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Language and Literacy Education Commons™
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- Elementary (2)
- Literacy instruction (2)
- Teacher education (2)
- Writing (2)
- Writing instruction (2)
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- Writing methods (2)
- Academic language use (1)
- Agency (1)
- Audience awareness (1)
- Authentic writing experiences (1)
- Blogging (1)
- COVID-19 (1)
- Case study (1)
- Children's literature (1)
- Children’s picturebooks (1)
- Classroom talk (1)
- Community service learning (1)
- Conferring with readers (1)
- Covid-19 Pandemic (1)
- Critical literacy (1)
- Digital service learning (1)
- Disabilities (1)
- Early reading instruction (1)
- Elementary curriculum (1)
- Elementary preservice teachers (1)
- Elementary teacher preparation (1)
- Elementary teachers (1)
- Elementary writing instruction (1)
- Exemplary teaching (1)
- External audience (1)
Articles 1 - 17 of 17
Full-Text Articles in Language and Literacy Education
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
Reading Horizons: A Journal of Literacy and Language Arts
Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …
Shifting Beliefs About The Teaching Of Reading: Teacher Candidates’ Responses To The Book Whisperer, Kathleen M. Crawford, Michelle Reidel
Shifting Beliefs About The Teaching Of Reading: Teacher Candidates’ Responses To The Book Whisperer, Kathleen M. Crawford, Michelle Reidel
Reading Horizons: A Journal of Literacy and Language Arts
In this document analysis, the authors explored if and how Miller’s (2009) The Book Whisperer: Awakening the Inner Reader in Every Child served as a symbolic model of a reading teacher who teaches her students not just the technical aspects of reading, but also how to enjoy reading. Drawing on social learning theory, the authors investigated how the selected text connected to elementary preservice teachers’ personal reading experiences with reading and learning to read, their preexisting beliefs about teaching reading, and their current observations of reading instruction in field placements. Written reflections, which served as the data source for this …
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Teaching/Writing: The Journal of Writing Teacher Education
The teaching of writing often brings about feelings of tension and trepidation. In the age of accountability, teachers feel pressured to succumb to test-based writing practices that stifle student creativity and cause both teachers and students to disconnect from the joy of writing. In addition, teachers sometimes shy away from teaching writing because they are not confident as writers themselves and they question their ability to effectively teach writing. Using a tangible analogy that emerged from a writing partnership between elementary writers and pre-service teachers, this article explores specific truths about writing that can transform a classroom of students into …
Elementary School Library Collections: A Content Analysis Of Science Trade Books, Sandra W. Watson, Sheila F. Baker
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.
"Are We Excavating Today?" A Portrait Of Vocabulary-Enhanced Intervention Practices, Deborah Kardane
"Are We Excavating Today?" A Portrait Of Vocabulary-Enhanced Intervention Practices, Deborah Kardane
Reading Horizons: A Journal of Literacy and Language Arts
This case study focused on the design and implementation of a third-grade vocabulary-enhanced reading intervention for below grade–level readers. The activities aimed to simultaneously engage students in tending to phonological, orthographic, syntactical, and semantic elements of new vocabulary words while also taking into account the vital role that collaboration and social interaction play in student learning. Descriptive statistics were integrated with qualitative methods focusing on language use in order to paint a complete portrait of students’ and teachers’ experiences with revised instructional practices. Findings suggest vocabulary instruction in an intervention setting can encourage student collaboration and social interaction while providing …
Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher
Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher
Teaching/Writing: The Journal of Writing Teacher Education
This paper presents a collaborative approach to professional learning in which classroom teachers mentored teacher candidates to connect theory and practice through formative assessment to improve students’ writing. Professional learning sessions pairing the teachers and teacher candidates occurred in each of the fall and winter semesters in two years of this project. Data were collected at these sessions and during focus group debriefings. The findings are themes related to: lines of communication and levels of collaboration; teachers’ pedagogical decisions about blogging and writing in their classrooms; classroom teachers and teacher candidates enacting formative writing assessment in the blogging platform; the …
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …
Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard
Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard
Teaching/Writing: The Journal of Writing Teacher Education
This account of transitioning a children’s literature course to remote learning during the Covid-19 pandemic describes the use of digital service learning and instructional scenarios to develop pre-service teachers’ knowledge of teaching writing craft across literary genres.
Online Language Arts Instruction In An Elementary Methods Course: Successes And Challenges, Charlotte A. Mundy-Henderson, Callie Martin
Online Language Arts Instruction In An Elementary Methods Course: Successes And Challenges, Charlotte A. Mundy-Henderson, Callie Martin
Teaching/Writing: The Journal of Writing Teacher Education
This paper describes the successes and challenges of an assistant professor and her students as they were forced to pivot mid-semester from a traditional face-to-face Elementary Language Arts Methods course to a completely online course due to the COVID-19 Pandemic. Increased communication, identifying and sharing valuable resources, and adopting a more flexible attitude when it comes to writing instruction were among the successes of this now online course. While ensuring that online field experiences were meaningful was one of the biggest challenges. Takeaways were that increased communication and flexibility are vital parts of online learning, especially when in an unexpected …
Building Online Writing Community Through Other-Oriented Lenses In An Era Of Crisis, Kristin A.K. Sovis
Building Online Writing Community Through Other-Oriented Lenses In An Era Of Crisis, Kristin A.K. Sovis
Teaching/Writing: The Journal of Writing Teacher Education
This narrative describes how an undergraduate writing teacher educator’s personal response to the COVID-19 pandemic influenced her approach to working with writing methods students. The piece outlines her process for supporting students’ social-emotional and academic needs as the classroom community’s work shifted from face-to-face class meetings and K-5 clinical placements to the online space. Important to this process is building on the course's previously covered course content to re-imagine with students the approaches, routines, and procedures for the now online-only writing community.
Learning To Teach Reading Responsively Through Tutoring, Jodi Nickel, Scott Frederick Hughes
Learning To Teach Reading Responsively Through Tutoring, Jodi Nickel, Scott Frederick Hughes
Reading Horizons: A Journal of Literacy and Language Arts
This article describes a community service learning collaboration between a teacher education program and a nonprofit literacy society. Seventeen teacher candidates (TCs) tutored young readers weekly for seven months as part of their course-related field experience and completed reflective assignments analyzing their own learning and the learning of their tutees. The study demonstrates how the tutoring experience enhanced the pedagogical competence of TCs (kid-watching, assessment, instruction, responsiveness, professional conversations, and affirmation of impact). These findings align with contemporary research in literacy teacher preparation, which identifies that the combination of coursework and tutoring is effective in promoting the integration of TC …
Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine M. Kelly, Sara E. Miller, Karen Kleppe Graham, Chelsey M. Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus
Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine M. Kelly, Sara E. Miller, Karen Kleppe Graham, Chelsey M. Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus
Reading Horizons: A Journal of Literacy and Language Arts
In an era of increased accountability, it is important to understand how exemplary teachers navigate the demands placed on them by their schools, districts, and states in order to support student learning aligned with their beliefs of effective instruction. To understand these negotiations, tensions facing exemplary literacy teachers were examined through a qualitative interview study. Participants included nineteen experienced PK-6th grade teachers from across the U.S. Results of the study indicate that teachers experience discrepancies between their beliefs and state and local mandates, and they discuss a variety of strategies for negotiating these discrepancies. Findings suggest that schools can support …
The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan
The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan
Reading Horizons: A Journal of Literacy and Language Arts
The overarching purpose of writing is to communicate; as such, the intended audience is a critical consideration for writers. However, elementary school writing instruction commonly neglects the role of the audience. Typically, children are asked to compose a piece of text without a specific audience that is usually evaluated by the classroom teacher. Previous studies have found a relationship between audience specification and higher quality writing among older children; this study examines the impact of audience specification on young children’s writing. Using a within-subjects design, the study compared writing quality when second-grade students wrote for internal versus external audiences and …
A Window Into Practice: Examining Elementary Writing Methods Instruction, Judy H. Paulick, Joy Myers, Alexa Quinn, Lori Couch, Judith Dunkerly-Bean, Holly H. Robbins, Haley Sigler, Allison Ward-Parsons
A Window Into Practice: Examining Elementary Writing Methods Instruction, Judy H. Paulick, Joy Myers, Alexa Quinn, Lori Couch, Judith Dunkerly-Bean, Holly H. Robbins, Haley Sigler, Allison Ward-Parsons
Teaching/Writing: The Journal of Writing Teacher Education
We know very little about what happens in elementary literacy methods courses, particularly those that focus on writing instruction. In this study, we offer a window into writing methods instruction, examining three pedagogies of practice used by experienced teacher educators (TEs) across one U.S. state —representations, decompositions, and approximations of practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009). We found a variety of ways that instructors use these pedagogies of practice, both in isolation and in combination, in their instruction. We provide implications and suggestions for the support and development of elementary writing methods TEs.
Writing Conference Purpose And How It Positions Primary-Grade Children As Authoritative Agents Or Passive Observers, Lisa K. Hawkins
Writing Conference Purpose And How It Positions Primary-Grade Children As Authoritative Agents Or Passive Observers, Lisa K. Hawkins
Reading Horizons: A Journal of Literacy and Language Arts
A common practice in today’s primary-grade classrooms, teacher-student writing conferences are considered a vital component of instruction by accomplished writing teachers and advocates of process writing. Moreover, what teachers say and how they say it shapes those opportunities for student learning that are possible in classrooms. As such, building an understanding of the talk that ensues during primary-grade writing conferences, those purposes that such talk serves overall, and the significance of its pedagogical appropriateness is essential. Findings from a multiple-case study of conference enactment in both a kindergarten and a first-grade classroom illuminate the varying degrees of authoritative and dialogic …
Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields
Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields
Reading Horizons: A Journal of Literacy and Language Arts
What are indicators, or markers, of ‘inclusive’ reading classrooms? As elementary school teachers across the United States are increasingly required to teach reading to diverse, heterogenous groups of students within the same classroom space, practitioners and researchers seek to identify what constitutes 'inclusion' in reading instruction. This study explores how two fourth grade friends – one labeled ‘struggling’ and one labeled ‘average’ by normative reading assessments – transgress classroom expectations around quiet, leveled reading behaviors while also facilitating each other’s inclusion in the classroom reading community. Combining ethnographic methods and D/discourse analysis, this study explores the dominant cultural Discourses that …
Conferring In The Café: One-To-One Reading Conferences In Two First Grade Classrooms, Bethanie Pletcher, Rosalynn Christensen
Conferring In The Café: One-To-One Reading Conferences In Two First Grade Classrooms, Bethanie Pletcher, Rosalynn Christensen
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this qualitative descriptive case study was to explore the teacher/student reading conferences in two first grade teachers’ classrooms in one primary school. Sixteen one-to-one reading conferences were recorded and transcribed over a two-month period and coded for content as related to the CAFÉ (Boushey & Moser, 2009) model of reading instruction, which the teachers used daily. We found that the two teachers placed heavy emphasis on students’ reading accuracy (the “A” in CAFÉ) and did not spend as much time working on comprehension, fluency, or expanding vocabulary (the C, F, and E in CAFÉ). We suggest teachers …