Elementary Education Commons^™

Building Bridges: Culturally Relevant Teaching With Literature Circles And Multicultural Literature, Amber Lawson

Michigan Reading Journal

In this article, the author suggests that teachers can create culturally relevant learning experiences by creating a diverse classroom library, using culturally diverse literature for their read-alouds, and adding literature circles as a routine for literacy instruction. Literature circles around diverse books offer students opportunities to discuss texts and expand their meaning-making and comprehension skills. The article provides readers with a guide, resources, and education research in doing so effectively to support culturally diverse learners’ literacy development through meaningful and authentic approaches.

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.

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.

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Charlene A. Reid, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high-growth schools across Arkansas based on the ACT Aspire examinations in Math and English Language Arts (ELA) for the 2020-2021 academic year. For these awards, we consider schools where at least 66% of the student body is eligible for free or reduced-price lunch (FRL).

High-poverty schools are ranked by school level (Elementary, Middle, or High) based on Overall Growth (Math and ELA combined), as well as for growth in each content area independently. High-poverty schools are also ranked within each region of the state. Tables include the region in which the school is located, the number of …

Language Arts Acquisition Rates Of English Language Learners During Multi-Modal Instruction During Covid, Deborah S. Dow

Leadership Education Capstones

This study explores the correlation between remote, blended, and in-person learning, as it pertains to language arts acquisition by English Language learners. The purpose of this paper is to determine the optimal method of instruction as determined by assessment scores. The research focussed on a rural school district in Minnesota. The research was conducted by quantitative analysis of WiDA ACCESS, Renaissance Star, and FastBridge data. WiDA ACCESS data was obtained toward the end of each school year. A year of blended learning modalities was compared to two prior years of in-person instruction. Renaissance Star assessments were administered after each leaning …

Connecting A Community Through A Family Literacy Project And Virtual Writing Collaboration: University Students Facilitate Access To Literature During The Pandemic, Anne Katz Ph.D., Alexandria Sledge-Tollerson B.A. In Early Childhood Education

Georgia Journal of Literacy

The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students were scheduled to meet partially face-to-face and partially online on a weekly basis. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment …

Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry

Georgia Journal of Literacy

This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper …

High-Growth Elementary Schools In Arkansas Based On Performance On The Act Aspire Examinations, Charlene A. Reid, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights elementary schools across the state whose students demonstrated high growth on the Arkansas ACT Aspire exams. The ACT Aspire was administered to students in grades 3 through 10 in April 2021 in Math and ELA courses which include English, Writing, and Reading.

Each table in this section presents the Top 20 schools for the noted subject area and school level. In addition, these tables include the region in which the schools are located, the grades served at the school, the weighted achievement score, and the content growth score in that particular subject.

The level of the schools, …

An Interview With Alice Ensley: District Literacy Coordinator At Dalton County Schools, Shannon Tovey

Georgia Journal of Literacy

Alice Easley was identified as a top curriculum leader in Georgia for her exceptional work in her role as Curriculum Specialist for Literacy and Social Studies at Dalton Public Schools in creating digital content and methods during the Covid-19 period.

"Read It Again!": Storytelling To Imitate The Great Teacher, Kate Whatley

Senior Honors Theses

The student’s mind is bent on stories, asking mothers around the world to ‘read it again’. These stories preserve information and emotions for centuries. In the classroom, stories enliven motivation and empathy in ways that result in higher academic achievement and social awareness. Learning to use stories as a key instructional strategy will allow for more equitable opportunities in classrooms, encourage mental health and truth telling for the teacher and the student collectively, and allow the academic community to imitate Christ by contributing to the bigger story taking place across time. In application of using stories as teachers, this thesis …

Using Machine Learning Approaches To Explore Non-Cognitive Variables Influencing Reading Proficiency In English Among Filipino Learners Final Report, Rochelle I. Lucas, Macario O. Cordell Ii, Jude Michael M. Teves, Sashmir A. Yap, Unisse C. Chua, Allan I. Bernardo

Angelo King Institute for Economic and Business Studies (AKI)

Filipino students ranked last in reading proficiency among all countries/territories in the PISA 2018, with only 19% meeting the minimum (Level 2) standard. It is imperative to understand the range of factors contributing to low reading proficiency, specifically variables that can be the target of interventions to help the students with poor reading proficiency. We used machine learning approaches, specifically binary classification methods, to identify the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency using the Philippine PISA data from a nationally representative sample of 15-year-old students. Several binary classification methods …

Collaborative Metaphor Analysis Research Methodology: A Retrospective Self-Study, Donita Shaw, Sue Christian Parsons, Sheri Vasinda

The Qualitative Report

The purpose of this manuscript is to explicate the metaphor analysis process we employed in a recent study to make this methodology more accessible to future researchers. To explain and demystify metaphor analysis as a method, we describe in detail the three rounds of data analysis leading to findings. We seek to make transparent the messiness and thoughtfulness of the refining process as well as the methodological rigor and trustworthiness. In the discussion that follows, researchers share experiences with and resulting insights into the methodology in hopes of providing future researchers with support for their own metaphor analysis work.

Heroes Like Harvey Milk: Using Lgbtq-Themed Literature To Promote Critical Literacy And Social Justice In Fifth Grade English Language Arts And Social Studies, Jamie Carmack

Masters Theses/Capstone Projects

The purpose of this curriculum development project is to help practicing English Language Arts and Social Studies teachers in grade 5 construct and develop content-area curriculums that reinforce and support both critical literacy and social justice pedagogical frameworks for teaching and learning. This particular curriculum development project also addresses the ways in which English Language Arts and Social Studies teachers in grade 5 can use LGBTQ-themed curricular materials to not only promote critical literacy and social justice frameworks for teaching and learning but to also meet the Common Core State Standards (CCSS, 2010) for English Language Arts, Ohio’s Learning Standards …

Elementary School Library Collections: A Content Analysis Of Science Trade Books, Sandra W. Watson, Sheila F. Baker

Reading Horizons: A Journal of Literacy and Language Arts

In this study, science trade books from the libraries of 10 elementary schools across the United States were evaluated using the modified Hunsader rubric for their overall quality pertaining to science content, literacy, and critical literacy criteria. Findings indicate that 62% of the books met the overall science content criterion, 99% met the overall literacy criterion, and 41% met the overall critical literacy criterion. The majority of science trade books in each school were life science books, and the majority of books across all schools were 18–23 years old, with many being much older. Implications and recommendations are provided.

Afterschool Club: German For K-5, Justin Solheim

Honors Program: Expanded Learning Clubs

The lessons found in this paper were designed for a group of 20-25 elementary schools students in downtown Lincoln, NE. The students were split into two groups: K-2 and 3-5. Through a variety of activities, the students learned the basics of the German language and culture. Many of the lessons are simple and do not require difficult thinking, as this was a summer club. Instead, they allow students to collaborate, move around, color, and solve puzzles.

A Teacher's Guide To Vocabulary Development Across The Day, Annie P. Spear

Michigan Reading Journal

No abstract provided.

Front-End-Connective Phonics Effectiveness In Reading And Spelling In Fifth Through Seventh Grade Students, Bridget Weber

Dissertations, Theses, and Projects

This 2021 study experimentally investigated the impact five front-end-connective phonics had on the academic performance of middle school students in reading and spelling DIBELS nonsense words. In the upper grades, students depend on whole-word instruction instead of phoneme awareness. My focus was on whether or not front-end-connective phonics instruction played a significant role in the outcome of students’ scores on reading and spelling tests. Participants were assessed twice in both reading and spelling. The participants took an assessment at the beginning of the study and then a final assessment at the end of the study. The research took place in …

Impact Of An Emergent Reading Skills Intervention On Letter Recognition And Phoneme Identification In Pre-Kindergarten Children, Laura K. Simmons

LSU Master's Theses

Research in the field of early literacy has demonstrated that letter recognition and phoneme identification are two necessary components of emergent reading skills (Casbergue & Strickland, 2016). Emergent literacy refers to the reading and writing skills that young children develop prior to learning traditional literacy skills and has been linked to increased literacy achievement (Justice & Pullen, 2003). This study focused solely on emergent reading skills. The purpose of the present study was to determine the effects of a targeted multi-sensory intervention on the emergent reading skills of letter recognition and phoneme identification using a multiple baseline design (Kazdin, 2011). …

