Readers Aboard! What Happens When Middle Schoolers Try Reading On Their Own?,
2025
Abilene Christian University
Readers Aboard! What Happens When Middle Schoolers Try Reading On Their Own?, Katy E. Wall
Masters of Education in Teaching and Learning
This research examines a reading instruction model that combined reader’s workshop and literature circles. The study aimed to determine whether a combined instructional model, here labeled as reader’s circle, would be effective and what student perceptions toward this model would be. Research was conducted within an eighth-grade Reading and Language Arts classroom for three weeks, throughout which the combined instructional model was implemented. This study analyzed pre- and post-intervention test results alongside post-intervention surveys, classroom observations, and individual interviews. Findings included themes of reading preferences, reading independently, and new “peer-spectives.” Some students displayed pre-existing preferences for or against reading, but …
Getting Back To The Root Of Kindergarten: Using Literacy-Based Materials To Enhance Play Centers,
2025
Abilene Christian University
Getting Back To The Root Of Kindergarten: Using Literacy-Based Materials To Enhance Play Centers, Lauren E. Mcmahon
Masters of Education in Teaching and Learning
This mixed methods action research study aimed to determine what kindergarten students do when literacy-based materials are integrated into pre-existing play centers. Additionally, the researchers wanted to discover student and teacher perceptions of literacy-based materials used to enhance play in the classroom. To do this, a pre- and post-survey was given to student participants and field notes were taken daily during center time. A pre- and post-focus group was facilitated with student participants, and a pre- and post-interview was facilitated with the teacher participant. The data collected over four weeks was analyzed using the constant comparative method. Researchers found that …
The Impact Of Focused Specific Phonemic Awareness Instruction On English Language Learners In The Kindergarten Classroom,
2025
Kennesaw State University
The Impact Of Focused Specific Phonemic Awareness Instruction On English Language Learners In The Kindergarten Classroom, Bethany Brewer
Dissertations
This study is about the impact of focused phonemic awareness instruction on English language learners in a Kindergarten classroom. The gaps in early literacy skills for students entering Kindergarten can create long-lasting deficits for students (NAEP, 2022). The purpose of this study is to determine if the engagement and performance of ELL students changes during whole group phonemic awareness and phonics instruction when taught specific skills in small group. The study took place in a Kindergarten classroom with students who have been identified as English Language Learners through ACCESS testing. This qualitative study used interviews with teachers to determine the …
Back Matter,
2025
Purdue University
Back Matter, Harry Denny
The Writing Center Journal
Back Matter for Writing Center Journal 43.1.
Birds Of A Feather: An Integrated Outdoor-Based Bird Study P-3 Curriculum Guide,
2025
Otterbein University
Birds Of A Feather: An Integrated Outdoor-Based Bird Study P-3 Curriculum Guide, Erin A. Buzza
Masters Theses/Capstone Projects
In a post-pandemic world that places technology at the at the forefront, educators are searching for ways to help students connect with the natural world. This project aids teachers in tackling this challenge by using the study of birds as a motivation to engage students with the outdoors and local wildlife. To demonstrate how ornithology topics can be used as an integrated thematic unit, research regarding components of ecological literacy is presented. They include nature-based learning, outdoor learning, environmental education, and wildlife education. In addition to these pedagogies, the benefits of incorporating interdisciplinary learning within the classroom are also provided …
The Multilingual Book Club Model: Engaging Multilingual Learners In Bilingual (Spanish-English) Graphic Novel Book Clubs To Acquire Language And Vocabulary,
2025
Otterbein University
The Multilingual Book Club Model: Engaging Multilingual Learners In Bilingual (Spanish-English) Graphic Novel Book Clubs To Acquire Language And Vocabulary, Maureen L. Flanagan
Masters Theses/Capstone Projects
This project explores the importance of using translanguaging to support multilingual learners in predominantly English speaking classrooms. The main intent is to provide an engaging curriculum that provides culturally responsive material for multilingual students whose home language is Spanish. The project explores seminal research in second language acquisition and the importance of vocabulary instruction. It also acknowledges the importance of the Book Club Model
Voice Interaction With Conversational Ai Could Facilitate Thoughtful Reflection And Substantive Revision In Writing,
2025
Calvin University
Voice Interaction With Conversational Ai Could Facilitate Thoughtful Reflection And Substantive Revision In Writing, Jiho Kim, Philippe Laban, Xiang 'Anthony' Chen, Kenneth C. Arnold
University Faculty Publications and Creative Works
Writing well requires not only expressing ideas but also refining them through revision, a process facilitated by reflection. Prior research suggests that feedback delivered through dialogues, such as those in writing center tutoring sessions, can help writers reflect more thoughtfully on their work compared to static feedback. Recent advancements in multi-modal large language models (LLMs) now offer new possibilities for supporting interactive and expressive voice-based reflection in writing. In particular, we propose that LLM-generated static feedback can be repurposed as conversation starters, allowing writers to seek clarification, request examples, and ask follow-up questions, thereby fostering deeper reflection on their writing. …
Cultivating Confidence, Curiosity, And Motivation In The Second Language Classroom,
2025
Utah State University
Cultivating Confidence, Curiosity, And Motivation In The Second Language Classroom, Janelle Carter
All Graduate Reports and Creative Projects, Fall 2023 to Present
This portfolio documents the author's journey through the Master of Second Language Teaching (MSLT) program at Utah State University, highlighting the evolution of their teaching philosophy and pedagogical practices through theoretical exploration, hands-on classroom experiences, and reflective practice. It details the integration of current research, collaborative learning, and innovative assessment strategies, such as self-created rubrics, to foster student engagement and agency in teaching German as a second language. Additionally, the portfolio includes a co-authored research study that examines the motivational factors influencing university students’ decisions to continue learning Arabic, French, and German. This study explores how personal, academic, and social …
Representation Of Autism Spectrum Disorders In Realistic Fiction For Children And Young Adults Over The Past 20 Years,
2025
Washington State University
Representation Of Autism Spectrum Disorders In Realistic Fiction For Children And Young Adults Over The Past 20 Years, Jane E. Kelley, Yun-Ju Hsiao, Brenda L. Barrio, Teresa A. Cardon, Madeline G. Joyce
Reading Horizons: A Journal of Literacy and Language Arts
In our study, we analyzed 147 contemporary realistic fiction children’s and young adult books that feature characters with autism spectrum disorder (ASD). We compared these representations with current statistics from the Centers for Disease Control and Prevention. For each book, we examined the character demographics, the main character, the author’s background, and representation prevalence. Our findings revealed a significant increase in the portrayal of characters with ASD over the past decade. There has also been a rise in the number of characters with ASD serving as the main protagonists in stories. We delved into the implications of gender, race, and …
Editorial Review Board Vol. 64 Issue 1,
2025
Western Michigan University
Editorial Review Board Vol. 64 Issue 1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Teacher Autonomy And Decision Making On Curricular Book Choices,
2025
Northern Illinois University
Teacher Autonomy And Decision Making On Curricular Book Choices, Melanie D. Koss, Kathleen A. Paciga
Reading Horizons: A Journal of Literacy and Language Arts
This article reports findings from an email survey of 748 U.S. PreK–8 teachers. The survey invited teachers’ reflections on their autonomy in selecting children’s literature for classroom instruction and classroom libraries. In this descriptive study, researchers used frequency counts, cross-tabulations, and examination of text-based responses. Data were analyzed across three constructs of teacher autonomy: capacity, self-direction, and freedom. Findings show teachers feel well equipped to select quality literature, have more self-direction in literature used for read-alouds and inclusion in classroom libraries than for instruction, and report recent sociopolitical events in the United States have stifled their feelings of freedom. Internal …
From Disengaged To Flourishing: The Impact Of Authentic And Practical Professional Development On Teachers And Students,
2025
Judson University, Illinois
From Disengaged To Flourishing: The Impact Of Authentic And Practical Professional Development On Teachers And Students, Julianne Scullen
Reading Horizons: A Journal of Literacy and Language Arts
Building upon the ideas of social constructivists work in dialogic instruction (Bakhtin, 1981; Vygotsky, 1978) and self-efficacy theory (Bandura, 1977), this study sought to answer: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? And how does teacher participation in a book club influence teacher efficacy regarding the implementation of dialogic practice? Using case study research based on semi-structured interviews, book club transcripts, and participant reflective journal entries, changes in disposition toward dialogism and efficacy in dialogic classroom practice were explored. The book club itself served as an intervention and provided teachers …
“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching,
2025
Illinois State University
“Proving Our Worth”: Discourses Of Teacher Evaluation In Literacy Coaching, Carolyn S. Hunt, Deborah A. Macphee
Reading Horizons: A Journal of Literacy and Language Arts
There is increasing evidence that literacy coaching is an effective method for supporting teachers’ professional development. At the same time, teacher evaluation systems have intensified in response to reform initiatives, raising questions about what happens at the intersection of teacher evaluation and coaching. Despite the potential of coaching to promote deep reflection and professional growth, discourses of teacher evaluation can disrupt teacher-coach relationships if accountability is privileged over professional learning and coaches are positioned as experts who judge and report on teachers’ performance. The purpose of this study was to explore how dominant discourses of teacher evaluation influenced the professional …
Situated Learning Within A Transition Program For Youth With Intellectual And Developmental Disabilities,
2025
Clemson University
Situated Learning Within A Transition Program For Youth With Intellectual And Developmental Disabilities, Hannah M. Drew
All Dissertations
Through a lens of situated learning through legitimate peripheral participation (Lave et al., 1991), findings from this study suggested design elements of a transition program supported language participation among youth with intellectual and developmental disabilities. Program stakeholders described ways in which a program afforded access to two distinct communities of practice, situated in authentic contexts in a workplace setting. Communities in a training room and in genuine internship experiences offered unique opportunities for youth to participate in socially situated practices to varying degrees. Using tools, including language, stakeholders described how youth engaged in contextualized language practices alongside community members. Perspectives …
Investigating Teacher Practice In Designing Educational Digital Games To Improve L2 Chinese Word Recognition Skills,
2025
Lesley University
Investigating Teacher Practice In Designing Educational Digital Games To Improve L2 Chinese Word Recognition Skills, Shutan Dong
Educational Studies Dissertations
This study explores the design strategies and pedagogical principles that shape digital games for developing second-language (L2) Chinese word recognition skills. Drawing on design documents, reflective journals, and design notes, it analyzes the game development process, the reasoning behind design choices, and their perceived effectiveness and challenges. The analysis is grounded in established game-based learning frameworks and second language acquisition theories. Findings reveal that the practitioner employs five design strategies: learning alignment, cultural contextualization, achievement mechanics, user-centric navigation, and functional aesthetics. These strategies are shaped by pedagogical principles, including scaffolding, multimodal learning, active learning and immediate feedback, as well as …
Pre-Kindergarten Teachers' Perceptions Of Teaching Early Literacy Skills Incorporating The Science Of Reading,
2025
Lincoln Memorial University
Pre-Kindergarten Teachers' Perceptions Of Teaching Early Literacy Skills Incorporating The Science Of Reading, Sarah Dunn Cheek
Ed.D. Dissertations
