Open Access. Powered by Scholars. Published by Universities.®
Language and Literacy Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Arts and Humanities (59)
- Children's and Young Adult Literature (59)
- English Language and Literature (59)
- Curriculum and Instruction (3)
- Early Childhood Education (3)
-
- Educational Assessment, Evaluation, and Research (3)
- Elementary Education (3)
- Adult and Continuing Education (2)
- Educational Methods (2)
- Educational Psychology (2)
- Secondary Education (2)
- Social and Philosophical Foundations of Education (2)
- Teacher Education and Professional Development (2)
- Academic Advising (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Educational Administration and Supervision (1)
- Educational Leadership (1)
- Higher Education Administration (1)
- International and Comparative Education (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Online and Distance Education (1)
- Special Education Administration (1)
- Special Education and Teaching (1)
- Student Counseling and Personnel Services (1)
- Urban Education (1)
- Keyword
-
- Language and Literacy Education (3)
- K5 Education (2)
- Language and Literacy Education; Writing (2)
- Phonemic awareness (2)
- Writing Instruction (2)
-
- Adolescent literacy (1)
- Adolescent readers (1)
- Adolescents (1)
- Alphabetic principle (1)
- Ambiguous Loss (1)
- Background Knowledge (1)
- Boundary Ambiguity (1)
- CALL (1)
- Child development (1)
- College readiness (1)
- Composition studies (1)
- Dialogic Instruction (1)
- EFL via videoconferences (1)
- Effective professional development elements (1)
- English (1)
- English Language Proficiency (1)
- Family literacy (1)
- Fluency (1)
- Graphophonemic knowledge (1)
- Growth mindset (1)
- Immigrants (1)
- Interdisplinary Literacy (1)
- Interdsicplinary Literacy (1)
- K12 Education (1)
- Language Learning (1)
- Publication
- Publication Type
Articles 61 - 70 of 70
Full-Text Articles in Language and Literacy Education
Reading In The (Local) Archives: Integrating Kas Interdisciplinary Literacy Practices In The K-12 Classroom, Heather Fox Ph.D.
Reading In The (Local) Archives: Integrating Kas Interdisciplinary Literacy Practices In The K-12 Classroom, Heather Fox Ph.D.
Kentucky English Bulletin
No abstract provided.
Winter 2020 Front Matter, Keb Editorial Board
Winter 2020 Front Matter, Keb Editorial Board
Kentucky English Bulletin
No abstract provided.
Enacting The Interdisplinary Literacy Practices In The Kentucky Academic Standards, Jean Wolph, Louisville Writing Project Xxxix
Enacting The Interdisplinary Literacy Practices In The Kentucky Academic Standards, Jean Wolph, Louisville Writing Project Xxxix
Kentucky English Bulletin
No abstract provided.
A Review Of The Whole Person: Embodying Teaching And Learning Through Lectio And Visio Divina, Penelope Wong Ph.D.
A Review Of The Whole Person: Embodying Teaching And Learning Through Lectio And Visio Divina, Penelope Wong Ph.D.
Kentucky English Bulletin
No abstract provided.
In Defense Of The Writing Workshop In Non-Traditional Instruction, Cara Caudill
In Defense Of The Writing Workshop In Non-Traditional Instruction, Cara Caudill
Kentucky English Bulletin
No abstract provided.
Schema Shwoop, Erin Dennis
Reading The Word And Building Worlds In The Elementary Classroom, Winn Wheeler Ph.D., Caitlin Murphy Ph.D.
Reading The Word And Building Worlds In The Elementary Classroom, Winn Wheeler Ph.D., Caitlin Murphy Ph.D.
Kentucky English Bulletin
No abstract provided.
Ambiguous Loss, Boundary Ambiguity, And English Learning: How Immigrants' Functionality Is Impacted By Language Proficiency, Shakir Ali
Graduate Theses, Dissertations, and Capstones
Due to conflicts in different parts of the world or the prospect of a better life, there are tremendous numbers of immigrants around the world. This study investigates the effect of language learning by immigrants on the level of boundary ambiguity they experience as a result of being separated from extended family. Through the lens of acculturation theory (Schumann, 1976), the study examines if learning a new language helps the immigrant to function within the culture of the host country. In addition, the study relies on the Contextual Model of Family Stress to ascertain if individual, family, or community resources …
An Examination Of The Use Of Reading Fluency Indicators To Predict Act Sub-Scores Of First-Year College Students, Elizabeth Cassady
An Examination Of The Use Of Reading Fluency Indicators To Predict Act Sub-Scores Of First-Year College Students, Elizabeth Cassady
Graduate Theses, Dissertations, and Capstones
Using Tinto’s student departure theory (Tinto, 1975, 1993, 2012) and the simple view of reading (Hoover & Gough, 1990), this study explores the relationship between reading fluency indicators and achievement on the ACT reading sub-test and the ACT composite score. The study utilizes reading samples obtained from first-year college students attending a small, private university in the southeastern United States. A non-random sample of students (n = 95) was recorded while reading a college-level, informational passage measured at the 1470 Lexile level. Results of using hierarchical linear regression revealed that word reading accuracy as measured by reading miscues predicted …
A Study Of The Relationship Between Oral Language And Sight Word Acquisition In First-Grade Students, Becky L. Goetzinger
A Study Of The Relationship Between Oral Language And Sight Word Acquisition In First-Grade Students, Becky L. Goetzinger
Graduate Theses, Dissertations, and Capstones
This study examines the relationship between socioeconomic status, oral language, graphophonemic knowledge, and sight word acquisition in first-grade students. Previous research has shown that a relationship exists between socioeconomic status and oral language as well as between oral language and reading. The present study built on the research by extending these relationships to include high-frequency sight words, the words frequently targeted in early reading instruction. Across their first-grade year, 46 students were assessed on measures of receptive oral language, graphophonemic knowledge, and sight word knowledge. Students made significant progress on all measures indicating that first grade was a time of …