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Articles 1 - 4 of 4
Full-Text Articles in Education
Reading On The Ropes: A Pilot Study Of An Accelerated Remediation Program With Alternative High School Students, Joanne V. Coggins, Laura C. Briggs
Reading On The Ropes: A Pilot Study Of An Accelerated Remediation Program With Alternative High School Students, Joanne V. Coggins, Laura C. Briggs
Language Arts Journal of Michigan
High school students must read to learn curriculum, yet few interventions are proven to substantially help close literacy gaps for older students with reading deficits. Students with large literacy deficits particularly benefit from explicit, systematic instruction of interventions emphasizing the structure of language (i.e., phonology, orthography, syntax, morphology, semantics, pragmatics), aspects of cognition (i.e., problem solving, attention, reasoning, and inferencing), and organization of spoken and written language.
A 14-week pilot study of Readable English, a reading intervention using these structured literacy elements, provided embedded interactive orthography to scaffold online grade level content for students at two alternative high schools ( …
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.
Understanding Dibels: Purposes, Limitations, And Alignment Of Literacy Constructs To Subtest Measures, Rebecca Lynn Garvelink
Understanding Dibels: Purposes, Limitations, And Alignment Of Literacy Constructs To Subtest Measures, Rebecca Lynn Garvelink
Honorable Mentions
DIBELS Next is frequently used as a universal screening and progress monitoring tool within a Response to Intervention (RTI) framework. Unfortunately, some misguided educational professionals are not utilizing the assessments as they have been intended, resulting in defective instructional practices and faulty decision-making. In order for DIBELS to be used effectively, teachers must have advanced knowledge regarding assessment practices, understand data analysis and interpretation, and deliver instruction that can positively influence the reading development of at-risk learners. The intent of this project is to provide educators with an understanding of the appropriate uses and limitations of DIBELS. Additionally, this project …
Mitigating The Tensions Of Teacher Evaluation Through Pragmatism, Scott Sheedlo
Mitigating The Tensions Of Teacher Evaluation Through Pragmatism, Scott Sheedlo
Language Arts Journal of Michigan
The Five Dimensions of Teaching and Learning (5 D+) model for teacher evaluation is popular among Michigan school districts as the instrument to satisfy state law requiring districts to evaluate teachers. Veteran English Language Arts (ELA) teacher Scott Sheedlo gives a first-hand, narrative account of the questions and tensions implementation of the 5D+ model has caused for him as his district has adopted the model. Sheedlo notes this state mandate has resulted in the typical manifestations of teacher resistance, as the model is at odds with his own metrics for good teaching and includes unfamiliar, research-based practices such as formative …