Education Commons^™

Writing And Reading Connections: Giving Value To Both Sides Of The Same Literacy Coin, Zoi A. Traga Philippakos, Penelope Wiese, Adalea Davis

The Language and Literacy Spectrum

The purpose of this article is to comment on ways that writing-reading connections can take place enhancing reading comprehension and composition. Drawing from a genre-based instructional approach, examples are provided to explain such connections in the process of (a) a rhetorical analysis conducted on writing prompts and prior to reading, (b) examination of writing purposes and genres for writing and reading, (c) read alouds for retelling and monitoring meaning making, and (d) of critical reading for reviewing purposes and determination of clarity of written ideas. The article concludes with guidelines for classroom teachers and recommendations for the implementation of the …

Empathy Throughout The Curriculum: Using Picture Books To Promote Activism & Equity, Kathleen M. Olmstead, Peter Kalenda, Logan T. Rath, Jeffrey Xue, Jie Zhang

The Language and Literacy Spectrum

The authors—a panel of teacher educators, an education librarian, and a high school student activist, share classroom practices, recent research, and scholarship that centers on fostering empathy and activism through picture books as part of culturally relevant-sustaining practices. A variety of new children’s literature and practical ways to incorporate these inclusive picture books across the curriculum are shared. Useful strategies for teachers to locate culturally responsive & sustaining children’s literature and related resources for classroom use are also provided.

Goal Setting In Kindergarten: Motivating Young Learners To Be Successful In Learning Sight Words, Ashley Brudvig, Taylor Anderson, Jarrett D. Moore

Journal of Inquiry and Action in Education

The purpose of this research was to determine the effectiveness of goal setting as a motivator for kindergarten students in learning grade-level sight words. This study was conducted over a 6-week period in two Midwestern kindergarten classrooms. The participants in the experimental group were trained in self-setting goals and participated in weekly check-ins and bi-weekly assessments. Themes in motivation were documented using a reflection survey and anecdotal notes. Student growth was tracked using sight word assessments and growth charts. Data suggested participants who set goals achieved higher gains than participants who did not set goals.

Pilot Study Of The Dynamic Early Literacy Framework For Implementation Of Science Of Reading Aligned Instruction, Jaclyn Galbally Ph.D., Nancy Scharff

Journal of Inquiry and Action in Education

A growing, research-based consensus supports addressing our nation’s literacy crisis through instruction aligned with the Science of Reading (SoR). We recognize, however, that the complexity of SoR content, alongside the multiplicity of instructional decisions and practices, and the unique features of each classroom and school, make simple implementation designs unlikely to achieve desired results. To guide schools in developing higher levels of SoR-aligned early literacy instruction, we developed the Dynamic Early Literacy Framework (DELF). The DELF primarily serves as a framework to guide inquiry and innovation of SoR-aligned early literacy drivers, while documenting progress as well as identifying change priorities. …

Distance Learning Effects On The Early Elementary Student's Socio-Emotional Development And English Acquisition, Alejandra Irene Escamilla Saldaña, Luisa Fernanda Quintanilla Herrera, Margarita Coronado Fernández

International Graduate Program for Educators Master's Projects

The COVID-19 pandemic impacted all schools throughout the world. Because of this experience, student’s learning may have been affected. This study sought to find if there could have been an effect in student achievement and development after a year of distance learning. Specifically, does an ELL student’s english acquisition, self-regulation and social skills scores lower after a year of distance learning? If there is a negative impact, do these lower scores get bridged to meet expectations after a year of in-person instruction and intervention? In this study, 16 teachers from PK to 2nd grade at ASFM in Monterrey, Mexico were …

The Impacts Of Self-Efficacy And Intrinsic Motivation: Mentoring Students To Be Motivated Readers, Vicki L. Luther

The Language and Literacy Spectrum

Motivation is a vital element of reading success. However, motivation does not always occur organically; it often takes strategic mentoring for students to be inspired by the prospects of reading. Such mentoring can occur when students can begin to see teachers as fellow readers, and when educators can help students to develop their own, independent goals, passions, and reasons for reading. Based upon Bandura’s social cognitive theory (1997), this article focuses on what research says about the importance of reading motivation and self-efficacy. In addition, the author will give strategies to support student-and teacher-motivation.

The Correlation Between Phonological Awareness, Phonemic Awareness, And Phonics Skills And Effective Readers In First Grade., Olivia N. Didio

International Graduate Program for Educators Master's Projects

The purpose of this study was to get insight related to the literacy instruction and the connection between phonological awareness, phonemic awareness, and phonics for fluent reading. The research includes examinations of students' prior knowledge of phonological awareness, phonemic awareness, and phonics decoding skills, along with their ability to read grade level text. Students received daily instruction in literacy through modified Lucy Calkins’ Units of Study in reading, writing, and phonics. Some adaptations and supplemental resources were used to support this curriculum. As the data was collected the instructor made adjustments to the instruction to fill gaps in phonological awareness, …

Process Drama, Play And Popstars: Integrating Expository Writing Rehearsal Opportunities Across The Day In A Fourth Grade Inclusive Classroom, Mary R. Coakley-Fields

The Language and Literacy Spectrum

With increased focus on informational writing and opinion writing in U.S. curriculum, Common Core State Standards, and state standardized tests, upper elementary school teachers need to teach their students to write expository paragraphs and the five-paragraph essay structure. This ethnographic study focused on how one fourth grade teacher of an inclusive classroom integrated playful talk-based activities across each day in support of her students learning to write in the expository genre. Qualitative data were collected, including field notes, interviews, and documents such as lesson plans and student writing. Classroom talk and interviews were audio-recorded and transcribed. Findings indicate that the …

Book Review: Thinking Tools For Young Readers And Writers, Jennifer Steil

The Language and Literacy Spectrum

Abstract:

This article offers a book review of Thinking Tools for Young Readers & Writers (2018), by Carol Booth Olson, Angie Balius, Emily McCourtney, and Mary Widtmann. The book presents the cognitive strategies tool kit, which includes strategies such as: planning, goal setting, tapping prior knowledge, asking questions, making predictions, making connections, summarizing, inferencing, forming interpretations, adopting an alignment, monitoring, and clarifying. The teachers share lessons for how they teach these strategies to students in their various grade levels. For each lesson, the authors include research, connections to Common Core State Standards, and examples of classroom lessons putting …

The Beliefs And Practices Of Second Grade Teachers Who Implement Independent Reading And Its Effect On Students’ Reading Achievement And Reading Volume, Lauren R. Brannan, R Burke Johnson, Rebecca M. Giles, Andrea M. Kent

The Language and Literacy Spectrum

The purpose of the present study was to explore the beliefs and practices of teachers who implement independent reading in their classrooms. Results showed that teachers who implemented independent reading believed in the importance of both the quantity and quality of student reading. The teachers’ practices of independent reading showed students selecting books that were “just-right” for them to read, social experiences around reading, guided practice through reading conferences with the teacher, and setting a purpose for reading through response activities. A nonexperimental comparative design was used to examine the effects of independent reading on reading volume and reading achievement. …

Developing Strategic Learners: Supporting Self-Efficacy Through Goal Setting And Reflection, Zoi A. Traga Philippakos

The Language and Literacy Spectrum

When students face academic challenges, when they receive poor grades on a subject, and when they see unchanged performance -even though they put effort on a task- they often develop the belief that they are not capable of overcoming challenges. Continuous underperformance affects students’ self-efficacy and belief that success is an achievable goal. The purpose of this paper is to explain the process of goal setting with continuous reflection to support students’ writing growth and persistence. The paper further comments on teachers’ goal setting for instructional and professional goals in order to support their instructional delivery and their growth as …

Inquiry-Based Learning: Student Teachers’ Challenges And Perceptions, Alain Petro Gholam Dr.

