Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Education
Using Multicultural Children’S Literature To Address Social Issues: The Power Of Interactive Read Aloud, Rebekah E. Piper, Ramona T. Pittman, Tasha A. Vice
Using Multicultural Children’S Literature To Address Social Issues: The Power Of Interactive Read Aloud, Rebekah E. Piper, Ramona T. Pittman, Tasha A. Vice
Reading Faculty Publications
As the demographics of U.S. schools are changing, educators have to embrace this change and prepare students to adopt diversity and inclusivity as a means to increase students’ understanding of their peers. Not only are race and ethnicity identities at the forefront of these changes, gender identity and ability identity must also be supported, as more students are challenging traditional gender roles and as more students are mainstreamed into regular education classes. This article seeks to address usage of interactive read alouds of multicultural literature as a means to help bridge students who need inclusive
and equitable pedagogical practices in …
Burning In New Mexico, Tasha A. Vice
Burning In New Mexico, Tasha A. Vice
Reading Faculty Publications
No abstract provided.
Creating Elementary-Aged Agents Of Change: The Impact Of Civil Rights-Themed Literature, Rebekah E. Piper, Summer Garrison, Lauren Morgan
Creating Elementary-Aged Agents Of Change: The Impact Of Civil Rights-Themed Literature, Rebekah E. Piper, Summer Garrison, Lauren Morgan
Reading Faculty Publications
This chapter focused on the notion of implementing Civil Rights-themed literature with elementary-aged students through interactive read alouds. With traditional pre-packaged scripted curriculum programs, teachers are challenged with implementing additional literature and utilizing resources to promote an expansive variety of learning experiences. Sample texts and interactive activities were addressed and provided for teachers to use as an initial starting point for introducing Civil Rights-themed literature in their classrooms. Lastly, implications for teacher professional development were addressed in an effort to provide teachers and teacher candidates with a space to explore a variety of authentic multicultural children’s literature.
Using Authentic Literature To Enrich Young Children’S Literacy Experiences, Kristi L. Dudley, Ramona T. Pittman, Rebekah E. Piper
Using Authentic Literature To Enrich Young Children’S Literacy Experiences, Kristi L. Dudley, Ramona T. Pittman, Rebekah E. Piper
Reading Faculty Publications
This article focuses on the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) needed to effectively teach children to read. Early childhood educators can teach these five skills through the use of authentic literature. To be classified as authentic literature, books and texts need to utilize “real life” writing that is written to engage the reader. Authentic narrative texts generally appeal to the reader and offers a theme and a moral to the story. The article explains the five components needed to teach children to read and offers some authentic texts, synopses, and lesson ideas specifically for each of …
Mindful Instruction: Metacognitive Activities In The Developmental College Reading Classroom, Tasha A. Vice
Mindful Instruction: Metacognitive Activities In The Developmental College Reading Classroom, Tasha A. Vice
Reading Faculty Publications
No abstract provided.
The Impact Of Experiential Learning In Literacy And Teacher Efficacy: A Study Of Sa Reads, Theresa Garfield, Ramona T. Pittman
The Impact Of Experiential Learning In Literacy And Teacher Efficacy: A Study Of Sa Reads, Theresa Garfield, Ramona T. Pittman
Reading Faculty Publications
This study examines the impact of an experiential learning course work component on teacher candidates’ perception of literacy knowledge, their perspective of a community-based literacy partnership, and their self-reported sense of general and personal teaching efficacy. Initial findings reveal there is growth in all areas of perception of literacy knowledge, with knowing how to assist a struggling reader with fluency and vocabulary skills being the greatest areas of gain. Findings indicate there is minimal change in the participants’ perspectives of the community-based literacy partnership. Finally, participants gained in the areas of general and teaching efficacy. Extant literature will be reviewed …