Relevant bibliographies by topics / Evidence-based literacy instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Evidence-based literacy instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Evidence-based literacy instruction"

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Boss, Katherine, and Emily Drabinski. "Evidence-based instruction integration: a syllabus analysis project." Reference Services Review 42, no. 2 (2014): 263–76. http://dx.doi.org/10.1108/rsr-07-2013-0038.

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Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measure
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Ciullo, Stephen, Erica S. Lembke, Abigail Carlisle, Cathy Newman Thomas, Marilyn Goodwin, and Laura Judd. "Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention." Learning Disability Quarterly 39, no. 1 (2015): 44–57. http://dx.doi.org/10.1177/0731948714566120.

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The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on e
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Howe, Carol D. "Undergraduate Information Literacy Instruction Is Not Enough to Prepare Junior Doctors for Evidence Based Practice." Evidence Based Library and Information Practice 7, no. 2 (2012): 76. http://dx.doi.org/10.18438/b86w43.

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Objective – To determine if junior doctors entering the workforce retain the information literacy skills they learned as undergraduates.
 
 Design – Structured interviews and observations.
 
 Setting – Wellington Medical School of the University of Otago in New Zealand. Medicine in New Zealand is an undergraduate program.
 
 Subjects – Thirty-eight University of Otago students who were starting their fourth year of undergraduate medical training between 1994 and 2004. At the time of this study, the students had graduated and were a number of years into advanced tr
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Beneville, Margaret A., and Chieh Li. "Evidence-based literacy interventions for East/Southeast Asian English language learners." Journal for Multicultural Education 12, no. 1 (2018): 50–66. http://dx.doi.org/10.1108/jme-12-2016-0061.

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Purpose There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population. Design/methodology/approach To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed stu
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Morse, Timothy E. "Perspectives on Addressing the Literacy Needs of Low-Functioning Individuals with Autism." International Journal of Educational Reform 17, no. 4 (2008): 330–40. http://dx.doi.org/10.1177/105678790801700401.

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Autism is a spectrum disorder characterized, in part, by core social communication skill deficits. Consequently, educators seek to develop interventions that address these and closely related skills, such as literacy. Accordingly, this article focuses on basic issues that pertain to designing and implementing appropriate educational programs that address the literacy needs of one segment of the autism spectrum: individuals with the disorder who have been characterized as being low functioning. Issues include the following: appropriate definitions of literacy for this population, historical app
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Gordon, Carol A. "An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation." Evidence Based Library and Information Practice 4, no. 2 (2009): 56. http://dx.doi.org/10.18438/b8q03d.

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Objective – Part I of this paper aims to create a framework for an emerging theory of evidence based information literacy instruction. In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building. An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidenc
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Given, Lisa M., Heidi Julien, Dana Ouellette, and Jorden Smith. "Evidence-based information literacy instruction: Curriculum planning from the ground up." Proceedings of the American Society for Information Science and Technology 47, no. 1 (2010): 1–2. http://dx.doi.org/10.1002/meet.14504701336.

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Wakimoto, Diana K. "Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study." Evidence Based Library and Information Practice 5, no. 1 (2010): 82. http://dx.doi.org/10.18438/b80616.

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Objective— This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured.
 
 Methods—The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the
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VanScoy, Amy, and Megan J. Oakleaf. "Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College & Research Libraries 69, no. 6 (2008): 566–75. http://dx.doi.org/10.5860/crl.69.6.566.

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Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a “tiered” approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first- and second-year students and advanced skills to third- and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, l
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Gillon, Gail, Brigid McNeill, Amanda Denston, Amy Scott, and Angus Macfarlane. "Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties." Topics in Language Disorders 40, no. 4 (2020): 357–74. http://dx.doi.org/10.1097/tld.0000000000000233.

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Dissertations / Theses on the topic "Evidence-based literacy instruction"

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Ramos, Alani. "Teacher Perceptions Regarding the Influence of Secondary Phonics Instruction on Student Reading." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7065.

