Education Commons^™

Cross-Cultural Adaptation Of The Inventory Of Reading Occupations-Adult Into Filipino And Its Content Validation, Peñafrancia E. Ching, Treisha Naedine H. Santos, Lenin Grajo, Maria Concepcion Cabatan, Anna Liza Y. Tan Pascual

The Open Journal of Occupational Therapy

Background: Adult functional literacy ensures adequate and safe engagement in daily activities. It is assessed through the Inventory of Reading Occupations-Adult (IRO-A). The instrument underwent translation with cultural adaptation and content validation to ensure relevance to the Filipino context.

Method: The translation and cultural adaptation of the IRO-A to Filipino (Fil IRO-A) was guided by the process proposed by two international guidelines for cross-cultural adaptations that involves (a) forward translation and synthesis, (b) back translation, and (c) pre-panel review of the adaptation to the Filipino context. The Fil IRO-A also underwent content validation by seven experts. Item and …

Investigating The Critical Literacy Practices Of Adult Learners: A Case Study Of Four Leveled Reading Courses At A Community College, Anna Fontaine

Dissertations

This study investigates the critical literacy practices of adult learners at a community college. Student participants were selected from four different leveled reading courses. In this study, four guiding questions were adopted from Klenner and Sandretto (2011): (1) How do students make personal connections to text?; (2) In what ways do students identify multiple points of view in the text?; (3) In what ways do students identify where people in the text and included or excluded from social situations?; (4) In what ways do students discuss the influences the text has had on their views of society? These four questions …

“How Come There’S No Spelling?”: What Spontaneous Comments Teach Us About Student Thinking During Vocabulary Learning Tasks, Susan J. Chambrè

Reading Horizons: A Journal of Literacy and Language Arts

Vocabulary development remains an active and robust research area, yet little is known about what students, particularly young students, think during vocabulary learning. A commonly held assumption is that young learners employ few, if any, cognitive and metacognitive strategies when engaged in literacy tasks. Conversely, decades of research confirms that older learners with active metacognitive tools are better equipped to make meaning from text, of which vocabulary is a crucial component. To better understand the strategies and metacognitive actions young students make when learning vocabulary, student comments (N = 35) spontaneously produced during two experimental vocabulary learning tasks were reviewed …

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

Exploring Ungrading In An Elementary Writing Methods Course, Jen Mcconnel

Teaching/Writing: The Journal of Writing Teacher Education

In this reflective piece, I discuss what I learned when I began to implement ungrading practices in my institution's elementary writing methods course. Based on this ongoing experiment, I offer three suggestions for other teacher educators who are intrigued by ungrading but not sure where to start.

Elementary School Library Collections: A Content Analysis Of Science Trade Books, Sandra W. Watson, Sheila F. Baker

Reading Horizons: A Journal of Literacy and Language Arts

In this study, science trade books from the libraries of 10 elementary schools across the United States were evaluated using the modified Hunsader rubric for their overall quality pertaining to science content, literacy, and critical literacy criteria. Findings indicate that 62% of the books met the overall science content criterion, 99% met the overall literacy criterion, and 41% met the overall critical literacy criterion. The majority of science trade books in each school were life science books, and the majority of books across all schools were 18–23 years old, with many being much older. Implications and recommendations are provided.

Foregrounding The Margins: A Dialogue About Literacy, Learning, And Social Annotation, Lauren Zucker, Jeremiah H. Kalir, Michelle L. Sprouse, Jeremy Dean

Teaching/Writing: The Journal of Writing Teacher Education

Annotation, or the addition of a note to a text, enables readers-as-writers to make their thinking visible. This article, which is structured as a dialogue among four literacy educators, discusses the potential for social annotation to transform literacy learning, assessment, and teacher education. Collectively, the authors argue for social annotation as a vital and transformative practice in hybrid and post-pandemic education. The authors reflect on their personal and pedagogical uses of annotation, sharing related resources for educators across K-12 and higher education contexts.

Extending Literacy Work Beyond Our Buildings: The Collaborative Work Of Creating A Community Writing Center, Catherine Calabro Cavin, Cathy Fleischer, Ann Blakesee, Mary Garboden

Teaching/Writing: The Journal of Writing Teacher Education

YpsiWrites, a community writing center that supports youth and adults, is a collaborative effort among 826michigan, Eastern Michigan University’s Office of Campus and Community Writing, and the Ypsilanti District Library. The authors share the background for this work, the partnerships that sustain it, and the day-to-day realities of operating it. They conclude with ideas for how others might create similar collaborations to extend literacy beyond the walls of schools.

Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner

Reading Horizons: A Journal of Literacy and Language Arts

Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and …

Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard

Reading Horizons: A Journal of Literacy and Language Arts

Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had …

What’S The Story With Children’S Literature? A Content Analysis Of Children’S Literature Courses For Preservice Elementary Teachers, Laurie A. Sharp, Elsa Diego-Medrano, Betty Coneway

Reading Horizons: A Journal of Literacy and Language Arts

Developing knowledge and understandings related to children’s literature among preservice elementary teachers is a vital component of teacher preparation that should be addressed in a required course. The purpose of the present study was to identify essential learning outcomes addressed in children’s literature courses that were required coursework among elementary teacher preparation programs located in a Southern state. The goal was to discover “the story” in children’s literature coursework and determine to what extent current teacher preparation practices aligned with professional recommendations from recognized experts in the field. The present study employed a qualitative, directed content analysis approach that used …

The Clinical And Classroom Utility Of The Inventory Of Reading Occupations: An Assessment Tool Of Children’S Reading Participation, Lenin Grajo, Catherine Candler, Patricia Bowyer, Sally Schultz, Jenny Thomson

The Open Journal of Occupational Therapy

Background: The aim of this study was to determine the initial clinical and classroom utility of the Inventory of Reading Occupations (IRO), a new tool to assess children’s reading participation.

Method: The study used phenomenological qualitative and descriptive methods. The participants included 38 occupational therapists, speech-language pathologists, classroom teachers, and parents who completed or reviewed responses of children on the IRO. To provide triangulation, 20 of the children who completed the IRO were interviewed. Data were thematically analyzed and then categorized using a central Strengths-Weaknesses-Opportunities-Threats premise.

Results: The majority of the participants indicated favorable response to the …

Visual Literacy: Integrating Social Justice Art Education Into The Middle School Curriculum, Anna Kazmarski

Masters Theses

The purpose of this paper is to explore how social justice art education and visual literacy can facilitate growth and compassion for the diverse other in society. Social justice art encourages exploration of art-making in a variety of settings in order to dispel anxiety or misunderstandings about those affected by injustice. An investigation of original lesson plans designed to meet national core art standards will be introduced to elaborate on how social issues can be incorporated into a comprehensive art education curriculum based on critical and analytical inquiry at the middle school level.

Home Literacy Practices: A Focus On Dominican Families, Susan E. Pendleton

Masters Theses

The majority of the current research regarding the home literacies that families employ to help their children become literate are explored through North American family structures. For this reason, there is a lack of knowledge about what Dominican families, a subgroup within the Latino culture, do at home to assist their children in their literacy acquisition in the Dominican Republic. This qualitative research study provides insight as to what literacy practices take place within the Dominican household. I gathered pertinent information from 10 Dominican participants using a semi-structured interview so literacy practices could be revealed. Findings from this research indicate …

Implementation Of Common Core–Based Curriculum In A Fourth-Grade Literacy Classroom: An Exploratory Study, Elizabeth Jaeger

Reading Horizons: A Journal of Literacy and Language Arts

The Common Core State Standards (CCSS) were adopted by most states by 2010. Yet, many teachers still lack confidence in their ability to integrate these standards into their classroom instruction and this uncertainty undermines their effectiveness. This article presents findings from a study of a fourth grade literacy curriculum informed by the CCSS. The study mobilized the Vygotskian notion of mediation as it applies in a literacy learning context and addresses the following research questions: (a) What were fourth grade student English language arts achievement levels and beliefs about literacy prior to and following the implementation of a CCSS-based curriculum? …

Popular Culture And Academic Literacies Situated In A Pedagogical Third Space, Stephanie Buelow

Reading Horizons: A Journal of Literacy and Language Arts

This critical participatory action research study sought to understand what happens when students’ interest and experiences with popular culture are integrated into a standards-based sixth grade English language arts curriculum. Multiple data sources were analyzed using the theoretical concept of third space. Findings showed that (a) a democratic, collaborative learning zone was established for all members of the classroom community, (b) students were successful in a curriculum that was situated in academic literacies and their popular culture interests and literacies, and (c) this experience resulted in a transformation of teacher practice. Given the current educational climate, these findings suggest the …

Poetry Is Powerful: High School Students And Pre-Service Teachers Develop Literacy Relationships Through Poetry, Susanne L. Nobles, Amy Price Azano

Teaching/Writing: The Journal of Writing Teacher Education

Teaching poetry can serve as a roadblock for many English teachers who lack confidence with the genre. Likewise, high school students struggle reading poetry and creating their own poetic works. In an effort to provide an authentic learning experience for our students, we created a semester-long, collaborative poetry project between our high school and college students. This manuscript provides details about the goals, processes, and takeaways for both groups of participants. The high school students were two classes of freshman-level English students who practiced developing critical literacy skills while reading, reciting, and writing poetry. The college students were pre-service English …

Motivated To Engage: Learning From The Literacy Stories Of Pre-Service Teachers, Deborah Macphee, Sherry Sanden

Reading Horizons: A Journal of Literacy and Language Arts

The influence of motivation on readers' behaviors has received wide attention in literacy scholarship. The importance of readers’ motivations for reading becomes critical when considered in relation to readers’ engagement with reading activities and their perceptions of themselves a competent. This article presents a qualitative study of pre-service teachers’ literacy history stories and reflections on their identities as literate individuals. The stories represented pre-service teachers’ perceptions of home and school literacy experiences that either motivated or discouraged them from engaging in literacy activities. Their reflections were an account of how their experiences may have influenced their current self-perceptions and engagement …

Assessing High School Science Students’ Abilities To Use Cross Cutting Literacy Skills And Scientific Argumentative Writing Skills In A Mid-Western School District, Ellen M. Karel

Masters Theses

This study sought to determine to what extent a centrally focused initiative concentrated on how to teach students to not just write, but how to think, read, and speak about real world problems in a persuasive manner based on multiple sets of data related to science concepts, increased scientific argumentative writing proficiencies among high school students. A secondary area this study attempted to explore was the correlation between the implemented processes in the initiative and high school students’ scientific argumentative writing proficiencies. The study was conducted in a mid-western high school, population 1,088, with a select group of students in …

Preserving Social Justice Identities: Learning From One Pre-Service Literacy Teacher, Anne Swenson Ticknor

Reading Horizons: A Journal of Literacy and Language Arts

Identities that include social justice stances are important for pre-service teachers to adopt in teacher education so they may meet the needs of all future students. However maintaining a social justice identity can be difficult when pre-service teachers are confronted with an evaluator without a social justice stance. This article examines how one pre-service teacher preserved a social justice identity by actively resisting racial and cultural stereotypes of students in her student teaching field experience. Analysis of language data illustrates that pre-service teachers can enact social justice pedagogy in elementary classrooms and preserve a social justice identity. This report reveals …

Integrating Art Education And Literacy Education: A Curriculum For The Secondary Level, Erin Moody-Zoet

Masters Theses

The purpose of this paper is to examine, through the design of a new curriculum, how the integration of reading and writing literacy into a visual arts curriculum can strengthen literacy skills as well as foster creative thinking at the middle school level. There is a growing demand for the integration of literacy in all core, and non-core curricula. By developing a curriculum that integrates literacy strategies in a visual arts program, as well as touches on the disconnect that I see between individuals and their own creative outlets, a curriculum is established that fosters and engages students in creative …

Beyond The Pencil: Expanding The Occupational Therapists’ Role In Helping Young Children To Develop Writing Skills, Hope K. Gerde, Tricia D. Foster, Lori E. Skibbe

The Open Journal of Occupational Therapy

Occupational therapists (OTs) play an important role in early childhood classrooms as vital members of the educational team, particularly for young children’s writing development. Children’s emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively …

Café Culture: Promoting Empowerment And Pleasure In Adolescent Literacy Learning, Brandi Gribble Mathers, Amanda J. Stern

Reading Horizons: A Journal of Literacy and Language Arts

The 160 third, seventh, and eleventh-graders involved in this study agreed, almost unanimously, that reading was“important.” Participants cited the empowering benefits of reading as they justified this opinion. However, with regards to the enjoyment of reading, fewer middle and high school participants reported “liking” reading than their elementary counterparts and fewer reported reading in their free time.

One solution to this dilemma involves providing adolescent students with a context devoted solely to pleasure reading. In doing so, educators can look to an institution that boasts both an historical link to literate culture and current-day pop culture appeal: the coffeehouse. When …