Language and Literacy Education Commons^™

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

Reading Comprehension Success For Multilingual Learners, Meilian Wang

Masters Projects

Multilingual learners (MLs) often struggle with reading comprehension as they simultaneously develop English language proficiency and learn grade-level academic content. Although research has identified effective instructional strategies for supporting ML reading comprehension, many general education teachers feel underprepared to implement these strategies effectively. This project examines the research-based approaches for supporting ML’s reading comprehension while addressing the need for sustained professional learning and instructional coaching for classroom teachers. The literature reviewed in this project focuses on sociocultural theory, translanguaging, culturally responsive pedagogy, and the Sheltered Instruction Observation Protocol (SIOP). There will be additional research-based instructional strategies such as explicit vocabulary …

Vocabulary Acquisition Through Developmental Play, Amy Storlie

Graduate Teacher Education

As the population of English learners in the United States grew, there was a greater need for linguistically and developmentally appropriate instructional approaches for young learners. The question that guided this research on appropriate instructional approaches was: How does developmental play support the acquisition of academic vocabulary among early-emergent multilingual students in kindergarten and first grade? The research review examined peer-reviewed research across three interconnected bodies of literature: play-based learning, interactions in developmental play, and vocabulary instruction. The findings indicated that purposeful, guided play strengthened executive function, expressive language, and academic growth. In addition, collaborative practices such as translanguaging supported …

Inspiring Multilingual Children To Explore The Natural World Using Nature-Based Literature, Jennifer Hill, Deborah Wheeler

Journal of English Learner Education

Nature-based learning has become more popular in the United States since COVID-19, and incorporating nature-based learning including books about the natural world aligns with children’s natural curiosity, and desire to actively explore through play. Indeed, nature-based learning has many benefits ranging from supporting child development, promoting social-emotional well-being, and creating an inclusive learning environment for multilingual students. Reading nature-based literature and providing access to nature-based literature is a holistic methodology teachers should include in their classroom. This paper highlights the benefits of nature-based learning and provides a variety of topics and resources teacher can utilize.

The Relationship Between School Connectedness And Well-Being Among Racial Minority English Language Learners: Implications For School Counselors, Laura Craven, Jonathan Ohrt, Keeland Lodato

Journal of English Learner Education

Students who feel connected to their school experience better academic performance, social competence, and mental health. English Language Learners (ELL) face unique challenges to school connectedness compared to their English-speaking peers. In this study, we explored the relationship between school connectedness and well-being for 205 racial minority ELL students. ELL students’ perceived school belonging was a significant predictor of well-being. We discuss implications for school counselors, including specific strategies for increasing ELL students’ school connectedness.

Sustained Reading: Multilingual Learners Exploring The Language Of A Text, Priscila J.B.M. Costa, Luciana C. De Oliveira, Meghan Love

Journal of English Learner Education

In US schools, multilingual learners (MLs) are expected to meet the same rigorous disciplinary standards as their English-speaking peers while also developing proficiency in English. This article demonstrates how sustained reading, as part of the Teaching and Learning Cycle, can support MLs' access to disciplinary literacy through the explicit attention to language features. Grounded on the Language-based Approach to Content Instruction (LACI), the article presents a classroom vignette from a 5th-grade social studies lesson in which MLs dissected a mentor text. The lesson illustrates how code-breaking within sustained reading makes disciplinary language visible, helping students notice the linguistic choices common …

A Systematic Review Of Writing Interventions For Elementary Pre-Service Teachers, Lindsey Wiggins, Hannah Carter, Katherine L. Wright

Teaching/Writing: The Journal of Writing Teacher Education

Effective writing instruction in elementary classrooms depends on teachers who are prepared as both writers and instructors. Yet, writing methods courses remain limited in teacher preparation programs (TPPs), leaving many pre-service teachers (PSTs) underprepared to teach writing. This systematic literature review synthesized 20 U.S.-based studies (2011–2024) on writing and writing instruction interventions with elementary PSTs. Two questions guided the review: (a) How have researchers measured the effects of interventions? and (b) What are the characteristics of effective interventions? Findings show that most studies relied on self-reported measures, with limited use of validated or observational tools, raising concerns about consistency and …

English For Speakers Of Other Languages Program: Compliance Vs Realities Of Practice, Ana Sofia Rodriguez-Oronoz

Graduate Student Dissertations, Theses, Capstones, and Portfolios

This research study examined the misalignment between policy compliance and instructional practice within English for speakers of other languages (ESOL) programs in K–12 public education. Although federal and state mandates require equitable access and services for English language learners (ELLs), compliance with these requirements has not consistently resulted in effective classroom practice. The problem of practice focused on how educators interpreted and enacted ESOL policies and the extent to which these practices aligned with the intent of the Multicultural Education, Training, and Advocacy (META) Consent Decree and related accountability frameworks.

A qualitative research design was used to explore educators’ perceptions …

Unfreezing Language: A Decolonial Reframing Of Translanguaging Pedagogies In English As A New Language & Dual Language Bilingual Education Settings, Cristian R. Solorza

Dissertations, Theses, and Capstone Projects

This qualitative multi-case study examines how elementary teachers in English as a New Language (ENL) and Dual Language Bilingual Education (DLBE) settings conceptualize, implement, and reflect upon translanguaging pedagogies, with particular attention to translanguaging rings as tools for language differentiation. Grounded in a rearticulation of language as a dynamic, socially, politically, and historically constructed subject and object, this study challenges monoglossic ideologies that position named languages as bounded systems at the center of language education. Instead, it centers students’ lived, embodied, and agentive language practices as foundational to language learning and to their participation as knowledge producers in ENL and …

Adolescent Literacy: Bridging Literacy Gaps In Georgia's Social Studies Classrooms A Call For Disciplinary Literacy In Secondary Education, Kimberly N. Miles

Teaching Social Studies in the Peach State

This article advocates integrating disciplinary literacy into secondary Social Studies instruction, arguing that the content area is critical to strengthening adolescent reading skills, particularly in alignment with the Georgia Standards of Excellence (GSE). Drawing from the "Bridging Literacy Gaps" presentation, the paper asserts that literacy is not merely a prerequisite for studying history but the very methodology by which students learn to read, write, and think like historians.

The article details three high-leverage strategies for Social Studies educators:

1. Disciplinary Literacy and Multimodal Text Integration: Teaching students how experts analyze primary and secondary sources, and integrating diverse media (e.g., political cartoons, …

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Pa 146: What Is Clear, What Is Fuzzy, And What Should We Do Next?, Jenelle Williams, Nicole Peterson

Michigan Reading Journal

Michigan’s Public Act 146 (PA 146), the state’s K–12 Literacy and Dyslexia Law, establishes new requirements for screening, evidence-based instruction, structured literacy practices, professional learning, and strengthened multi-tiered systems of support to improve reading outcomes. While the law provides detailed and prescriptive guidance for elementary schools—particularly regarding decoding-focused instruction aligned to the science of reading, universal screening, and intervention planning—its implications for grades 4–12 are less clearly defined. This article examines what is explicit in the legislation, what remains open to interpretation in secondary contexts, and how districts can move forward strategically as they prepare for full implementation by 2027–2028. …

Elementary Students’ Perceptions Of Peers As Audience, Christina N. Lorelli

Michigan Reading Journal

Abstract

This pilot study, grounded in sociocultural theory, humanizing pedagogy, and dialogic theory, examines how fourth-grade students perceive their peers as their primary audience. It explores how writing becomes a social and relational act that enhances purpose, voice, and identity. As a teacher-researcher in a rural Pennsylvania district, I collaborated with other teachers to build a community of writers as students shared, discussed, and received feedback on their work. Responsive surveys with students revealed key themes: 1. Sharing writing with peers boosts student motivation and involvement; 2. their writing becomes more meaningful, fostering a sense of ownership; and 3. quality …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

In Response To Children’S Literature, Fourth-Grade Students Interview A Vietnam War Veteran Through Distance Learning, Danielle L. Defauw, Gordon Bourland

The Great Lakes Social Studies Journal

This study explores virtual, student–author interviews fourth-grade students led with Vietnam Veteran, [VETERAN] in response to the following three picture books: Eve Bunting’s (1992) The Wall, Walter Dean Myer’s (2005) Patrol: An American Soldier in Vietnam, and Jeanne Walker Harvey’s (2017) Maya Lin: Artist-Architect of Light and Lines. The opportunity to interview a Vietnam veteran motivated students to read the picture books, craft questions for [VETERAN], and engage in the interview process. Ultimately, this article supports reader-response pedagogy to include virtual or in-person student–specialist interviews with guest speakers to motivate literacy engagement.

How Literature Circles Shape First-Grade Students’ Motivation And Enjoyment In Reading, Cambell Hassell

Masters of Education in Teaching and Learning

The purpose of this research study was to examine what happens when literature circles are implemented in a first-grade classroom. This study also aimed to explore how literature circles shaped students’ motivation and enjoyment of reading. Additionally, the researcher focused on understanding both teacher and student perceptions of literature circles. Qualitative data was collected over a four-week period through observations, field notes, student and teacher interviews, survey responses, and student reflection journals. The data was analyzed using the constant comparative method. Findings showed that literature circles in a first-grade classroom are a powerful structure for supporting engagement, comprehension, and reading …

Recognizing And Celebrating The Life Of Sophie Blanchard, The First Woman Pilot, William P. Bintz, Shabnam Chaghervand

Ohio Journal of Teacher Education

This article provides a book review of a new picture book biography based on the life and times of Sophie Blanchard, a woman who should be famous but isn’t, and shares an instructional strategy that teachers can use with this, and other picture book biographies, to support student reading and learning in the classroom.

Comparing Two Emergent Literacy Screeners: The Reading House And Star Early Literacy In A Florida Voluntary Pre-Kindergarten (Vpk) Program, Jaime D. Swenbeck

Poster Presentations

Emergent Literacy (EL) refers to the foundational skills that develop from birth through the preschool years and support later reading success (National Early Literacy Panel, 2008; Levy et al., 2006). These include basic Print Concepts, Phonological Awareness, Vocabulary, Letter-Sound Knowledge, and Emergent Writing (Piasta et al., 2021; Puranik et al., 2011). Because they serve as predictors for later literacy success, accurate identification of children struggling to learn EL skills is important. There are various types of tools, ranging from screening tools to diagnostic assessments, that measure children’s EL skills, with assessment times ranging from 10-15 minutes to 45-60 minutes. In …

Benefits Of Being Bilingual On The Academic Success Of The Spanish-Speaking English Language Learners, Shary Vaca

Capstone Projects and Master's Theses

Reframing bilingualism as an academic asset rather than a limitation, this senior capstone research project examines how bilingualism supports the academic success of Spanish-speaking English language learners (ELLs) in early education within California’s diverse and growing Hispanic student population. Using a combination of literature reviews, teacher interviews, and surveys from former English language learners, the findings indicate that bilingualism is one of three key benefits for English language learners: enhancing communication skills, strengthening critical thinking, and increasing language competence. In addition, bilingual students demonstrate a unique ability to collaborate effectively, think flexibly across languages, and transfer linguistic knowledge to support …

Benefits Of Contemporary Literature On Literacy And Cognitive Development In Elementary School Students, Autumn R. Hemenway

Capstone Projects and Master's Theses

The purpose of this capstone research project is to examine the benefits of contemporary literature on the literacy and cognitive development of elementary school students. Contemporary literature includes modern texts that reflect diverse experiences, identities, and real-life issues that students can relate to. This study reviews academic articles and interviews with elementary school teachers and school librarians to explore how these resources influence vocabulary development, reading comprehension, student engagement, and critical thinking. The findings indicated that contemporary literature supports literacy growth by increasing student motivation and connection to reading, while also promoting cognitive development through interpretation, perspective taking, and deeper …

Comparing Two Emergent Literacy Screeners: The Reading House And Star Early Literacy In A Florida Voluntary Pre-Kindergarten (Vpk) Program, Jaime D. Swenbeck

Honors Theses

No abstract provided.

Addressing The Hidden Curriculum Through Trauma-Informed And Culturally Responsive Teaching For Multilingual Learners, Gabrielle Moeggenborg

Masters Projects

Multilingual learners (MLLs), including refugee, transient, and culturally and linguistically diverse students, often enter schools with experiences of trauma that impact academic performance, behavior, and sense of belonging. Additionally, the hidden curriculum in U.S. schools reinforces inequities for these students. The purpose of this project was to develop a high-quality, research-based educational handbook integrating trauma-informed practices with culturally responsive teaching to better support MLLs and mitigate the effects of the hidden curriculum. This project involved an extensive review of peer-reviewed and interdisciplinary research on learning theories, trauma, culturally responsive teaching, and multilingual education. Historical and contemporary literature was synthesized to …

“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda

Occasional Paper Series

In this paper we come together as teachers, a school leader and a professor to examine children’s theories of learning to read captured in written and illustrated texts created by 143 children currently enrolled in kindergarten to sixth grade. This collection of children’s theories of reading was created in the context of a progressive elementary school located at Smith College, a women's liberal arts college in Massachusetts. Our hope in examining children’s theories is to humanize and historicize current debates about how reading is taught. We also hope to offer a counter narrative to the dichotomies currently shaping reading education, …

When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem, Lisa Dewing-Birno, Luis Lopez

Occasional Paper Series

A central feature of many Science of Reading (SoR)-aligned curricula is the use of nonsense words in early literacy assessment to measure a student's ability to decode unfamiliar words using knowledge of letter-sound correspondences. However, the research base for using nonsense words as an instructional tool is much weaker and more contested. Through two narratives, we illustrate how the implementation of SoR instruction with nonsense words can be particularly problematic. We argue that effective literacy instruction demands what we call pedagogical clarity, the ability to integrate pedagogical practices with deep understanding of individual learners, their cultural and linguistic resources, and …

Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context, Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, Mukkaramah Smith

Occasional Paper Series

This article explores Black liberatory pedagogy (BLP) as a critical approach to navigating current Science of Reading (SoR) mandates, which are often restrictive and fail to honor the literacies and linguistic practices of Black children. Through the narratives of six educators—classroom teachers, teacher candidates, and teacher educators—the article examines how they have experienced and responded to the implementation of SoR standards and curriculum shifts. These stories also illuminate what becomes possible when teachers are in spaces that allow for autonomy, imagination, and culturally responsive pedagogy. The educators’ experiences, expertise, and cultural wisdom are centered, demonstrating how they enact BLP through …

From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez

School of Public Policy Capstones

Newly arrived immigrant students, commonly referred to as “newcomers,” represent a notable portion of the English Learner (EL) population in California’s K–12 public schools. As of Fall 2023, the California Department of Education reported that newcomers comprised 3.27% of total student enrollment. Although enrollment is projected to decline in the near term, the potential for future increases highlights the need for sustainable, evidence-based support systems. This study examines how California K–12 public schools with large EL populations provide academic and trauma-informed support services to newcomer students, with a particular focus on early intervention in grades K–5. Using the Bardach policy …

Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth

Doctor of Education Program Dissertations

The National Assessment of Educational Progress (NAEP) data shows that since 1992, Black male students in Georgia’s fourth through eighth grades have consistently scored low on reading assessments (The Nation’s Report Card, 2022c). Low reading achievement contributes to a persistent underachievement gap for Black boys, leading to unfavorable academic outcomes such as difficulty in phonological processing, limited fluency and comprehension, slow development of linguistic skills, lower proficiency in basic reading, and higher rates of high school dropout (Russell & Drake Shiffler, 2019; Tatum, 2024a; Washington et al., 2019). The purpose of this qualitative phenomenological study was to explore how teachers …

From Classroom To Leadership: Anchoring My Leadership In Literacy, Character, And Equity, Amanda Patty-Ingram

Dissertations

My leadership journey as an urban educator has evolved through multiple roles—beginning as a classroom teacher, growing into an academic instructional coach, and now serving as an assistant principal. Across these roles, three values have consistently guided how I lead: literacy, character education, and equity. These are not separate initiatives—they are the foundation of my decisions, relationships, and instructional leadership.

Over time, I have come to understand that effective literacy leadership must be grounded in both character education and equity. Yet in practice, these values are often treated as disconnected: literacy becomes test prep, character becomes behavior compliance, and equity …

Using Paired Queer Literature To Foster Critical Literacy And Intersectionality, Ferial Pearson, Jennifer L. Lemke

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article explores the use of paired queer literature as a tool for fostering critical literacy and intersectional understanding in K–12 educational settings. Grounded in the belief that literature should serve as both a mirror and a window for students (Bishop, 1990), the paper argues for the inclusion of LGBTQ+ narratives to challenge dominant heteronormative frameworks that pervade U.S. school culture. By pairing texts that reflect diverse sexual orientations, gender identities, and intersecting social identities, educators can cultivate inclusive classrooms that affirm all students’ experiences. The paper provides a framework for selecting high-quality, developmentally appropriate LGBTQ+ texts across grade levels …

Pennies In The Bank: Building Background Knowledge, Brooke Lee Webster

Journal of English Learner Education

Abstract

Across the United States, teachers are met with stringent time requirements that may not align with the needs of the students inside the classroom. This paper explores the efforts of condensing and prioritizing in a diverse classroom. Through a reflective narrative of teaching comprehension to emerging bilingual students, this paper presents a structure that leverages morning meetings and discussion as prongs for maximizing the benefit of students within limited instructional minutes. Tasks that build competence, confidence, and connection cycle to foster the environment that students need to thrive. Additionally, this paper investigates the role of building background knowledge in …