The Influence Of Visualization Type And Gender On Multimedia Learning Performance: An Experimental Study, Ziji Wang

Electronic Theses and Dissertations

The widespread availability of multimedia learning resources, driven by technological progress, presents both opportunities and challenges in education. While these resources, often designed with animations to aid learning, their effectiveness in learning across STEM and non-STEM fields remains controversial. Besides, researchers have increasingly turned their attention to understanding how individual learner characteristics such as gender and spatial ability influence effectiveness of multimedia learning.

This dissertation examined the impact of visualization type and gender on learning algorithms (STEM) and Chinese characters (non-STEM) after accounting for the effect of spatial ability, focusing on learning outcomes and cognitive load. The fact that males …

Performance-Based Assessment In Refugee Esol Programs: Fostering Real-World Readiness Through Discussions And Presentations, Abdul Mutashobya, Elise Holcomb

MITESOL Journal: An Online Publication of MITESOL

A Performance-Based Assessment (PBA) framework designed to enhance the communicative competence and real-world readiness of adult refugee learners in an English for Speakers of Other Languages (ESOL) program is described. Grounded in sociocultural and communicative language teaching theories, this approach intentionally blurs the lines between instruction and assessment, using authentic tasks like collaborative discussions and presentations to foster practical skills. The theoretical rationale for PBA is followed by a description of the instructional context and the specific techniques used, including scaffolding strategies, self-assessment and rubric development. Reflecting on the implementation, we share the successes, such as increased learner confidence and …

Reimagining Read-Alouds: Fostering Critical Consciousness And Social Justice Through Children's Literature, Kylie Brigham

Masters Projects

During this era of heightened political and social divides, it is more important than ever to provide elementary students with inclusive and socially conscious literacy instruction. While classroom read-alouds have been long valued for their impact on literacy development, they are often underutilized as tools for fostering student identity, empathy, and social justice. This project, grounded in the frameworks of critical literacy, culturally responsive pedagogy, and Frierian theory, positions the read-aloud as a powerful entry point for critical and age-appropriate conversations about social issues, representation, and power.

Research has shown that many educators lack the training, tools, and confidence to …

“We Are Not Robots”: Elementary Preservice Teachers’ Focus Group Talk About Problems Of Practice Around Literacy Instruction, Jacquelynn S. Popp, Carin Appleget, Tori Golden Hughes, Crystal Dail Rose, Christine Leighton, Kierstin M. Giunco, Poonam Arya, Xiufang Chen

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine the nature of elementary preservice teachers’ (PSTs’) problems of practice around literacy instruction and to explore how the PSTs framed/talked about such problems. The study comprised qualitative analysis of data collected from focus group interviews with 21 PSTs from five teacher education institutions across the United States. Analysis of the PSTs’ talk about problems of practice in the focus groups yielded three themes about the nature of their problems and how they defined and discussed strategies or solutions to problems. PSTs expressed concerns about (1) meeting the needs of students below expected …

Bootmaking Before Bootstrapping: Patterns Of Grit And Slack In Multicultural Nonfiction Picture Books, Kristine Mensonides Gritter, Wing Shuen (Alice) Lau, Yaru (Sarah) Zhou, Jiang Pu, Munyi Shea

Reading Horizons: A Journal of Literacy and Language Arts

This investigation reports the findings of a critical multicultural content analysis of recent-award winning Orbis Pictus (non-fiction) picture books. The analysis examines patterns of grit and slack strategies across race and gender for historical characters of color as they overcame boundaries and accomplished long-term goals. Findings suggest that the concept of “grit” is not merely a universal construct of an outstanding individual who lifts themself up by their own bootstraps but that systems are important in allowing an individual to succeed to overcome boundaries. The bootstrap myth can be contested by critical readers, even young readers of picture books, as …

High School Students’ Navigation Processes In An Internet Reading Task: A Descriptive Video Analysis, Hyeju Han, Kole Norberg, Byeong-Young Cho, Scott H. Fraundorf

Reading Horizons: A Journal of Literacy and Language Arts

Most research on internet reading has identified skilled readers based on well-established theories of print reading. Nevertheless, an emerging body of work suggests that higher competency in print reading does not fully account for competency in internet reading comprehension. The authors conducted a descriptive video analysis of high school readers’ online navigation behaviors to identify characteristics that could account for differences in their internet reading outcomes. In particular, they focused on students with high grade point averages but diverging internet reading outcomes. The authors found that the participating students with lower outcomes tended to adopt a linear path of navigation …

Editorial Review Board Vol. 64 Issue 2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

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 …

Dialogic Instruction: Teachers Can Have Their Cake, And Eat It, Too, Rebecca L. Lee

