Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Using Emotion Regulation To Support Informed Literacy, Rachael A. Vandonkelaar
Using Emotion Regulation To Support Informed Literacy, Rachael A. Vandonkelaar
Journal of Educational Research and Practice
When it comes to fake news, no medium circulates and reaches more youth than social media. Social media can provide an opportunity for students to create and post with an authentic audience; however, social media can also perpetuate the danger of fake news. Youth across the globe emotionally engage with content several hours a day and can become vulnerable to the clickbait style of news. Therefore, although research has studied how critical literacy instruction supports informed reading, literacy instruction must also address students’ emotional regulation needs. This research-to-practice article describes the dangers of fake news on youth interactions and provides …
Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams
Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams
Journal of Educational Research and Practice
African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders …