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Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress

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Title: Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress
Language: English
Authors: Joanna A. Christodoulou (ORCID 0000-0001-8167-8021), Laura Mesite (ORCID 0000-0003-2103-2100), J. Adam Hickey
Source: Mind, Brain, and Education. 2025 19(4):335-344.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Improvement, Reading Difficulties, Reading Programs, Reading Instruction, Time Factors (Learning), Scores, Reading Achievement, Learning Trajectories, Intervention, Outcomes of Education, COVID-19, Pandemics, Vacations
DOI: 10.1111/mbe.70020
ISSN: 1751-2271
1751-228X
Abstract: Improving reading outcomes for students with reading disabilities/difficulties (RD) has been commonly studied relative to 'what' a reading intervention entails. Here, we offer a broader perspective on 'when' we implement reading services to improve our interpretation of reading progress. We address several aspects related to timeframes (i.e., temporal contexts) to contextualize reading changes associated with score increase or decrease trends. First, we review learning trajectories that can provide baseline expectations for reading and changes among students with RD. Second, we call attention to fade-out effects, which describe the positive impact of intervention programs gradually neutralizing in the years following program completion. Third, we discuss learning outcomes associated with suspended formal schooling, including the expected summer vacation from school and the unexpected COVID-19 school interruptions. We highlight the value of contextualizing reading progress in broader circumstances and conditions for readers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490072
Database: ERIC
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  Data: Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress
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  Data: <searchLink fieldCode="AR" term="%22Joanna+A%2E+Christodoulou%22">Joanna A. Christodoulou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8167-8021">0000-0001-8167-8021</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Mesite%22">Laura Mesite</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2103-2100">0000-0003-2103-2100</externalLink>)<br /><searchLink fieldCode="AR" term="%22J%2E+Adam+Hickey%22">J. Adam Hickey</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Improving reading outcomes for students with reading disabilities/difficulties (RD) has been commonly studied relative to 'what' a reading intervention entails. Here, we offer a broader perspective on 'when' we implement reading services to improve our interpretation of reading progress. We address several aspects related to timeframes (i.e., temporal contexts) to contextualize reading changes associated with score increase or decrease trends. First, we review learning trajectories that can provide baseline expectations for reading and changes among students with RD. Second, we call attention to fade-out effects, which describe the positive impact of intervention programs gradually neutralizing in the years following program completion. Third, we discuss learning outcomes associated with suspended formal schooling, including the expected summer vacation from school and the unexpected COVID-19 school interruptions. We highlight the value of contextualizing reading progress in broader circumstances and conditions for readers.
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      – SubjectFull: Reading Programs
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      – TitleFull: Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress
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