Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Literacy (3)
- Assessment (1)
- Authorship (1)
- Book review (1)
- Co-constructing curriculum (1)
-
- Cognitive strategies (1)
- Critical Testimony (1)
- Critical Witness (1)
- Critical discourse analysis (1)
- Discourses (1)
- Early childhood (1)
- Elementary Schools (1)
- Emergent curriculum (1)
- Family Literacy (1)
- Goal setting (1)
- Identities (1)
- Independent reading (1)
- Informal Reading Inventories (1)
- Instructional goals (1)
- Literacy Professionals (1)
- Literacy specialist (1)
- Literacy teacher education (1)
- Parent Involvement (1)
- Pedagogy (1)
- Persistence (1)
- Professional goals. (1)
- Reading achievement (1)
- Reading strategies (1)
- Reading volume (1)
- Reflection (1)
Articles 1 - 10 of 10
Full-Text Articles in Education
Review Of Intensive Reading Interventions For The Elementary Grades By Wanzek, Al Otaiba, And Mcmaster, Sarahlee R. Desir
Review Of Intensive Reading Interventions For The Elementary Grades By Wanzek, Al Otaiba, And Mcmaster, Sarahlee R. Desir
The Language and Literacy Spectrum
Abstract
In the book Intensive Reading Interventions for the Elementary Grades, Jeanne Wanzek, Stephanie Otaiba, and Kristen McMaster (2020) provide teachers and literacy strategies intended to help students in tier three interventions, particularly students with intense reading difficulties. The authors wrote each of the eight chapters to be a resource full of research information and instructional strategies on how to help students succeed in various reading difficulty areas. The authors include multiple vignettes dealing with issues that teachers and children with reading difficulties are facing and provide additional resource materials at the end of each chapter to further assist teachers …
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
The Language and Literacy Spectrum
In The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy (2019), Elizabeth Dutro provides educators with heart-felt, inquiry-based strategies for using trauma as pedagogy in literacy classrooms. This book describes how to situate both educators and children to provide testimony and be critical witnesses in an effort to allow life knowledge, empathy, and wisdom be brought to classroom learning experiences. Dutro uses classroom vignettes and student work samples to illustrate how the concept of trauma as pedagogy can be applied across genres. Experiences and examples of literacy instruction in children's work from several elementary classrooms, from second grade through …
Book Review: Thinking Tools For Young Readers And Writers, Jennifer Steil
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 …
Review Of Pre-K Stories: Playing With Authorship And Integrating Curriculum In Early Childhood, Harmony Petty
Review Of Pre-K Stories: Playing With Authorship And Integrating Curriculum In Early Childhood, Harmony Petty
The Language and Literacy Spectrum
This book review discusses salient themes within Bentley and Souto-Manning’s (2019) Pre-K stories: Playing with authorship and integrating curriculum in early childhood. Bentley and Souto-Manning present a case study of one pre-K classroom in which a teacher-researcher endeavored to honor young children’s strengths and authentic stories as they co-constructed an emergent curriculum together. This text considers researchers and practitioners as it includes theoretical discussions in addition to teacher reflections and classroom vignettes. The first three chapters explore the researchers’ theoretical foundation of emergent curriculum and a sociocultural view of play-based authorship. The following four chapters trace the development of the …
Exploring The Discourses And Identities Of One Aspiring Literacy Specialist, Elizabeth Y. Stevens, Kathleen Hinchman
Exploring The Discourses And Identities Of One Aspiring Literacy Specialist, Elizabeth Y. Stevens, Kathleen Hinchman
The Language and Literacy Spectrum
Becoming an effective literacy specialist means developing tools to support students’ and teachers’ reading and writing aspirations. They are thought to be self critical and respectful of their students’ and colleagues' strengths, however, this is not easy. This case study examined the discourses and identities of a highly reflective white female teacher who was completing studies to become a literacy specialist. Critical discourse analysis was used as a theory and a method to examine the focal participant’s language-in-use to learn about how she made sense of her world, including her work with students and colleagues. This analysis suggested that she …
Assessment Literacy: Implications For The Literacy Professional, Bobbie Kabuto, Sinead Harmey
Assessment Literacy: Implications For The Literacy Professional, Bobbie Kabuto, Sinead Harmey
The Language and Literacy Spectrum
This article explores how the general term of assessment literacy can be specified to the area of reading through the lens of the informal reading inventory, Qualitative Reading Inventory-5. This article will investigate the common misconceptions that teachers, who were enrolled in a graduate program to become state-certified specialized literacy professionals, had when conducting and interpreting the QRI-5. The data that will be presented is from a project that examined the theories that undergird informal reading inventories, and how teachers understood these theories. We will then include recommendations for improving assessment literacy for developing specialized literacy professionals.
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 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
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 …
Supporting And Sustaining Specialized Literacy Professionals In Teacher Leadership Positions, Thea Yurkewecz
Supporting And Sustaining Specialized Literacy Professionals In Teacher Leadership Positions, Thea Yurkewecz
The Language and Literacy Spectrum
Specialized literacy professionals (specialists/coaches/coordinators) are enacting leadership roles that influence how school communities interact and collaborate to change instructional practices. These positions involve multiple responsibilities highlighted in the standards for the Preparation of Literacy Professionals (International Literacy Association, 2017). This manuscript extends from the investigation of three specialized literacy professionals from one school community identified by their administrators as teacher leaders. After three years in these positions, each identify the structures, resources, and types of support that were critical to the sustainment of their leadership positions within their school district. This study informs the literacy community on the specific and …
Family Literacy Engagement: Parents’ Perceptions Of Their Home Learning Practices, Nichole L. Smith
Family Literacy Engagement: Parents’ Perceptions Of Their Home Learning Practices, Nichole L. Smith
The Language and Literacy Spectrum
The researcher in this study examined parents’ perceptions of the engagement activities in their homes. Parents of elementary school students in one southeastern United States school district were asked to participate in this study. Findings related to literacy, academic, and family engagement. Parents’ preparedness to assist their children with reading and their related needs were also examined. Relationships between race and gender showed significance when considering children’s access to academic and literacy materials as well as family engagement in educational practices including literacy. Literacy program providers, including those that educate parents, may consider this information when providing literacy support to …