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Literacy

University of Nebraska - Lincoln

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Full-Text Articles in Education

“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories To Change Literacy Lives., Stephanie J. Malone Dec 2018

“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories To Change Literacy Lives., Stephanie J. Malone

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Practitioner knowledge, as the center for change in teacher education, is the heart of The Carnegie Project of the Educational Doctorate (CPED) program. Margaret Lata and Susan Wunder explain a key principle of CPED is to grow practitioners as change agents, through the development of a Problem of Practice. In their article, Investing in the Formative Nature of Professional Learning: Redirecting, Mediating, and Generating Education Practice-as-Policy (2012), they discuss how the capstone product that evolves from this Problem of Practice should impact the professional field by producing knowledge that informs and changes professional practice.

This Dissertation in Practice, “I Don ...


Lumos Literacy: Utilizing Harry Potter As A Guide For English Language Learners, Kayla Punt Apr 2018

Lumos Literacy: Utilizing Harry Potter As A Guide For English Language Learners, Kayla Punt

Honors Theses, University of Nebraska-Lincoln

This research paper and project looks at teaching literacy in a 9th grade Standard English classroom with accommodations for high-level English Language Learners through JK Rowling’s Harry Potter and the Sorcerer’s Stone. It explores three schools of thought surrounding ESL education: transitional bilingual education, developmental bilingual education, and two-way immersion, and then uses this information to guide a full unit plan, complete with assessments, a lesson map for 20 days, and two appendixes of lesson plans. Drawing inspiration from Parker Palmer (1997), Lourdes Ortega (2013), and Kylene Beers (2003), the unit focuses on the engaging elements of ...


Sped 415/415a Reading And Writing Disabilities: A Peer Review Of Teaching Project Benchmark Portfolio, Judith Wilson Jan 2018

Sped 415/415a Reading And Writing Disabilities: A Peer Review Of Teaching Project Benchmark Portfolio, Judith Wilson

UNL Faculty Course Portfolios

This portfolio explores four aspects of the lecture and practicum that comprise the coursework for students learning to tutor children with reading and writing disabilities. The first aspect is the alignment of the course objectives, teaching methods, assessments and scores. The second aspect is innovation in curricula for tutoring, explored through student response to surveys at the end of the tutoring session. The third aspect is student experience of participating in the course at mid-point and suggestions for improvement of course delivery, gathered by a mid-semester survey. The fourth aspect is topics and content students would like to see added ...


You're Getting It!: How Preschool Teachers And Students Experience Literacy Tabletop Games In The Classroom, Katherine Sydik May 2017

You're Getting It!: How Preschool Teachers And Students Experience Literacy Tabletop Games In The Classroom, Katherine Sydik

Public Access Theses and Dissertations from the College of Education and Human Sciences

The purpose of this qualitative instrumental case study was to examine affordances of literacy tabletop games in a preschool classroom environment as well as the experiences of young children between the ages of 3 and 6 and teachers playing the games. The following themes emerged from the research: “That’s How Games Are” relating to views about games and play, “How The Teacher Does It”, relating to developmentally appropriate educational practice for playing games with preschool children, “A Way to Keep Them More Engaged”, relating to preschool children’s motivation while playing literacy games, “Things Kids Need to Know for ...


Using Superheroes To Visually And Critically Analyze Comics, Stereotypes, And Society, Mike P. Cook, Ryle Frey Apr 2017

Using Superheroes To Visually And Critically Analyze Comics, Stereotypes, And Society, Mike P. Cook, Ryle Frey

SANE journal: Sequential Art Narrative in Education

The purpose of this article is to provide teachers and students useful methods for utilizing the power of comic books as literacy sponsors in ELA classrooms. Given the continued boom in the popularity of comics in popular culture, this provides a relevant way to introduce students to visual and critical analysis. Engaging in meaningful analysis of comic superheroes can help students develop the skills required to critically analyze the stereotypes and social issues both within comics and within the world that surrounds them. Through the study of traditional and contemporary comic book heroes, students can critique society and begin to ...


A Technology-Supported Learning Experience To Facilitate Chinese Character Acquisition, Xianquan Liu, Justin Olmanson Jan 2016

A Technology-Supported Learning Experience To Facilitate Chinese Character Acquisition, Xianquan Liu, Justin Olmanson

The Nebraska Educator: A Student-Led Journal

Chinese character Learning has been identified as one of the most challenging issues for English-speaking learners of Chinese due to the distinctions between the Chinese writing system and alphabetic languages in terms of orthography, phonology and semantics. In order to support Western students in overcoming the challenges associated with Chinese character learning a contextualized, socio-cultural approach to character learning was designed. Aimed at novice learners of Chinese, this design draws on social constructivism and Universal Design for Learning--contextualizing the learning experience and affording students to work on acquiring characters via several distinct avenues. The project-based inquiry design supports the exploration ...


The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub Jan 2016

The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub

Faculty Publications: Department of Teaching, Learning and Teacher Education

The lack of research about the Karen—one of 135 ethnic groups from Myanmar—limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of crosscultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation ...


Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter Sep 2015

Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter

SANE journal: Sequential Art Narrative in Education

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study ...


Reported Literacy, Media Consumption And Social Media Use As Measures Of Relevance Of Spanish As A Heritage Language, Isabel Velázquez Jul 2015

Reported Literacy, Media Consumption And Social Media Use As Measures Of Relevance Of Spanish As A Heritage Language, Isabel Velázquez

Spanish Language and Literature

Aims and objectives: This paper explores one dimension of language maintenance among college-aged heritage speakers of Spanish (HSS) in three communities of the U.S. Midwest. The aim was to understand whether Spanish was relevant at a point in life in which they were developing their own networks away from their families. Research questions: Were reading and writing in Spanish relevant for the participants? Did they use Spanish when on social media? Did they text in Spanish? Was Spanish relevant for them when consuming content on electronic media?

Methodology: This analysis is part of a larger study on HSS in ...


Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano Jan 2015

Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano

UNL Faculty Course Portfolios

This portfolio will document the creation and implementation of a new doctoral seminar in my department. This introductory course to multilingualism and schooling (TEAC 921B) will cover topics related to teaching and learning in the multilingual classroom. The key goals for creating this portfolio are to aid me in creating this new doctoral seminar that reflects and builds on departmental goals for graduate students. In particular I would like to document and address the implementation of two new activities to my teaching ; a language study/journal, and the creation of a documentary film. I foresee using this course portfolio as ...


Fidelity Of Implementation, Teacher Perspectives And Child Outcomes Of A Literacy Intervention In A Head Start Program: A Mixed Methods Study, Dawn Davis May 2014

Fidelity Of Implementation, Teacher Perspectives And Child Outcomes Of A Literacy Intervention In A Head Start Program: A Mixed Methods Study, Dawn Davis

Public Access Theses and Dissertations from the College of Education and Human Sciences

The success of early childhood interventions have been influenced by the degree to which they were implemented with fidelity (e.g., Davidson, Fields & Yang, 2009; Dusenbury, Brannigan, Falco, & Hansen, 2003; Elliot & Mihalic, 2004), meaning “the degree to which teachers and other program providers implement programs as intended by the program developers” (Mellard & Johnson, 2008, p. 240). This study examines relations among implementation fidelity, teacher characteristics, their perceptions, and child literacy outcomes within a preschool literacy intervention using a mixed methods design.

This study examines child literacy outcome data from 247 preschool children and fidelity, perceptions and demographic characteristics from 11 lead preschool classroom teachers ...


Spanish Tutoring Center—A Peer Review Of Teaching Project Inquiry Portfolio, Lola Lorenzo Jan 2013

Spanish Tutoring Center—A Peer Review Of Teaching Project Inquiry Portfolio, Lola Lorenzo

UNL Faculty Course Portfolios

In this Portfolio I have one assessment of the Tutoring Center in Spanish during his first year of work. This center has one on-line component that students can use and also one face to face. I provide information about the type of students that use the Tutoring Center and also the reflection of the Graduate Students working in the Tutoring Center.


Using Text-To-Speech Reading Support For An Adult With Mild Aphasia And Cognitive Impairment, Judy Harvey, Karen Hux, Jeffry Snell Jan 2013

Using Text-To-Speech Reading Support For An Adult With Mild Aphasia And Cognitive Impairment, Judy Harvey, Karen Hux, Jeffry Snell

Special Education and Communication Disorders Faculty Publications

This single case study served to examine text-to-speech (TTS) effects on reading rate and comprehension in an individual with mild aphasia and cognitive impairment. Findings showed faster reading, given TTS presented at a normal speaking rate, but no significant comprehension changes. TTS may support reading in people with aphasia when time limitations exist.


Delayed Beginnings, Jump Start? The Combined Effects On Early Literacy Of Age At Entry Into Kindergarten With Experiences Prior To Entry, Kathryn A. Wilson Aug 2011

Delayed Beginnings, Jump Start? The Combined Effects On Early Literacy Of Age At Entry Into Kindergarten With Experiences Prior To Entry, Kathryn A. Wilson

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

As the first compulsory grade in the elementary school program, kindergarten is designed to prepare students for the numbered grades. Students are eligible for entrance into kindergarten if they turn five before a state-determined cut-off date. These dates range from the June before the start of school until the January after. Because some states do not require that children attend kindergarten until 6, 7, or even 8 years old, some parents are delaying their child’s entry into the program on the assumption that their child will benefit from an extra year to grow cognitively, physically, and emotionally. The result ...


Nebraska Reading First Final Report, Guy Trainin, Kathryn Ac Wilson Oct 2010

Nebraska Reading First Final Report, Guy Trainin, Kathryn Ac Wilson

Research and Evaluation in Literacy and Technology

Reading First has been implemented in Nebraska since the 2004-5 academic year. In two rounds of funding and participation, schools have transformed the way they trained their teachers, measured student progress, and taught. This transformation is one of the hardest tasks in education and it has taken the considerable dedication of school personnel as well as dedicated leaders from the Nebraska Department of education. The program has seen great success in increasing the proportion of students acquiring basic literacy skills of phonemic awareness, decoding, and oral reading fluency. That initial success has led to an increase in outcomes even for ...


Nf05-638 Sharing Stories, Songs And Books, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-638 Sharing Stories, Songs And Books, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Language and literacy begin with sharing stories, songs and books. When telling a story, you can talk about yourself, the child and his/her experiences, the child's family, things you've read, seen on TV and at the movies, things that happen to your at work, and stories your elders have told.

This NebFacts covers the different techniques of using storytelling strategies, songs, and books when interacting with your children.


Nf05-644 Relationships: The Heart Of Language And Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-644 Relationships: The Heart Of Language And Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Infants and toddlers learn early language and literacy skills in the context of their relationships with the adults around them as if they are putting together a puzzle. Most of the puzzle pieces involve taking turns with the baby — your turn, my turn, your turn, my turn. The turns might be with actions or with talking. The turns might be very quick or rather slow.

This NebFact discusses turn-taking; what it involves and the strategies used.


Nf05-642 Symbols Of Literacy Development, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-642 Symbols Of Literacy Development, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Early environments matter and nurturing relationships are essential for literacy development of young children. Infants and toddlers who have secure relationships with their caregivers are more involved in literacy activities.

This NebFacts covers the interaction with symbols, physical and social features of symbols, and the use of words, symbols and print.


Nf95-641 Car — A Strategy For Learning, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf95-641 Car — A Strategy For Learning, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Language and literacy development starts at the very beginning of a child's life and is one of the main developmental events of early childhood. This process if facilitated by early adult-child interactions in which the adult guides and supports the child's learning by building on what the child already knows. Following the child's lead, a key strategy presented in Language Is the Key is one of the defining aspects of developmentally appropriate practice. It has been shown to successfuly facilitate early language development for children with and without disabilities.


Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann Apr 1997

Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments.