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Language and Literacy Education Commons™
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- Preservice teachers (7)
- Children's literature (5)
- Literacy (4)
- Teacher education (3)
- Critical thinking (2)
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- Culturally responsive teaching (2)
- English language learners (2)
- English learners (2)
- Equity (2)
- Literacy coaching (2)
- Literacy instruction (2)
- Literacy leadership (2)
- Literacy teacher education (2)
- Multilingual learners (2)
- Poverty (2)
- Self-efficacy (2)
- 2020 pandemic (1)
- Action research (1)
- Adolescent (1)
- Adolescent struggling readers (1)
- Adult and continuing education and teaching (1)
- Adult education (1)
- African American Vernacular English (1)
- African-American children's literature (1)
- Alphabetics (1)
- Asset-based instruction (1)
- Balanced literacy (1)
- Black family literacy (1)
- Book club (1)
- Case study (1)
Articles 1 - 30 of 134
Full-Text Articles in Language and Literacy Education
Community School Hubs: A Path To Literacy For English Learners And Families, Elizabeth Ortiz-Wright
Community School Hubs: A Path To Literacy For English Learners And Families, Elizabeth Ortiz-Wright
The Reading Professor
This qualitative narrative study examined the perceptions of community school hub members and Hispanic English learner parents at an elementary school in a suburban district. Eighty-four percent of the students at the study site were economically disadvantaged. The inquiry drew on sociocultural theory and Bronfenbrenner's ecological systems theory to explore how these hubs support families. Data were gathered through semi-structured interviews and field observations and analyzed using Quirkos software. The findings demonstrate the overall value of community school hubs in addressing basic needs, increasing the potential for academic success. However, a significant lack of clarity exists; many parents were unaware …
Beyond The Deficit Lens: Black Family Literacy As Social, Cultural, And Historical Practice: Implications For Literacy Teacher Education, Tasean D. Baldwin
Beyond The Deficit Lens: Black Family Literacy As Social, Cultural, And Historical Practice: Implications For Literacy Teacher Education, Tasean D. Baldwin
The Reading Professor
Literacy education in the United States has long centered on standardized English and formal classroom instruction. While intended as a universal benchmark, this approach systematically overlooks and delegitimizes the rich literacy history and traditions rooted in Black families and communities. Through the application of frameworks such as New Literacy Studies, Gee's Theory of Discourse Communities, Yosso's Community Cultural Wealth model, and Critical Race Theory, this article reframes Black family literacy through a social, cultural, and historical lens. It is forged and perpetuated by resistance to racial oppression, through the intergenerational exchange of knowledge, and oral traditions within the community. This …
Beyond Screening: Using Multiple Sources Of Evidence To Inform Early Literacy Instruction, Cheryl Kahn
Beyond Screening: Using Multiple Sources Of Evidence To Inform Early Literacy Instruction, Cheryl Kahn
The Reading Professor
Educators today collect more literacy data than at any previous point in history, yet many students continue to experience reading difficulties that are identified far later than they should be. This article argues that the problem is not a lack of information but a failure to integrate available evidence to prompt timely instructional action. Drawing on research in reading development, early identification of reading difficulties, teacher knowledge, assessment literacy, instructional decision-making, and responsive literacy instruction, this article proposes the Multiple Sources of Evidence Framework to strengthen early literacy decision-making. Rather than relying on any single assessment or screening result, the …
Interrupting The Retention Cycle: The Impact Of Relationship-Centered One-To-One Literacy Tutoring On Affective And Cognitive Outcomes For At-Risk Third-Grade Readers, Amy Nussbaum
The Reading Professor
Third grade serves as a critical literacy benchmark in Indiana, where students who do not pass the Indiana Reading Evaluation and Determination (IREAD) assessment may face retention. The consequences of retention are particularly pronounced for students living in high-poverty communities, where inequitable access to literacy opportunities often compounds existing academic challenges. This article examines a six-week, relationship-centered literacy intervention implemented at an underserved Catholic school in South Bend, Indiana. Through a partnership with Tutor-ND, trained community tutors provided one-to-one, evidence-based literacy instruction to students at risk of retention following unsuccessful performance on IREAD. Drawing upon research related to high-impact tutoring, …
Beyond The Label: Investigating The Relationship Between Ell Placement And Teacher Expectations For Academic Rigor, Bruce A. Torff, Audrey Figueroa Murphy
Beyond The Label: Investigating The Relationship Between Ell Placement And Teacher Expectations For Academic Rigor, Bruce A. Torff, Audrey Figueroa Murphy
The Reading Professor
Urban teachers (N=142) completed a survey assessing how placement of English learners in common pedagogical settings that vary in ESL models (self-contained, pull-out, push-in, bilingual, and dual language) was associated with teachers' beliefs about rigor of curriculum. Teachers significantly favored low-Critical Thinking (CT) curricular activities over high-CT ones consistent with "rigor gap" research showing that teachers tend to view ELLs in need of low-CT curriculum. Beliefs consistent with the rigor gap also emerged within the ELL population, based on placements. Teachers preferred curriculum tilted toward low-CT instruction for students with the greatest challenges--those given the most ESL-sequestered placements (self-contained and …
Trp Staff, Editorial Board, Table Of Contents
Trp Staff, Editorial Board, Table Of Contents
The Reading Professor
No abstract provided.
Preservice Teachers As Active Decision-Makers In The Learning Process, Katrena Leininger
Preservice Teachers As Active Decision-Makers In The Learning Process, Katrena Leininger
The Reading Professor
One goal of a teacher education program is to facilitate the opportunity for preservice teachers to become adaptive and responsive to students' needs. Thus, teacher education programs include field-based clinical experiences. The purpose of this article is to describe a qualitative study of 94 preservice teachers' perspectives about their participation in an interactive field experience model, designed by the researcher/instructor, where they were the active decision-makers in the learning process of a young child. Social constructivist theories that situate learning as embedded in sociocultural environments framed this study and the interactive field experience model. Participants' video and written reflections along …
Engaging Children With Learning Difficulties In A Book Club, Jan Lacina
Engaging Children With Learning Difficulties In A Book Club, Jan Lacina
The Reading Professor
This article examines the implementation of a before-school book club at a university laboratory school serving children with learning difficulties. The study highlights the role of intentional book selection and discussion in fostering empathy and a love of reading among diverse learners, particularly within special education contexts.
Shifting The Discourse: How Asset-Based Literacy Practices Unlock Multilingual Learners' Potential, Robert A. Griffin
Shifting The Discourse: How Asset-Based Literacy Practices Unlock Multilingual Learners' Potential, Robert A. Griffin
The Reading Professor
As multilingual learners (MLs) grow in number, educators must shift from deficit-based literacy instruction to asset-based approaches that leverage students' home languages, cultures, and identities. This article explores three research-backed strategies, culturally responsive texts, digital storytelling, and community-integrated literacy projects, that empower MLs and enhance engagement, motivation, and literacy development. Grounded in real-world classroom applications and empirical research, the discussion provides practical solutions for integrating these strategies, addressing common challenges, and fostering an inclusive learning environment. The author, an experienced teacher educator, shares anecdotes on how his students implement these strategies in their diverse classroom settings to maximize ML success. …
Teachers' Perceptions Of Pandemic Learning Losses Among English Language Learners: Effects Of Language Proficiencies And Language Modalities, Audrey Figueroa Murphy, Bruce Torff
Teachers' Perceptions Of Pandemic Learning Losses Among English Language Learners: Effects Of Language Proficiencies And Language Modalities, Audrey Figueroa Murphy, Bruce Torff
The Reading Professor
Practicing teachers (n=95) completed a survey in correlational research conducted to determine the extent to which, and the ways in which, they reported learning losses among English Language Learners stemming from the Covid-19 pandemic. Two candidate factors were examined: language proficiencies (L1 and L2) and language modalities (listening, speaking, reading, writing). Students weak in both languages showed the largest losses, and students strong in both, the smallest. Low L-2 students suffered larger losses than high-L2 students regardless of L1 proficiency. In speaking skills, when L2 is weak, low-L1 students had larger losses than high-L1 students. Teachers reported no significant differences …
Book Review, Mary-Jo Morse
Considering Equity In Literacy Lessons That Integrate A Digital Tool, Kristi Tamte, Beth Beschorner
Considering Equity In Literacy Lessons That Integrate A Digital Tool, Kristi Tamte, Beth Beschorner
The Reading Professor
Teachers in the 21st century must be able to create conditions for justice within their classrooms and the broader educational system while simultaneously preparing children with the digital literacies that are necessary to be fully literate. Yet, there is evidence that many teachers are not prepared to do either. Thus, teacher educators have a responsibility to create conditions within teacher preparation that support pre-service teachers (PSTs) to do both. This research project aimed to design and test a framework that builds equity into the Technology Integration Planning Cycle (TIPC) to support PSTs' ability to advance justice within their practice while …
Young Adult Literature As A Catalyst For Preservice Teachers To Challenge Norms Of The Secondary Ela Classroom, Heather Pule
Young Adult Literature As A Catalyst For Preservice Teachers To Challenge Norms Of The Secondary Ela Classroom, Heather Pule
The Reading Professor
Young adult literature (YAL) has the potential for transforming English Language Arts (ELA) preservice teachers' (PTs') practice (Flores et al., 2019; Haddix & Price-Dennis, 2013). Purposefully designed YAL curriculum in teacher education (TE) can affect PTs' literacy identities (Spitler, 2009), support them in thinking critically about the effects of prevailing secondary ELA norms, and show them the power and possibilities of representative and inclusive classroom texts. To portray the topics of disruption organically and to disrupt the traditional social science research format, poetic inquiry was used to portray PTs' reflections.