Since every student has the right to receive a high-quality education that fosters reading proficiency, researchers have conducted considerable research on the most effective ways to teach students to read for many years. Researchers highlighted the importance of literacy instruction based on the science of reading. Still, there was a gap in the research on this type of instruction in pre-kindergarten classrooms. The purpose of my qualitative, interpretive study was to explore East Tennessee pre-kindergarten teachers’ perceptions of their abilities to implement science of reading-based literacy instruction and how these teachers were implementing this instruction in their classrooms. After collecting …
Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms,
2025
Abilene Christian University
Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms, Brynn Erin Caddell
Electronic Theses and Dissertations
The U.S. emergent bilingual student population continues to grow and is projected to increase nationwide. The growing population of students has specific academic and social needs that need to be addressed and provided for emergent bilingual students to be successful. This qualitative case study examined the instructional needs of high school non-English as a second language (ESL) teachers who serve emergent bilingual students and how the district can support the instructional practices of high school teachers in an urban school district in Texas. The problem addressed in this study was the lack of instructional training and professional development for secondary …
Kindergarten Through Third-Grade Teachers’ Understanding Of Dyslexia And Their Preparedness To Teach Students With Potential Dyslexia, Including English Speakers Of Other Languages (Esol) Students,
2025
Georgia College & State University
Kindergarten Through Third-Grade Teachers’ Understanding Of Dyslexia And Their Preparedness To Teach Students With Potential Dyslexia, Including English Speakers Of Other Languages (Esol) Students, Carrie Madden
Curriculum and Instruction (Ed.D.) Dissertations
The purpose of this qualitative case study was to investigate kindergarten through third grade teachers’ understanding of dyslexia and their preparedness to teach students with potential dyslexia, including ESOL students in a city school district by using questionnaires and focus groups. This study yielded three main findings: (a) teachers define dyslexia using similar terms and wording, but do not use a formal definition; (b) continuous opportunities for targeted professional development is crucial to understanding potential dyslexia in students, including ESOL students; (c) tailored supports, interventions, and screenings are paramount to ensure preparation of teachers to have effective instructional practices for …
Comparing Fastbridge Reading Assessment Scores: Reading Interventionist Vs. Lexia Powerup For Sixth-Grade Students,
2025
Winona State University
Comparing Fastbridge Reading Assessment Scores: Reading Interventionist Vs. Lexia Powerup For Sixth-Grade Students, Amanda K. Boss
Education Doctorate Dissertations
This study investigates the differences in FastBridge reading assessment scores among sixth-grade students at a middle school in Southeast Minnesota. A sample of 266 sixth graders participated in the technology-based intervention program, Lexia PowerUp, while 35 students received additional support from a reading interventionist using the UFLI (University of Florida Literacy Initiative) Foundations curriculum. Employing a quantitative, non-experimental post hoc analysis, the research revealed that both Lexia PowerUp and UFLI: Foundations enhanced FastBridge AUTOreading scores; however, FastBridge aReading scores showed no significant changes for either program. Notably, students utilizing Lexia PowerUp consistently improved throughout the year, whereas those in the …
Sprachlerner Aufbauen, Eine Studie Zu Us-Amerikanischen Und Deutschen Lehrplänen,
2025
University of Nebraska at Omaha
Sprachlerner Aufbauen, Eine Studie Zu Us-Amerikanischen Und Deutschen Lehrplänen, Kyley Bishop
Theses/Capstones/Creative Projects
Das Sprachenlernen ist eine Fähigkeit, die nicht nur dabei hilft, das Gedächtnis, die Aufmerksamkeit und die Entscheidungsfähigkeit zu verbessern, sondern auch Türen zu einer Vielzahl von Karrierewegen und Lebenserfahrungen öffnet. Das Nutzen des Sprachenlernens wird seit Jahren als eine entscheidende Lebenskompetenz von Wissenschaftlern unterstützt. Der Wert des Sprachenlernens wird im Lehrplan der US-Schulen jedoch nicht berücksichtigt. Die Frage ist: wie können Länder mehrsprachige Menschen erziehen? Wie unterscheiden sich diese Lehrpläne von denen in den USA? Wie kann das US-Bildungssystem das Fremdsprachenlernen besser fördern? Deutschland gehört zu den Ländern, die durch ihre Bildung zwei- und mehrsprachige Menschen ausbilden. Durch die Untersuchung …