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In a Southern state at a rural high school, leadership staff implemented phonics-based strategies with 9th grade English teachers to improve students' Lexile reading scores. The absence of formative data related to program implementation left stakeholders without a clear understanding of the influence of the phonics-based strategies. The purpose of this qualitative exploratory case study was to obtain formative information from teachers to discern the perceived influence of the phonics-based strategies on reading. Dual coding theory was used to examine teachers' perceptions of the influence of
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Burkhauser, Mary A. "Exploring Teachers’ Collective and Individual Adaptations to an Evidence-Based Summer Literacy Program." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663234.

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While the field of educational research has produced an enormous amount of literature relevant for improving teaching and, ultimately, student achievement, the field has been less successful at producing deep and lasting instructional change at scale. In this dissertation, I present three papers that explore an approach to program implementation that attempts to cultivate conditions to support scale by involving teachers in a process of collaborative inquiry around an evidence-based program called READS for Summer Learning (READS). While many have called for implementation approaches that give
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Hailstones, Milson Donald. "The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1584.

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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.

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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables.
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Barr, Sheldon Martin. "Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners." Thesis, 2013. http://hdl.handle.net/1969.1/149253.

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There is evidence that ineffective classroom instruction, particularly in the early primary grades, is a major contributor to the high incidence of reading problems in the United States. Researchers attribute poor classroom instruction to a lack of teachers’ basic understanding of the concepts related to the English language that are necessary to teach literacy. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs) who are approaching a new language at the same time they are learning to read? The purpose of this study is to determin
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Maddison, Tasha, and Carolyn Doi. "An Evidence-Based Approach to Library Instruction: Flipping the Classroom to Enhance Student Learning." 2015. http://hdl.handle.net/10388/6616.

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The flipped teaching methodology is well documented within the education research literature, growing in popularity within university classrooms and making its way into library instruction. In light of current technological trends affecting higher education, libraries are challenged to explore new approaches to library instruction including strategies for inclusion of online classrooms, distributed learners, and interactive technologies. This presentation will include a summary of the research evidence on flipped teaching and its value for inclusion in library instruction. It will also look at
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Books on the topic "Evidence-based literacy instruction"

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Evidence-based instruction in reading: A professional development guide to culturally responsive instruction. Pearson/Allyn & Bacon, 2012.

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Book chapters on the topic "Evidence-based literacy instruction"

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Hock, Michael F., Irma F. Brasseur-Hock, and Donald D. Deshler. "Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices." In Literacy Studies. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_5.

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Amos, Michelle L., and Morgan Ely. "Practicing What We Teach." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2212-7.ch013.

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Using the SoTL framework provides students with an accessible, relevant model of professional and critical reflection on practice. Explicit participation in this research can benefit students with scaffolded practice applying reflection to instruction. Guiding students in examining assumptions around literacy supports meaningful integration of these skills in instructional design. This transformation of students' frames of reference requires meaningful reflection and a challenge to their current beliefs about disciplinary literacy. This study uses Reading/Writing Workshop format to individualize instruction, engage students in self-directed learning, and facilitate differentiation and formative assessment. This redesigned course used experiential learning and a social constructivist model to build collaboration and real-world communication skills. Transformation is supported through structured reflection. Thus, a data collection instrument was adapted from Brookfield's Critical Incident Questionnaire to guide students with specific, practiced, and meaningful reflection.
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"A Balanced Framework for Instruction." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5007-5.ch004.

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This chapter begins with the premise that literacy educators must prepare for varying curricula, be aware of quality effectiveness, and base methods on sound research, as well as demonstrate knowledge of instructional techniques. They must seek evidence-based instructional practices to be used with all children, including those who struggle in the area of literacy. Preservice and inservice literacy educators are expected to understand that a balanced framework for literacy instruction is essential for children to experience success as a reader. The foundation for having a balanced framework is rooted in the components needed to be a proficient reader. Several conceptual areas of learning how to read include concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension. This chapter defines each conceptual area, as well as writing, and discusses the role it plays in the reading process and why it is important for the struggling reader to strengthen it.
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Gordon, Carol. "An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1." In Library and Information Science. Apple Academic Press, 2011. http://dx.doi.org/10.1201/b14542-13.

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Fullerton, Susan King, and Lisa D. Aker. "Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership." In Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch010.

