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Journal articles on the topic 'Reading instruction literacy'
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1
Connor, Carol McDonald, and Frederick J. Morrison. "Individualizing Student Instruction in Reading." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 20, 2016): 54–61. http://dx.doi.org/10.1177/2372732215624931.
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Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic, and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available and then describe how research, ours and others, supports the efficacy of individualizing student instruction (ISI) and illustrates how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and present personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools in the A2i online technology, coupled with extensive, ongoing professional development (PD). ISI has been shown to be highly effective from preschool through third grade in improving children’s literacy skills. The practical and policy implications of implementing effective instruction are discussed.
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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, and Barbara Jones. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (August 1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.
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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.
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Schumm, Jeanne Shay, Sharon Vaughn, Diane Haager, and Janette Kettmann Klingner. "Literacy Instruction for Mainstreamed Students." Remedial and Special Education 15, no. 1 (January 1994): 14–20. http://dx.doi.org/10.1177/074193259401500104.
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In this study we investigated six widely used basal reading programs for suggestions for literacy instruction for mainstreamed special education students (MSE). The kindergarten, first-, third-, and fifth-grade materials were analyzed for each of the six basal reading programs selected. A basal analysis instrument, based on a literature review and focus-group interviews, was designed to record teaching suggestions for mse students. Only two of the basal reading programs included suggestions directed to the needs of mse students, and their suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting the needs of mse students in general education classrooms.
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V. Rasinski, Timothy, Barbara Tschantz, Jennifer Austin, Kristen Evans, Jennifer Lowers, Jeffrey Papa, and Erin Spear-Hoffman. "Time for Reading Instruction: How Much Time Should Schools and Teachers Devote to Reading Instruction in Grades K-2?" World Journal of Educational Research 7, no. 1 (January 26, 2020): p68. http://dx.doi.org/10.22158/wjer.v7n1p68.
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Although research has indicated that time allotted for instruction in reading is associated with reading achievement, no studies have examined what is the appropriate or optimal time that should be given to reading instruction in the primary grades (grades K-2). Given the understanding that it is the teachers themselves who would have the best sense of the appropriate time for reading instruction and its various components. Results of the survey indicate that teachers feel that 178-198 minutes be devoted to the general literacy curriculum, while 62-71 minutes be devoted to the core reading curriculum per day. We note that the allocation of time to the major components of reading instruction (word study, fluency, and comprehension) varied considerably. In follow-up survey inquiries, a significant number of teachers manifest difficulties in actually meeting their own recommendations for time appropriation for reading instruction. Among the factors that keep teachers from meeting their recommendations for instructional time are special events that disrupt and disturb the time given for instruction. Recommendations for making time for literacy instruction for effective and efficient are considered.
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Pelttari, Carole. "Imagination and Literacy Instruction: A Content Analysis of Literature within Literacy-Related Publications." Language and Literacy 18, no. 3 (July 26, 2017): 106. http://dx.doi.org/10.20360/g20027.
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Through content analysis of research conducted during the last 25 years, this paper identifies five vital uses of imagination within literacy instruction. First, readers use imagination to comprehend text. Second, readers use imagination to engage in the world depicted through the text. Third, readers use imagination to make sense of both narrative and expository texts. Fourth, readers use imagination to learn about self and others. Finally, readers benefit from instruction regarding the use of imagination to enhance reading. A compilation of instructional methods are presented. This analysis establishes the need for classroom instruction connecting imagination and literacy.
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Hiebert, Elfrieda H. "The Texts of Literacy Instruction." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 12, 2017): 117–34. http://dx.doi.org/10.1177/2381336917718521.
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Texts are a central part of reading. Yet our understandings of appropriate text features and distributions of text diets at different points in students’ reading development are limited. The thesis of the essay is that, if the trajectory of struggling readers is to change, attention is needed to the features of texts and students’ text diets, especially those of students who attend schools in heavily impacted communities. Three issues are identified that require the attention of researchers to ensure appropriate texts and text diets for struggling readers: (a) texts from the earliest levels need to be meaningful, (b) at least part of struggling readers’ text diets need to be with texts in which words with morphological and phonological consistency are repeated, and (c) amount of text read by struggling readers needs to be substantial for reading capacity to increase. For each issue, the manner in which current practices can contribute to potential obstacles for struggling readers is described. Next, research on alternative practices is presented that shows how shifts in texts and text diets can support higher reading proficiency. The essay ends with a description of a research agenda that uses digital resources to increase students’ facility with vocabulary in complex texts.
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McKenzie, Cori Ann, and Scott Jarvie. "The limits of resistant reading in critical literacy practices." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 298–309. http://dx.doi.org/10.1108/etpc-01-2018-0017.
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Purpose This paper aims to draw from work in the field of English that questions the “limits of critique” (Felski, 2015) in order to consider the limits of critical literacy approaches to literature instruction. The study focuses on the relational and affective demands that resistant reading places on readers and texts. Design/methodology/approach Drawing from post-critical (Felski, 2015) and surface (Best and Marcus, 2009) reading practices in the field of English, the authors perform analyses of two recent articles that illustrate critical literacy approaches to literature instruction, drawing attention to the ways the resistant reading practices outlined in each article reflect Felski’s description of critique. Findings The authors’ readings of two frameworks of critical literacy approaches to literature instruction produce two key findings: first, in emphasizing resistant readings, critical literacy asks readers to take up a detective-like orientation to literature, treating texts as suspects; second, resistant reading practices promote a specific set of affective orientations toward a text, asking readers to cultivate skepticism and vigilance. Originality/value While the authors do not dismiss the importance of critical literacy approaches to literature instruction, the study makes room for other relational and affective orientations to literature, especially those that might encourage readers to listen to – and be surprised by – a text. By describing critical literacy through the lens of Felski’s work on critique, the authors aim to open up new possibilities for surprising encounters with literature.
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Alvermann, Donna E. "Effective Literacy Instruction for Adolescents." Journal of Literacy Research 34, no. 2 (June 2002): 189–208. http://dx.doi.org/10.1207/s15548430jlr3402_4.
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This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.
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Sitthitikul, Pragasit. "Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner." English Language Teaching 11, no. 7 (June 14, 2018): 101. http://dx.doi.org/10.5539/elt.v11n7p101.
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The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.
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Schoenbach, Ruth, and Cynthia Greenleaf. "Leading for literacy." Phi Delta Kappan 99, no. 3 (October 23, 2017): 59–64. http://dx.doi.org/10.1177/0031721717739596.
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Two-thirds of U.S. high school students today are unable to read and comprehend complex academic materials, think critically about texts, synthesize information from multiple sources, or effectively communicate what they have learned. And in response, many teachers simply stop assigning challenging texts, opting instead to “deliver content” through lectures. For 25 years, though, the Reading Apprenticeship program has shown that when school and district leaders embrace a collective responsibility to provide effective reading and writing instruction, they can help subject-area teachers reflect on their own literacy practices and fundamentally rethink their approach to literacy instruction.
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Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (April 1, 2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.
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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.
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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 (March 11, 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 extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.
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Folsom, Jessica S., Deborah K. Reed, Ariel M. Aloe, and Sandra S. Schmitz. "Instruction in District-Designed Intensive Summer Reading Programs." Learning Disability Quarterly 42, no. 3 (April 9, 2018): 147–60. http://dx.doi.org/10.1177/0731948718765207.
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This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs.
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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.
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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.
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Herzberg, Tina S., L. Penny Rosenblum, and Mary E. Robbins. "Teachers’ Experiences with Literacy Instruction for Dual-Media Students who Use Print and Braille." Journal of Visual Impairment & Blindness 111, no. 1 (January 2017): 49–59. http://dx.doi.org/10.1177/0145482x1711100105.
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Introduction This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods These teachers in the United States and Canada completed an online survey during spring 2015. Results The teachers reported that they introduced braille to their students at the mean age of 7.8 years. The three most common reasons reported for introducing a student to braille were the student's diagnosis, print reading speed, and print reading stamina. The amount of instructional time in braille literacy varied widely, and slightly more than 60% of the students were initially introduced to uncontracted braille. The teachers reported that approximately half of their students were at or above grade level with their print literacy skills, but only about 25% were at or above grade level with their braille literacy skills. Discussion Both contracted and uncontracted braille were used when beginning braille instruction for students reading both print and braille. The roles of student motivation and confidence appeared to be important considerations when designing and providing braille literacy instruction. Implications for practitioners There are many factors that should be considered when determining if a student should transition from print to braille as a primary literacy medium. Motivating students to want to learn and use braille is critical. A comprehensive curriculum is needed for use with established print readers at various reading levels who are making the transition to braille.
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Wissink, Barbara. "In-Service Reading Teacher Efficacy." International Journal of Contemporary Education 2, no. 2 (September 16, 2019): 138. http://dx.doi.org/10.11114/ijce.v2i2.4529.
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The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.
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Brownell, Mary, Mary Theresa Kiely, Diane Haager, Alison Boardman, Nancy Corbett, James Algina, Mary Patricia Dingle, and Jennifer Urbach. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (November 5, 2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.
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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.
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Trawick, Amy. "The PIAAC Literacy Framework and Adult Reading Instruction." ADULT LITERACY EDUCATION: THE INTERNATIONAL JOURNAL OF LITERACY, LANGUAGE, AND NUMERACY 1, no. 1 (April 1, 2019): 37–52. http://dx.doi.org/10.35847/atrawick.1.1.37.
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Carson, Karyn L., Gail T. Gillon, and Therese M. Boustead. "Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School." Language, Speech, and Hearing Services in Schools 44, no. 2 (April 2013): 147–60. http://dx.doi.org/10.1044/0161-1461(2012/11-0061).
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PurposeDespite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI).MethodA quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA.ResultsChildren who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction.ImplicationsA short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.
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Baker, Joshua N., Christopher Rivera, Stephanie Devine, and Lee Mason. "Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder." Intervention in School and Clinic 54, no. 3 (May 10, 2018): 166–72. http://dx.doi.org/10.1177/1053451218767907.
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This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical classrooms. An effective instructional technique for many students with ASD is systematic instruction via task analysis. Task analysis may be a useful tool for teachers of students with ASD to build literacy skills by aligning instruction in missing skills to the curriculum standards. The steps to consider when using a task analysis include what emergent literacy skills will be taught, defining expected steps and correct responses, the instructional method to be used, systematic prompting techniques, piloting and updating the task analysis, and teaching and collecting data. Considerations for implementation for practice are provided.
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Copeland, Susan R., Elizabeth B. Keefe, Anne J. Calhoon, Wendy Tanner, and Seonsook Park. "Preparing Teachers to Provide Literacy Instruction to All Students: Faculty Experiences and Perceptions." Research and Practice for Persons with Severe Disabilities 36, no. 3-4 (December 2011): 126–41. http://dx.doi.org/10.2511/027494811800824499.
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Although there is an increased focus on reading instruction in schools, little is known about how teachers of students with extensive support needs are prepared to provide literacy instruction for this group of students. This paper reports the results of an exploratory study of how literary instruction is addressed within teacher education programs at institutions of higher education that prepare preservice and inservice teachers to work with students with extensive support needs. We conducted telephone interviews with nine teacher educators in university programs across the country that prepare special educators, asking about their experiences and perceptions of what works well and what presents difficulty in preparing teachers to effectively teach literacy skills to students with significant disability, what additional research and practice knowledge is needed in this area, and how they view literacy instruction for students with extensive support needs fitting into the current national debate on reading instruction methodology. Content analysis of respondents' interviews yielded three broad themes that we describe and discuss: Challenges, changes, and future directions for the field. We explore the implications of the study's findings for teacher preparation programs and directions for future research.
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Maida, Paula. "Reading and Note-Taking Prior to Instruction." Mathematics Teacher 88, no. 6 (September 1995): 470–73. http://dx.doi.org/10.5951/mt.88.6.0470.
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How can students achieve mathematics literacy? One of the goals set by the NCTM to develop such literacy in students is the implementation of mathematical communication. Mathematical communication allows students to express their thought processes and is fundamental to the comprehension of mathematics. Mathematical communkation also forces students to be active learners as opposed to passive learners who simply accept and memorize procedures. For students to learn to communicate mathematically, NCTM's Curriculum and Evaluation Standards for School Mathematics recommends that teachers foster a classroom environment that encourages reading, writing, and verbal communication of students' thoughts. “Ideas are discussed, discoveries shared, conjectures confirmed, and knowledge acquired through talking, writing, speaking, listening, and reading” (NCTM 1989, 214).
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Cunningham, Anne E., Jamie Zibulsky, Keith E. Stanovich, and Paula J. Stanovich. "How Teachers Would Spend Their Time Teaching Language Arts." Journal of Learning Disabilities 42, no. 5 (June 12, 2009): 418–30. http://dx.doi.org/10.1177/0022219409339063.
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As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers’ implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers’ implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed.
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Gyovai, Lisa Klett, Gwendolyn Cartledge, Lefki Kourea, Amanda Yurick, and Lenwood Gibson. "Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners." Learning Disability Quarterly 32, no. 3 (August 2009): 143–62. http://dx.doi.org/10.2307/27740365.
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This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.
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Draper, Roni Jo. "Every Teacher a Literacy Teacher? An Analysis of the Literacy-related Messages in Secondary Methods Textbooks." Journal of Literacy Research 34, no. 3 (September 2002): 357–84. http://dx.doi.org/10.1207/s15548430jlr3403_5.
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Every teacher a reading teacher has been the call of educators who have made their life work the promotion of reading and writing for middle and high school students (Gray, 1925; Herber, 1970; Ruddell, 1997; Vacca & Vacca, 2002). State departments of education in many states in the United States require secondary content-area teachers to complete course work in content-area reading and writing in order to obtain a teaching license (Romine, McKenna, & Robinson, 1996), seemingly to support this notion that every content-area teacher should also be a teacher of reading and writing. Although these requirements may be changing to accommodate other state requirements (Stewart & O'Brien, 2001), course work in content-area literacy remains common. Instructors with expertise in adolescent and content-area literacy have provided preservice courses to inform secondary teachers of methods to infuse literacy instruction with content instruction in ways that strengthen students' content-area learning and promote general literacy development. However, despite the slogans, the legislation, and the coursework, limited instruction in literacy occurs in secondary content-area classrooms (Eldridge & Muller, 1986, in Alvermann & Moore, 1991; Ratekin, Simpson, Alvermann, & Dishner, 1985).
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Gabas, Clariebelle, Leesa Marante, and Sonia Q. Cabell. "Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 167–76. http://dx.doi.org/10.1044/pers-sig16-2018-0012.
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Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.
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Elleman, Amy M., and Donald L. Compton. "Beyond Comprehension Strategy Instruction: What's Next?" Language, Speech, and Hearing Services in Schools 48, no. 2 (April 20, 2017): 84–91. http://dx.doi.org/10.1044/2017_lshss-16-0036.
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Purpose In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Conclusions Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.
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Gore, Dolores A., Gary N. Morrison, Martha L. Maas, and Elizabeth A. Anderson. "A Study of Teaching Reading Skills to the Young Child Using Microcomputer Assisted Instruction." Journal of Educational Computing Research 5, no. 2 (May 1989): 179–85. http://dx.doi.org/10.2190/p3td-ha2m-1m5n-gecr.
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The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary purpose was to determine if the children could learn basic computer literacy skills without direct instruction and drill. Through an analysis of the observation notes it was determined that the computer literacy skills were learned by the children while involved in the academic skills instructional program.
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Puzio, Kelly, Glenn T. Colby, and Dana Algeo-Nichols. "Differentiated Literacy Instruction: Boondoggle or Best Practice?" Review of Educational Research 90, no. 4 (June 19, 2020): 459–98. http://dx.doi.org/10.3102/0034654320933536.
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With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors provide multiple examples of content, process, and product differentiation in the context of literacy instruction. Reviewing more than 20 years of literacy research, the authors located 18 studies with 25 study cohorts. Outcomes include fluency, decoding, letter-word reading, vocabulary, comprehension, and writing achievement. The overall weighted mean effect size (g) was +0.13 (p = .002) with 88% of the individual point estimates being positive. Overall, the findings indicate that differentiated literacy instruction is an effective evidence-based practice at the elementary level. When teachers are supported to differentiate instruction, students have significantly higher literacy achievement scores, particularly for letter-word (g = +0.20, p = .014) and writing outcomes (g = +0.96, p < .001). The most successful programs took very different approaches to differentiation, including individualization, choice, and an alternate curriculum. However, across the studies, there was an alarming lack of information about the decision-making processes used to guide differentiation and there were no experimental or quasi-experimental studies on guided reading. This review may be helpful as schools clarify their vision for literacy differentiation.
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Knell, Ellen, and Shin Chi Fame Kao. "Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition." Journal of Immersion and Content-Based Language Education 8, no. 2 (March 20, 2020): 230–56. http://dx.doi.org/10.1075/jicb.00009.kne.
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Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed the other group on reading fluency, character recognition, and reading comprehension measures. In addition, the students who engaged in repeated readings were better able to generalize reading fluency gains to new, but related, reading materials; they also reported more confidence and enjoyment when reading Chinese. Suggestions for integrating peer reading fluency procedures into language arts instruction are proposed.
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Hilaski, Danielle. "Addressing the mismatch through culturally responsive literacy instruction." Journal of Early Childhood Literacy 20, no. 2 (April 17, 2018): 356–84. http://dx.doi.org/10.1177/1468798418765304.
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The American demographic is drastically changing from a largely white, European-American population to one that is extremely diverse. This shift in demographics has impacted on state schools. Students often experience a cultural shock due to a mismatched monocultural, monlinguistic curriculum in schools. This qualitative study explored the way four Reading Recovery teachers attempted to make their Reading Recovery instruction culturally responsive for their culturally and linguistically diverse students. Through constant comparative analysis of data collected through pre- and post-interviews, bi-weekly professional development sessions and debriefings, reflective journals, and artefacts, it was found that the teachers' practices shifted in three main ways: observation, conversation and instruction. Participating teachers found ways to utilize students' social, cultural and linguistic knowledge to establish links between the familiar and new to make learning to read and write easier for their students. Thinking intentionally about the tenets of culturally responsive teaching as well as students' linguistic, social and cultural knowledge, participating teachers found ways to enact culturally responsive teaching in their Reading Recovery instruction.
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Lo, Ya-yu, Adrienne L. Anderson, and Kimberly Bunch-Crump. "Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 133–40. http://dx.doi.org/10.1177/1053451216644829.
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Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program to increase morphological awareness and vocabulary knowledge of English learners with reading disabilities.
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Blanton, William E., Karen D. Wood, and D. Bruce Taylor. "Rethinking Middle School Reading Instruction: A Basic Literacy Activity." Reading Psychology 28, no. 1 (March 2007): 75–95. http://dx.doi.org/10.1080/02702710601115489.
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Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (June 23, 2020): 133–39. http://dx.doi.org/10.1017/edp.2020.13.
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AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.
