Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
Articles 1 - 13 of 13
Full-Text Articles in Entire DC Network
The Power Of Pictures: Drawing On Visual Sign-Systems To Teach Inference In Gerstein’S The Man Between Two Towers, Shannon Howrey
The Power Of Pictures: Drawing On Visual Sign-Systems To Teach Inference In Gerstein’S The Man Between Two Towers, Shannon Howrey
The Journal of Balanced Literacy Research and Instruction
The ability to infer while reading is a critical part of meaning-making. Readers who infer go beyond the literal words on the page by adding information to the text and making implicit connections between the text and their prior knowledge (Barr, Blacowicz, Bates, Katz, & Kaufman, 2013). This skill allows them to establish causal relationships between story events, connect the events to their personal experiences, and determine relationships, motivations, and emotions within and between characters. Drawing on dual coding theory and visual literacy principles, the author demonstrates how the lines in the illustrations of The Man Between Two Towers assist …
The Response Strategies Of Proficient Readers When Correcting And Attempting To Correct Miscues On A Complex Scientific Text, Stephen B B. Kucer Dr.
The Response Strategies Of Proficient Readers When Correcting And Attempting To Correct Miscues On A Complex Scientific Text, Stephen B B. Kucer Dr.
The Journal of Balanced Literacy Research and Instruction
This study examines the strategies that proficient fourth grade readers employ when responding to their miscues. Thirty-four students orally read a complex expository scientific text. The text was part of the fourth grade science curriculum. Reader response strategies to their miscues—corrections and attempts to correct—were identified. It was discovered that response strategies were either graphic or contextual in nature. As measured by Chi-squares, readers varied their use of these strategies. This variation was statistically significant at the p < .001 level for both correction and attempt to correct strategies. For both, the primary focus was on the word level. Existing research documents that as text complexity increases, readers have a tendency to rely on sounding out as a default strategy. As readers progress across the grades, teachers will therefore need to prompt the use more than graphic strategies when readers respond to their miscues. This is particularly the case due to the implementation of the Common Core State Standards. Students are being introduced to complex disciplinary texts in which the use of context is critical to …
In Praise Of Miscues And The Comprehension Of Complex Texts, Stephen B. Kucer Dr.
In Praise Of Miscues And The Comprehension Of Complex Texts, Stephen B. Kucer Dr.
The Journal of Balanced Literacy Research and Instruction
The reading of complex texts is a critical dimension of the Common Core State Standards. We have little knowledge, however, of the impact of reader miscues on the comprehension of such texts. This issue is explored through a look at fourth graders transactions with literary and scientific texts. The impact of two types of reading behaviors on comprehension are examined: (1) portions of text read with no miscues and (2) portions of text read with meaning maintaining miscues. It was found that readers were significantly more likely to comprehend and recall information that was read with meaning maintaining miscues than …
Profile Of An In-Service Teacher: Meredith Labadie, Kathryn Pole
Profile Of An In-Service Teacher: Meredith Labadie, Kathryn Pole
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Using Their Own Stories: A Culturally Relevant Response To Intervention, Maggie Struck, Mark D. Vagle
Using Their Own Stories: A Culturally Relevant Response To Intervention, Maggie Struck, Mark D. Vagle
The Journal of Balanced Literacy Research and Instruction
Driven by sociocultural theories, First Author, Maggie conducted a critical action research study of her attempts to enact culturally relevant practices in a Response to Intervention (RtI) reading group. A grounded theory approach informed the analysis of her data. In this paper, we theorize three themes that were generated from the data analysis. We assert that in order to prevent RtI from becoming another unsuccessful, de-contextualized, large-scale effort, teachers and students would benefit from a culturally relevant response to intervention—a commitment to locate the contextual contingencies in which RtI is being implemented; to pay attention to what happens in the …
Balancing Literacy With Other Curricular Demands: An Autobiographical Account, Mary F. Rice
Balancing Literacy With Other Curricular Demands: An Autobiographical Account, Mary F. Rice
The Journal of Balanced Literacy Research and Instruction
This paper is an autobiographical account of one junior high teacher’s attempts to teach a Balanced Literacy curriculum with an emphasis on her experiences with English language learners (ELLs). The account is framed chronologically from her first days of teaching through her final semester and is organized by her attention to her state’s old English/language arts core, her state’s new English/language arts core, the World-class Instructional Design Association (WIDA) standards for ELLs and finally, the Common Core Curriculum Standards (CCSS). At the end of her autobiography, the author emphasizes the lessons she learned about trying to overlay Balanced Literacy with …
Using Balanced Literacy For Delivering Culturally Relevant Pedagogy To Prepare Teachers: A 20-Year Perspective On Dreamkeepers, Nicholas Daniel Hartlep, Tatiana Joseph
Using Balanced Literacy For Delivering Culturally Relevant Pedagogy To Prepare Teachers: A 20-Year Perspective On Dreamkeepers, Nicholas Daniel Hartlep, Tatiana Joseph
The Journal of Balanced Literacy Research and Instruction
The purpose of this article is to highlight the teaching practices of two teacher educators who teach at universities in the Midwest. The authors detail the myriad ways in which they use a balanced literacy approach that is culturally relevant in their courses at Illinois State University (Normal, IL) and the University of Wisconsin-Milwaukee (Milwaukee, WI), to more effectively prepare PK-12 urban educators. The authors point to the demographic imperative, as shifting demographics continue, the need for highly effective teachers who can teach our nation’s culturally and linguistically diverse PK-12 students becomes ever more critical.
Text Selection For Read-Alouds: The Influence Of Topic In Children’S Discussions Of Literary Texts, Kim Skinner
Text Selection For Read-Alouds: The Influence Of Topic In Children’S Discussions Of Literary Texts, Kim Skinner
The Journal of Balanced Literacy Research and Instruction
In today's classrooms, the teacher’s text selection for read-alouds directly impacts students’ opportunities to systematically participate in higher order thinking about texts. This ethnographic study examined the discursive processes and practices over time of elementary students (and their teacher) before, during, and after teacher-led read-aloud discussions of literary texts in an after-school philosophy club. The study investigated the student opportunities for talking, thinking, and understanding provided by discussing the controversial topics of the texts. The analyses illustrate the consequences to student thinking and meaning-making when controversial texts are used in read-alouds as a springboard for discussion, as well as the …
English Language Learners: Problems And Solutions Found In The Research Of General Practitioners Of Early Childhood, Douglas Bell, Barry L. Bogan
English Language Learners: Problems And Solutions Found In The Research Of General Practitioners Of Early Childhood, Douglas Bell, Barry L. Bogan
The Journal of Balanced Literacy Research and Instruction
Increasing numbers of English Language Learners (ELLs) in early childhood classrooms have created challenges for in-service teachers in the general education setting. Traditional teacher preparation programs tend to lack a curriculum that focuses on second language teaching and learning. This paper reviews the problems facing teachers with regard to teaching at the level of research based best practices for ELLs. In addition, a critical examination of the literature has yielded basic solutions for practitioners. These solutions encompass programmatic (classroom) aspects, teacher training, and classroom pedagogy. The authors have concluded that based on the present literature, more research is needed to …
Infusing Technology Into The Balanced Literacy Classroom, Jennifer Shettel, Kevin Bower
Infusing Technology Into The Balanced Literacy Classroom, Jennifer Shettel, Kevin Bower
The Journal of Balanced Literacy Research and Instruction
This article focuses attention on how technology is being utilized in classrooms, with an emphasis on literacy learning. The authors explore the integration of technology within a balanced literacy classroom and identify three levels of technology integration commonly found within a typical K-12 classroom. Specific examples are provided for each level and classroom vignettes from the second author’s classroom are utilized. In addition, the authors provide suggested resources throughout the article for further exploration.
Effect Of Increased Exposure To Informational Text On Teacher Attitude In The Elementary Classroom, Heather D. Kindall, Janet Penner-Williams
Effect Of Increased Exposure To Informational Text On Teacher Attitude In The Elementary Classroom, Heather D. Kindall, Janet Penner-Williams
The Journal of Balanced Literacy Research and Instruction
Common Core State Standards and our changing society requires that informational text, an often neglected genre, receive an equal proportion of time in K-4 classrooms. Research has shown that teacher attitude and belief play a central role in teaching practice, and informational text has historically been viewed in a negative light by elementary teachers. In this study the authors look at pre-service elementary teacher education as an avenue for an attitude change in regards to informational text. Attitudes toward specific genres were analyzed using a pre/post survey with a treatment group receiving focused instruction on using informational text. The results …
Proverbs: Wisdom Of The Ages In Contemporary Literacy Instruction, Bonnie Johnson
Proverbs: Wisdom Of The Ages In Contemporary Literacy Instruction, Bonnie Johnson
The Journal of Balanced Literacy Research and Instruction
Proverbs, sayings that give advice or offer insights about life, are found in all countries and cultures. They are used in societies with writing systems and in those whose communications rely on oral traditions. Proverbs are concise, some rhyme, several use alliteration, and many are metaphorical. They can be found in ancient and contemporary literature. This article discusses the multicultural nature of proverbs and gives examples from various locales. The article also illustrates how proverbs lend themselves to interdisciplinary literacy integration. The use of proverbs in implementing specific grade-level Common Core State Standards is addressed. Resources for proverb study are …
Building On What Children Bring: Cognitive And Sociocultural Approaches To Teaching Literacy, Catherine Compton-Lilly
Building On What Children Bring: Cognitive And Sociocultural Approaches To Teaching Literacy, Catherine Compton-Lilly
The Journal of Balanced Literacy Research and Instruction
This paper examines what is meant by “building on what children bring.” While many educators maintain that teachers need to build on what children bring to classrooms, the field of education has constructed different understandings of what this entails. This paper explores two different conceptions of what children bring: those grounded in cognitive theories about reading and those grounded in sociocultural theories of reading/literacy. I suggest that despite historical splits in the reading/literacy field that educators must balance cognitive and sociocultural considerations in order to access the vast range of knowledges that children bring to literacy learning. After exploring cognitive …