiley-Blackwell，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1996，Proportion of original research papers: 89.29%，Self Citation Rate:2.60%， Gold OA Rate: 30.83%

Reading Research Quarterly

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Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Theorizing Vitality in the Literacy Classroom

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

Learning Words from Context

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

A Seat at the Table: Black & Latinx Teachers Reimagining Multilingual Classrooms as Culturally Sustaining Spaces for Black Children

Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction

Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic: The Primacy of the Spoken Language

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment