Education Commons^™

What A Wonderful World! Using Batchelder Books To Support Literacy, Deborah Parrott, Reneé C. Lyons

ETSU Faculty Works

Are you searching for fresh opportunities to support literacy through reader response activities? Batchelder Awards and international stories are relatively untapped resources that offer a global approach for children to expand comprehension through tales from many nations. Pairing these stories with reader response exercises provides an outstanding opportunity for collaboration with social studies and language arts teachers. Handouts will be provided. (F4-E162)

Engaging Readers, Engaging Families : How Can Current Research And Thinking About Reading Engagement And Motivation Translate To The Family Context?, Erin Gordon

Graduate Student Independent Studies

This paper will provide a review of the research that pertains to reading engagement and motivation in general and offer some ways of considering the research through the lens of the family as a part of the larger educational community. The author also introduces readers to a website for families called "Engaging Readers." This website aims to empower families with resources, information, and opportunities for conversation and collaboration so that they can support their young readers with enthusiasm, confidence, and heart.

An Exploration Into The Gender-Based Achievement Gap In Literacy: Deficiency, Difference, And Teacher, Researcher And Measurement Bias, Theresa Orlandi

Graduate Student Independent Studies

This paper provides a review of the research pertaining to various explanations and causes for boys' underachievement in literacy.

Gjr Volume 38 Number 1 Spring 2015, Lina B. Soares, Christine A. Draper

The Georgia Journal of Reading Archive

The Georgia Journal of Reading's Spring 2015 issue includes:

Message from the Editors by Dr. Christine A. Draper and Dr. Lina B. Soares (pg. 4)

President’s Page by Dr. Beth Pendergraft (pg.5) .

Middle School Literacy Coaches: Perceptions of Roles and Responsibilities by Dr. Katie Stover and Dr. Maryann Mraz (pg. 6)

An Analysis of Teachers’ Discourse and Their Perceptions Concerning the Use of Questioning and Feedback During Reading Instruction In Third-Grade Classrooms by Dr. Marie Holbein and Dr. Jennifer Farist (pg. 15)

Reading, Motivation, and the Power of Social Relationships: Learning from Middle School Students in a Title I …

Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles, Lori Mckee, Rachel Heydon

Education Publications

This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media within the context of an intergenerational program that brought together 13 kindergarten children (4 and 5 years) with 7 elder companions. Study questions concerned how reading and writing were practiced within multimodal ensembles and what learning opportunities were afforded the children while the participants worked through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and …

Prospective Secondary Teachers' Conceptualizations Of Literacy And Literacy In Their Content Areas, Jane Costello Bonacci

Legacy Theses & Dissertations (2009 - 2024)

Abstract

First Year Teachers' Use Of Technology In Literacy Instruction: A Case Study, Emily Kearns Burke

Educational Studies Dissertations

The purpose of this case study is to determine how first year teachers describe their teacher preparation and use of technology to teach literacy. This is achieved by considering how teachers’ descriptions demonstrate self-efficacy, identify challenges and obstacles, and distinguish benefits of technology integration in literacy instruction. As the understanding of literacy broadens to include alternative forms of print and technology, school districts are investing significantly in technology and yet teachers are often not using technology in their practices. For these reasons it is necessary to examine first year teachers’ perceptions of their own prior training, their current technology use …