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Articles 1 - 30 of 186
Full-Text Articles in Language and Literacy Education
Understanding Primary Level Learner Progression In Scotland: Insights From Scottish Online Formative Assessments (Sofa) Data From The Highland Local Authority, Alexander Towne, Sladana Krstic
Understanding Primary Level Learner Progression In Scotland: Insights From Scottish Online Formative Assessments (Sofa) Data From The Highland Local Authority, Alexander Towne, Sladana Krstic
Assessment and Reporting
This report presents findings from more than 30,000 Scottish Online Formative Assessment (SOFA) assessments completed across one Scottish local authority during the 2024-2025 academic year. It demonstrates how SOFA can be used to monitor learning progression across numeracy, reading and writing, identify attainment gaps between learner groups, and provide detailed diagnostic evidence to support classroom practice, school improvement and local authority panning. Although based on a single local authority, the study illustrates how curriculum-aligned formative assessment can complement national assessment evidence by providing richer insight into learner development.
Beyond The Pencil: Creating Early Writers, Pamela L. Gernaat
Beyond The Pencil: Creating Early Writers, Pamela L. Gernaat
Masters Projects
“Schools in many countries are faced with the challenge of developing student writing proficiency. Identifying and implementing effective writing instruction for young, beginning writers play important roles in improving student writing performance. Providing effective writing instruction to beginning writers can promote writing development and minimize the number of children who encounter challenges in learning to write” (Finlayson & McCrudden, 2022, p. 1). Despite the amount of research that has been done on the importance of early writing instruction, many lower elementary students struggle with the ability to write and cannot keep up with the cognitive demands of written instruction. Many …
From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock
From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock
Teaching/Writing: The Journal of Writing Teacher Education
In this article, a university-based teacher educator and a first-year middle school ELA teacher examine how their experiences in the writing methods course (as teacher and student) unsettled and expanded their thinking about assignment sheets and about themselves as teacher-writers. The course prompted questions about how ELA teachers might craft assignments that modeled rhetorically-relevant writing while also eliciting rhetorically-relevant writing from student-writers. The authors describe the genre inquiry they conducted that led to developing a heuristic for writing prompts as invitations that they have used to guide their own assignment sheet creation. Finally, they reflect briefly on how reframing this …
A Snapshot Of Three High School, Female Students' Writing Knowledge, Apryl L. Poch
A Snapshot Of Three High School, Female Students' Writing Knowledge, Apryl L. Poch
Journal of Curriculum, Teaching, Learning and Leadership in Education
This study explored the writing knowledge of three typically developing strong high school female writers. Students completed one semi-structured, individual interview. Interview questions were adopted from Lin et al. (2007) and Saddler and Graham (2007). Results indicated that students possess relatively mature conceptions of writing, focusing more on the collective expression of writing. However, students did struggle with understanding the meaning of expository writing. Further consideration of students’ writing knowledge may allow teachers to better scaffold and develop the ways in which they teach writing across the high school grades, and to advance students’ content acquisition.
Poetry Is, Darius M. Phelps
Beyond Black And White: Embracing Every Hue Through Words, Stories, And Unapologetic Truths, Darius M. Phelps
Beyond Black And White: Embracing Every Hue Through Words, Stories, And Unapologetic Truths, Darius M. Phelps
New Jersey English Journal
Literacy shapes how students interpret and engage with the world, yet traditional education often compartmentalizes it. This article explores racial literacy and poetry as transformative, interdisciplinary tools for critical inquiry and identity formation. Grounded in scholarship and practical strategies, it calls for reimagining literacy instruction as empowerment across disciplines and lived experiences.
