Education Commons^™

Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston

Publications and Research

Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …

Teaching A Broad Discipline: The Critical Role Of Text Based Learning To Building Disciplinary Literacy In Architectural Education, Jason Montgomery

Publications and Research

Architecture is a demanding discipline with multiple, complex concerns and identities shaping the profession. The discipline requires analysis of complex and multifaceted issues and synthesizing broad knowledge through a focused creative process. While twenty-first-century education may leverage many sources to educate students of architecture, texts remain the primary repository par excellence of the rich and diverse body of knowledge and ideas that continue to inspire and ground architects, theorists, historians, planners, and policy makers tied to the discipline. Perusing and engaging with the diverse body of architectural literature is a strong approach to support one’s learning to think, speak, and …

Translanguaging And Responsive Assessment Adaptations: Emergent Bilingual Readers Through The Lens Of Possibility, Laura Ascenzi-Moreno

Publications and Research

Through a case study, this article features how three teachers working with emergent bilingual students adapted formative reading assessments by creating a space for translanguaging within these assessments. The findings demonstrate that through these shifts, called responsive adaptations, teachers were able to construct an accurate portrait of these students’ reading development. In addition, when students’ translanguaging was welcomed into the reading assessment process, it became apparent that their bilingual abilities were essential to their development as readers. This article aims to inspire and aid teachers in identifying the language resources students bring to classrooms, integrating responsive adaptations into their reading …

Probing The Enactment Of Reading Miscues: A Study Examining Reading Fluency, Edward Lehner

Publications and Research

Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’s cultural and semantic knowledge of text vitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of …

How Much Does Poor Reading Lower Math Scores?, William (Bill) H. Williams, Sandra P. Clarkson Ph.D

Publications and Research

No abstract provided.

Does Our Complex Writing Lower Test Scores On Mathematics Word Problems?, William (Bill) H. Williams, Sandra P. Clarkson

Publications and Research

ABSTRACT: In this paper, we describe one of a series of studies at Hunter College to determine whether students' reading proficiency affects their performance on mathematics "word" problems. Based on this study, we reached some specific conclusions:

1. Reading ability is a separate, quantifiable factor which impacts the performance of all students on mathematics word problems.

2. Less complex writing leads to better results on word problems for all students.

3. Less complex writing leads to even more improvement in test results for “weaker” readers [those needing reading remediation] than for “average” readers [those exempting reading remediation].