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Language and Literacy Education Commons™
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Full-Text Articles in Language and Literacy Education
Co-Teaching Strategies: Improving Student Engagement By Increasing Opportunities To Respond, Janet E. Nutt
Co-Teaching Strategies: Improving Student Engagement By Increasing Opportunities To Respond, Janet E. Nutt
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Research indicates that effective co-teaching using high leverage practices can maximize outcomes across content areas and positively affect student engagement. This paper discusses practical ways to increase student engagement by increasing opportunities to respond in a co-teaching setting. Specific examples are included for a secondary mathematics co-taught classroom, but the principles can be applied in any subject or setting. A proposed model of professional development and coaching to support effective questioning techniques and increase opportunities to respond is also discussed for the purposes of teacher training and professional development.
Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher
Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher
Reading Horizons: A Journal of Literacy and Language Arts
Research on this intervention program aimed to address whether digital technology (i.e., apps on tablets) contributes to struggling early readers’ (4–6 years old) on-task behavior and level of engagement while learning prerequisite emergent literacy skills (e.g., phonemic awareness, phonics, word recognition and decoding). The research also investigated whether parents/guardians of these students garner new knowledge about the potential of using multimodal applications to support their children’s literacy learning. Students struggling with early literacy worked one on one with a tutor alternating between activities on and off the tablet. Data were collected from two iterations of this program in the winter …