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Wexler, Jade, Devin M. Kearns, Christopher J. Lemons, Marisa Mitchell, Erin Clancy, Kimberly A. Davidson, Anne C. Sinclair, and Yan Wei. "Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms." Exceptional Children 84, no. 4 (May 8, 2018): 384–402. http://dx.doi.org/10.1177/0014402918771543.
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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided.
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Piasta, Shayne B., Brook Sawyer, Laura M. Justice, Ann A. O’Connell, Hui Jiang, Mine Dogucu, and Kiren S. Khan. "Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading." Journal of Early Intervention 42, no. 3 (October 25, 2019): 224–43. http://dx.doi.org/10.1177/1053815119883410.
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Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers’ provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children’s language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.
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Kreamer, H. Michelle, Sarah Orme, Victoria Hobson, Melinda Moran, Kerrigan Mahoney, Tonya R. Moon, and Catherine Brighton. "Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades." Gifted Child Today 43, no. 1 (December 20, 2019): 34–45. http://dx.doi.org/10.1177/1076217519880590.
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The tool, Elevating Instruction: A Planning Tool, was designed to aid teachers in improving literacy instruction to best meet the academic needs of all students, including advanced readers in the primary classroom. It is crucial for teachers to elevate reading practices for advanced readers during the time when young learners are developing skills to be lifelong readers. Teachers can do this by promoting authentic choice, encouraging student agency and ownership, supporting meaningful peer interactions, and collecting and using formative data. To this end, the authors address these four instructional components within the scope of a literacy block in an elementary classroom using an easy-to-access and easy-to-implement planning tool, which teachers can use to enhance instruction for all students. The use of this tool is depicted by a classroom teacher working with a gifted resource teacher (GRT), demonstrating how the tool can be used to support teachers as they work to improve and elevate literacy instruction.
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Mikulecky, Larry, and Paul Lloyd. "Evaluation of Workplace Literacy Programs: A Profile of Effective Instructional Practices." Journal of Literacy Research 29, no. 4 (December 1997): 555–85. http://dx.doi.org/10.1080/10862969709547974.
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This study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.
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Kamps, Debra, Mary Abbott, Charles Greenwood, Carmen Arreaga-Mayer, Howard Wills, Jennifer Longstaff, Michelle Culpepper, and Cheryl Walton. "Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention." Learning Disability Quarterly 30, no. 3 (August 2007): 153–68. http://dx.doi.org/10.2307/30035561.
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This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.
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Thomas, Kaemanje. "INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 17. http://dx.doi.org/10.25134/erjee.v7i1.1492.
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Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.
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Milosavljević, Bojana. "Dictionary article as text in lexicology instruction." Inovacije u nastavi 33, no. 4 (2020): 13–26. http://dx.doi.org/10.5937/inovacije2004013m.
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The paper presents the possibilities of using dictionary articles from our descriptive monolingual dictionaries as texts for teaching lexicology at academic courses of teacher training faculties. The starting point of the paper is that literary texts are traditionally used in teaching languages, while other types of texts (non-literary texts) are less frequently used, which, in turn, affects students' reading literacy. The main part of the paper focuses on the qualitative analysis of the selected dictionary articles from our descriptive monolingual dictionaries, with a special emphasis on using a dictionary article in teaching lexicology as an 1) introductory text, 2) text used for identifying lexical phenomena, 3) text used for practising lexical phenomena, and 4) text as a part of the knowledge assessment test. Based on our analysis, we concluded that using dictionary articles in teaching lexicology may entail multiple benefits - acquiring the knowledge of lexicology, enriching one's vocabulary, developing language culture, but also developing lexicological knowledge, skills, and habits, which fosters preservice primary school teachers' functional literacy.
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Kling, Joyce, Sanne Larsen, and Simon Francis Thomsen. "The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students." Education Research International 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/7273824.
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Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.
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Wheldall, Kevin, Robyn Beaman, and Elizabeth Langstaff. "‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers." Australasian Journal of Special Education 34, no. 1 (May 1, 2010): 1–16. http://dx.doi.org/10.1375/ajse.34.1.1.
