Thanks to a mini-grant from the Georgia Reading Association awarded in February 2006, I had the opportunity to make a positive impact on my teacher education students' knowledge base and use of Reciprocal Teaching with their elementary students in reading comprehension. The grant allowed me to purchase 21 copies of Reciprocal Teaching at Work (Oczkus, 2003) and one copy of the companion video, Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension (Oczkus, 2005) to use in my classes. In this article, I describe the qualitative action research project, "Getting into Reciprocal Teaching," as it was implemented during the Spring and Fall semesters, 2006, through two of my reading classes at North Georgia College & State University.
{"title":"Getting into Reciprocal Teaching","authors":"L. Holmes","doi":"10.56887/galiteracy.87","DOIUrl":"https://doi.org/10.56887/galiteracy.87","url":null,"abstract":"Thanks to a mini-grant from the Georgia Reading Association awarded in February 2006, I had the opportunity to make a positive impact on my teacher education students' knowledge base and use of Reciprocal Teaching with their elementary students in reading comprehension. The grant allowed me to purchase 21 copies of Reciprocal Teaching at Work (Oczkus, 2003) and one copy of the companion video, Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension (Oczkus, 2005) to use in my classes. In this article, I describe the qualitative action research project, \"Getting into Reciprocal Teaching,\" as it was implemented during the Spring and Fall semesters, 2006, through two of my reading classes at North Georgia College & State University.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117121524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Johnson, Melanie Forehand, Annie Chapman, Atisha Andrews, Ja'Requs Randolph
In this article, we discuss the theory on literacy teaching and learning that undergirded our intentions for creating this book. We then outline the process we followed and explain the impact that this book project has had on us. We draw on our diverse perspectives as teachers, students, and a teacher educator, bringing multiple perspectives on what the ABC book has contributed to our understandings. We hope that our discussion is helpful to other teachers and students in Georgia who are eager to find out more about how their literacy teaching and learning are rooted in contexts and communities.
{"title":"Our Community A to Z: Literacy Teaching and Learning in One Community","authors":"A. Johnson, Melanie Forehand, Annie Chapman, Atisha Andrews, Ja'Requs Randolph","doi":"10.56887/galiteracy.85","DOIUrl":"https://doi.org/10.56887/galiteracy.85","url":null,"abstract":"In this article, we discuss the theory on literacy teaching and learning that undergirded our intentions for creating this book. We then outline the process we followed and explain the impact that this book project has had on us. We draw on our diverse perspectives as teachers, students, and a teacher educator, bringing multiple perspectives on what the ABC book has contributed to our understandings. We hope that our discussion is helpful to other teachers and students in Georgia who are eager to find out more about how their literacy teaching and learning are rooted in contexts and communities.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124203253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we describe the parent literacy project and highlight the potential of efforts to involve parents in meaningful ways with their children's literacy development. Through our work with Latino immigrant parents, we found that parents, even with low literacy skills and not much formal schooling, have the desire and capacity to help with their children's literacy development. The parents were eager to help; they just needed tools.
{"title":"Promoting Family Literacy Among Latino Immigrant Parents: A Concept Mapping Experience","authors":"Clarena Larrotta, Jesse Gainer","doi":"10.56887/galiteracy.86","DOIUrl":"https://doi.org/10.56887/galiteracy.86","url":null,"abstract":"In this article, we describe the parent literacy project and highlight the potential of efforts to involve parents in meaningful ways with their children's literacy development. Through our work with Latino immigrant parents, we found that parents, even with low literacy skills and not much formal schooling, have the desire and capacity to help with their children's literacy development. The parents were eager to help; they just needed tools.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127735493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I take the quiet voice of children's literature, speaking out for the use of children's literature in classrooms at a time when loud voices are advocating for new literacies. I go beyond the more conventional arguments for the use of literature (e.g., that of being able to cradle a book in one's arms while lounging in a favorite chair or listening to the cadences of a beloved adult reading a text while enjoying the illustrator's creative artwork) and address the criticisms of books put forward by new literacies advocates.
{"title":"The Quiet Voices of Children's Literature Amidst the Roar of New Literacies","authors":"S. Peterson","doi":"10.56887/galiteracy.88","DOIUrl":"https://doi.org/10.56887/galiteracy.88","url":null,"abstract":"In this paper, I take the quiet voice of children's literature, speaking out for the use of children's literature in classrooms at a time when loud voices are advocating for new literacies. I go beyond the more conventional arguments for the use of literature (e.g., that of being able to cradle a book in one's arms while lounging in a favorite chair or listening to the cadences of a beloved adult reading a text while enjoying the illustrator's creative artwork) and address the criticisms of books put forward by new literacies advocates.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129200728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For more than a decade, investigations and debates from national reading panels, school reform policies, and the No Child Left Behind Act have amplified the need for basic literacy skills and focused national attention on early literacy. In 2005, recognizing the need to support underachieving high school students, the Striving Readers Initiative was proposed and funded at $24.8 million in the first year and $29.7 in 2006. For fiscal year 2007, $100 million has been requested, a $70.3 million dollar increase (Alliance for Excellent Education, 2007). National attention, however, remains focused on early literacy even as the need to attend to adolescent literacy grows. The need to focus on secondary literacy and secondary literacy teacher preparation was underscored and elaborated upon during the 2006 Literacy Summit, where members were charged with preparing a summary of the status of literacy in the state of Georgia and framing recommendations. Members of the Secondary Education Literacy Team, scholars from various universities in Georgia and professionals from the Georgia Department of Education (GaDOE), not only acknowledged the absence of a concerted focus on adolescent literacy, but also recognized that current literacy practices for 9th-12th grade education are not sufficiently reflective of the opportunities and skills that culturally and linguistically diverse students need to succeed.
{"title":"Secondary Literacy Education: Refocusing National and State Interest","authors":"Jacqueline Tobias","doi":"10.56887/galiteracy.92","DOIUrl":"https://doi.org/10.56887/galiteracy.92","url":null,"abstract":"For more than a decade, investigations and debates from national reading panels, school reform policies, and the No Child Left Behind Act have amplified the need for basic literacy skills and focused national attention on early literacy. In 2005, recognizing the need to support underachieving high school students, the Striving Readers Initiative was proposed and funded at $24.8 million in the first year and $29.7 in 2006. For fiscal year 2007, $100 million has been requested, a $70.3 million dollar increase (Alliance for Excellent Education, 2007). National attention, however, remains focused on early literacy even as the need to attend to adolescent literacy grows. The need to focus on secondary literacy and secondary literacy teacher preparation was underscored and elaborated upon during the 2006 Literacy Summit, where members were charged with preparing a summary of the status of literacy in the state of Georgia and framing recommendations. Members of the Secondary Education Literacy Team, scholars from various universities in Georgia and professionals from the Georgia Department of Education (GaDOE), not only acknowledged the absence of a concerted focus on adolescent literacy, but also recognized that current literacy practices for 9th-12th grade education are not sufficiently reflective of the opportunities and skills that culturally and linguistically diverse students need to succeed.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115172379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Faith H. Wallace, Joyce E. Many, Barbara Stanley, S. Howrey, Jonathan Ponder, Teresa R. Fisher, Eudes Aoulou
Reading is a developmental process beginning with a foundation built in the primary grades and continuing throughout the lives of students and adults. Misconceptions arise that every child will learn to read by third grade, thus, students will be able to read for a lifetime. However, different sophisticated reading skills are needed as students progress through grade levels and in life. Reading becomes more complex. The processes of reading, which are necessary for more intensive study, change from learning to read, the focus of elementary school instruction to reading to learn (Chall, 1983). Text becomes a source of information using technical terms and graphics to further explanations. We specifically emphasize that reading instruction should also change in middle schools, as students are required to engage in more intensive study of subject matter (Irvin, 1992). Adolescent students in middle schools must be critical consumers of information from a multitude of print sources which requires different and additional reading strategies than are used during the learning-to-read phase of instruction.