Language Arts Journal of Michigan

Dialogic instruction is a talk-intensive approach to learning and teaching that is student-centered and discussion-based, promoting collaboration and academically productive conversations. Recently, educators across the country have increased the amount of time spent preparing students for standardized assessments, which often reduces teaching and learning to test preparation. While this tension suggests that teachers must choose between good teaching or good test scores, dialogic instruction is a promising practice that can enhance students’ reading comprehension outcomes while centering student choice and valuing student voice. Research shows dialogic instruction is most effective when teachers a) co-create a conducive classroom climate, b) incorporate …

Empowering Writers: Integrating Digital Prewriting Tools In The Research Writing Process, Heather A. Rundo

Language Arts Journal of Michigan

This practitioner article explores the integration of digital prewriting tools, specifically MindMeister and VoiceThread, in a high school sophomore honors English class during a research writing unit. The author, a classroom teacher, discusses the challenges students face in research writing and seeks to enhance their confidence and organization skills. Drawing insights from student and teacher perspectives on writing strengths and weaknesses, the article delves into the significance of prewriting as a fundamental component of the writing process.

Participatory Community Archiving To Preserve And Sustain North Georgia Appalachia’S Language, Literacy Practices, And Histories, Leah Panther Dr., Lindsey Walker, Presley Dyer, Tyler Osborn, Kerri Abernathy

Georgia Library Quarterly

This case study presents Swappin’ Stories, a community-based archiving event that serves as a model for public and participatory archiving. The event aimed to address gaps and misrepresentations of southern Appalachia by gathering the voices, artifacts, and stories of Towns County residents. By centering local narratives, it sought to foster a sense of community identity and offer an authentic portrayal of North Georgia, distinct from the narratives shaped by popular media and political figures. This case highlights the potential of community-driven archives to reclaim and reshape regional histories.

Teaching To Transgress: A Practice Of Justice And Healing In Teacher Education Program, Finney Cherain, Syed Ali Nasir Zaidi

Language Arts Journal of Michigan

We create deep connections with our surroundings, people and societies, and classrooms are one of such deep connections. Classrooms are spaces where the unfulfilled dreams and painful experiences of teachers and students can fester and estrange classrooms from being places of justice and hope. The absence of justice, healing and hope estranges public education of many of its democratic ideals and promises. We believe that teachers and students can heal together to deconstruct their experiences with oppression and envision new ways of coexisting with others and personally transform. Influenced by the work of Bell Hooks and Parker Palmer we offer …

Young Adult Literature As A Catalyst For Empathy, Engagement, & Empowerment: A Generational View, Amanda Stearns-Pfeiffer, Ashleigh S. Dubie, Catherine J. Miller

Language Arts Journal of Michigan

Abstract: This article is a glimpse into Young Adult Literature (YAL) pedagogy from a generational perspective. One university professor and two of her former students describe the processes, pedagogies, and challenges of introducing YAL theory, texts, and topics in university methods courses, as well as in the secondary English Language Arts (ELA) classroom. The former students will report on how they have taken ideologies and lessons learned from their university methods courses and implemented YAL in their ELA classrooms during their intern teaching semesters. Finally, the importance of including YAL in our classrooms in order to build empathy, engagement, and …

Revitalizing Literary Engagement: Innovative Approaches To Teaching Willa Cather In High School English Classes, Sarah Hoyt, Phu Vu

Language Arts Journal of Michigan

This study explores methods to enhance student engagement and interest in high school English literature classes, focusing on the analysis of Willa Cather's novels. It addresses the challenge of motivating students to engage deeply with full-length novels, crucial for cultural and literary education. Employing a qualitative approach and triangulated data sources, the study reveals significant improvements in student engagement, comprehension, and literary analysis. Additionally, students demonstrated a heightened ability to connect with the themes and characters in the prose.

Improving Reading Proficiency Through A Structured Mtss Framework: Bridging The Gap Between Evidence And Practice, Meghan N. Greer

All Dissertations

This dissertation, Improving Reading Proficiency Through a Structured MTSS Framework: Bridging the Gap Between Evidence and Practice, investigates the efficacy of a Multi-Tiered System of Supports (MTSS) in enhancing reading proficiency among students. Despite extensive research supporting the effectiveness of targeted reading interventions, a gap remains between these findings and their practical implementation in diverse classroom settings. The Reading Wars—a longstanding debate between whole language, balanced literacy, and phonics-based instruction—have significantly influenced reading instruction in the United States. A growing body of research supports explicit, systematic phonics instruction as a critical component of early reading development (Foorman et al., 2016; …

Designing Multilingual (Maker) Spaces: Exploring The Intersections Of Play, Posthumanism, And Pre-Kindergarten, Victoria G. Pennington

All Dissertations

In this dissertation, I explore the posthuman play literacies of multilingual makerspaces with four-year-olds, emphasizing the need for such a study while situating my arguments within the existing literature and outlining my methodological approach. Chapter One critiques the public 4-year-old kindergarten systems, arguing institutionalized cultural and linguistic ideologies restrict multilingual learners’ (MLs) opportunities for meaning-making. I draw on the raciolinguistic perspective (Flores & Rosa, 2015) and its intersection with a posthumanist paradigm (Braidotti, 2013), framing my research questions as lines of inquiry to guide the study. Key posthumanist literacies concepts are defined, highlighting the entanglement of literacies, discourses, materials, and …

Teacher Efficacy In Reading Intervention: The Role Of Coaching And Professional Development In Foundational Literacy, Susan S. Chapman

All Dissertations

This Dissertation in Practice utilized improvement science methods to increase teacher self-efficacy in foundational reading practices and to address the oral reading fluency (ORF) challenges of elementary students who consistently score below proficiency. Rooted in Bandura’s theory of self-efficacy and the Active View of Reading, the study aimed to build teacher confidence in delivering foundational reading instruction while improving student ORF rates. A Plan-Do-Study-Act (PDSA) cycle was implemented with second-grade teachers and targeted the following aim: increase ORF by 12 words correct per minute (wcpm) for students receiving Tier 3 intervention over an eight-week cycle. Coaching, using the student-centered coaching …

Are They Ready? Impacting Kindergarten Readiness Through The Science Of Reading, Traci T. Boyles

All Dissertations

The purpose of this research study was to investigate how Science of Reading (SOR) professional development for preschool teachers, implemented through collaborative teaching and assessment cycles, influences the kindergarten readiness of preschool students.

Students from impoverished families start kindergarten at a considerable disadvantage regarding literacy. Literacy-focused curricula and professional development for teachers strongly affect reading outcomes. Multi-Tiered Systems of Support (MTSS) provides a systemic framework for data-based problem solving and decision-making. The MTSS framework aligns literacy interventions with tiered supports to ensure all students receive the assistance they need to achieve reading proficiency.

The South Carolina Child Early Reading Development …

Carrying Light In The Shadows: Four Portraits Of Critical Literacy Teacher Agency In Unlikely Contexts, Cassandra Schroeder

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This qualitative study utilizes portraiture methodology to explore how educators in politically conservative and predominantly White schools enact critical literacy teacher agency. Using a theoretical lens of critical literacy and second-wave Whiteness studies, this research examines the lived experiences and instructional moves of four veteran English/language arts teachers. Through cross-case analysis, the study traces how teacher agency is contextually responsive and dependent on their professional identity, awareness of sociopolitical issues, and traditional school curricular expectations. The findings highlight how educators assess risk, navigate community norms, and maintain critical literacy through dialogic pedagogy and strategic adaptation. The four teachers in the …

Enhancing Reading Comprehension And Critical Thinking Skills Through Lms Integration In An English For History Course For Non-Efl Undergraduate Students, Izzatul Fajriyah, Silvi Nur Afifah

Higher Learning Research Communications

This study addresses the challenges faced by non-EFL undergraduate students in enhancing reading comprehension and critical thinking skills within an English for History course. While existing research has explored reading comprehension and critical thinking in EFL contexts, there is a notable gap in understanding how these skills can be developed in non-EFL students through the integration of learning management systems (LMS). The aim of this study is to investigate the impact of LMS on improving reading comprehension and critical thinking skills among non-EFL undergraduate students who are enrolled in an English for History course. A sequential mixed-methods approach was employed, …

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 …

“I Have Never Enjoyed Writing…” Exploring Pre-Service Teachers’ Divergent Perspectives And Responding To Student Writing, Nicole M. Martin, Lisa K. Hawkins, Jennifer Cooper Mrs.

Teaching/Writing: The Journal of Writing Teacher Education

Understanding of pre-service teachers’ [PSTs’] growth in practice is foundational to making the most of available opportunities in writing teacher preparation programs. We sought to examine differences in PSTs’ changes in reading and responding to student writing when their perspectives diverge from each other. Three PSTs enrolled in one learning-to-teach-writing course participated. Our comparisons of PSTs’ initial and end-of-semester reading and responding revealed varied changes within their core practice. PSTs’ variations displayed alignment to their divergent writing attitudes and beliefs. The results highlight the need for more nuanced attention to PSTs' growth in practice in future writing teacher preparation coursework.

Combining Bibliotherapy And Dialogue Journaling In A Fourth-Grade Book Club: Impact On Students’ Writing Apprehension, Leah A. Bryars, Bethanie C. Pletcher

Teaching/Writing: The Journal of Writing Teacher Education

This article presents the qualitative findings derived from a larger convergent-parallel mixed methods study that explored the outcomes of a bibliotherapy and dialogue journaling intervention on the writing apprehension of eight fourth-grade student participants in an after-school book club. In addition to transcripts of dialogue journal entries, other qualitative data included survey responses from the fourth-grade language arts teachers, field notes, and a post-intervention focus group interview. The qualitative data set was transcribed, coded, and analyzed for emergent themes. Qualitative findings suggested that the student participants demonstrated increased confidence and were in the process of developing more positive attitudes toward …

Ela Pre-Service Teachers Composing For Change: Public Letter Writing As Activist Endeavor, Mike P. Cook, Gail Harper Yeilding, Lindsey Ives

Teaching/Writing: The Journal of Writing Teacher Education

This study of five English Language Arts pre-service teachers draws on critical literacy and collective case study methods to examine how they talk about their own experiences with public letter writing as part of their writing methods course and they ways they perceive public letter writing as an activist endeavor. Our findings noted three interwoven themes—agency, advocacy, and focus on students—where participants talked about public letter writing as a way to develop and utilize agency, which allows them to advocate for students, teacher, themselves, education, etc. and to focus on students, especially as it relates to writing and writing instruction. …

If We Must, We Must: A Better Way To Utilize Placement Exams, Samantha Bravo

Masters Theses (Archived)

College placement exams have been part of a student’s continuing education journey for many years. In a state like Texas, who has had a very extensive and dynamic history in regard to education assessment, students wishing to enter into college must take a state specific college placement exam. Is this state specific placement instrument helping its students? Texas pioneered a shift to a college and career ready focused state curriculum, so does this focused curriculum prepare students for the state college placement exam? How can this potentially be used in a way that can better serve its students? By analyzing …

Reducing Foreign Language Anxiety Through Cooperative Learning: Enhancing Speaking Skills For Bipa Learners, Mahira Mujahida Ani Mufti, Lilis Siti Sulistyaningsih, Mochamad Whilky Rifkiyanfi

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

Indonesia's economic and political development has sparked global interest, contributing to the increasing status of Indonesian as an international language. This has led to a growing number of learners in the BIPA (Bahasa Indonesia for Foreign Speakers) program. While many studies have focused on learning materials, media, models, and evaluation tools, research on foreign language anxiety in the BIPA context remains limited. This study investigates the effectiveness of cooperative strategies in reducing language anxiety and improving speaking skills among BIPA Level 1 students. Using a quantitative Single Subject Research (SSR) method with an A-B-A design, the study involved three purposively …

The Influence Of Family Literacy Playgroups On Early Childhood Development And Parent Efficacy In Hispanic Families: A Qualitative Phenomenological Case Study, Karen R. Loper

Graduate Theses, Dissertations, and Capstones

This qualitative phenomenological case study is focused on the engagement of Hispanic children between 18 and 36 months of age and their parents in a family literacy program. Participation in a family literacy program was associated with changes in the cognitive, social, and emotional development of children, as well as the self-efficacy of their parents in parenting skills. Grounded in the social theories of Vygotsky, Bandura, and Bronfenbrenner, this study relates the importance of language acquisition, literacy skills, and self-efficacy to a community setting where conversation is encouraged and reading engagement is modeled. The Hispanic population is underrepresented in the …

Distance Learning Technology In Lebanese Universities, Rayan Kalasina

Al Jinan الجنان

Education is one of the most important systems on which any country in the world is based. In fact, education is one of the main reasons for progress and growth in all countries. Interest in the educational system and in making it a priority helps build a present and a bright future that pushes it towards progress and advancement. Additionally, technology has strongly entered various aspects of life and has become one of the most important measures for the progress of countries and nations. Technology included various educational systems, leading to the emergence of the concept of educational technology.

Dr. Alison Krӧgel Faculty Spotlight, Rachel Jaeger

DU Undergraduate Research Journal Archive

An interview with Dr. Alison Krӧgel of the University of Denver's Department of Spanish Language, Literary & Cultural Studies.

Using Text Clusters To Support Student Imagining, Wondering, Questioning, And Discovering, William P. Bintz

Current Issues in Middle Level Education

This article describes an unexpected playground experience that occurred between the author, a reading educator and former middle grades teacher, and his six-year-old granddaughter. The experience became the inspiration and impetus to provide an introduction to, and a rationale for, the concept of text clusters to middle grades teachers. The concept of developing and implementing text clusters in the classroom is driven by inquiry and based on one question: How can middle school teachers develop and implement text clusters to help their students actively engage in imagining, wondering, questioning, and discovering? It shares and illustrates examples of text clusters. It …