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AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.
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Knapp, Nancy Flanagan. "Tom and Joshua: Perceptions, Conceptions and Progress in Meaning-Based Reading Instruction." Journal of Literacy Research 34, no. 1 (March 2002): 59–98. http://dx.doi.org/10.1207/s15548430jlr3401_3.
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Based on interviews and observations collected during a year in a second-grade classroom, this article presents case studies of two at-risk readers, Tom and Joshua. It describes their perceptions of in-school and out-of-school reading-related activities; their conceptions of reading, learning to read, and themselves as readers; and their responses to their teacher's learner-centered, meaning-based reading instruction. Both boys were enabled to participate in the classroom literacy community and both made progress in reading, but each brought different experiences and conceptions to the class, and so responded differently to the opportunities the class offered. Their stories illustrate the instructional significance of children's conceptions about reading; reaffirm the importance of flexible, meaning-based reading instruction; and demonstrate the power of looking past the “at-risk” label to understand the thoughts, beliefs, resources, and concerns of children who struggle with learning to read.
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Livingston, Sue. "Academic Literacy for Deaf Postsecondary Students through Integrated Reading and Writing Instruction." English Language Teaching 14, no. 6 (May 10, 2021): 1. http://dx.doi.org/10.5539/elt.v14n6p1.
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Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used with hearing students. Differences between the practices are seen in accommodations for students who learn visually, the amount of guidance provided and more opportunities for extensive practice.
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Ortlieb, Evan, and F. D. McDowell. "Looking closer at reading comprehension." English Teaching: Practice & Critique 15, no. 2 (September 5, 2016): 260–75. http://dx.doi.org/10.1108/etpc-08-2015-0069.
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Purpose Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill. Design/methodology/approach This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement. Findings There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance. Practical implications This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors. Originality/value This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth.
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Englert, Carol Sue, Art Garmon, Troy Mariage, Mary Rozendal, Kathi Tarrant, and Joyce Urba. "The Early Literacy Project: Connecting across the Literacy Curriculum." Learning Disability Quarterly 18, no. 4 (November 1995): 253–75. http://dx.doi.org/10.2307/1511233.
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Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups of learners: students of control teachers, students of first-year teachers, and students of second-year teachers. The results clearly indicated the effects of the integrated literacy program on students' reading and writing performance, especially the students of the most experienced teachers. Possible explanations for these findings are discussed.
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McDaniel, Sara C., Ragan McLeod, Coddy L. Carter, and Cecil Robinson. "Supplemental Summer Literacy Instruction: Implications for Preventing Summer Reading Loss." Reading Psychology 38, no. 7 (June 9, 2017): 673–86. http://dx.doi.org/10.1080/02702711.2017.1333070.
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Zhang, Su Zhen, George K. Georgiou, and Hua Shu. "What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls?" Preschool and Primary Education 7, no. 1 (April 16, 2019): 1. http://dx.doi.org/10.12681/ppej.18868.
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We examined what aspects of the home literacy environment (formal home literacy activities, informal home literacy activities, access to literacy resources, age of onset of literacy instruction, child’s interest in reading, and parents’ expectations) differentiate Chinese children at risk for reading difficulties from their not-at-risk controls. Eighteen children from Jining, China, who were at risk for reading difficulties and 32 not-at-risk controls participated in the study. Their parents also participated in the study by filling out a home literacy questionnaire, by recording the daily parent-child reading activities (diary), and by completing the Children’s Title Recognition Checklist. Group comparisons revealed significant differences only in items measuring children’s access to literacy resources and reading interest. Results of discriminant function analyses further showed that the home literacy environment variables could discriminate well between the children at risk for reading difficulties and their controls. Taken together, our findings suggest that to the extent environment plays a role in reading difficulties in Chinese, this should be traced to factors such as child’s interest in reading and access to literacy resources.
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SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (April 1, 2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.
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In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.