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Full-Text Articles in Education
Preservice Teachers’ Preparedness To Teach Writing: Looking Closely At A Semester Of Structured Literacy Tutoring, Hannah Carter, Jadelyn Abbott, Katherine Landau Wright
Preservice Teachers’ Preparedness To Teach Writing: Looking Closely At A Semester Of Structured Literacy Tutoring, Hannah Carter, Jadelyn Abbott, Katherine Landau Wright
Literacy, Language, and Culture Faculty Publications and Presentations
Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach writing within a structured literacy tutoring experience to better understand the skills and knowledge of PSTs related to teaching writing. Results indicate PSTs contextualized writing instruction, considered clients’ affect around writing, and used data to inform writing lessons. PSTs were also grappling with specific pedagogical considerations related to writing instruction, offering implications for teacher educators and researchers.
Differentiating Reading Profiles Of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review, Daibao Guo, Luxi Feng, Tracey S. Hodges
Differentiating Reading Profiles Of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review, Daibao Guo, Luxi Feng, Tracey S. Hodges
Literacy, Language, and Culture Faculty Publications and Presentations
The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD), who have adequate decoding skills, but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to …
What’S The Purpose?: A Mixed-Methods Exploration Of Purposes For Reading In Secondary Classrooms, Dianna Townsend, Hannah Carter, Rachel Knecht
What’S The Purpose?: A Mixed-Methods Exploration Of Purposes For Reading In Secondary Classrooms, Dianna Townsend, Hannah Carter, Rachel Knecht
Literacy, Language, and Culture Faculty Publications and Presentations
Supporting the wide range of readers in secondary disciplinary classrooms can involve a number of helpful scaffolds and instructional routines, and the role of reading purpose may be particularly important. Research suggests that reading purposes impact reading processes and outcomes, and also that disciplinary experts have discipline-specific purposes for reading. In this qualitative-dominant, mixed-methods study, five high school classrooms were studied to explore what kind of purposes teachers establish for reading in the disciplines and how students perceive those reading purposes. Teachers’ (n = 7) reading purposes and related instruction were explored via observations and interviews, and high school …
A Collaborative Self-Study Of Supervisors In A University-Based Literacy Clinic: Exploring Tensions In Support, Feedback, And Conflict Resolution, Hannah Carter, Jadelyn Abbott, Lauren Herzberg, Annie Hindman, Pam Swainston
A Collaborative Self-Study Of Supervisors In A University-Based Literacy Clinic: Exploring Tensions In Support, Feedback, And Conflict Resolution, Hannah Carter, Jadelyn Abbott, Lauren Herzberg, Annie Hindman, Pam Swainston
Literacy, Language, and Culture Faculty Publications and Presentations
This article reports on a collaborative self-study conducted by five supervisors in a universitybased literacy clinic. Over two semesters of mentoring elementary teacher candidates, we met weekly and reflected biweekly. The purpose of this research was to identify the tensions that supervisors were contemplating as they mentored and supervised candidates. Our findings indicate that we were grappling with ways to 1) provide candidates with equitable support; 2) guide candidates, rather than tell them what to do; and 3) confront conflict. By detailing the ways we reflected on and explored these tensions, we include suggestions for teacher education supervision and teacher …