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Jang, Eunjee; Seo, Young S.; Brutt-Griffler, Janina – Reading Research Quarterly, 2023
In this study, we used an academic resilience framework to explore how adolescents from low socioeconomic status (SES) backgrounds overcame adversity and achieved high levels of reading proficiency. Our main aim was to investigate whether digital reading practices and reading engagement (reading motivation and metacognitive strategies) could act…
Descriptors: Resilience (Psychology), Literacy Education, Student Motivation, Cognitive Processes
Manu, Mari; Torppa, Minna; Vasalampi, Kati; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka – Reading Research Quarterly, 2023
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of…
Descriptors: Student Development, Elementary Secondary Education, Sex Role, Parent Background
Smith, Patriann; Lee, Jaehoon; Chang, Rong – Reading Research Quarterly, 2022
In this study, we problematize the notion that Black immigrant youth be designated as high achieving or new model minority when comparing their literate success with that of their Black American peers. We draw from ideological and autonomous views regarding literacies while recognizing notions such as languaging informed by personhood, monoglossic…
Descriptors: Immigrants, Blacks, African American Students, Literacy
van Bergen, Elsje; Vasalampi, Kati; Torppa, Minna – Reading Research Quarterly, 2021
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension…
Descriptors: Reading Improvement, Longitudinal Studies, Children, Adolescents
Schwabe, Franziska; McElvany, Nele; Trendtel, Matthias – Reading Research Quarterly, 2015
The importance of reading competence for both individuals and society underlines the strong need to understand the gender gap in reading achievement. Beyond mean differences in reading comprehension, research has indicated that girls possess specific advantages on constructed-response items compared with boys of the same reading ability. Moreover,…
Descriptors: Reading Achievement, Gender Differences, Achievement Gap, Test Items