Self-Perceptions On Efficacy In Reading Teacher Education: A Case Study In An Online Literacy Clinic, Mary L. Hoch, Michelle Fry
Self-Perceptions On Efficacy In Reading Teacher Education: A Case Study In An Online Literacy Clinic, Mary L. Hoch, Michelle Fry
The Reading Professor
As our educational landscape continues to shift, so must our practices in higher education, including those of the literacy clinic. As we transition to various digital modalities, it is essential to research the self-perceptions and feelings of preparedness that result from the completion of the practicum experience. This case study was designed to examine participants' perceptions of their ability to plan, design, and implement literacy interventions with school-age students. Participants were in-service teachers who were seeking a graduate degree and/or reading endorsement in an online program. As part of their reading endorsement practicum requirement, they served as tutors in an …
Increasing Pre-Service Teachers' Awareness Of Children Experiencing Homelessness, Rachael Waller, Melissa Sullivan-Walker
Increasing Pre-Service Teachers' Awareness Of Children Experiencing Homelessness, Rachael Waller, Melissa Sullivan-Walker
The Reading Professor
As homelessness becomes a growing issue in the United States, children experiencing homelessness can be educationally at risk. However, teachers can make a significant difference for these children. In this study, we sought to increase empathy and understanding for children experiencing homelessness for the pre-service teachers whom we teach. Using the windows, mirrors and sliding glass doors framework (Bishop, 1990), we implemented an activity in which pre-service teachers read and discussed children's books portraying different types of homelessness. This paper will articulate how students made connections with the texts and deepened their understanding and empathy about children experiencing homelessness.
To Avoid Or Grapple With Tensions? Preservice Teachers Learning To Teach Literacy For Social Justice, Kathryn Struthers Ahmed
To Avoid Or Grapple With Tensions? Preservice Teachers Learning To Teach Literacy For Social Justice, Kathryn Struthers Ahmed
The Reading Professor
This nested case study explored the individual and environmental factors shaping preservice teachers' (PSTs') learning about teaching literacy for social justice while student teaching in urban, high-poverty schools. Grounded in Cultural Historical Activity Theory, findings show how the unique interplay of contextual factors led to different learning outcomes for PSTs, despite having similar experiences and perspectives on literacy teaching. Notably, when PSTs avoided tensions and contradictions between their student teaching placements and their university-based teacher education program, their learning towards the university's programmatic goals was constrained. However, when they opted to grapple with instructional tensions, their learning was more expansive. …
Trp Staff, Editorial Board, Toc
Growing The Use Of Multicultural Literature Through Accretion, Robert Kelly Jr., Lunetta M. Williams
Growing The Use Of Multicultural Literature Through Accretion, Robert Kelly Jr., Lunetta M. Williams
The Reading Professor
Children's books play a significant role in students' academic progress as well as in social and cultural learning. The opportunties afforded children through picture books should be a result of intentional choices. In this article, we provide guidance to preservice teachers on intentionally selecting multicultural literature. Current research suggests that authenticity and accuracy are two important elements of multicultural literature. We add to the body of research on multicultural literature by presenting accretion, the concept of expanding breadth of a cultural aspect. Included is a list of suggested picture books that demonstrate three expanded areas of accretion: content, illustrator studies, …
From Uncertainty To Confidence: Implementation Of A Cyrano De Bergerac Coaching Model In A Virtual Reading Clinic, Bethanie Pletcher, Gillian Benedetti, Marilyn Nicol
From Uncertainty To Confidence: Implementation Of A Cyrano De Bergerac Coaching Model In A Virtual Reading Clinic, Bethanie Pletcher, Gillian Benedetti, Marilyn Nicol
The Reading Professor
During the Fall 2021 semester of a Reading Assessment and Intervention course, an instructor and two doctoral graduate assistants piloted a study in which the instructor used "bug-in-ear" (BIE) technology to deliver teaching prompts to preservice teacher (PST) tutors while they listened to children read in a virtual tutorial setting. The course instructor joined virtual tutorial sessions over Zoom using a laptop computer and communicated with the tutors via phone, through a Bluetooth earpiece provided for them. The BIE coaching occurred during the 10-minute guided reading portion of the lesson, and during the child's oral reading of the text, the …
Learning To Lead Group Discussions: Teacher Education At The Intersection Of Content, Pedagogy, And Equity, Catherine M. Kelly, Elizabeth A. Fogarty, Suzanne Kabach, Kristi G. Tamte, Amy F. Smith
Learning To Lead Group Discussions: Teacher Education At The Intersection Of Content, Pedagogy, And Equity, Catherine M. Kelly, Elizabeth A. Fogarty, Suzanne Kabach, Kristi G. Tamte, Amy F. Smith
The Reading Professor
In this paper, five teacher educators explore the integration of practice-based teacher education pedagogies to support preservice teacher learning and enactment of large group discussion in fieldwork settings. We discuss our own insights into the shifts in our instruction as we focus more acutely on teaching high leverage practices through practice-based teacher education pedagogies. We share the units we taught with specific focus on the intersecting and overlapping knowledge related to content, pedagogy, and equity necessary for effective teaching through large group discussions. We discuss tensions that arose in our own practice and offer implications for teacher educators interested in …