Cover,
2019
St. John's University
Book Review: Making Assessment Matter: Using Test Results To Differentiate Reading Instruction.,
2019
State University of New York, New Paltz
Book Review: Making Assessment Matter: Using Test Results To Differentiate Reading Instruction., Tarie Lewis
The Reading Professor
No abstract provided.
A Puzzling Association: How An Educator And Author Influenced Teacher Candidates,
2019
Central Washington University
A Puzzling Association: How An Educator And Author Influenced Teacher Candidates, Sharryn Larsen Walker, Jody Feldman
The Reading Professor
No abstract provided.
Reading Assessments For Screening/Placement, Diagnosis, And Summative/Outcomes: What Are Schools Using?,
2019
Hannibal-LaGrange University
Reading Assessments For Screening/Placement, Diagnosis, And Summative/Outcomes: What Are Schools Using?, Julie Jackson Albee, Jill Mayes Arnold, Larinee Dennis, B. Jane Schaefer, Sarah Olson
The Reading Professor
No abstract provided.
Investigating Preservice Teachers’ Sense Of Reading Efficacy,
2019
University of South Alabama, Mobile
Investigating Preservice Teachers’ Sense Of Reading Efficacy, Rebecca M. Giles, Andrea M. Kent, Mary Hibberts
The Reading Professor
No abstract provided.
Igniting A Passion: A Model For Developing Reading Engagement With Teacher Candidates,
2019
State University of New York, New Paltz
Igniting A Passion: A Model For Developing Reading Engagement With Teacher Candidates, Caroline B. Hopenwasser
The Reading Professor
No abstract provided.
Implementing Fidelity Of Instructional Practices By Pre-K Teachers For Fostering Emergent Literacy,
2019
Marshall University
Implementing Fidelity Of Instructional Practices By Pre-K Teachers For Fostering Emergent Literacy, Samuel Securro Jr., Leslie Papelier (Rinehart)
The Reading Professor
No abstract provided.
Editor's Corner,
2019
Marshall University
About The Cover,
2019
St. John's University
Trp Staff, Editorial Board, Table Of Contents,
2019
St. John's University
Trp Staff, Editorial Board, Table Of Contents
The Reading Professor
No abstract provided.
Cover,
2019
St. John's University
Losting + Founding Poetry: Sub/Versive Academic Love Letters,
2019
Ohio State University - Main Campus
Losting + Founding Poetry: Sub/Versive Academic Love Letters, Mindi J. Rhoades, Vittoria S. Daiello
Journal of Social Theory in Art Education
No abstract provided.
Storypath: A Powerful Tool For Engaging Children In Civic Education,
2019
Seattle University
Storypath: A Powerful Tool For Engaging Children In Civic Education, Margit E. Mcguire, Laurie Stevahn, Shari Wennik Bronsther
Democracy & Education
This article explains why elementary school children need civic education, identifies common obstacles that frustrate efforts, then describes how the Storypath approach can provide all students with opportunities for powerful civic learning. An actual application in a culturally diverse fourth-grade classroom illustrates how children grappled with Seattle’s affordable housing issue as they created and enacted Storypath’s five components, namely setting, characters, context, critical incidents, and concluding event. It also demonstrates how Storypath effectively integrates social studies content, literacy skills, and social-emotional learning (SEL) through cooperative small-group episodes that produce meaningful and memorable lived experiences for …
Ofelia García: A Visionary Thinker,
2019
University of Strasbourg, France
Ofelia García: A Visionary Thinker, Christine Hélot
Journal of Multilingual Education Research
As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological borders and illustrate …
Effect Of Student Teams-Achievement Divisions And Think–Pair–Share On Students’ Interest In Reading Comprehension,
2019
University of Ibadan
Effect Of Student Teams-Achievement Divisions And Think–Pair–Share On Students’ Interest In Reading Comprehension, Eucharia Okwudilichukwu Ugwu
Journal of Educational Research and Practice
The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think–pair–share methods) on students’ interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest–posttest quasi-experimental design was adopted. The Interest in Reading Inventory (R = 0.09) was the instrument used. Two hypotheses were tested at .05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of …
Curriculum-Making And Development In A Pakistani University,
2019
Kohat University of Science and Technology, Pakistan
Curriculum-Making And Development In A Pakistani University, Said Imran, Mark Wyatt
The Qualitative Report
Despite frequent calls for increased teacher engagement in curriculum-making and development, there are still many English language teachers worldwide who are required to work with materials that are either culturally inappropriate or inadequate. A related concern is that such materials may deprive teachers of their creative and professional capabilities to address students’ needs and interests, so that, weighed down by contextual challenges, the teachers then simply deliver the materials, adhering to the textbook closely. Contextual challenges faced by teachers may be more acute in the developing world. However, it is unclear to what extent teachers in under-resourced contexts cope. In …
All About The American Flap,
2019
NLU
All About The American Flap, Kristin Lems
Faculty Publications
In this column, I am going to talk about the American flap, a phonological feature of the American English dialect. Those of us with backgrounds in ESL/EFL learn about this in our master’s programs, but I have found that even teachers who have taken a course in linguistics may not be aware of the flap and its important implications for listening, reading, and spelling in English (Lems, Miller, & Soro, 2017)
Teacher Perceptions And Education Practice For English Language Learners,
2019
Touro College
Teacher Perceptions And Education Practice For English Language Learners, Shu Jen Chen-Worley
NERA Conference Proceedings 2019
This pilot research study examined teachers' perceptions on language acquisition and their education practice for English Language Learners (ELLs). The preliminary results show that most of the teacher participants have insufficient training in language acquisition and more than 50% consider special education or ELL self-contained classrooms would most benefit ELLs.
Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge,
2019
Iowa State University
Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird
Reading Horizons: A Journal of Literacy and Language Arts
To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre-post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one 7th grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership including the science teacher, a literacy specialist, …
Examining Elementary Students' Purposeful And Ancillary Prior Knowledge Activation When Reading Grade Level Texts,
2019
Illinois State University
Examining Elementary Students' Purposeful And Ancillary Prior Knowledge Activation When Reading Grade Level Texts, Courtney Hattan, Daniel L. Dinsmore
Reading Horizons: A Journal of Literacy and Language Arts
Prior knowledge activation is a crucial component of reading comprehension. Previous studies have examined students’ prompted (or solicited) purposeful knowledge activation, which occurs when the explicit goal is to activate knowledge, as well as ancillary knowledge activation, which is when students indirectly use their prior knowledge to fill in gaps in the text, form an opinion, or question the author. However, little is known regarding elementary students’ unprompted (or unsolicited) purposeful and ancillary activation of prior knowledge while reading grade level texts. The purpose of the current study was to (a) examine differences between third and fifth grade students on …
