Place-Based Education: People, Places, And Spaces For Interdisciplinary Literacy Learning, Melissa Reed, Courtney (Weber) Klassen

The Reading Professor

Abstract

Place-based education (PBE) encourages teachers to create authentic learning communities of real-world experts outside of the regular classroom setting. Literacy strategies were used to support understanding of content. This article will explore the results of teacher action research in creating interdisciplinary literacy opportunities in the real world using a PBE model. What impact does PBE have on motivation and interest of learning in this interdisciplinary setting? The advantages and challenges are examined through the use of interviews, exit slips, and antidotal records during a summer camp experience with students in grades 4-6. The findings from a research project involving …

Using Technology To Support The Writing Of Adolescents With Disabilities, Lauren Gibbons

The Reading Professor

Abstract

Adolescent students with disabilities can benefit from technology based interventions for writing instruction, but with so many different tools available, it can be difficult to determine how best to spend classroom time. Students with disabilities struggle with composition knowledge when compared to their typically developing peers (Bouck, Meyer, Satsangi, Savage, & Hunley, 2015; Englert, Zhao, Dunsmore, Collings, & Wolbers, 2007; Evmenova et al., 2016; Smith & Okolo, 2010). This article examines the benefits of using technology to support struggling student writers. The article seeks to connect research supporting technological tools with decisions made by classroom teachers. Four effective practices …

Supporting The Literacy Development Of Striving Readers Through Competing Theoretical Perspectives, Melissa K. Mccullough, Robert A. Griffin

The Reading Professor

Abstract

In this paper, we present educators with the theoretical underpinnings of competing pedagogical approaches to literacy instruction. Given the recent push by many states to universally screen students in the early grades for dyslexia and institute phonics-only standards, we seek to reiterate the importance of a balanced approach. Our purpose is to explain how two contrasting orientations regarding the reading process can together form a framework for providing the best literacy education possible for all students, especially striving readers. We explore both the cognitive information-processing and constructivist perspectives and examine prominent models and theories that inform each approach. Recent …

Windows And Mirrors In Latino Children's Literature: A History And Analysis Of The Latino Cultural Experience, Priscilla K. Delgado

The Reading Professor

Abstract

This article discusses material about children’s books that reflect the Latino cultural experience. The need for windows and mirrors in children’s literature is addressed, followed by a review of three Latino children’s book awards that recognize exemplary literature that provides such windows and mirrors. A content analysis of Latino children’s books published in the past decade identifies common themes in Latino children’s literature, followed by examples of specific interactions and responses to these books with Latino children, pre-service teachers, and educators. A brief qualitative study is described involving the use of a recently-published Latino children’s literature title with university …

A Second Look At Literacy Leadership Preparation Practices, Laurie A. Sharp, Roberta D. Raymond, Rebekah Piper

The Reading Professor

Abstract

In today’s schools, PreK-12 classroom teachers must be literacy leaders. The purpose of the current study was to examine how literacy teacher educators prepare future PreK-12 classroom teachers for literacy leadership. Using the International Literacy Association’s Standards 2017 publication as a framework and concepts of distributed leadership and teacher leadership as theoretical lenses, the current study employed a cross-sectional survey research design to ascertain current preparation practices. Qualitative data were collected among 86 literacy teacher educators who were affiliated with university-based teacher education programs located throughout the United States. Data were analyzed using a three-level classification diversity analysis and …

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Trp Staff, Editorial Board, Table Of Contents

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