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Re-Imagining Remediation: Problematizing Adolescent Literacy Remediation, Michelle Lague
Re-Imagining Remediation: Problematizing Adolescent Literacy Remediation, Michelle Lague
Virginia English Journal
This article explores the unique literacy needs of adolescent learners and challenges the traditional practice of literacy remediation, often tied to standardized test scores, in U.S. public schools. A call for more responsive literacy instruction that employs a disciplinary, holistic approach rather than a skills-based, deficit-informed approach is articulated, as well as recommendations for practice in literacy instruction informed by research on literacy identity development. As we begin to imagine our schools in a post-COVID world, we must rethink our instruction and move toward a model of literacy that is more relevant, more responsive, and, above all, more human.
Graphic Novels For Multimodal Learning: Equity For English Learners, Katherine Suender, Susan Piazza
Graphic Novels For Multimodal Learning: Equity For English Learners, Katherine Suender, Susan Piazza
Language Arts Journal of Michigan
This article provides a synthesis of current research and theory that makes a case for using graphic novels to improve adolescent literacy achievement through multimodal, equitable learning opportunities for English learners (ELs) while meeting the required English Learner Proficiency Standards (ELPS). Supported by multimodal theory and culturally responsive teaching (CRT) approaches, research shows that graphic novels are inspirational teaching tools for adolescent ELs to engage more deeply with reading and writing. Specific recommendations for classroom use of graphic novels include a focus on a) motivation and engagement, b) discussions, c) visual information, and d) multimodal composition. Educators can make use …
Secret Literate Lives: Rural Adolescent Title I Reading Students, Zoe A. Cassady
Secret Literate Lives: Rural Adolescent Title I Reading Students, Zoe A. Cassady
Graduate Research Theses & Dissertations
This study examined the self-efficacy and identity beliefs about literacy of 10 rural adolescent Title I Reading students. Sociocultural theory influenced by knowledge of self, culture, identity, and self-efficacy served as the theoretical framework for the study. The research employed a qualitative case study design using a photo-elicitation interview (PEI) technique. Participants were asked to bring 20 photos picturing literacy to the interviews. An interview guide provided basic questions, and probes and discussions focused on the participants’ photographs, which are included in the dissertation. The audio- and videotaped interviews and the researcher notes concerning the participants’ photographs were transcribed for …