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The roles of literacy professionals are organized and contextualized in school settings and are quite varied; university coursework must prepare teachers to serve in literacy teacher, reading specialist, interventionist, and coaching roles. In this chapter, the authors describe two Literacy M.Ed. mid-program practicums that (1) focus on literacy small-group instruction such as guided reading and (2) individual instruction of learners having difficulty with reading. They discuss evidence-based practices primarily focused on reflection—reflections of lessons, including videotaped lessons and peer coaching, online discussions and reflections. Based on the analyses of such practices, insights and implications for program improvement are suggested.
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Quellmalz, Edys S., Matt D. Silberglitt, Barbara C. Buckley, Mark T. Loveland, and Daniel G. Brenner. "Simulations for Supporting and Assessing Science Literacy." In Handbook of Research on Technology Tools for Real-World Skill Development. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9441-5.ch008.

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Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.
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Quellmalz, Edys S., Matt D. Silberglitt, Barbara C. Buckley, Mark T. Loveland, and Daniel G. Brenner. "Simulations for Supporting and Assessing Science Literacy." In Learning and Performance Assessment. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch036.

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Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.
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Arnold, Jackie Marshall, and Mary-Kate Sableski. "Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context." In Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch003.

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Digital storytelling is a way to utilize evidence-based practices in an online context that incorporates foundational literacy content with digital tools. Two literacy professors sought to maximize candidate learning and engagement through authentic, purposeful practices. This chapter details the utilization of a digital literacy portfolio assignment as part of an online, collaborative context to facilitate candidates' articulation of beliefs and understandings about effective literacy instruction. As candidates engage across both the face-to-face and online contexts, they develop understandings about effective literacy instruction, the application of digital tools in the classroom instruction, and a lived sense of the content of the ILA Standards that will inform their future practice. While teacher education programs face political scrutiny and intense pressure to incorporate vast amounts of content, the assignment described in this chapter provides an opportunity to facilitate candidates' learning in an online environment.
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Enriquez, Grace, Valerie Harlow Shinas, and Barbara Steckel. "Re-Envisioning Authentic Literature Integration for Online Teacher Education." In Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch013.

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This chapter discusses how the important evidence-based practice of integrating authentic children's literature across literacy learning activities is a critical component of online teacher education. Rather than focus on a single course within an online literacy program, the authors consider the pedagogical practices threaded throughout an entire online program designed for literacy educators. The chapter demonstrates how, utilizing various digital tools, this practice is woven into the online program's theoretical foundations, methods, and capstone courses, ultimately modeling and supporting two literacy teachers to integrate authentic literature into their own literacy instruction and curriculum.
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Sableski, Mary-Kate, Catherine A. Rosemary, and Kathryn Kinnucan-Welsch. "Use of a Metacognitive Tool to Facilitate Teacher Reflection in an Online Graduate Literacy Course." In Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch004.

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This chapter describes use of a metacognitive tool to facilitate teacher reflection in an online graduate reading practicum course. The Teacher Learning Instrument (TLI) is a tool designed to support the evidence-based practice of reflection on teaching through collaborative inquiry. The purpose of using the TLI in an online reading practicum course is to facilitate candidates' reflections on teaching struggling readers in one-to-one intervention settings with the goal of refining instruction to improve students' reading ability. The analysis of the assignment data associated with use of the TLI demonstrates the potential of the TLI to inform a collaborative, reflective process among practicing teachers within the context of a practicum course, addressing the requirements of Standard 7. The reflective process and sharing of insights among colleagues make literacy instructional practices visible for close examination in an online environment and thus exposes the complexity inherent in the effective teaching of struggling readers.
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Conference papers on the topic "Evidence-based literacy instruction"

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Orta, Nelson A. "Becoming College and Career Ready: Combating The New Digital Divide – A Literature Review." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8978.

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The availability of technologies for supporting personal, productivity, communications, and business tasks is ubiquitous and expected. Educational systems have a significant responsibility to ensure future generations are skilled to assume job duties involving the pervasive use of digital assets. Schools and higher education institutions, being at the epicenter of preparing the workforce for the adoption of technologies for learning and productivity, are increasingly making significant investments to develop digital skills among students. Given the increased adoption of technologies for instru
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Reports on the topic "Evidence-based literacy instruction"

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Jacob, Brian. When Evidence is Not Enough: Findings from a Randomized Evaluation of Evidence-Based Literacy Instruction (EBLI). National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21643.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from eviden
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