Phonetics And Orthography In French: A Proposal For A New Course,
2026
University of New Hampshire, Durham
Phonetics And Orthography In French: A Proposal For A New Course, Kyara A. Crespo Gutierrez
Honors Theses and Capstones
No abstract provided.
Does Class Ability Grouping In Secondary Schools Improve Students’ Literacy Scores On Australia’S Naplan Tests?,
2026
Edith Cowan University
Does Class Ability Grouping In Secondary Schools Improve Students’ Literacy Scores On Australia’S Naplan Tests?, Olivia Johnston, Christa Norris, Peter Palamara
Research outputs 2022 to 2026
Many schools choose to use ability grouping, despite longstanding evidence that it is inequitable and does not improve overall academic outcomes. One reason that the practice of grouping students by ‘ability’ continues is because of pressure to perform on standardised tests. Educators hold beliefs that grouping students for English classes, for example, will improve their literacy scores. This paper presents findings from a study about class ability grouping for English in Australia and how different class grouping practices relate with students’ achievement on Australia’s standardised literacy test. The findings draw on data from our Class Ability Grouping Survey, where participant …
Paper Or Screen: How Do Digital And Traditional Methods Shape Motivation And Reading Outcomes?,
2026
Bethel University
Paper Or Screen: How Do Digital And Traditional Methods Shape Motivation And Reading Outcomes?, Rachel E. H. Bentley
All Electronic Theses and Dissertations
Technological advancements occur with such a high frequency that educators and administrators endeavor to offer as many knowledgeable tools as they can deliver. This sentiment, however, leaves teachers and their pupils asking if this is the right avenue to follow. This literature review investigates the question of whether digital devices and applications are beneficial to student success or cause negative effects on students' learning progress. This review specifically focuses on research that examines K-12 and undergraduate students’ reading comprehension and other ELA fundamentals, as well as students' engagement and motivation, by studying the mode of learning through which instruction was …
Students-Generative Ai Interaction Patterns And Its Impact On Academic Writing,
2026
Old Dominion University
Students-Generative Ai Interaction Patterns And Its Impact On Academic Writing, Jinhee Kim, Sang-Soog Lee, Rita Detrick, Jialin Wang, Na Li
STEMPS Faculty Publications
Considering both the transformative opportunities and challenges presented by generative AI (GenAI) in academic writing, effectively integrating GenAI into the academic setting becomes a significant need requiring prioritization. Yet, there is limited understanding regarding the nature of interactions between different types of students, what behavioral patterns students exhibit during a student-GenAI interaction (SAI) on a given task, and how these different SAI patterns relate to the actual writing task performance. This study, therefore, aimed to identify SAI patterns of academic writing tasks depending on students’ level of AI literacy and examine the differences in academic writing performance between the identified …
Learning In The Wild: A Discourse Analysis Of Literacy Practices And Educational Outcomes In Montana’S Youth Climate Activism,
2026
University of Montana, Missoula
Learning In The Wild: A Discourse Analysis Of Literacy Practices And Educational Outcomes In Montana’S Youth Climate Activism, Tyler Moore
Graduate Student Theses, Dissertations, & Professional Papers
This thesis examines youth climate activism in Montana as a site of literacy practice, civic learning, and critical climate engagement. Focusing on the University of Montana Climate Response Club, the study asks how youth climate activists use literacy practices to interpret climate issues and participate in civic action, and how those practices reflect elements of critical climate literacy. The study defines critical climate literacy as a set of socially situated practices through which young people read, interpret, question, and respond to climate change as both an environmental issue and a civic problem shaped by power. Rather than treating climate literacy …
Becoming An Effective Literacy Educator: A Qualitative Study In Elementary Education,
2026
University of Arkansas, Fayetteville
Becoming An Effective Literacy Educator: A Qualitative Study In Elementary Education, Lillian Petry
2026 Honors Symposium
Background: This thesis explores the personal journey of one childhood education teacher candidate becoming an effective teacher through both childhood experiences and formal preparation through an elementary teacher preparation program within a R1 University in the Southeastern United States. Arkansas continues to face literacy challenges making it significant to understand how future teachers can be better prepared to face the diverse needs of students in the classroom. Purpose: This research was based on the question: How do pre-service teachers’ childhood reading experiences, combined with their literacy instruction during teacher preparation, contribute to their development as effective literacy educators? Existing research …
The Impact Of Teachers’ Roles As Boundary Crossers And Boundary Objects In Post- Covid Composition Instruction,
2026
Columbus State University
The Impact Of Teachers’ Roles As Boundary Crossers And Boundary Objects In Post- Covid Composition Instruction, Tammie Marie Pierce
Theses and Dissertations
This qualitative case study examined secondary English Language Arts (ELA) teachers’ perceptions of rapid technology integration and its influence on composition instruction and cognitive load in physical, digital, and hybrid spaces. Grounded in theories of boundary crossing and the Cognitive Theory of Multimedia Learning, the study conceptualized teachers as both boundary crossers, navigating instructional spaces, and boundary objects, serving as the support tools for their students’ transitions into digital composition. Data were collected from five ELA teachers in a rural school district through surveys, individual interviews, and questionnaires, and analyzed using a two-phase coding process. Findings indicate that teachers perceived …
From Pañales To Partnership: An Ethnographic Investigation Of Knowledge, Gender, And Power Within A Family Literacy Program,
2026
West Chester University of Pennsylvania
From Pañales To Partnership: An Ethnographic Investigation Of Knowledge, Gender, And Power Within A Family Literacy Program, Sara Mohler
West Chester University Graduate Theses, Dissertations, and Final Projects
Within research on family literacy programming (Lynch & Prins, 2021), few studies bring together assets-based perspectives on knowledge and power alongside critical feminist lenses. This qualitative case study (Dyson & Genishi, 2005; Yin, 2018) informed by ethnography (Alonso Bejarano et al., 2019; Desmond, 2014; Günel & Watanabe, 2024) aimed to understand the culture of one family literacy program serving primarily Mexican-American families, named here the Treehouse Preschool, giving particular attention to the intersecting elements of knowledge, gender, and power as they are enacted across the roles and relationships of families and personnel participating in in the program. Data for this …
Perception Matters: A Case Study Exploring How Belief Systems Affect Family-School Partnerships And Family Literacy Initiatives In A Title I School,
2026
National Louis University
Perception Matters: A Case Study Exploring How Belief Systems Affect Family-School Partnerships And Family Literacy Initiatives In A Title I School, Kwtay Calvin
Dissertations
Family-school partnerships have been shown to have positive effects on students’ overall performance in school. However, in many instances schools have not used partnerships effectively to support literacy learning, particularly for Black families. Teacher bias, negative perceptions, and lack of cultural responsiveness hinder teachers’ effort to build meaningful relationships with Black families to best support family literacy. This qualitative study aimed to examine family-school partnerships through the experiences of school principals, teachers, and Black families to gain insight into the factors that impact collaborative relationships and family literacy support. This study is framed in critical race theory, the theory of …
Ecosystem Of The Loch Ness Monster,
2026
Minnesota State University Moorhead
Ecosystem Of The Loch Ness Monster, Ava Bauch, Cami Mayo, Sean Savage
OER Materials
This lesson plan provides an engaging interdisciplinary learning experience for fourth-grade students by combining language arts and science through the theme of the Loch Ness ecosystem. Using the 5E instructional model students build understanding of ecosystems, food webs, and informational text comprehension. The lesson aligns with standards focused on making inferences with text evidence and constructing arguments about how plants and animals use structures for survival, growth, and reproduction. Students begin by analyzing an image of the Loch Ness Monster and discussing what they see, think, and wonder. This introductory activity activates prior knowledge from earlier lessons while encouraging curiosity …
How Do Reading Specialists Shape Their Identities As Literacy Leaders? An Exploration Of Competence, Performance, And Recognition Within Communities Of Practice,
2026
West Virginia University
How Do Reading Specialists Shape Their Identities As Literacy Leaders? An Exploration Of Competence, Performance, And Recognition Within Communities Of Practice, Christina Glance Petrone
Graduate Theses, Dissertations, and Problem Reports (ETD)
This qualitative multiple-case study explored how reading specialists enact literacy leadership within elementary schools in West Virginia. Although reading specialists are increasingly expected to support schoolwide literacy improvement, leadership responsibilities are not always explicitly defined within their roles. Guided by a communities of practice framework and an identity model, this study examined how reading specialists develop and demonstrate literacy leadership through their daily interactions with teachers, administrators, and other school personnel. Data sources included participant questionnaires and semi-structured interviews with participants, their principals, and colleagues from their school. Participants in this study included three reading specialists (interventionists) working in K-5 …
Transforming Florida Chemistry Education: Exploring Information Literacy Strategies From Singapore,
2026
University of Central Florida
Transforming Florida Chemistry Education: Exploring Information Literacy Strategies From Singapore, Han N. Le
Honors Undergraduate Theses
This study explores the applicability of Singapore’s information literacy (IL) strategies within Central Floridian higher education environments. Singapore’s national IL framework, supported by its Ministry of Education, integrates information and communication technology (ICT), professional development, and lifelong learning initiatives through a standardized, systemwide approach. In contrast, IL instruction in the United States is largely decentralized, often limited to one-time sessions or elective courses. To investigate the feasibility of adapting Singapore’s practices, surveys were distributed to faculty and librarians across Florida’s twelve public universities, yielding responses that highlighted varying levels of IL integration, limited institutional support, and minimal professional training related …
Editorial Note For Issue 36.1 Summer 2026,
2026
SUNY Cortland
Editorial Note For Issue 36.1 Summer 2026, Katarina Silvestri, Nance S. Wilson
The Language and Literacy Spectrum
