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Novice Teachers’ Knowledge of Racial Literacies Literacy Research and Instruction Pub Date : 2024-04-17 Xiufang Chen, Amy Tondreau, Catherine Lammert, Rhonda Hylton, Pallavi Chhabra, Marla R. Goins, Shuling Yang, Lisa O’Brien, Poonam Arya, Carin Appleget
Grounded in Goodwin and Darity’s domains of knowledge for social justice educators, this study examines novice teachers’ (NTs) racial literacies. Specifically, this research integrates a framework ...
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Effect of Dramatic Storytelling on Emergent Literacy in EFL: Evidence from the UAE Kindergartens Literacy Research and Instruction Pub Date : 2024-04-09 Ghada Yahya Alkilani, Qilong Zhang
Adopting a combination of quasi-experiment and formative research design, this study developed, implemented, and evaluated an intervention model that provided the kindergartners with intensive expe...
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Reexamining the Dolch Basic Sight Word List: Contemporary Considerations for Culturally Sustaining Approaches to Assess Sight Word Development Literacy Research and Instruction Pub Date : 2024-03-07 Laveria Hutchison, Sarah Jerasa, Raja Ahmed, Elisa Holcomb
The Dolch Basic Sight Word (DBSW) list has been considered the gold standard tool in schools to determine young readers’ sight word automaticity. It has not changed despite shifts in our lexical an...
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A Multilevel Meta-Analysis of Synchronous Paired Oral Reading Techniques in Elementary Classrooms Literacy Research and Instruction Pub Date : 2024-03-06 Jake Downs, Kathleen A. J. Mohr
Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader t...
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Kindergarten Teachers’ Vocabulary Knowledge, Practices, and Influential Factors: A Multiple Case Study Literacy Research and Instruction Pub Date : 2024-02-23 Tara B. Johnston
This study examined the reported vocabulary knowledge, reported vocabulary practices, and reported influential factors on vocabulary instruction of seven kindergarten teachers in public school sett...
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First-Generation Korean Immigrant Parents’ Experience and Perception of Dual Language English Literacy Intervention for their Young Children in the United States Literacy Research and Instruction Pub Date : 2024-01-12 Veronica Y. Kang, Sunyoung Kim, Hanae Kim
Considering the growing the number of Asian immigrants, research on dual language intervention for Asian students is needed. Leko (2014) suggested a qualitative approach to explore the viewpoints o...
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What’s Hot in Literacy 2023: The Ban on Books and Diversity Measures Literacy Research and Instruction Pub Date : 2024-01-11 Stephanie Grote-Garcia, Evan Ortlieb
The annual What’s Hot in Literacy survey uncovers the current focal points within literacy education. A panel of twenty-five literacy leaders participated and engaged in interviews to identify the ...
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“We Have to Be Wary of Unicorns and Rainbows”: Curricular Freedom in a Contemporary Sociopolitical Context Literacy Research and Instruction Pub Date : 2023-12-25 Melanie D. Koss, Kathleen A. Paciga
The purpose of this study is to explore the curricular freedom teachers have reported experiencing regarding the inclusion of children’s literature in their curriculum in today’s sociopolitical cli...
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A 20 Year Guided Reading Research Synthesis: Examining Student Data Literacy Research and Instruction Pub Date : 2023-12-03 Denise N. Morgan, Meghan Valerio, Kristen I. Evans
Guided reading is a teaching practice many teachers utilize to provide differentiated reading instruction to small groups of learners. During guided reading, students read instructional leveled tex...
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Oversights and Erasures of Diversity in First Grade Read Aloud Materials: A Critical Multicultural Analysis Literacy Research and Instruction Pub Date : 2023-11-15 Rebecca E. Linares, Dorian Harrison, Stacey Korson
This critical multicultural analysis examines the racial and ethnic, gender, and class representations of the read aloud content included in the McGraw Hill Wonders first grade curriculum published...
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“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative Literacy Research and Instruction Pub Date : 2023-10-25 Megan Chaffin, Holly Sheppard Riesco, Kathryn Hackett-Hill, Vicki Collet, Megan Yates Grizzle, Jacob Warren
Framed by Bakhtinian theories of authoritative discourse and heteroglossia, this study examines perceptions of a Science-of-Reading-based state reading initiative five years into implementation. Us...