{"title":"Literacy and Literacy Teacher Education in Grades 4-8","authors":"Faith H. Wallace, Joyce E. Many, Barbara Stanley, S. Howrey, Jonathan Ponder, Teresa R. Fisher, Eudes Aoulou","doi":"10.56887/galiteracy.91","DOIUrl":"https://doi.org/10.56887/galiteracy.91","url":null,"abstract":"Reading is a developmental process beginning with a foundation built in the primary grades and continuing throughout the lives of students and adults. Misconceptions arise that every child will learn to read by third grade, thus, students will be able to read for a lifetime. However, different sophisticated reading skills are needed as students progress through grade levels and in life. Reading becomes more complex. The processes of reading, which are necessary for more intensive study, change from learning to read, the focus of elementary school instruction to reading to learn (Chall, 1983). Text becomes a source of information using technical terms and graphics to further explanations. We specifically emphasize that reading instruction should also change in middle schools, as students are required to engage in more intensive study of subject matter (Irvin, 1992). Adolescent students in middle schools must be critical consumers of information from a multitude of print sources which requires different and additional reading strategies than are used during the learning-to-read phase of instruction.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123922983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher educators in Georgia are concerned about preparing teachers who can help children attain high levels of proficiency in literacy. As a result, representative teacher educators from public and private institutions that prepare teachers came together in the summer of 2006 to look at our state data. We used the data as a springboard to develop our consensus values and beliefs to support pre-service and in-service teachers in educating students in grades Pre-kindergarten through 3rd grade. In the following sections we will describe those critical conversations, our beliefs concerning a core body of knowledge that all reading teachers should know, and how we are working to improve reading instruction to impact student reading achievement in Georgia.
{"title":"Literacy Learning and Teacher Education in the Primary Grades","authors":"Sheryl B. Dasinger, S. Miller, Beth Pendergraft","doi":"10.56887/galiteracy.90","DOIUrl":"https://doi.org/10.56887/galiteracy.90","url":null,"abstract":"Teacher educators in Georgia are concerned about preparing teachers who can help children attain high levels of proficiency in literacy. As a result, representative teacher educators from public and private institutions that prepare teachers came together in the summer of 2006 to look at our state data. We used the data as a springboard to develop our consensus values and beliefs to support pre-service and in-service teachers in educating students in grades Pre-kindergarten through 3rd grade. In the following sections we will describe those critical conversations, our beliefs concerning a core body of knowledge that all reading teachers should know, and how we are working to improve reading instruction to impact student reading achievement in Georgia.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125425605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the summer of 2006, the University System of Georgia's Reading Consortium and the Georgia Department of Education hosted a Literacy Summit, bringing together faculty from public and private institutions in Georgia and representatives from the Department of Education and the Georgia Professional Standards Commission. The purpose of this summit was to analyze the status of literacy and literacy teacher education in Georgia, to reflect on research that could inform the state's progress, and to develop position statements and recommendations to guide future work in this area.
{"title":"The Status of Literacy and Literacy Teacher Education in Georgia: Highlights from the 2006 Literacy Summit","authors":"Joyce E. Many","doi":"10.56887/galiteracy.89","DOIUrl":"https://doi.org/10.56887/galiteracy.89","url":null,"abstract":"In the summer of 2006, the University System of Georgia's Reading Consortium and the Georgia Department of Education hosted a Literacy Summit, bringing together faculty from public and private institutions in Georgia and representatives from the Department of Education and the Georgia Professional Standards Commission. The purpose of this summit was to analyze the status of literacy and literacy teacher education in Georgia, to reflect on research that could inform the state's progress, and to develop position statements and recommendations to guide future work in this area.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134410177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the Literacy Summit, a small group of teacher educators from across the state focused on literacy and literacy teacher education for English to Speakers of Other Languages (ESOL). Presentations of achievement test scores of English Language Learners (ELLs) at the state level mirrored those of ELLs at the national level. Both sets of test scores show evidence of achievement gaps between ELLs and other subgroups of students.
{"title":"The Status of ESOL Teacher Education in the State of Georgia","authors":"Cathleen Doheny, G. Sachs","doi":"10.56887/galiteracy.93","DOIUrl":"https://doi.org/10.56887/galiteracy.93","url":null,"abstract":"During the Literacy Summit, a small group of teacher educators from across the state focused on literacy and literacy teacher education for English to Speakers of Other Languages (ESOL). Presentations of achievement test scores of English Language Learners (ELLs) at the state level mirrored those of ELLs at the national level. Both sets of test scores show evidence of achievement gaps between ELLs and other subgroups of students.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114585113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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