The Agenda of the Reading Teacher Journal on Reading and Reading Skills: A Corpus Analysis in the Last Decade

Autor/inn/en	Temur, Turan; Sezer, Taner
Titel	The Agenda of the Reading Teacher Journal on Reading and Reading Skills: A Corpus Analysis in the Last Decade
Quelle	In: International Electronic Journal of Elementary Education, 15 (2023) 4, S.357-369 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Temur, Turan) ORCID (Sezer, Taner)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Reading Teachers; Reading Instruction; Reading Skills; Computational Linguistics; Reading Research; Educational Change; Periodicals; Teaching Methods; Reading Comprehension; Content Analysis + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; Reading skill; Lesefertigkeit; Linguistics; Computerlinguistik; Leseforschung; Bildungsreform; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Inhaltsanalyse
Abstract	Reading is one of the main skills to be learned and used in schools and through the entire life of an individual. Its crucial importance made reading one of the central topics in different academic disciplines such as education, psychology, linguistic and neuroscience. Advances in multidisciplinary approaches to and studies of reading gave us the reason to talk about the science of reading. Improvement in research into reading during the last century reveals the fact that different approaches emphasized the importance of partially different aspects of reading skills. Different approaches presented sound arguments for different priorities in teaching and learning of reading. For some decades ago strong dichotomic arguments were so sharp that in the United States the reading literature talked about 'the reading wars'. During the recent decades, the debate of reading and approaches to reading, reading skills and reading processes have changed. Studies of reading presented different arguments for partially different priorities. The Reading Teacher (RT) has for many decades been the one of the most important arenas for the presentation of new findings, ideas, arguments, and trends. Our present corpus-based study captured the frequent collocations and their usage in the RT publications -- 952 articles comprising 3 548 008 words - during the last decade, 2012-2021. TreeTagger was used for part-of-speech tagging and CQPWeb/CWB framework was employed as the corpus interface in the analysis process. The findings clearly revealed that "reading comprehension" was the most frequently used collocation, and it has never weakened its position in the RT publications in the last decade. While instructional activities and processes like 'shared reading', 'during reading', 'while reading', and 'after reading' were given considerable attention, 'before reading' was almost forgotten. Findings also show that linguistic diversity among students, particularly in the US, also made an impact on the emerging of new topics and thus frequency of concepts like bilingual, multilingual, translanguaging, and coaching. Findings related to the ascending and descending trends reading collocations in RT publications regarding other aspects of reading, teaching of reading, and reading processes are discussed and some ideas for future research are presented. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01