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Articles 1 - 12 of 12
Full-Text Articles in Education
Missing Pieces And Voices: Steps For Teachers To Engage In Science Of Reading Policy And Practice, Kathleen S. Howe, Teddy D. Roop
Missing Pieces And Voices: Steps For Teachers To Engage In Science Of Reading Policy And Practice, Kathleen S. Howe, Teddy D. Roop
Michigan Reading Journal
The current wave of dyslexia legislation backed by the science of reading is the latest literacy policy added to a decades-long list. Teachers, whose voices were largely excluded, are key stakeholders in any literacy policy initiative and are well-suited to inform policymakers about the complexities of teaching readers who struggle, including those diagnosed with dyslexia. This article previews the implications of legislation that narrowly focuses on “science” and disregards unique individual reader profiles. This article encourages teachers to get involved with policy that impacts their practices and provides suggestions to ensure their voices are included in this and future initiatives.
Bounding Our Liberation Together: Toward Pedagogies Of Coalitional Liberation, Rae L. Oviatt, Stephanie F. Reid
Bounding Our Liberation Together: Toward Pedagogies Of Coalitional Liberation, Rae L. Oviatt, Stephanie F. Reid
Michigan Reading Journal
This article draws on the long history of movement building, culturally responsive and sustaining pedagogies, and abolitionist solidarity in presenting a way to bridge ELA standards and humanizing curriculum. The authors’ present their vision of pedagogies for coalitional liberation through five actionable and manageable tenets of practice. These tenets have been formulated to guide teachers in designing their own units or lessons. Each tenet is described in detail and accompanied by classroom examples from a critical qualitative research inquiry that foregrounds one pre-service teacher’s intentional curriculum co-design. The examples show how teachers can move with their students moving from theory …
Expanding Vocabulary With Children's Books, Sara J. Churchill, Kathleen Everts Danielson
Expanding Vocabulary With Children's Books, Sara J. Churchill, Kathleen Everts Danielson
Michigan Reading Journal
This article will briefly examine why it is important to explicitly teach vocabulary and review some of the best practices in vocabulary instruction, including three prominent strategies for teaching vocabulary: read alouds, developing word consciousness, and interactive activities. Following that is an annotated bibliography of children’s picture books that highlights selections that are useful for teaching vocabulary. Summaries of the texts and instructional suggestions are provided.
A Teacher's Guide To Vocabulary Development Across The Day, Annie P. Spear
A Teacher's Guide To Vocabulary Development Across The Day, Annie P. Spear
Michigan Reading Journal
No abstract provided.
Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams
Grey Clouds And Silver Linings: Professional Learning For Secondary Educators During Covid-19, Jenelle Williams
Michigan Reading Journal
No abstract provided.
Virtual Coaching: Throughout And Beyond A Pandemic, Kimberly Blumke
Virtual Coaching: Throughout And Beyond A Pandemic, Kimberly Blumke
Michigan Reading Journal
This article describes the implementation of virtual coaching to overcome barriers encountered with face to face coaching. The author gives an explanation of why virtual coaching was first explored and how it is currently being used with K-3 teachers to promote the use of the K-3 Essential Instructional Practices in Early Literacy. Additional information and specific documents are shared at the end of the article.
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
Michigan Reading Journal
Approximately 1,500 children are born with upper limb differences (ULDs) each year in the United States. Recently, public media attention has brought a greater awareness of individuals with upper limb differences (ULDs), but educational research on the PreK-12 experiences, available curricular materials, and effective educational strategies are lacking for this group of people. Researchers in this study identified and performed a content analysis of 24 children’s books with characters with ULDs. Findings indicated more of these books were being published recently, that they represented a number of genres, and were largely informative about experiences of people with ULDs. Most were …
Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron
Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron
Michigan Reading Journal
This article features cases of how elementary education preservice teachers made sense of teaching literacy. Their contexts for teaching varied in policies, curricula, and demands for their literacy teaching, shaped their learning and understanding of literacy instruction and assessment as beginning teachers. The research featured in this article pushes upon conceptualizations of "good" literacy teaching and how mentor teachers serve a critical role in preparing the next generation of elementary literacy teachers. Recommendations are made on how to best support elementary preservice teachers in literacy instruction and assessment.
Teaching Students To Comprehend Cause And Effect Text Structure, Jennifer A. Knight, Angela R. Child
Teaching Students To Comprehend Cause And Effect Text Structure, Jennifer A. Knight, Angela R. Child
Michigan Reading Journal
Teaching students text structure in expository text is important for comprehension. Text structure is complex and varies depending on the author’s focus. Cause and effect is one of the more difficult text structures for students to read and understand. This article demonstrates how to explain and teach cause and effect text structure for deep analysis and summarization of expository text.
No More Random Acts Of Literacy Coaching, Annie P. Spear
No More Random Acts Of Literacy Coaching, Annie P. Spear
Michigan Reading Journal
No abstract provided.
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Jenelle Williams
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Jenelle Williams
Michigan Reading Journal
This article describes the role of student-centered, problem-based instruction, and it offers practical tips and resources for secondary English Language Arts educators in using effective problem frames for units of instruction.
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Michigan Reading Journal
This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios.