Language and Literacy Education Commons^™

Improving Expository Reading Comprehension In College Students, Danielle M. De Lucia, George Noell

Psychology Faculty Publications

This study investigated the impact of the Collaborative Strategic Reading (CSR) method on reading comprehension and psychological well-being among college students, addressing a gap in research on expository reading comprehension at the post-secondary level. A total of 47 students from Introduction to Psychology courses participated in the study. Participants initially completed pre-test assessments, including a cloze test, the Wide Range Achievement Test, and scales for self-worth, depression, anxiety, and stress. Of these, 23 students underwent CSR intervention sessions, conducted over three weeks with bi-weekly 50-minute sessions using their course textbook. Post-intervention data from 44 students were analyzed using repeated-measures ANOVA. …

(Re)Making Our Own Monsters: Critical Posthumanism And Youth Activism In The Wild Ones, Judith Dunkerly-Boulanger

Teaching & Learning Faculty Publications

This study examines the graphic novel The Wild Ones through a critical posthumanist lens and multimodal content analysis (MMCA) to explore its portrayal of youth activism, cultural diversity, and interconnectedness. The story follows four children who summon monsters from their cultural folklore to resist capitalist developers’ demolition of their apartment building. The analysis identifies three key themes: wildness as a source of constructive power, the challenge to anthropocentric narratives, and intersectional youth empowerment. The book subverts traditional hierarchies by blending human and nonhuman agency and emphasizing relational networks among humans, nonhumans, and the environment. The monsters serve as symbols of …

Pre-Service Teachers' Perceptions Of Literacy In Stem Classroom Instruction By Implementation Of Project-Based Lessons, Sarah Ferguson, Maryam Enderson, Jamie Colwell

Teaching & Learning Faculty Publications

This study examines how project-based learning (PBL) supports pre-service STEM teachers (PSTs) in understanding and applying disciplinary literacy in classroom instruction. Conducted in a semester-long PBL course at a mid-sized public university, the research explores PSTs’ shifting perceptions of literacy in STEM and the challenges and successes they experience. Using qualitative methods grounded in student voice and case study frameworks, data were collected through focus groups, reflections, and lesson plan analyses. Findings show PSTs initially held narrow views of literacy but developed more nuanced understandings through PBL. Key successes included increased confidence and use of inquiry-based strategies; challenges involved time …

Students-Generative Ai Interaction Patterns And Its Impact On Academic Writing, Jinhee Kim, Sang-Soog Lee, Rita Detrick, Jialin Wang, Na Li

STEMPS Faculty Publications

Considering both the transformative opportunities and challenges presented by generative AI (GenAI) in academic writing, effectively integrating GenAI into the academic setting becomes a significant need requiring prioritization. Yet, there is limited understanding regarding the nature of interactions between different types of students, what behavioral patterns students exhibit during a student-GenAI interaction (SAI) on a given task, and how these different SAI patterns relate to the actual writing task performance. This study, therefore, aimed to identify SAI patterns of academic writing tasks depending on students’ level of AI literacy and examine the differences in academic writing performance between the identified …

Governing Generative Ai In Higher Education: A Global Delphi Study On Policy And Practice, Helen Crompton, Diane Burke, Christine Nickel, Aras Bozkurt, Fengchun Miao, Mike Sharples, Jeffrey Alan Greene, David Parsons, Lucy Gill-Simmen, Adam Edmett, Mark Pegrum, Inge De Waard, Curtis J. Bonk, Manuel B. Garcia, John H. Curry, Leeann Lindsey, Mohan Yang, Stephen Marshall, Maha Bali, Nellie Deutsch, Suzaan Le Roux, Mourad Benali, Mohd Ali Bin Samsudin, Hasan Tinmaz, Matthew L. Bernacki, Mari Van Wyk, Lenandlar Singh, Agnes Chigona, Lance Eaton, Junhong Xiao, Johanna Velander, Jinhee Kim, Francisco Bellas, R. Rajalakshmi, Andréia De Bem Machado, Agnieszka Palalas, Sean Yu

STEMPS Faculty Publications

As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain …

Ai-Enhanced Structured Literacy Intervention For Secondary Students: A Case Study Of Science Of Reading, Jennifer Bird

Teaching & Learning Faculty Publications

This study examines the effectiveness of Lexia PowerUp, an AI-powered literacy program, for sixth-grade students requiring Tier 3 reading intervention. Seven sixth-grade students (six boys, one girl; five African American, two Caucasian; all qualifying for free/reduced lunch) participated in a six-month intervention combining 50 minutes of daily small-group instruction with individualized Lexia PowerUp usage. Researchers measured progress through Achieve 3000 Lexile assessments and Lexia PowerUp performance data across three skill strands: Word Study, Grammar, and Comprehension. All participants demonstrated Lexile level improvements from beginning-of-year to mid-year assessments, though students remained below sixth-grade benchmarks (925-1070L). Analysis of Lexia PowerUp progression showed …

Bridging Cultures: Language Learning Circles In Early Childhood, Joy Hernandez, Abha Gupta

Teaching & Learning Faculty Publications

In today's increasingly interconnected world, fostering cross-cultural understanding from an early age is more crucial than ever. Early childhood educators have a unique opportunity to lay the foundation for a more harmonious future by introducing young learners to diverse languages and cultures. The language learning circles (LLCs) approach is one way to create a nurturing space where young learners in a preschool setting explore new language and culture through songs, games, and movement, as highlighted in our recent article in ILA’s The Reading Teacher (see the sidebar). These interactive and inclusive activities spark curiosity and help children acquire language skills …

Uncovering Third Space In Virtual Transnational Partnership: Transdisciplinary And Transcultural Transformation, Soyoung Han, Seongryeong Yu

Teaching & Learning Faculty Publications

This qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an analytical framework to uncover the teachers' learning experiences. Findings from this study reveal the dynamic and complex process of becoming a trans-educator through transforming one's professional identity and teaching practices. This study contributes to inclusive and responsive educational practices that reflect the complexities of globalized teaching and learning environments.

Meeting The Needs Of English Learners With And Without Disabilities: A Team Approach To Intervention, Silvana M. R. Watson, Tara Donahue

Human Movement Studies & Special Education Faculty Publications

Educating English learners (ELs) in inclusive classrooms requires a team of educators with diverse expertise and knowledge in culturally and linguistically responsive assessment and instruction. To address the unique needs of ELs, we offered three graduate-level courses to the educators over a 9-month period. Teams of three to five educators from various schools were encouraged to apply. This group included administrators, general, and special education teachers, among others. The purpose of this study was threefold: (1) to expand research on professional development for in-service elementary educators working with ELs in elementary schools; (2) to investigate whether the 9-month team approach …

Insights From Father-Toddler Communication Via Tiktok, Joy Lee Hernandez, Abha Gupta

Teaching & Learning Faculty Publications

This qualitative study investigates the characteristics of interactions between fathers and toddlers, as well as their influence on language development. By utilizing video clips from the social media platform TikTok, this research observes and analyses fathers' responses and interactions with their toddlers. The findings indicate that fathers play a crucial role in supporting language development by engaging in conversations, expanding vocabulary, and providing emotional support. The study underscores the significance of fathers' involvement in nurturing language skills during early childhood. However, further longitudinal research is necessary to establish a definitive link between fathers' language input and toddlers' language development. Overall, …

Literacy Leadership: Power In The Discourse Of Learning, Melissa Guinn Crawley Twisdale

Educational Leadership & Workforce Development Theses & Dissertations

The phenomenon of teacher learning, especially within literacy education pedagogy, has rarely been a topic of educational research. The nature of ongoing teacher learning is as challenging to study as student learning in that, learning in and of itself is not widely defined in the educational research literature. Equally challenging is the topic of literacy for which there are numerous and varying definitions, many of which carry political and controversial connotations (Aukerman & Schuldt, 2021). The term science of reading, for example, often carries an intensive focus on assessed reading proficiency as the primary goal of reading instruction, although the …

Cultivating Cross-Cultural Connections Through Language Learning Circles In Early Childhood Programs, Joy Lee Hernandez, Abha Gupta

Teaching & Learning Faculty Publications

Spanish is the second most common language among US children aged 5–17, with 26.8% speaking it at home. To foster cultural understanding and promote positive relationships, it's crucial to introduce young children to different languages and cultures. Preschool language education can cultivate respect and empathy, building more inclusive communities. Culturally responsive education equips children with skills to value diversity, creating a harmonious cultural climate. This article highlights the importance of learning another language (e.g., Spanish) and introduces Language Learning Circles (LCC) for preschoolers. Research indicates ages 3–6 are optimal for language acquisition, emphasizing the need for early exposure to enhance …

Navigating Foreign Language Anxiety In Saudi Classrooms: Examining Classroom Environment, Teacher Strategies, And Learner Perspectives, Amal Obaid Alnefaie

Teaching & Learning Theses & Dissertations

This study investigates foreign language anxiety (FLA) in the context of Saudi Arabian classrooms, focusing on perceptions from both teachers and students. The research aims to identify factors influencing FLA, examine classroom environments, and offer insights to enhance foreign language teaching and learning in Saudi Arabia. Using a survey-based approach, data were collected through Likert-type scales and open-ended questions to explore FLA across various dimensions.

Section 1 analyzed Likert-scale responses, revealing diverse levels of FLA among participants, with students often expressing neutral to disagreeing attitudes towards statements reflecting anxiety about language learning and classroom participation. Section 2 explored sociocultural factors …

Code-Switching In The Second Language Classroom: A Narrative Study Of A Saudi English Language Teacher’S Experience, Amal Alnefaie, Abha Gupta

Teaching & Learning Faculty Publications

This narrative study explores the use of code-switching in the second-language classroom from the perspective of a Saudi English language instructor. The aim was to explore how the instructor experienced code-switching as a student and used it in her teaching. The main research question guiding the study was: How does a Saudi English language teacher perceive and utilize code-switching in her teaching practice, and how does this relate to her experiences as a language learner? The study holds significance in contributing to the ongoing discourse on code-switching in second-language classrooms, providing a nuanced understanding from the perspective of an individual …

Exploring Interdisciplinary Literacy Practices Supporting Youth Creativity, Critical Literacy, And Climate Change From An Interdisciplinary Perspective, Thomas W. Bean

Teaching & Learning Faculty Publications

Norfolk, Virginia endures frequent tide- and rain-impacted flooding with king tides and flooding neighborhoods. The heavy rainfall envelops parking lots at the naval airbase, and plans are underway to create barrier sea walls that can be adjusted based on conditions. Given various dire predications for future sea level rise, Old Dominion University has created a “Maritime Consortium” aimed at bringing together interested faculty and students from a range of fields (e.g., oceanography, engineering, education, and other fields). At this stage the focus is on compiling a directory of interested parties. So far regular meetings have been held to learn about …

Children's Moments Of "Becoming" In Classrooms: Spatial Production And Multiliteracy Practices, Seongryeong Yu

Teaching & Learning Faculty Publications

While immigrant children’s identity negotiation and their sense of belonging are increasingly highlighted, existing literature remains largely focused on language abilities and identity struggles, often emphasizing rigid definitions of “identity” grounded in blood, language, and culture. Drawing on findings from my dissertation, this comparative ethnographic case study examines the fluidity of identity through literacy practices that help children construct meaning and foster belonging. By analyzing how 10-year-old students’ literacy practices interact with physical and social environments at school, I discuss shared expressions of emotions, power dynamics, the role of language, and variations in the use of cultural materials. These moments …

When Would You Feel Like A Writer? Exploring Writing With Newcomer Students, Sinélia Peixoto, Thea Williamson

English Faculty Publications

The authors share a story of a middle school writer's experience navigating across languages in an English for Speakers of Other Languages support classroom.

Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl

Teaching & Learning Faculty Publications

Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, …

Focused On Freedom: Exploring The Potential Of Grading Contracts To Support Writers In The Secondary English Language Arts Classroom, Margaret Mcgregor Fluharty

English Theses & Dissertations

Drawing on qualitative methods, I engaged in a practitioner inquiry (Cochran-Smith & Lytle, 2009) to investigate the use of contract grading to promote educational freedom (hooks, 2009; Love, 2020) in the post-secondary writing classroom. In addition, I explored the potential of this practice in the secondary English language arts setting.

To better understand the perspectives of both post-secondary writing instructors and secondary English teachers on the use of grading contracts, I conducted focus groups and engaged in artifact analysis (Billups, 2019). Results showed that post-secondary instructors who utilized grading contracts in their classroom saw changes primarily in their students’ engagement …

Silently Correcting Your Grammar: Responses To Feedback And Adult Learners' Rural Writing Ecosystems, Jessica Marie Kubiak

English Theses & Dissertations

Over a century ago, rhetoricians called on writing instructors in the U.S. to accept and even encourage language diversity among learners. Yet scholars of composition, rhetoric, and writing studies are still advocating for this via arguments for linguistic justice and translingualism, even referring to strict adherence to a single, mainstream standard for language use as a kind of violence. This disconnect between scholarship and practice is evident in the silences surrounding first-year composition language instruction. This dissertation charts that disciplinary disconnect and then describes how adult students at a rural, open-access community college experience first-year composition feedback, with special attention …

Visual Literacies And Young Children’S Writing: Creating Spaces For Young Children’S Voices And Engaging In Authentic Writing Experiences, Elizabeth Presto

Teaching & Learning Theses & Dissertations

Young children engage in multimodal written expression. The research in this study explores the spaces that were created, and the stories created by children in an after-school comic club. The club utilized the Writer’s Workshop model to support the Being a Writer program that is used in the Ocean View School District (Ocean View School District is a pseudonym). I created a supplemental writing program that utilized visual literacy instruction and taught the lessons in the club. The theoretical framework incorporated developmentally appropriate writing instruction, visual literacy elements, and sociocultural theory. This study employed an action research methodology with multiple …

Building Academic Language Proficiency For English Learners, Abha Gupta

Teaching & Learning Faculty Publications

Academic language proficiency is essential for success in school, especially for English Learners (ELs). However, it is a skill which receives little attention. Many ELs frequently exit from language assistance programs because they perform well on social language tests and sound proficient in language interchange, due to strong basic interpersonal communication skills. However, they may still struggle in content areas due to poor academic language proficiency. This article’s main goals are to illustrate the value of academic language comprehension and offer teaching techniques that will help ELs develop this skill. These strategies, which play to English Learners’ strengths, incorporate cognates …

A Complicated Legacy Defines School Librarians As Teachers, Mary Keeling

STEMPS Faculty Publications

The article analyzes how the legacy of school librarianship inform the future of school librarians as teachers. Topics discussed include lower test scores and fewer opportunities to develop critical thinking and digital literacy skills among students, need for the federal government to recognize the importance of school libraries and how well-staffed school library with a qualified librarian can provide essential services and resources.

Translanguaging, Multiliteracy, And Sociocultural Dynamics: Exploring Diasporic Identity And Belonging, Seongryeong Yu

Teaching & Learning Faculty Publications

This ethnographic study delves into the language and literacy practices of immigrant children in a public elementary school setting. The purpose of the study is to understand the role of multiliteracy in their learning, their ability to connect with the curriculum and instruction, and their sense of belonging within their peer groups, classrooms, and home countries. To explore how these children utilized their linguistic and cultural repertoires to engage in language and literacy activities in different contexts (Kwon, 2019), the study focused on 10-year-old students from various linguistic backgrounds, including Korean and Chinese students in a United States classroom. Through …

Information Literacy, Media Literacy, And The Attitudinal Positioning Of Wpas Combatting Mis/Disinformation, Joshua Nieubuurt

English Faculty Publications

Informational flow is paramount to the success of interpersonal communication as well as macro communication that allows for people to engage with the overarching sociopolitical apparatuses as a citizen. Chief among hindering informational flow are the obstacles of mis/disinformation. This research project is an exploratory study into the attitudinal positioning of a wide range of WPAs across R1 research institutions. Results found that WPA's perceptions are positively aligned in agreement with the value of IL and ML. Furthermore, WPAs are utilizing IL and ML within their programs both knowingly and serendipitously. Despite the positive attitudes toward interdisciplinary approaches to combating …

Language Teachers' Intersectional Identity Positions And Advocacy For Emergent Bilinguals, Jihea Maddamsetti

Teaching & Learning Faculty Publications

Intersectionality refers to multifaceted aspects of individuals' social identity positions (e.g., language, race, gender, and class) and how these identity positions intersect in the (re)production of relational and systemic power, privilege, and oppression (Collins, 2000; Collins & Bilge, 2016). Intersectionality foregrounds how individuals construct their social identity positions vis-á-vis broader sociocultural and political conditions. For this reason, intersectionality is vital for understanding how language teachers position themselves between their emergent bilingual students and the educational and social injustices that many of those students face at school (Author, 2020; Kayi-Aydar et al., 2018; Varghese et al., 2016). When do language teachers …

Family Writer's Workshop: A Case Study, Alisa Innes

Teaching & Learning Theses & Dissertations

Today’s students need to be prepared for a successful future in our competitive world. Families and educators need to work together to provide children with a comprehensive literacy foundation. Currently, there are many school-based and community-based family literacy programs that are being implemented. While these programs are successful, they are missing a crucial component: writing intervention. Writing is a skill that our students will need for higher education and future careers.

The problem for this study was that research is lacking in regards to ways to assist parents who are interested in working on writing with their child outside of …

Reading With Social, Digital Annotation: Encouraging Engaged Critical Reading In A Challenging Age, Miranda L. Egger

English Theses & Dissertations

This design-based research study examines the pedagogical role of social, digital annotation in teaching reading as rhetorical invention, particularly the kind of invention necessary for thoughtful democratic participation in the contemporary discursive era, often described as troubled. In this dissertation study, I deployed a classroom-based intervention meant to challenge how educators in rhetoric and composition/writing studies might directly address the acute and exigent discursive struggle in the first-year composition classroom. This study ultimately finds that social, digital annotation invites significant shifts in students’ reading habits, in that Hypothes.is-based annotations yielded a far more complex, multifaceted set of reading skills, behaviors, …

Participatory Action Research Inside An English Second Language Classroom: Towards A Critical Syllabus, Amal Alnefaie

College of Education & Professional Studies (Darden) Posters

It is common to be bilingual all around the world, because of the spread of bilingualism around the world. There are many researchers who are interested in conducting studies on foreign language classrooms and second language classrooms. They are trying to find answers or solutions to second language students' struggles.

For example, Chomsky studies and his exploration in bilingual science. Wei (2000) said, bilingualism is rising around the world and there are one in three people who are bilingual or multilingual. In this paper, I will teach second language students how to conduct a participatory action research using the interview …

Using Repeated Reading And Previewing Vocabulary Interventions With Elementary-Aged Struggling Readers To Improve Fluency And Comprehension, Khaled S. Alotaibi

Communication Disorders & Special Education Theses & Dissertations

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of this review was to investigate the effectiveness of the repeated reading (RR) and vocabulary previewing (VP) interventions on the fluency and comprehension skills of elementary school students. The review yielded a modest number of research articles published between 2008 and 2019. The results of these studies suggested that RR can have …