Comparison Of Play-Based Learning Versus Worksheets In English Language Arts Growth, Erin Wiskus

Master's Theses & Capstone Projects

The purpose of this action research is to compare the data of kindergarten student’s growth in ELA (English Language Arts) through the use of play-based learning strategies against students who utilize worksheets as part of their instruction in order to determine if one instructional method is more effective than the other in demonstrating academic growth in English Language Arts. One group of students participated in play-based learning strategies while the other group utilized worksheets as an extension of learning. Both groups were given weekly pretests and posttests in the areas of: letter identification, CVC (consonant, vowel, consonant) words, digraphs, and …

Using Transcendental Phenomenology To Explore Elementary Teachers’ Experiences With Struggling Readers During The Social Restrictions Precipitated By The Covid-19 Pandemic, Wyann C. Stanton

Graduate Theses and Dissertations

This study provides a window into the experiences of elementary teachers with their struggling readers during the largest world-wide interruption to education that has ever been seen. This study gives insight to educational leaders and educators as they assist their struggling readers in rebounding from the disruption to school caused by the COVID-19 pandemic and as they work to improve the quality of schooling for struggling readers. Since the beginning of the pandemic, there had been a growing body of educational literature in pandemic-related information, practice, and research. Yet, there was a need to bring to light the phenomenon of …

Collaborative Inquiry To Support Critically Reading Children’S Literature, Laurie Rabinowitz, Amy Tondreau

Language Arts Journal of Michigan

This article provides an overview of a qualitative study investigating how K-5 classroom teachers describe their beliefs, concerns, and planning process for enacting read alouds featuring characters with disabilities. The study explored educators' close reading of picture books to elicit the unpacking of beliefs about individuals with disabilities conveyed by children’s literature. Through dialogue about social issues in picture books with colleagues, teachers sharpened their own critical literacy skills to bring into the classroom. Based on our findings, we offer a collaborative inquiry cycle that teacher groups can replicate to critically read children’s literature for different social justice issues.

The Effects Of Technology On Reading Fluency In A First Grade Summer School Classroom, Bailey A. Kennedy

Master's Theses & Capstone Projects

The purpose of this action research project was to determine if the technology app EPIC! is more effective in helping first-grade students increase their oral reading fluency skills compared to a teacher-assisted, non-technological intervention. Before the interventions began, the students completed three oral timed reading passages at the first-grade level by FASTbridge. This score was used as a baseline for the data. The intervention lasted for two weeks. The experimental group completed stories on the application EPIC! for 15 minutes each session, while the control group completed research based educational games with the researcher. Both were done in addition to …

Social Studies Children’S Books Review, Ivana Espinet

Open Educational Resources

No abstract provided.

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 …

Learning To Adapt: Redesigning Ela Instruction While Student Teaching During Covid-19, Elizabeth A. Morphis

New Jersey English Journal

Preservice teachers who were student teaching in the Spring of 2020 were faced with unprecedented challenges, however, they were also presented with many learning opportunities. This article considers the perspectives of the newest members of the teaching profession and how they adapted ELA instruction during COVID-19.

Uniting In A Reading Education Course To Support Mental Health Awareness During The Covid-19 Pandemic, Latasha Holt, Teesha Finkbeiner

New Jersey English Journal

This article discusses a unique attempt to support pre-service teachers in a reading course as they grappled with abrupt changes during the COVID-19 pandemic. A partnership raised awareness of mental health impacting pre-service teachers in the present and serving students in the future improving academic success.

Innovations And Critical Issues In Teaching And Learning, Volume 2, Issue 1, 2021

Innovations and Critical Issues in Teaching and Learning

Complete text of Innovations and Critical Issues in Teaching and Learning, volume 2, issue1, 2021.

An Evaluation Of One School's Reading Program To Support Struggling Readers Through The Use Of Data, Gabrielle Jones

Dissertations

ABSTRACT

The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. …

Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells

Journal of Educational Research and Practice

The purpose of this qualitative descriptive study was to explore the instructional practices of elementary English language learner (ELL) teachers and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy, which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions of how their practices are aligned with improved ELL academic performance. The qualitative descriptive study was limited to three elementary schools …

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …