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Articles 1 - 14 of 14
Full-Text Articles in Education
Transformative Vocabulary: Fusing Vocabulary Instruction With Citizenship Education, Thomas Broderick
Transformative Vocabulary: Fusing Vocabulary Instruction With Citizenship Education, Thomas Broderick
Certificate of Advanced Studies (CAS) in Literacy
This action research sought ways to maximize secondary social studies teachers’ instructional time and merge their core functions as literacy, content and social-justice instructors. Drawing on a wide literature demonstrating potent correlation between requisite vocabulary knowledge and reading comprehension, this action research investigated the potential interface between explicit literacy instruction, particularly robust vocabulary instruction, and democratic citizenship, while keeping in mind the intent of the Common Core Standards. In other words: is it possible to fuse robust vocabulary instruction to achieve transformative citizenship? Data collection included multiple in-person and digital interviews with veteran K-12 teachers, administrators and university professors about …
Writing: The Lost Literacy… Found!, Tahlya Stevenson
Writing: The Lost Literacy… Found!, Tahlya Stevenson
Certificate of Advanced Studies (CAS) in Literacy
According to the National Assessment for Educational Progress (NAEP, 2012), writing proficiency across the country has been stagnant for the past generation. This “writing crisis” has the potential to impact job preparedness, reading development, and the future of our nation’s students. Additionally, teachers are ill-prepared with the knowledge and time to best teach writing. The purpose of this study was to identify best practices in elementary narrative writing and to explore the effectiveness of implementation in a grade 2 classroom. Experts agree that process writing, use of mentor text, explicit instruction in text structure, and peer feedback increase student writing …
Cultivating Classroom Libraries That Promote Multicultural Literature: Helping Our Students See Themselves In The Books That They Read, Kori Krafick
Certificate of Advanced Studies (CAS) in Literacy
The purpose of this study, focusing on diversity in children’s literature, was to assist teachers in choosing quality multicultural literature for students. Quality multicultural literature lacks bias, avoids discrimination, racism, prejudice and sexism, and accurately portrays social issues, historical details, and dialects in both the words and the illustrations. The goal of this project was to provide teachers with criteria to use when evaluating multicultural literature. Howlett and Young’s (2019) instrument for evaluating multicultural literature, Literary Criticism and the Absence of Bias, was used to assess multicultural literature. The survey included questions pertaining to inherent racism, bias, prejudice, and discrimination, …
Spotlight On Using Mentor Texts In Writing Instruction: Turning To Books For Ideas, Dana Sudhoff
Spotlight On Using Mentor Texts In Writing Instruction: Turning To Books For Ideas, Dana Sudhoff
Certificate of Advanced Studies (CAS) in Literacy
Researchers have found a connection between reading and writing instruction and the benefits the instruction has on students’ reading comprehension and writing expression. The purpose of this action research study was to explore the effectiveness of the use of mentor texts on the writing of 22 students in grade 3. Curricular methodology consisted of selected trade books used as mentor texts to represent the various genres and natural language structures inherent within children’s books so that students had consistent models of good writing as they attempted to emulate various authors’ styles of writing. Data collection consisted of a teacher-made questionnaire …
The Role Of Discourse And Its Effects On Reading Comprehension In The Ela Classroom, Laurie Coville
The Role Of Discourse And Its Effects On Reading Comprehension In The Ela Classroom, Laurie Coville
Certificate of Advanced Studies (CAS) in Literacy
Researchers have consistently found a link between quality classroom discourse and the increase in student reading comprehension. Classroom discussions help students make sense of fiction and nonfiction texts while deepening their understanding. Incorporating the principles of Vygotsky’s social constructivism as the theoretical framework, the aim of this study was to examine the relationship between the use of accountable talk sentence stems and the quality of discussion using the fishbowl discussion strategy as a means of increasing student comprehension of a text. Observation of the effects of student discourse of 18 students over the duration of six weeks yielded measurable differences …
Engaging The Disengaged: Using Every Trick In The Book, Brooke Prusaczyk
Engaging The Disengaged: Using Every Trick In The Book, Brooke Prusaczyk
Certificate of Advanced Studies (CAS) in Literacy
Researchers have affirmed a connection between students’ engagement in reading to their academic achievement. Struggling readers in particular are generally not engaged or motivated to read. While the construct of reading engagement is difficult to measure, a student’s motivation seems to be the driving force behind reading development. Additionally, today’s students are involved in and more motivated by the many different activities outside of school, which poses challenges for both teachers and parents. The purpose of this study was to examine the impact of instructional techniques on student engagement in reading. To measure the academic progress of 21 fifth grade …
Meaningful Vocabulary Instruction: Bridging The Way To Comprehension, Joanne Riback
Meaningful Vocabulary Instruction: Bridging The Way To Comprehension, Joanne Riback
Certificate of Advanced Studies (CAS) in Literacy
Beginning with Hart and Risley’s study that brought to the forefront a significant gap in word knowledge in students from a lower socioeconomic status, the importance of vocabulary instruction has been emphasized. Extensive research has long acknowledged that vocabulary knowledge plays a crucial role in reading comprehension. With the rigorous expectations of the CCSS, vocabulary has become an essential component of instruction. Consequently, this study, utilizing social constructivism as the theoretical framework, focused on determining the most effective strategies to enhance vocabulary instruction in order to bridge the gap between students who struggle with vocabulary learning and those who do …
Fluency: What Does It Really Mean?, Jacquelyn E. Depierro
Fluency: What Does It Really Mean?, Jacquelyn E. Depierro
Certificate of Advanced Studies (CAS) in Literacy
Shared and repeated readings are assumed to reflect influence on increasing oral reading fluency abilities through accuracy, rate, expression, and phrasing. The purpose of the study was to examine how repeated reading increased students’ oral reading scores across the six-dimensions of fluency transferring phonics instruction to oral reading. Specifically, we tested the repeated reading process that focused on improving early fluency skills on 6-7-year-old students in a first grade classroom who were reading at or below grade level expectations and received a score of 2 or below in terms of their oral reading fluency as measured by the Fountas and …
The Mania Of Morphemic Analysis: Multisyllabic, Meaningful, Magical, Jennifer Fritz
The Mania Of Morphemic Analysis: Multisyllabic, Meaningful, Magical, Jennifer Fritz
Certificate of Advanced Studies (CAS) in Literacy
As academic expectations have increased in recent years due to the rigors of the Common Core State Standards, students are encountering a greater rate of multisyllabic words earlier in their schooling. Proficiency in reading has not paralleled this upward trend. Students are not receiving sufficient instruction to enable them to successfully decode and derive meaning from the multisyllabic words in their texts. To ascertain the effects of multisyllabic instruction on student performance in upper elementary students, we formulated an instructional model to teach syllabication and word morphology to determine if explicit instruction in syllabication and structural analysis had an effect …
Vocabulary Acquisition For Els, Sarah Johnson
Vocabulary Acquisition For Els, Sarah Johnson
Certificate of Advanced Studies (CAS) in Literacy
Researchers have shown a gap in the vocabulary development of children based on socioeconomic status, as well as an increase in the number of students in American public schools that qualify as English Learners (ELs). Based on previous studies showing that vocabulary acquisition is related to increased reading comprehension and academic success, the aim of the present study was to determine for the most effective strategies for vocabulary acquisition using an interactive read aloud routine. Using Vygotsky’s social constructivism as the theoretical framework, we examined the effectiveness of these strategies in an action research project with seven second grade ELs, …
Reading Strategies In Content Area Math, Jennifer Bachman O’Brien
Reading Strategies In Content Area Math, Jennifer Bachman O’Brien
Certificate of Advanced Studies (CAS) in Literacy
Since the introduction of the CCSS, expectations in math have placed greater responsibility for problem-solving on students. No longer is computation the primary focus of elementary math instruction; instead the goal has shifted to student understanding of the mathematical contexts. The aim of this action research study, guided by Vygotsky’s theory of social constructivism, was to determine the effectiveness of integrating reading and content area math, while deepening students’ skills in vocabulary, journaling, and visualizing. Nine fifth-grade students receiving Tier 2 math intervention were selected to participate in the study. Data collection consisted of pre and post measures including criterion-referenced …
Discourse In The Elementary Classroom, Kathryn Hardy
Discourse In The Elementary Classroom, Kathryn Hardy
Certificate of Advanced Studies (CAS) in Literacy
As literacy standards across the country grow more rigorous, literacy practices need to follow suit. With the implementation of the Common Core Speaking and Listening Standards in 2010, classroom instruction in the facilitation of student discourse has become not only beneficial, but required. The purpose of this study was to examine the effects of an instructional framework for student discourse called Statement Stem Discourse/Accountable Talk (SSD/AT). This instructional frame included discussion stems, teacher prompts, and guidelines for student responses. This study observed the impacts of discourse on 19 students over the course of six weeks. With a focus on questions …
Employing Engagement To Enhance Literacy Learning, Kerry Zrenda
Employing Engagement To Enhance Literacy Learning, Kerry Zrenda
Certificate of Advanced Studies (CAS) in Literacy
Numerous studies have identified a symbiotic relationship between student engagement and academic achievement. However, over the last three years, nearly half of Connecticut’s students have failed to meet the Common Core State Standards in English Language Arts. Social constructivism and metacognitive theories frame this study, which aimed to examine instructional techniques that positively impacted student engagement. Specifically, we used engagement inventories to record student behaviors before, during, and after a six-week instructional period, throughout which we implemented several different engagement techniques. We coded student behaviors in order to analyze the effects that heightened student choice, structured peer discourse tools, and …
Abc: It’S As Easy As 1, 2, 3 – The Importance Of A Multisensory Approach In Phonological Awareness Instruction, Chelsey Marsh
Abc: It’S As Easy As 1, 2, 3 – The Importance Of A Multisensory Approach In Phonological Awareness Instruction, Chelsey Marsh
Certificate of Advanced Studies (CAS) in Literacy
Currently, more than 20% of kindergarten and first grade students struggle with an aspect of phonological awareness. Further, 80% of struggling readers exhibit weaknesses in phonological processing, which is the basis for grappling with unfamiliar words. Students whose reading achievement is not at grade level by third grade are at risk for not catching up to their more-capable peers. Using social constructivism as the theoretical framework in this action research study, we examined the effect of a multisensory, explicit, and systematic approach in phonological awareness for students in the primary grades. From the larger school population, this study focused on …