Meaningful Work: A Phenomenological Study Of Embedded Writing Peer Mentors, Susan S. Detwiler
Meaningful Work: A Phenomenological Study Of Embedded Writing Peer Mentors, Susan S. Detwiler
Electronic Theses & Dissertations (2024 - present)
This phenomenological case study examines the experiences of writing peer mentors who are embedded in a first-year inquiry-based writing seminar. It aims to understand how peer mentors who are engaged in the complex practice of supporting first-year writers in a writing classroom make sense of themselves and writing. At a large R-1 diverse university, I interviewed 6 writing peer mentors 3 times over 1 calendar year. I traced their development from mentees, (first-year writing students), through their three semesters of peer mentoring. They also shared written reflections from their training praxis course (a course for peer mentors focusing on their …
The Effect Of Explicit Writing Instruction Using The Toseec Model On Students’ Writing Ability And Content Knowledge Comprehension In A Middle School Social Studies Classroom, Casey Bogues, Jeremy R. Mills
The Effect Of Explicit Writing Instruction Using The Toseec Model On Students’ Writing Ability And Content Knowledge Comprehension In A Middle School Social Studies Classroom, Casey Bogues, Jeremy R. Mills
Ohio Journal of Teacher Education
This qualitative case study explored the impact of explicit writing instruction on sixth-grade students’ writing performance in a social studies classroom. Using a single-paragraph outline strategy adapted from the ToSEEC model, one class received structured instruction while a comparison group followed standard practice. Data from interviews, observations, and student work showed that explicit instruction significantly improved paragraph structure, particularly in conclusions. The control group’s writing declined or stagnated. Although content knowledge gains were inconclusive, findings support integrating writing instruction across disciplines to enhance literacy skills. Future research should address content alignment and broader implementation contexts.
Book Review Of Baron, Naomi S.. Who Wrote This?: How Ai And The Lure Of Efficiency Threaten Human Writing, Vanessa G. Osborne
Book Review Of Baron, Naomi S.. Who Wrote This?: How Ai And The Lure Of Efficiency Threaten Human Writing, Vanessa G. Osborne
Feminist Pedagogy
No abstract provided.
Letting Students Amaze Us: Teaching For Success In A 4th Grade Classroom, William D. Smyth
Letting Students Amaze Us: Teaching For Success In A 4th Grade Classroom, William D. Smyth
Virginia English Journal
A look back at a year in a 4th grade classroom with highly motivated students that came about when a former student, now 48 years old, returned home to visit his 4th grade teacher. According to this student, this was the seminal year that launched his engineering career that he now enjoys in Portland, Oregon. And, speaking for others, this was the turning point in his classmates' educational journeys too.
My Mum Sometimes Helps Me With My Writing: Parents' And Children's Perspectives Of Home-Led Writing, Bronte Kelso-Marsh, Anabela Abreu Malpique, Helen Davis
My Mum Sometimes Helps Me With My Writing: Parents' And Children's Perspectives Of Home-Led Writing, Bronte Kelso-Marsh, Anabela Abreu Malpique, Helen Davis
Research outputs 2022 to 2026
This qualitative study aimed to explore parents' and children's perspectives of parental involvement in children's writing. Theoretical models argue for the benefits of parental involvement to supporting children's learning. Research has placed little attention in examining parental involvement in children's writing. Participants included 27 Australian Year 2 parent-child dyads, who were interviewed about their home-led writing. Results suggested parents and children valued parental involvement. Despite this, parents reported little communication from teachers about supporting their child's writing. Implications include encouraging stronger partnerships and more frequent communication between parents and schools to help support children's writing across home and school fronts.
10 Things We Love/Hate About Ai For Writing Instruction, Jenelle Williams, Katherine Cottone, Brian Dalton
10 Things We Love/Hate About Ai For Writing Instruction, Jenelle Williams, Katherine Cottone, Brian Dalton
Michigan Reading Journal
As artificial intelligence continues to reshape the educational landscape, its role in writing instruction elicits both enthusiasm and apprehension among educators. This article, “10 Things We Love/Hate About AI for Writing Instruction,” explores the complex dynamics of integrating AI tools into the teaching of writing. Drawing from classroom experiences, educator reflections, and student interactions, it highlights the benefits of AI—including personalized feedback, increased writing fluency, and support for diverse learners—while also acknowledging concerns such as diminished student agency, ethical implications of authorship, and overreliance on automated systems. By presenting a balanced perspective, the article invites educators to critically examine how …
Teachers’ Talk About Children’S Texts, Sarah J. Mccarthey, Ngan Vu, Jiadi Zhang
Teachers’ Talk About Children’S Texts, Sarah J. Mccarthey, Ngan Vu, Jiadi Zhang
Teaching/Writing: The Journal of Writing Teacher Education
Using a framework for discourses about writing, the qualitative study investigates teachers’ discussions about student texts during focus group sessions. The setting was a small, private school with a diverse student population and teachers who shared an approach to teaching. Their discussions focused on aspects of student writing including word choice and voice; learning to write within genres such as narrative, opinion, and poetry; and writing for an audience. Teachers valued multimodality by emphasizing how pictures and text can support one another throughout the writing process. The data reflect teachers’ knowledge of the students as writers and their cultural and …
Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma
Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma
Journal of English Learner Education
While feedback is a corrective business in every sphere of human life, most students do not have a positive perception of teachers’ feedback. Previous studies have emphasized the relationship between students’ writing achievements and the effectiveness of teachers’ feedback. However, no substantial research on how teachers’ feedback affects students’ emotional well-being has been undertaken. This article examines the relationship between students’ understanding of their teachers’ feedback on their writing assignments and emotional wellbeing. Data was collected from (N = 63) Nepali undergraduate students through Google Forms. The Forms consisted of structured and unstructured questions. According to the data, a mismatch …
The Science Of Reading, Writing, And Dual And English Language Learners, Vickie Johnston, Nika Verna
The Science Of Reading, Writing, And Dual And English Language Learners, Vickie Johnston, Nika Verna
Journal of English Learner Education
This paper presents an evidence-based approach to meeting the needs of dual language and English Language Learners (ELL) that includes leveraging the skills and knowledge of the home language, oral language instruction, and the utilization of both effective writing instruction and multicultural children’s literature. This evidence-based approach includes insights gleaned from the science of reading (SOR) and research on writing development with ELLs and instruction needed to help their written communication skills. Practical classroom applications for using multicultural children’s literature include integrating the Universal Design for Learning (UDL) framework to ensure the literature chosen is necessary for some and beneficial …
Write The Way: A Healing-Centered Model For Moving Toward Liberatory And Transformative Experience, Ioanna P. Opidee
Write The Way: A Healing-Centered Model For Moving Toward Liberatory And Transformative Experience, Ioanna P. Opidee
Educational Studies Dissertations
Writing can be a source of affirmation, empowerment, liberation, healing, and joy, but it can also be a source of dread, oppression, and identity-based harm, particularly for people who have been marginalized or minoritized. Write the Way is a theoretical model for writing and pedagogy, intended to help writers and teachers of writing clear out and tread safely along various pathways toward healing ourselves and our relationships—with writing, with others, and with ourselves—as we move together in the direction of a healing world. The purpose of this study was to identify the ways in which the Write the Way model …
Voice Interaction With Conversational Ai Could Facilitate Thoughtful Reflection And Substantive Revision In Writing, Jiho Kim, Philippe Laban, Xiang 'Anthony' Chen, Kenneth C. Arnold
Voice Interaction With Conversational Ai Could Facilitate Thoughtful Reflection And Substantive Revision In Writing, Jiho Kim, Philippe Laban, Xiang 'Anthony' Chen, Kenneth C. Arnold
University Faculty Publications and Creative Works
Writing well requires not only expressing ideas but also refining them through revision, a process facilitated by reflection. Prior research suggests that feedback delivered through dialogues, such as those in writing center tutoring sessions, can help writers reflect more thoughtfully on their work compared to static feedback. Recent advancements in multi-modal large language models (LLMs) now offer new possibilities for supporting interactive and expressive voice-based reflection in writing. In particular, we propose that LLM-generated static feedback can be repurposed as conversation starters, allowing writers to seek clarification, request examples, and ask follow-up questions, thereby fostering deeper reflection on their writing. …
Cultivating Confidence, Curiosity, And Motivation In The Second Language Classroom, Janelle Carter
Cultivating Confidence, Curiosity, And Motivation In The Second Language Classroom, Janelle Carter
All Graduate Reports and Creative Projects, Fall 2023 to Present
This portfolio documents the author's journey through the Master of Second Language Teaching (MSLT) program at Utah State University, highlighting the evolution of their teaching philosophy and pedagogical practices through theoretical exploration, hands-on classroom experiences, and reflective practice. It details the integration of current research, collaborative learning, and innovative assessment strategies, such as self-created rubrics, to foster student engagement and agency in teaching German as a second language. Additionally, the portfolio includes a co-authored research study that examines the motivational factors influencing university students’ decisions to continue learning Arabic, French, and German. This study explores how personal, academic, and social …
Rooted Writing: The Role Of Place In Rural Writing Identities, Layne Elise Ilderton
Rooted Writing: The Role Of Place In Rural Writing Identities, Layne Elise Ilderton
The Rural Educator
This article investigates the intricate dynamics of writing relationships among rural students, highlighting the profound impact of place and identity on their writing experiences. Using a mixed methods approach, the study explores how rural settings influence students’ self-perceptions, apprehensions, and preferences in writing, as observed through a survey administered in three rural high schools. Central to the findings is the observation that students demonstrate a notable decrease in writing apprehension when engaging with topics rooted in their personal and rural experiences. They also have auditory and social preferences for writing environment and feel restricted with stringent grammar requirements in writing. …
Embracing Language Diversity: An Exploration Of Elementary Teachers' Perception Of African American English, Manijeh Hart
Embracing Language Diversity: An Exploration Of Elementary Teachers' Perception Of African American English, Manijeh Hart
Dissertations, Theses, and Capstone Projects
Students of African descent often speak in a dialect that differs from the Dominant American English (DAE) dialect, known as African American English (AAE). Since this dialect is not considered mainstream, students who speak and write in this dialect may be at a disadvantage when being assessed on literacy skills and responding to literacy instruction. However, it is possible to address this issue by preparing and supporting teachers in recognizing AAE use in literacy activities and providing them with instructional strategies to support students who use AAE. The goal of this research was to investigate the perceptions that elementary school …
Responding To Technology-Induced Transformations In Writing Education: Conceptualizing And Teaching The Literacies Of Privacy, Originality, And Agency, Shyam Sharma
International Journal of Transformative Teaching and Learning in Higher Education
This article explores the transformative impact of technological advancements—especially computers, the internet, and artificial intelligence (AI)—on writing and literacy education. Building on relevant scholarships, it argues that there is an urgent need to update traditional literacy education by adding/extending three additional literacies: the literacies of privacy, originality, and agency. Reconceptualizing privacy, originality, and agency in relation to the reshaping of literacy by emerging technologies in the past few decades, as the article shows, would help advance pedagogies to address the disruption to fundamentals that are worth preserving and building upon. The article addresses the challenges posed by the increasingly public …
Mentoring And Supporting All Writers: Strengthening Writing Instruction In Pk To 5th Grade With Halpern’S “Interactive Writing” And Anderson’S “Mentor Texts”, Chad H. Waldron, Meghan K. Block, Alicia D. Fluker, Mariah C. Schepak, Michelle R. Snyder
Mentoring And Supporting All Writers: Strengthening Writing Instruction In Pk To 5th Grade With Halpern’S “Interactive Writing” And Anderson’S “Mentor Texts”, Chad H. Waldron, Meghan K. Block, Alicia D. Fluker, Mariah C. Schepak, Michelle R. Snyder
Michigan Reading Journal
Shared, co-authored book review by educators and researchers of Matt Halpern’s (2023) A Teacher’s Guide to Interactive Writing, Grades PreK-2 and Carl Anderson’s (2022) A Teacher’s Guide to Mentor Texts, Grades K-5 (Heinemann)
Reclaiming And Celebrating Our Names: Storytelling-As-Connection Through An Elementary-Middle School Partnership, Christina M. Ponzio, Janine Kopera, Jennifer Krueger, Katharine Kwiatkowski, Heather Shiveley
Reclaiming And Celebrating Our Names: Storytelling-As-Connection Through An Elementary-Middle School Partnership, Christina M. Ponzio, Janine Kopera, Jennifer Krueger, Katharine Kwiatkowski, Heather Shiveley
Michigan Reading Journal
Affirming each student’s identity is fundamental to fostering the connection needed for our students to grow as a community of readers and writers across the year–and this begins when teachers learn their students’ names. This article highlights how students, teachers and literacy coaches through a partnership between an elementary school and middle school in southeast Michigan connected together through storytelling as an avenue to reclaim and celebrate their names. The second author shares her collaboration as the literacy coach with elementary teachers, which began with a read aloud of read Alma and How She Got Her Name (Martinez-Neal, 2018) and …
Motivation Matters: The Positive Influence Of Parental Involvement On Children’S Writing Outcome, Bronte Kelso-Marsh, Anabela Abreu Malpique, Helen Davis, Debora Similieana Valcan
Motivation Matters: The Positive Influence Of Parental Involvement On Children’S Writing Outcome, Bronte Kelso-Marsh, Anabela Abreu Malpique, Helen Davis, Debora Similieana Valcan
Research outputs 2022 to 2026
Theoretical models and empirical evidence suggest parental involvement in general education is beneficial for children’s educational outcomes and that motivational factors may contribute to explaining parental involvement in children’s education. Few studies, however, have examined the role of parental involvement in children’s writing outcomes and, to our knowledge, none has investigated the motivations of Parents/Carers to support their children’s writing development in the first place. In this study, we aimed to address this gap by measuring Parents'/Carers' autonomous and controlled motivations for supporting their children’s writing at home and their engagement in writing activities with their children, and then assessing …
Public Writing As Open Pedagogy, Rachael Nevins
Public Writing As Open Pedagogy, Rachael Nevins
Open Educational Resources
This guide to inviting students to share their writing publicly was developed for faculty participating in seminars on open pedagogy at BMCC. It discusses public writing as a way to engage in open pedagogy, outlines the types of writing that students may engage in publicly, and presents the relevant pedagogical, technical, and ethical considerations.
Leveraging Ai Tools In University Writing Instruction: Enhancing Student Success While Upholding Academic Integrity, Daisuke Akiba, Rebecca Garte
Leveraging Ai Tools In University Writing Instruction: Enhancing Student Success While Upholding Academic Integrity, Daisuke Akiba, Rebecca Garte
Publications and Research
The emergence of AI-powered Large Language Models (LLMs), such as ChatGPT and Google Gemini, presents both opportunities and challenges for higher education, particularly regarding academic integrity in writing instruction. This exploratory study examines a novel pedagogical approach that integrates LLMs as required feedback tools in a university-level psychology writing assignment. The exclusive online approach emphasizes improvement through revision, requiring students to obtain AI-generated feedback on ungraded initial drafts based on an instructor-provided rubric, with final assessment focused on the quality of subsequent revisions. Analysis of survey data from 39 undergraduate students, incorporating both quantitative measures and qualitative responses, revealed several …
Where The Poems Find You, Bill Meissner
Where The Poems Find You, Bill Meissner
New Jersey English Journal
No abstract provided.
Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim
Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim
New Jersey English Journal
For over 15 years, the author taught at an after-school English Language Arts center. Initially emphasizing perfection, enthusiasm waned. A graduate course changed the author's views on writing, stressing personal reflections. Implementing this, students' perceptions shifted, using "commentarying" to foster understanding and engagement in discussions on topics such as racism.
Healing Through Expressive Writing, Jennifer Chauhan, Christine Demarsico
Healing Through Expressive Writing, Jennifer Chauhan, Christine Demarsico
New Jersey English Journal
Expressive writing has the power to heal and transform education.
It’S Dangerous To Learn Alone – Play This: Video Games In Higher Education, Particularly In The Composition Classroom, Joy Sterrantino
It’S Dangerous To Learn Alone – Play This: Video Games In Higher Education, Particularly In The Composition Classroom, Joy Sterrantino
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
When people think of educational games, they often just think of ones geared towards kids: these might include spelling and vocabulary games like Scribblenauts, creative games such as Minecraft, as well as historical games such as Carmen [Sandiego]’s Ancient Caper, but according to the Entertainment Software Association in 2019, 65% of adults play video games (almost half of which are female), the average gamer is 33 years old, and 63% of all gamers are playing with others at least one hour a week (“Essential Facts” 4, 5, 8). This means that the majority of …