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Illuminating Student Voices in Research: What 7th Graders Report Learning After a Revision Unit of Study Literacy Research and Instruction Pub Date : 2023-10-16 Denise N. Morgan, Jessica L. Hrubik
Revision is a complex cognitive task and an integral component of the writing process. Students benefit from understanding the value of and how to revise their own writing. The purpose of this stud...
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Developing Mental Models for Examining Diversity in Children’s Literature Literacy Research and Instruction Pub Date : 2023-10-16 Mary-Kate Sableski, Jackie Marshall Arnold
Teachers need tools to build mental models of what makes a book diverse, how a book impacts the classroom community, and what contribution it makes within a classroom library. Beyond this, teachers...
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Making Thinking Explicit: A Skill Continuum of Preservice Teacher Use of Strategic Think-Alouds in Literacy Instruction Literacy Research and Instruction Pub Date : 2023-10-16 Sharon M. Pratt, Tracey S. Hodges
Teachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inn...
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Learning to Read in Arabic Diglossia: The Relation of Spoken and Standard Arabic Language in Kindergarten to Reading Skills in First Grade Literacy Research and Instruction Pub Date : 2023-06-01 Ibrahim Abdalla Asadi, Khaloob Kawar
ABSTRACT The contribution of linguistic skills to reading has been reported in different languages; however, this contribution varies according to the specific features of each language. Arabic is characterized by diglossia, i.e. the existence of two distinct varieties: Spoken Arabic (SpA) and Standard Arabic (StA). This study examined the extent to which linguistic components (phonemic awareness,
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The Arabic Diglossia Reality: The Effect of Specific Story Reading in Kindergarten on Reading Acquisition in First Grade Literacy Research and Instruction Pub Date : 2023-05-31 Ibrahim A. Asadi, Nisreen Atila, Sandy Saleh
ABSTRACT Due to the diglossic nature of the Arabic language, Arabic-speaking children enter their first year of school with immaturity in literary language and word representations in their mental lexicon. This study examined the effects of interactive story reading in kindergarten on future reading skills and whether this effect can be generalized to reading skills of infrequent words. 102 Arabic-speaking
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Fifth-Grade Multilingual Learners’ Emotional Capital, Approaches to Learning, and Reading Achievement Literacy Research and Instruction Pub Date : 2023-05-25 Linlin Wang, Annemarie Hindman
ABSTRACT Drawing on the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper used structural equation modeling to investigate the relations among emotional capital (behavioral engagement, school belonging, grit, peer social support, and life satisfaction), approaches to learning, and reading achievement of 942 fifth graders who speak a home language
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“I Didn’t Think About That Perspective”: Preservice Teachers’ (Dis)comfort in Applying Critical Literacy and Race-Visible Discourse Literacy Research and Instruction Pub Date : 2023-05-23 Erica Holyoke, Elizabeth Ries
ABSTRACT Our case study analyzed preservice teachers’ (PTs’) critical dispositions and alignment or resistance to critical literacies and race-visible discourse. In a virtual reading methods course at a large public university, a diverse cohort of twenty-two PTs recursively discussed self-selected multimodal texts utilizing synchronous and asynchronous critical multimodal collaborations. Using critical
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Reconsidering Resistance and Challenges: Teacher Agency During Joint Instructional Inquiry with Literacy Coaches Literacy Research and Instruction Pub Date : 2023-05-18 Dana A. Robertson, Lauren Breckenridge Padesky, Laurie “Darian” Thrailkill, Tia Frahm, Cynthia H. Brock
ABSTRACT This qualitative study examined coach-teacher interactions among eight teachers, one administrator, and three university-based coaches in one rural elementary school. Framed within a theory of agency, we examined videos of coaching interactions as coaches and teachers debriefed and co-planned vocabulary instructional ideas stemming from a yearlong, schoolwide professional learning opportunity
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Short- and long-term effects of a strategy intervention on school students’ text comprehension Literacy Research and Instruction Pub Date : 2023-02-20 Triinu Kärbla, Krista Uibu, Mairi Männamaa
ABSTRACT Strategy interventions have been found to support students’ text comprehension, but little is known about the sustainability of these effects. This study examined short- and long-term effects of a strategy intervention on students’ vocabulary and text comprehension at the literal, inferential and evaluative levels. A pretest, posttest, and retention test design with experimental and control
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Literacy Teachers in the Making: A Look at Teacher Candidates’ Experiences as they Tutor Elementary Students Literacy Research and Instruction Pub Date : 2023-02-01 Hannah Carter, Jadelyn Abbott
The purpose of this study was to investigate teacher candidates’ perceptions of their first experience teaching literacy. Using a case study design, this research spans two consecutive semesters an...
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What’s Hot in Literacy: The Duality of Explicit Instruction & Cultural And Linguistic Considerations Literacy Research and Instruction Pub Date : 2023-01-13 Stephanie Grote-Garcia, Evan Ortlieb
ABSTRACT The annual What’s Hot in Literacy survey was conducted to determine what topics are currently receiving attention, and how they are being addressed effectively within schools and in the emerging research. Twenty-five literacy experts served as panelists and were interviewed to determine which of the 30 topics were a focus of current attention. The survey results included several topics being
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Teacher Reading Motivation: Factors and Latent Profiles Literacy Research and Instruction Pub Date : 2023-01-04 Robert A. Griffin, Diana Mindrila
This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale. Researchers used exploratory stru...
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A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education Literacy Research and Instruction Pub Date : 2023-01-04 Brady L. Nash, Heather Dunham, Jessica Murdter-Atkinson, Melissa Mosley Wetzel
This article examines a culturally sustaining approach to learning about and enacting multimodal literacy instruction that was developed during a field-based reading methods course for elementary p...
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Part of Something Bigger: Critical, Digital, and Global Literacies in the Global Read Aloud Literacy Research and Instruction Pub Date : 2022-12-28 Shea Kerkhoff, Jeffrey Carpenter, Qian Yang, Ying Dong
The purpose of this mixed methods, multi-year study was to explore aspects of a virtual international literacies project, the Global Read Aloud, that promoted students’ multiple literacies. Guided ...
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The Role of Strategic Backtracking When Reading Digital Informational Text for Understanding Literacy Research and Instruction Pub Date : 2022-12-25 Ymkje E. Haverkamp, Ivar Bråten
This study used a correlational design and a path analytic approach to investigate direct and indirect relationships between strategic backtracking and integrated text understanding when undergradu...
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An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms Literacy Research and Instruction Pub Date : 2022-12-06 Ying Guo, Cynthia Puranik, Yanli Xie, Megan Schneider Dinnesen, Allison Breit
ABSTRACT The purpose of this observational study was to examine the amount and type of writing instruction and practice in kindergarten classrooms. Participants included 78 kindergarten teachers from 34 elementary schools across three states in the US. Classroom teachers were videotaped three times (fall, winter, and spring) during the academic year. We assessed the multidimensional components of writing
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Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality Literacy Research and Instruction Pub Date : 2022-11-15 Matthew R. Deroo, Michela Galante
ABSTRACT Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors’ report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher’s learning about multimodality and social semiotics in
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Protestation & Piggybacking: Strategic Participation in an ESL Book Group Literacy Research and Instruction Pub Date : 2022-11-15 Jackie Ridley
ABSTRACT Research on making connections to texts has largely explored how making text connections supports reading comprehension. However, less attention has been paid to how readers make text connections through talk and in interaction during text-based discussions. In this study, I explore how text connections were co-constructed between students and their teacher in an English as a Second Language
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Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms Literacy Research and Instruction Pub Date : 2022-11-11 Mary Ryan, Lauren Weber, Georgina Barton, Janet Dutton
ABSTRACT Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of prescriptive top-down approaches. This paper
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Community Voices: Resettled Youth Use Their Writing to Reposition Themselves Literacy Research and Instruction Pub Date : 2022-11-09 Melody Zoch, Amy Vetter, Bev Faircloth, Pratigya Marhatta, Dominique McDaniel
Resettled youth often face many challenges while enrolled in schools, such as expectations to quickly assimilate and acquire English language and literacy skills or being positioned in deficit-orie...
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Literacy Clinics During COVID-19: Voices that Envision the Future Literacy Research and Instruction Pub Date : 2022-11-09 Barbara Laster, Melinda Butler, Rachael Waller, Sheri Vasinda, Mary Hoch, Pelusa Orellana, Joan Rhodes, Theresa Deeney, D. Beth Scott, Tiffany Gallagher, Leslie Cavendish, Tammy Milby, Rebecca Rogers, Tracy Johnson, Shadrack Msengi, Cheryl Dozier, Shelly Huggins, Debra Gurvitz
ABSTRACT The resiliency of literacy clinics was tested during 2020–2021, as many pivoted from in-person (F2F) to online or 3-way remote learning because of the COVID-19 pandemic. University-based literacy clinics advance teacher education, provide services to K-12 students who may need instructional support, and are a laboratory for research. The purpose of the study was to examine modifications in
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Positioning as a Mediator of Reader Self-Efficacy: A Case Study of Literature Circles Literacy Research and Instruction Pub Date : 2022-11-04 Elena M. Venegas
Literature circles are a socially supportive context in which students can cultivate their reader identities. This is especially promising for students with lower reader self-efficacies. This quali...
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A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students Literacy Research and Instruction Pub Date : 2022-11-03 David D. Paige, Grant S. Smith, William H. Rupley
ABSTRACT Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between phonemic awareness, developmental spelling, pseudoword
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Shared Accountability: How One School Is Reforming a Writing Curriculum through Sustained Engaged Scholarship Literacy Research and Instruction Pub Date : 2022-11-01 Mellinee Lesley, Amy Higgins, Whitney Beach, Elizabeth Stewart, Johanna Keene
ABSTRACT Many high schools in the United States are contending with modest student writing achievement and looking for ways to enhance teachers’ writing instruction. This is especially the case for schools deemed to be “underperforming” and struggling to reform writing pedagogy against an accumulation of teacher and leadership turnover, limited resources, minimal teacher preparation in writing pedagogy
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The Impact of Professional Development on Inservice Teachers’ Culturally Responsive Practices and Students’ Reading Achievement Literacy Research and Instruction Pub Date : 2022-10-06 Susan Chambers Cantrell, Shannon O. Sampson, Kristen H. Perry, Katherine Robershaw
ABSTRACT This study examined the impact of a professional development in culturally responsive practices on in-service teacher practices and student achievement in reading. Using a concurrent explanatory mixed method design that incorporated quasi-experimental analysis of implementation and achievement data alongside inductive analysis of interview data, researchers investigated effects of the professional
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Striving Adolescent Readers’ Motivation Literacy Research and Instruction Pub Date : 2022-09-13 Reagan Murnan, Seth A. Parsons, Courtney Verbiest
ABSTRACT This review of research examines definitions of reading motivation, instruments for measuring reading motivation, reading motivation interventions and instructional designs, and student outcomes related to reading motivation. The population for this review was restricted to middle or high school students who: (a) have a qualifying disability in reading, (b) are identified as having “reading
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Learning in Practice: What Preservice Teachers Report Learning about Writing in a Middle School Role Based Field Experience Literacy Research and Instruction Pub Date : 2022-09-09 Kristine E. Pytash, Denise N. Morgan, Elizabeth Testa
ABSTRACT Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in middle and high schools. This qualitative
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Emergent Bilingual Students’ Small Group Read-Aloud Discussions Literacy Research and Instruction Pub Date : 2022-07-12 Tanya Christ, Hyonsuk Cho
ABSTRACT Our qualitative case study aimed to identify how four second-grade emergent bilingual students and their teacher engaged with listening comprehension during interactive read-aloud discussions with more and less culturally relevant books, and how this intersected with the teacher’s use of culturally relevant and sustaining pedagogical tenets. Data included cultural relevance ratings for each
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Teacher Knowledge and Questioning in Classroom Talk about Text Literacy Research and Instruction Pub Date : 2022-05-23 Margaret Troyer
ABSTRACT Open discussion of text promotes students’ reading achievement, yet classroom discussion is rare. The present study investigates whether teachers’ knowledge for literacy teaching relates to their enactment of class discussion in the context of a high-quality literacy curriculum. Two sixth grade teachers (one who demonstrated high levels of knowledge for teaching literacy, and one who demonstrated
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Early Identification of and Intervention for Children with and without Dyslexia Characteristics: A Comparison Study Literacy Research and Instruction Pub Date : 2022-04-29 Elizabeth L. Kaye, Victor Lozada, Connie Briggs
ABSTRACT This article reports on a study designed to determine if the lowest achieving first-grade students who were identified by their school districts as at-risk for dyslexia can be distinguished from students who have initial reading and writing difficulties but did not present dyslexia characteristics. Thirty-six first-grade students from two different school districts participated in this quantitative
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Evidence-based Features of Writing Instruction in Widely Used Kindergarten English Language Arts Curricula Literacy Research and Instruction Pub Date : 2022-04-06 Clariebelle Gabas, Sonia Q. Cabell, Stefanie B. Copp, Mary Campbell
ABSTRACT This study described the features of writing instruction in widely used kindergarten English Language Arts programs and examined their alignment with evidence-based, best-practice guidelines. Three popular curricula were selected for analyses: Reading Wonders, Journeys, and Reading Street. Our coding of teacher manuals focused on instructional provisions for composing, spelling, and handwriting
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Reasoning Processes Involved in Reading and Responding to Students’ Writing Literacy Research and Instruction Pub Date : 2022-04-06 Ellen Ballock, Vicki McQuitty
ABSTRACT This paper explores the reasoning processes expert teachers use when reading and responding to elementary students’ writing. We report findings from a qualitative multi-case study drawing on “think-aloud” interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts. Findings indicate the teachers looked for the logic in
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A Mixed-Methods Analysis of Fourth-Graders’ Comprehension and Their Reported Strategies for Reading Science Texts Literacy Research and Instruction Pub Date : 2022-03-01 Sharon M. Pratt, Julianne M. Coleman, John A. Dantzler
ABSTRACT This convergent mixed-methods study explored the relation between strategies fourth-grade students self-reported to navigate and interpret science texts and their performance on a comprehension posttest. Using Epistemic Network Analysis (ENA), results reveal a higher degree of metacognitive awareness and the ability to orally explain one’s thinking was evident for students who scored higher
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What’s Hot in 2021: Beyond the Science of Reading Literacy Research and Instruction Pub Date : 2021-12-30 Jack Cassidy, Stephanie Grote-Garcia, Evan Ortlieb
ABSTRACT Literacy topics fluctuate each year in how much attention they receive in research and practice. The What’s Hot in Literacy annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following
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How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography Literacy Research and Instruction Pub Date : 2021-12-06 Cevriye Ergül, Zeynep Bahap Kudret, Meral Ç. Ökcün-Akçamuş, Gözde Akoğlu, Ergül Demir, Burcu Kılıç Tülü
ABSTRACT The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of
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Text Readability, Comprehension Instruction, and Student Engagement: Examining Associated Relationships during Text-Based Social Studies Instruction Literacy Research and Instruction Pub Date : 2022-01-09 H. A. Schmitt, S. E. Witmer, S. S. Rowe
ABSTRACT Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50 fifth-grade classrooms during text-based social studies
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Correction Literacy Research and Instruction Pub Date : 2022-01-11
Published in Literacy Research and Instruction (Vol. 63, No. 1, 2024)
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What are Teachers Reading and Why?: An Analysis of Elementary Read Aloud Titles and the Rationales Underlying Teachers’ Selections Literacy Research and Instruction Pub Date : 2022-01-03 Kristin Conradi Smith, Craig A. Young, Jane Core Yatzeck
ABSTRACT Although reading aloud to elementary students is a common practice, few studies have focused on the actual texts read, beyond considerations of fiction versus nonfiction, and few studies have included a line of inquiry exploring teachers’ rationales for text selection. In this mixed-methods study, we pair a content analysis of the reported read aloud titles of over 1000 teachers with interviews
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Multimodal literacies classroom instruction for K-12 students: a review of research Literacy Research and Instruction Pub Date : 2022-01-03 Qi Si, Tracey S. Hodges, Julianne M. Coleman
ABSTRACT In recent years, there has been growing interest in multimodal literacies used in various teaching and learning contexts, especially in K-12 classrooms. To develop multiple abilities of students, K-12 teachers tend to utilize both print-based and digital texts to facilitate instructional practices in class. However, there are few syntheses of the existing scholarly work to explore how instructional
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Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction Literacy Research and Instruction Pub Date : 2021-12-22 Mary Amanda Stewart, Alexandra Babino
ABSTRACT Resistance takes on many forms in modern society as people effectively engage in resistance literacies, the sending and receiving of meaning in culturally embedded contexts framed by unequal power. This article foregrounds two Mexican-identifying women who live in the U.S. through their testimonios of resistance to xenophobic and racist rhetoric in society. The purpose was to understand how
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Innovative Task Design: Becoming a Reader Involves More than Reading Strategies Literacy Research and Instruction Pub Date : 2021-12-20 Jane Kirkby, Kelly Carabott, Sue Wilson, Haleh Rafi, Pennie White
ABSTRACT This paper looks at students’ motivation and engagement in the context of the Read Like a Demon (RLAD) project across a two-year period, in Melbourne, Victoria. This RLAD project was shaped over several years and targeted to students aged between 8 and 11 years. It utilized innovative reading experiences, including the influence of Australian Rules Football players as reading role models for
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Asking Teens about Their Writing Lives: The Writing Identity Work of Youth Literacy Research and Instruction Pub Date : 2021-12-04 Amy Vetter, Claire Lambert, Marie LeJeune, Annamary Consalvo, Ann David, Dominique McDaniel
ABSTRACT Framed by theories of youth, culture, identity studies, and literacy identity formation, this article examines how youth articulate themselves as writers. Using interview transcripts, analysis explored writing identity from the perspective of teens in urban, suburban, and rural settings. Findings from this qualitative study suggest that youth used various cultural artifacts, both conceptual
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Investigating Student’s During-Reading Practices Through Social Annotation Literacy Research and Instruction Pub Date : 2021-11-28 Brittany Adams, Nance S. Wilson
ABSTRACT Examination of social annotation during assigned readings in this study brings together research about digital reading, learning communities, metacognition, and critical literacy. Social annotation allows readers to engage with text collaboratively to build understanding during reading. The authors conducted a content analysis of over 400 annotations made by 12 novice teachers to discover
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Health Education Teachers’ Contributions to Students’ Multiliteracy Learning Literacy Research and Instruction Pub Date : 2021-11-28 Tuula Nygård, Noora Hirvonen, Sari Räisänen, Riitta-Liisa Korkeamäki
ABSTRACT This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers’ views and practices. The results indicate that the study participants considered
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Toward Deeper Understanding of Children’s Writing: Pre-Service Teachers’ Attention to Local and Global Text Features at the Start and End of Writing-Focused Coursework Literacy Research and Instruction Pub Date : 2021-08-17 Lisa K. Hawkins, Nicole M. Martin, Diane Bottomley, Brendan Shanahan, Jennifer Cooper
ABSTRACT This mixed methods study sought to extend what is known about preservice teachers’ [PSTs’] enactment of the core practice of reading and responding to students’ writing by examining their reading of elementary students’ writing at the start and end of writing-focused methods coursework. PSTs’ reading of students’ writing involves analysis of children’s writing strengths and needs and undergirds
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Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction Literacy Research and Instruction Pub Date : 2021-08-13 Jody N. Polleck, Tashema Spence, Shanita Rapatalo, Jordan Yarwood
ABSTRACT This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions
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Re-envisioning Clinical Reading Instruction during a Time of Uncertainty Literacy Research and Instruction Pub Date : 2021-08-06 Kathleen McGrath
ABSTRACT The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online
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What Contributes to Word Learning and Story Retelling of Arabic-speaking Children? Investigation of an E-book Reading Intervention Literacy Research and Instruction Pub Date : 2021-07-05 Ofra Korat, Nareman Mahamid, Safieh Hassunah Arafat, Carmit Altman
ABSTRACT Learning words in Modern Standard Arabic (MSA) and story retelling was tested using an e-book with dictionary. One hundred and sixty-three Arabic-speaking kindergartners were randomly divided into 5 groups. The experimental groups read the e-book with a dictionary: (1) with a dynamic illustration and a request to vocalize the word; (2) with a dynamic illustration without a request to vocalize
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The Language-Literacy Ripple Effect on College-Goingness for a Refugee-Background Student Literacy Research and Instruction Pub Date : 2021-05-07 Meagan A. Hoff, Sonya L. Armstrong
ABSTRACT Insights revealed about strengths in navigational strategies yielded from a larger study on refugee-background college students prompted an examination of the same phenomena from the perspective of a high school refugee on her path to college. Htun, a high school senior and Karen refugee, faced repeated exclusion, resulting in her feeling silenced and/or silencing herself, which in turn excluded