Relevant bibliographies by topics / Reading (Secondary) Language arts (Secondary)

Contents

  1. Journal articles

Academic literature on the topic 'Reading (Secondary) Language arts (Secondary)'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reading (Secondary) Language arts (Secondary).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Reading (Secondary) Language arts (Secondary)"

1

Lawrence, Salika A., Rosanne Rabinowitz, and Heather Perna. "Reading Instruction in Secondary English Language Arts Classrooms." Literacy Research and Instruction 48, no. 1 (2008): 39–64. http://dx.doi.org/10.1080/19388070802226279.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ismail, Sadiq Abdulwahed Ahmed. "Secondary School Students’ Reading Anxiety in a Second Language." English Language Teaching 8, no. 11 (2015): 28. http://dx.doi.org/10.5539/elt.v8n11p28.

Full text
Abstract:
<p>Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall results reveal significant differences between the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts). All the recorded differences were in favor of students in the science track. Most of the sources of reading anxiety that were identified by the students were related to language proficiency, specifically knowledge of vocabulary and grammatical rules.</p>
APA, Harvard, Vancouver, ISO, and other styles
3

Poch, Apryl L., and Erica S. Lembke. "Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies." Intervention in School and Clinic 54, no. 2 (2018): 75–82. http://dx.doi.org/10.1177/1053451218765238.

Full text
Abstract:
Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).
APA, Harvard, Vancouver, ISO, and other styles
4

Bickford, John H., Jeremiah Clabough, and Tim N. Taylor. "Fourth-graders' reading, thinking, and writing about historical sources." Social Studies Research and Practice 15, no. 1 (2020): 57–82. http://dx.doi.org/10.1108/ssrp-07-2019-0039.

Full text
Abstract:
PurposeElementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.Design/methodology/approachThis article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.FindingsFindings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.Originality/valueThe inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.
APA, Harvard, Vancouver, ISO, and other styles
5

Schmidt, Renita, Mary M. Jacobs, and Heidi Meyer. "Sociopolitical testing discourses in elementary teachers’ talk about reading assessment." English Teaching: Practice & Critique 16, no. 3 (2017): 391–406. http://dx.doi.org/10.1108/etpc-05-2017-0066.

Full text
Abstract:
Purpose The purpose of this work is to describe the current sociopolitical context and complex consequences surrounding elementary literacy education in one Midwestern US state and consider how power works through language. Design/methodology/approach Using qualitative methods and critical discourse analysis as a theory and method, surveys and interview data from teachers, administrators and parents, policy documents and other artifacts were analyzed and described to explain the sociopolitical climate. Findings Using Fairclough (2015) and Gee’s (2015) tools, the authors identified the discourses of deficiency, efficiency and gatekeeping in the data. Foucault’s ideas about governmentality and regimes of truth are used to explain the ways teachers took up the policies and resisted them. Research limitations/implications The authors argue that a new testing regime is on the move, and more unity and critique by elementary and secondary teachers and administrators will be important for restoring and sustaining quality literacy instruction and decision-making in all classrooms. Practical implications Continued research is needed to understand how particular reading assessments exacerbate and perpetuate the ranking and sorting in schools and the loss and struggle children face when they are denied literacy experiences that validate their lives outside of school and give meaning and purpose to reading in school. Originality value As the reality for secondary education language arts teachers begins to shift to a more restrictive curriculum, a loss of academic freedom and frequent testing, the authors see an opportunity for new professional alliances to form in support of a complex theory of literacy.
APA, Harvard, Vancouver, ISO, and other styles
6

Magnusson, Camilla G., Astrid Roe, and Marte Blikstad‐Balas. "To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms." Reading Research Quarterly 54, no. 2 (2018): 187–212. http://dx.doi.org/10.1002/rrq.231.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Agee, Jane M. "Readers Becoming Teachers of Literature." Journal of Literacy Research 29, no. 3 (1997): 397–431. http://dx.doi.org/10.1080/10862969709547966.

Full text
Abstract:
This naturalistic case study focuses on 2 preservice students in a secondary language arts program. I wanted to know how their histories as readers and students of literature intersected with their secondary-school literature course and how their developing stances on teaching literature changed as they moved through their preservice teaching. Data collection included fieldnotes; audiotaped interviews; reading protocols; documents such as syllabi, handouts, and assignments; preservice students' portfolios, logs, lesson plans, and tests; and videotapes of the participants teaching literature during their preservice teaching. I made observations of additional classes, and I collected teaching logs, lesson plans, and other relevant artifacts. I used a constant-comparison analysis to produce grounded theory about the preservice experience. The data revealed two broad sources of knowledge that were important to the participants' entering perceptions on teaching literature: prior experiences with literature and preexisting conceptions of the role of a teacher. The ideas they brought with them were often in conflict with what they encountered in the preservice course. Their cases illustrate the impact of a secondary-literature course and preservice teaching on participants' ideas about teaching literature.
APA, Harvard, Vancouver, ISO, and other styles
8

Lawrence, Anne M., and Michael B. Sherry. "How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action." Journal of Literacy Research 53, no. 1 (2021): 29–52. http://dx.doi.org/10.1177/1086296x20986598.

Full text
Abstract:
Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.
APA, Harvard, Vancouver, ISO, and other styles
9

Espinoza, Ana María, and Katherine Strasser. "Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile." Social Psychology of Education 23, no. 4 (2020): 861–90. http://dx.doi.org/10.1007/s11218-020-09571-1.

Full text
Abstract:
Abstract In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of reading motivation, in both dimensions: self-concept and value. Paired samples t-tests showed that all participants, male and female, viewed reading as a more feminine endeavor, revealing reading gender stereotypes. A multiple regression analysis showed that reading gender stereotypes explained significant variance in students’ reading self-concept. Expressive identity traits (stereotypically feminine) as well as self-reported sexism both explained significant variance in the value that students associated with reading. The study offers empirical evidence about a relevant but understudied topic, especially in this region. These findings may contribute to the promotion of equal literacy development opportunities for students of both sexes in Latin America.
APA, Harvard, Vancouver, ISO, and other styles
10

Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.

Full text
Abstract:
The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?
APA, Harvard, Vancouver, ISO, and other styles
More sources
You might also be interested in the extended bibliographies on the topic 'Reading (Secondary) Language arts (Secondary)' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography