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Language and Literacy Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Reading (6)
- Best practices (1)
- Children (1)
- Classroom (1)
- Cloth-bound books (1)
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- Cloze procedure (1)
- Constitutional law (1)
- Dialogic pedagogy (1)
- Difficulty level (1)
- Elementary school curriculum (1)
- Historical interpretation (1)
- Imagination (1)
- Literacy (1)
- Preservice teacher education (1)
- Preservice teachers (1)
- Primary sources (1)
- Readability formulas (1)
- Reading achievement (1)
- Reading difficulties (1)
- Reading material selection (1)
- Science (1)
- Teaching methods (1)
- United States history (1)
Articles 1 - 10 of 10
Full-Text Articles in Language and Literacy Education
We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer
We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer
Lori Meier
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
A Student Journal To Celebrate, Preserve, And Improve Beginning Undergraduate Writing, Ann E. Biswas, Maureen E. Schlangen, Heidi Gauder
A Student Journal To Celebrate, Preserve, And Improve Beginning Undergraduate Writing, Ann E. Biswas, Maureen E. Schlangen, Heidi Gauder
Maureen E. Schlangen
At the end of each semester, composition instructors at the University of Dayton (UD) collected portfolios of student writing for the annual program assessment, encouraging their students to return the following semester to pick up their folders of work. However, the stacks of unclaimed portfolios that piled up in faculty offices each year was an indication that students cared little about what they had written, perhaps believing no one beyond their instructor was interested in reading their writing now or in the future. Nevertheless, academic scholars have recognized that student writing improves—as do a sense of ownership and pride in …
In Review, Edward J. Dwyer
Producing Memorable Cloth-Bound Books In The Classroom, Karin J. Keith, A. Horton, A. Roach, J. Temaj, Edward J. Dwyer
Producing Memorable Cloth-Bound Books In The Classroom, Karin J. Keith, A. Horton, A. Roach, J. Temaj, Edward J. Dwyer
Edward J. Dwyer
No abstract provided.
In Review, Edward J. Dwyer
In Review, Edward J. Dwyer
In Review, Edward J. Dwyer
In Review, Edward J. Dwyer
In Review, Edward J. Dwyer
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Renee Rice Moran
Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.