Editorial Note
“What Am I Reading This Draft For?” Using Reading Filters To Enhance Your Peer Feedback,
2026
University of Nevada, Las Vegas
“What Am I Reading This Draft For?” Using Reading Filters To Enhance Your Peer Feedback, Kaitlin Clinnin, Mellisa Huffman, Benjamin Keating
English Faculty Research
Reading is a key part of the peer feedback process, and yet how to read peer drafts often receives less attention than other stages of this process.1 As a result, students may ask, “What am I reading this draft for?” Within this question are student concerns about the rhetorical and pedagogical purposes of reading peer drafts as well as the students’ own credibility and ability to read peer work compared to other presumably more “expert” sources of feedback. The chapter helps students grasp the social and rhetorical purposes of reading for peer workshops. It then presents a set of reading …
Looking Beyond Minimalist Pedagogies: Rhetorical Listening As A Framework For Ethical Collaboration And Student Empowerment In The Writing Center,
2026
West Chester University of Pennsylvania
Looking Beyond Minimalist Pedagogies: Rhetorical Listening As A Framework For Ethical Collaboration And Student Empowerment In The Writing Center, Abby M. Samella
West Chester University Graduate Theses, Dissertations, and Final Projects
Since its establishment, the Writing Center has strived to solidify its institutional presence as a space of student-centered pedagogy, minimalist directive approaches, and collaborative learning. However, students frequently perceive Writing Centers as the polar opposite of collaboration, frequently seeking out this support for a transactional, ‘remedial’ fix to their writing product. As Writing Centers grapple with this tension that threatens their process-driven pedagogies, scholars recognize a gap in Literature regarding collaborative approaches that empower the student through the implementation of rhetorical listening. Using the foundational framework of Rhetorical Listening as a strategy to reassert the collaborative identity of the Center …
Governing Generative Ai In Higher Education: A Global Delphi Study On Policy And Practice,
2026
Old Dominion University
Governing Generative Ai In Higher Education: A Global Delphi Study On Policy And Practice, Helen Crompton, Diane Burke, Christine Nickel, Aras Bozkurt, Fengchun Miao, Mike Sharples, Jeffrey Alan Greene, David Parsons, Lucy Gill-Simmen, Adam Edmett, Mark Pegrum, Inge De Waard, Curtis J. Bonk, Manuel B. Garcia, John H. Curry, Leeann Lindsey, Mohan Yang, Stephen Marshall, Maha Bali, Nellie Deutsch, Suzaan Le Roux, Mourad Benali, Mohd Ali Bin Samsudin, Hasan Tinmaz, Matthew L. Bernacki, Mari Van Wyk, Lenandlar Singh, Agnes Chigona, Lance Eaton, Junhong Xiao, Johanna Velander, Jinhee Kim, Francisco Bellas, R. Rajalakshmi, Andréia De Bem Machado, Agnieszka Palalas, Sean Yu
STEMPS Faculty Publications
As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain …
Using Author's Craft In Writing Instruction For Preservice Teachers In The Age Of Ai,
2026
University of Houston-Downtown, Houston TX
Using Author's Craft In Writing Instruction For Preservice Teachers In The Age Of Ai, Stephen Winton
The Utah English Journal
Use of artificial intelligence (AI) for writing has increased, but it may limit writers’ creativity. Author’s craft instruction is one way to support teaching writers to make purposeful choices. This article reviews literature on the use of AI for writing in university courses and author’s craft instruction. Then, it offers an example of introducing author’s craft instruction in a methods course on writing for preservice teachers. It discusses ways utilizing author’s craft might support future teachers of writing in the age of AI.
Teaching Matters: What Students Value In Writing Classrooms,
2026
Brigham Young University, Provo UT
Teaching Matters: What Students Value In Writing Classrooms, Kirsten W. Burningham, Amy Williams
The Utah English Journal
As teachers of first-year writing at Brigham Young University, we eagerly welcome young writers to our campus. While we know that moving from high school to college marks a significant change for students, we intentionally look for connections between these two sites of writing to understand the continuity of students’ writing beliefs, assumptions, concerns, and confidence, or lack thereof. Because we know that writing development requires practice, time, and effort (Adler-Kassner & Wardle, 2015), we view high school and college as adjoining spaces for writing practice.
We Need New Books,
2026
Utah Valley University, Orem UT
We Need New Books, Liz Thackeray Nelson, Mandy Luszeck
The Utah English Journal
It’s College Day for incoming freshmen, and several English Department faculty and prospective students gather together for lunch to discuss English Department culture, tips for student success, and any other questions students have. Partway through, one freshman student asks what our favorite classical works are. My mind draws a blank, and I (Mandy) keep my mouth shut. It has been years since I have engaged in classic works. Or picked one up for that matter. I know the handful I taught in high school fairly well—To Kill a Mockingbird, The Great Gatsby (so much Gatsby), The Crucible. …
Book Review: Big Jim And The White Boy: An American Classic Reimagined,
2026
Clearfield High School, Clearfield UT
Book Review: Big Jim And The White Boy: An American Classic Reimagined, Michael Handy
The Utah English Journal
Upon first opening this beautiful book, I regretted that my district may never approve it for my classroom. Policy in my school district prohibits classroom use of texts that use racial slurs. An initial author’s note uses a specific racial slur numerous times, repeating it throughout the book—always stricken when a character says it, but still appearing in scenery. This is a shame, because Big Jim and the White Boy is magnificent.