Journal of Inquiry and Action in Education

Inquiry-based learning (IBL) is a student-centered approach driven by students’ questions and their innate curiosity. IBL was introduced and effectively implemented in the general secondary teaching methods course at the American University in Dubai. The study made use of a mixed methods approach. It was guided by two research questions: 1). What factors hinder the implementation of IBL in the student teachers’ classrooms? 2). Why do student teachers favor the use of IBL in their classroom? Eight student teachers enrolled in the general secondary teaching methodology course at the American University in Dubai (Fall 2017) participated in the study. First, …

Learning While Building: Enhancing Opportunities For Teacher Candidate Development Within Professional Development Schools Through Programmatic Analysis, Valerie Widdall 7532451, Andrea Lachance, John M. Livermore

Journal of Inquiry and Action in Education

Abstract

This study investigated the impact of differing models of practicum placements on teacher candidates’ (TC’s) abilities to practice teaching skills and receive feedback on their teaching. Within the Professional Development School (PDS) model TCs were placed as cohorts in a single PDS site with at least one college faculty member assigned as a liaison, and within the Traditional model TCs were placed across a variety of schools without college faculty connected to the various school sites. Teacher candidates completed a survey with Likert scale and open-ended items to measure TCs’ perceptions of how much time they spent teaching lessons …

Review Of Think Big With Think Alouds: A Three-Step Planning Process That Develops Strategic Readers, Susan J. Chambre

The Language and Literacy Spectrum

In Think Big with Think Alouds: A Three-step Planning Process That Develops Strategic Readers (2017), Molly K. Ness provides classroom teachers with a detailed three-step process for developing think aloud procedures during classroom literacy instruction. The book assists teachers in identifying stopping points in narrative and expository text. Ness also includes multiple scripted think alouds with comprehensive explanations for both narrative and expository text. Additionally, practical tips for promoting student adoption of higher order thinking skills are provided in the form of sentence starters and strategy symbols. The procedures outline in Think Big with Think Alouds will empower classroom teachers …

How Teachers Can Guide Library Book Selection To Maximize The Value Of Independent Reading Time, Sherri Weber

The Language and Literacy Spectrum

This article shares a classroom application to support literacy development through a teacher-librarian guided book selection program. Twenty students participated in the program which demonstrated the importance of the relationship between the school librarian and classroom teacher. These professionals worked together to guide students to choose library books at their recreational level for independent reading time. The guidance program appeared to impact students' confidence in their reading and in their ability to choose appropriate books. Suggestions for teachers and librarians are discussed.

Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson

The Language and Literacy Spectrum

Story writing and story grammar have been studied extensively in an effort to improve students’ reading comprehension. Instruction on story structure and on elements of stories can improve the writing quality of students’ papers. This paper explains a process of supporting primary-grade students’ story writing. The approach is based on strategy instruction and incorporates talk and dramatic play as ways to support the development of characters, descriptions of characters and events, and dialogue between characters. Guidelines are provided and step-by-step directions for teachers to use this work with their students.

Visual Thinking Routines: A Mixed Methods Approach Applied To Student Teachers At The American University In Dubai, Alain Petro Gholam Dr.

Journal of Inquiry and Action in Education

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The following study used mixed methods. It was guided by two research questions: 1). To what extent did visual thinking routines implemented in the Math/Science methodology course offered at the Graduate School of Education at the American University in Dubai inspire learning in the classroom and made time for students’ questions, …

Reading With Understanding: A Global Expectation, Mary Shea, Maria Anne Ceprano

Journal of Inquiry and Action in Education

Abstract:

This article outlines the complexity of reading with understanding, what is required for full and deep comprehension, the state of affairs with regard to reading comprehension in developed countries, possible etiologies for low performances, and suggestions for instruction in specific skills and strategies to improve students’ demonstrated achievement in daily lessons as well as on global assessments. Recognizing the commonality of this concern among nations, a need to examine universally accepted tenets for successful reading comprehension as well as local etiologies that impede it becomes increasingly important. Such tenets are skills and strategies that address all of Irwin’s micro …