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Full-Text Articles in Education
Lift Every (Student) Voice With The Essential Instructional Practices For Disciplinary Literacy, Jenelle Williams, Laura Gabrion
Lift Every (Student) Voice With The Essential Instructional Practices For Disciplinary Literacy, Jenelle Williams, Laura Gabrion
Michigan Reading Journal
In this article, the authors make the case for re-engaging students in learning during the 2021-2022 school year by prioritizing social emotional learning and whole child principles, along with student voice and discourse. The Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom: Grades 6 to 12 are one tool to define instructional practices that align to these efforts.
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.
Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams
Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams
Michigan Reading Journal
No abstract provided.
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 …
Through The Eyes Of The Mentor: Understanding The Adolescent Developing Reader, Joanna C. Weaver, Cynthia D. Bertelsen, Timothy Murnen, Jessica N. Glanz
Through The Eyes Of The Mentor: Understanding The Adolescent Developing Reader, Joanna C. Weaver, Cynthia D. Bertelsen, Timothy Murnen, Jessica N. Glanz
Journal on Empowering Teaching Excellence
While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working …