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Articles 1 - 30 of 30
Full-Text Articles in Education
The Apa Dragon, Anna Gonzalez
“I Want Them To See The Real Us Not Just What They What They Want Us To Be…”: Cultivating A ‘Literate Language Of The Soul’ For Radical Hope, Patriann Smith
“I Want Them To See The Real Us Not Just What They What They Want Us To Be…”: Cultivating A ‘Literate Language Of The Soul’ For Radical Hope, Patriann Smith
Literacy Practice and Research
In this conceptual essay, I argue that radical hope can be fostered through literacies of timeless learning based on student-created literature in literacy and English language arts classrooms as an endeavor of soul education, allowing teachers and youth to cultivate a literate language of the soul. Drawing on tenets of soul education and its interconnections with affect theory and Ubuntu as an African spirituality, I describe how literacy and English language arts teachers working with predominantly Black middle-school youth connected their histories, backgrounds, stories, and understandings while engaging with literature created by their students. I argue that exploring literacies …
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Literacy Practice and Research
An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative.
A Comprehensive Literacy Approach: Integrating The Science And Art Of Reading For Adolescents, Robert A. Griffin
A Comprehensive Literacy Approach: Integrating The Science And Art Of Reading For Adolescents, Robert A. Griffin
Literacy Practice and Research
This paper explores the effectiveness of a comprehensive approach to literacy instruction that integrates both the science and art of reading for adolescents. Drawing on a range of research and educational practices, this paper emphasizes the importance of merging explicit, structured instruction in the foundations of reading with student choice, engagement, and collaborative learning opportunities. Scaffolding comprehension and vocabulary development, integrating technology and multimodal literacy, and prioritizing professional development and teacher preparation programs are also discussed. A case study of a middle school language arts teacher and her student illustrates the practical implications of a comprehensive approach to literacy instruction. …
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Literacy Practice and Research
The purpose of this qualitative study was to analyze the reflective comments made by teacher candidates (TCs) after they participated in weekly discussions about the tween novel Ungifted by Korman (2012). The TCs attended at a regional Pacific Northwest university, majoring or minoring in various educational fields. After reading and discussing the topic of giftedness as it related to their engagement with the novel, the TCs wrote a reflective essay about their new understandings of teaching the gifted. Using the constant-comparative method, the essays from three sections of the course over a three-year period were read and reread for identifiable …
Benefits Of Supplemental Field Experiences: Reviewing Five Years Of Program Data, Megan Adams, Sanjuana C. Rodriguez
Benefits Of Supplemental Field Experiences: Reviewing Five Years Of Program Data, Megan Adams, Sanjuana C. Rodriguez
Literacy Practice and Research
This study includes five years of data from a summer literacy program. The program provides a supplemental field experience for teacher candidates in a College of Education. In that experience, candidates work with children from economically marginalized populations who are performing below grade level in reading. Findings indicate supplemental field experiences are critical in developing efficacy in the candidates and supporting their development as they become professionals with varied literacy teaching strategies. Finally, the findings indicate teacher candidates need supplemental field experiences to understand the demands of the profession and to build teaching stamina.
Literacy Stars In The Making: Reading & Writing Fluency Idol, Kristine Calo, Ellen Koitz, Jennifer Dinterman, Cassidy O'Neill
Literacy Stars In The Making: Reading & Writing Fluency Idol, Kristine Calo, Ellen Koitz, Jennifer Dinterman, Cassidy O'Neill
Literacy Practice and Research
This article describes an intervention project with 20 K-5 students who were receiving remedial reading support during a summer reading clinic. Reading & Writing Fluency Idol capitalizes on the power of poetry, scaffolding, and explicit feedback to motivate and engage students while building a wide range of literacy skills. The K-5 students read mentor poems and texts using a variety of evidence-based fluency practices, and then used the texts as models for their own writing. The article explains how the authors implemented the intervention culminating in a Fluency Idol event to showcase and celebrate the children as readers and writers.
Arrows Of Resilience: Teaching The Artemis Archetype In Children’S Literature, Shannon Tovey
Arrows Of Resilience: Teaching The Artemis Archetype In Children’S Literature, Shannon Tovey
Literacy Practice and Research
Story is a powerful vehicle for teaching resilience skills. Strong female archetypes in stories demonstrate qualities of resilience that offer models of how to face adversity, survive it, and thrive. Drawing on psychoanalytic, resiliency, reader response, and Storyworld Possible Selves theories, this work explores the relationship between strong female characters in children’s literature and resilience skills, and explains ways in which analyzing, discussing, and writing about them can help to build emotional competencies that will last a lifetime.
Predictive Values Of Factors Affecting Reading Comprehension Assessment, Taylor M. Grantham, Matthew Carter, Crystal C. Randolph, Gina M. Doepker
Predictive Values Of Factors Affecting Reading Comprehension Assessment, Taylor M. Grantham, Matthew Carter, Crystal C. Randolph, Gina M. Doepker
Literacy Practice and Research
The complex nature of reading comprehension makes it challenging to assess. Comprehension assessment results frequently do not directly indicate which skills should be addressed to remediate comprehension difficulties. The current study investigated which underlying skills are most related to a common reading comprehension test. The reading skills that were measured in this study include single-word reading accuracy, single-word reading fluency, textual reading fluency and accuracy, oral reading comprehension abilities, and silent reading comprehension abilities. The findings indicate that reading rate is associated with oral reading comprehension abilities and that word reading accuracy is important for oral reading comprehension abilities.
What Are The Disciplinary Literacy Complex Texts And Comprehension Habits Of Mind In Elementary (K-6)?, Stephanie Buelow, Charlotte Frambaugh-Kritzer
What Are The Disciplinary Literacy Complex Texts And Comprehension Habits Of Mind In Elementary (K-6)?, Stephanie Buelow, Charlotte Frambaugh-Kritzer
Literacy Practice and Research
This article spotlights complex texts and the comprehension habits of mind that elementary students may encounter across the disciplines of visual arts, performing arts, science, social studies, and mathematics.
Linguistic Landscapes And The Navigation Of New Settings: A Phenomenological Self-Study Of Signage On My First Trip Abroad And Implications For Teaching Literacy, Lindsay Persohn
Literacy Practice and Research
Landry and Bourhis (1997) are credited with coining the term linguistic landscapes, a term which they defined as “the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings [combined] to form the linguistic landscape [of a given region]” (p. 25). In this phenomenological (Patton, 1990) self-study, I explored the linguistic landscapes of three unfamiliar countries during a forty-five-day summer research and leisure trip. I analyzed the photographic data I collected to understand what information I gained from the signs, how I used the information in visual images to …
Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe
Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe
Literacy Practice and Research
Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation.
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Literacy Practice and Research
This study investigates the viability of disciplinary literacy by (1) examining whether English teachers can use disciplinary methods to read a disciplinary text and (2) identifying possible relationships between teacher training and the use of disciplinary approaches. In total, 21 English instructors thought-aloud as they read an unfamiliar poem, and two independent raters evaluated each transcribed response as either “Disciplinary” or “General” depending on the types of reading strategies demonstrated using a rubric generated from previous expert-novice studies in literary reading. This study found that ten (10) of the 21 participants used at least one disciplinary method to make sense …
Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer
Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer
Literacy Practice and Research
In this essay, we discuss the challenges teacher educators face when preparing secondary teachers to educate adolescent learners in an age of seemingly-ubiquitous online mis- and disinformation. Mis- and disinformation about COVID-19, the climate crisis, or even the shape of the planet Earth are abundant in our mediasphere, and teacher educators can play a central role in supporting secondary-level learners in navigating the multiple and conflicting claims they come across. We explore a literacy teacher education approach that marries discursive analysis with empirical investigations, and share an example of critical textual analysis bolstered by scientific investigation.
Read Aloud Across Grade Levels: A Closer Look, Samuel Dejulio, Miriam Martinez, Janis Harmon, Marcy Wilburn, Megan Stavinoha
Read Aloud Across Grade Levels: A Closer Look, Samuel Dejulio, Miriam Martinez, Janis Harmon, Marcy Wilburn, Megan Stavinoha
Literacy Practice and Research
In this study, the authors explore teachers’ beliefs, understandings, and practices related to read alouds through surveys collected in 2015 (86) and 2020 (43). The participants ranged from teachers in early childhood to secondary classrooms. The authors focused on the participating teachers’ purposes for conducting read alouds, types of texts used, preparation, and instructional practices related to rea alouds. The authors analyzed the data in two rounds. They began by comparing the data from 2015 and 2020. In the second round, they analyzed the data along two dimensions: thoughtfulness and valuing of student participation. The authors found similarities between the …
Literacy Faculty Perspectives During Covid: What Did We Learn?, Xiufang Chen, Shuling Yang, Tala Karkar Esperat, Chelsey M. Bahlmann Bollinger, Ann Van Wige, Nance S. Wilson, Kathryn Pole
Literacy Faculty Perspectives During Covid: What Did We Learn?, Xiufang Chen, Shuling Yang, Tala Karkar Esperat, Chelsey M. Bahlmann Bollinger, Ann Van Wige, Nance S. Wilson, Kathryn Pole
Literacy Practice and Research
This multi-institutional collaborative survey research investigated graduate literacy faculty’s experiences and perceptions of teaching online during Covid-19 in the U.S.A. Results indicate faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were their mental and physical health concerns. Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs.
Critical Review Of Language At The Speed Of Sight: How We Read, Why So Many Can’T, And What Can Be Done About It By Mark Seidenberg, Elizabeth Fincher
Critical Review Of Language At The Speed Of Sight: How We Read, Why So Many Can’T, And What Can Be Done About It By Mark Seidenberg, Elizabeth Fincher
Literacy Practice and Research
This comprehensive book review on Mark Seidenberg’s Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It advances the conversation around the “reading wars” in scholar and educator stances on effective methods to teaching reading through explicit phonics-based instruction versus a whole-language approach that emphasizes the child’s discovery of meaning through experiences in a literacy-rich environment. Seidenberg’s support of science-based or “brain-based” teaching of reading is critically examined, as it relates to theoretical and practical knowledge in reading pedagogy. This review aims to provide scientific insight into reading development and …
Pronounce “Palyanitsa” (“Паляниця”) As An Identity Marker: Linguistic Lessons Of The Russian - Ukrainian War, Oksana Bomba
Pronounce “Palyanitsa” (“Паляниця”) As An Identity Marker: Linguistic Lessons Of The Russian - Ukrainian War, Oksana Bomba
Literacy Practice and Research
No abstract provided.
Growing Literacy Skills With Visual Thinking Strategies On Virtual Art Museum Tours, Katie L. Nickel
Growing Literacy Skills With Visual Thinking Strategies On Virtual Art Museum Tours, Katie L. Nickel
Literacy Practice and Research
Visual Thinking Strategies (VTS) is an art curriculum and facilitation method developed by cognitive psychologist Abigail Housen and museum educator Philip Yenawine (Yenawine, 2013). Art museum educators employ VTS to support aesthetic appreciation through close looking and judgment-free discussions centered on works of art. In this article, I describe a virtual tour for K-5 students at the John and Mable Ringling Museum of Art in Sarasota, Florida that employs Visual Thinking Strategies and intentional language while paraphrasing student comments. Students on virtual tours build visual and reading literacy skills through facilitated engagement with art.
From Dyslexia To Doctorate: My Personal Journey, Jeremy S. Jackman
From Dyslexia To Doctorate: My Personal Journey, Jeremy S. Jackman
Literacy Practice and Research
No abstract provided.
Empowering Higher Education Students To Take Charge Of Their Writing: Another Dimension Of Literacy, Janet Richards
Empowering Higher Education Students To Take Charge Of Their Writing: Another Dimension Of Literacy, Janet Richards
Literacy Practice and Research
In this commentary, I offer tips, advice, strategies, and information to assist instructors and students who engage in academic writing.
Writing For Comprehension: How Does Writing Influence Informational Reading Comprehension In The Elementary Classroom?, Tori Golden Hughes, Roya Q. Scales, W. David Scales
Writing For Comprehension: How Does Writing Influence Informational Reading Comprehension In The Elementary Classroom?, Tori Golden Hughes, Roya Q. Scales, W. David Scales
Literacy Practice and Research
This quantitative study was conducted through a school and university partnership. Data from benchmark reading assessments and writing rubrics were gathered over five weeks in a third-grade classroom in the rural mountains of the southeastern United States. Results indicate student growth in reading comprehension and writing. Findings confirm the positive correlation between reading and writing, which suggests integrating explicit reading and writing instruction supports students’ reading comprehension. Based on these findings, we suggest ways teachers can improve reading comprehension skills, blend reading and writing instruction, and pique student interest through an informational writing unit.
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Literacy Practice and Research
The field of literacy remains assailed by a persisting discrepancy between an increasing body of literacy research that honors the diversity in students’ practices juxtaposed against a persistent system of schooling and high-stakes assessment that has not been designed to draw from underrepresented students’ literate assets. This discrepancy has created a situation where teachers often receive well-intentioned instruction from literacy educators about how to address diverse literacy needs, but then, struggle to enact this instruction in the high-stakes testing environment of classrooms and schools where they have little autonomy. We argue in this essay that critical multilingual, critical multicultural and …
Moving To A Virtual Literacy Practicum: Challenges And Solutions, Joyce C. Fine Ed. D.
Moving To A Virtual Literacy Practicum: Challenges And Solutions, Joyce C. Fine Ed. D.
Literacy Practice and Research
When the university took the unprecedented move to virtual teaching at the start of the COVID-19 pandemic in March 2020, my challenge, as a teacher educator, was to plan a virtual literacy practicum for master candidates. All aspects of curriculum design were considered, from establishing relationships with schools, parents, and students, considering technology platforms, appropriate technology applications, to considering everyone’s emotional state. In this article, I share the many challenging aspects and the solutions that lead to successful experiences for all participants.
Playing With Print? An Investigation Of Literacy Indicators In Children’S Museums, Rebecca M. Giles
Playing With Print? An Investigation Of Literacy Indicators In Children’S Museums, Rebecca M. Giles
Literacy Practice and Research
The purpose of this study was to evaluate literacy indicators in ten members of the Association of Children's Museums in eight states. The Museum Inventory of Literacy Indicators was used to assess factors across four areas -- Books and Other Reading Materials; Writing Materials; Signs, Labels, and Directions; and Print Integration – with 20 as the highest possible average. Area averages for quality (6.00 - 15.99) and quantity (6.00 - 15.74) were similar. Most museums concentrated their literacy efforts in a single area rather than considering the potential for facilitating literacy acquisition comprehensively, which could provide improved educational encounters for …
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Literacy Practice and Research
In spite of the need for literacy educators to possess an understanding of the history of the field, such historical perspectives are often absent in current programs, even at the graduate level. Fortunately, embedding history in programs and courses can be done in a variety of meaningful, engaging, and simple ways. In this article we present and describe several approaches for instructors who want to embed or even expand history into current literacy courses. We organize these approaches into three areas: Inquiry-based learning, dramatic structures, and humanistic approaches.
Cultivating The Strategy Of Summarizing Sequential Expository Text: Scaffolds And Supports For The Intermediate Grades, Jennifer M. Green, Jennifer Holman
Cultivating The Strategy Of Summarizing Sequential Expository Text: Scaffolds And Supports For The Intermediate Grades, Jennifer M. Green, Jennifer Holman
Literacy Practice and Research
Fourth-grade students in the United States have notoriously experienced a fourth-grade slump in reading. This persistent trend has led researchers, school leaders, and teachers to seek ways to improve comprehension of expository text. Summarizing is a complex strategy that requires students to analyze, condense, and express information in their own words. This action research project explored the impact of three techniques (cloze summaries, graphic organizers, and paraphrasing) on students’ ability to summarize sequential text in writing. Explicit instruction led to marked growth in students’ ability to write summaries of expository text.
A Life In The Day Of An Adult Literacy Tutor: A Perspective On Tutoring Adults, June Hyjek
A Life In The Day Of An Adult Literacy Tutor: A Perspective On Tutoring Adults, June Hyjek
Literacy Practice and Research
No abstract provided.
Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn
Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn
Literacy Practice and Research
As a former elementary teacher and now a literacy teacher educator, I like to get back into elementary classrooms. This year, I asked my child’s teacher if I could volunteer one day a week for an hour in any way that could be helpful. She agreed, and I was particularly excited when this exemplary classroom teacher asked me to facilitate literature circles with a group of third grade students.
Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards
Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards
Literacy Practice and Research
In this inquiry I applied an innovative sociocultural framework to explore transformations in preservice teachers’ development as literacy teachers as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of master’s and doctoral students mentored small groups of preservice teachers. In this study I explored preservice teachers ’ learning following Rogoff’s (1995,1997) notions of the personal, interpersonal, and community planes of analysis. I also employed a postmodernist crystallization imagery to capture multiple perspectives on the preservice teachers’ growth as literacy teachers. The study assigns importance to the contextual …