The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students was scheduled to meet partially face-to-face and partially online weekly. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment that I incorporate each semester as part of the course. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school characters on their walk home from school. My original plan was for both middle school students and pre-service educators to draft personal place-based writing short stories- inspired by the mentor text- and participate in writing conferences. Instead, Zoom sessions were conducted in which both sets of students virtually conferenced about their writing pieces when schedules allowed. In this manner, authentic conversations about writing were being cultivated through a virtual approach.
{"title":"Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration","authors":"A. Katz, Alexandra Sledge-Tollerson","doi":"10.56887/galiteracy.14","DOIUrl":"https://doi.org/10.56887/galiteracy.14","url":null,"abstract":"The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students was scheduled to meet partially face-to-face and partially online weekly. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment that I incorporate each semester as part of the course. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school characters on their walk home from school. My original plan was for both middle school students and pre-service educators to draft personal place-based writing short stories- inspired by the mentor text- and participate in writing conferences. Instead, Zoom sessions were conducted in which both sets of students virtually conferenced about their writing pieces when schedules allowed. In this manner, authentic conversations about writing were being cultivated through a virtual approach.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115372448","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}
This is an interview with Alice Ansley, Literacy Coordinator at Dalton County Schools (GA). Dalton County is an ethnically and language-diverse school district with the majority of students receiving free or reduced lunch. Alice Ensley has been recognized for her leadership in literacy education, particularly in regard to facing the challenges of the COVID-19 virus.
{"title":"An Interview with Alice Ensley: District Literacy Coordinator at Dalton County Schools","authors":"Shannon Tovey","doi":"10.56887/galiteracy.12","DOIUrl":"https://doi.org/10.56887/galiteracy.12","url":null,"abstract":"This is an interview with Alice Ansley, Literacy Coordinator at Dalton County Schools (GA). Dalton County is an ethnically and language-diverse school district with the majority of students receiving free or reduced lunch. Alice Ensley has been recognized for her leadership in literacy education, particularly in regard to facing the challenges of the COVID-19 virus.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128059002","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}
This article describes a collaborative Book Bistro between my pre-service teachers and Kim’s middle school students. First, we will describe how this strategy aligns with scholarship supporting adolescent readers and pre-service teachers. We will then share the logistics and results of our event as well as suggestions for others interested in using this strategy.
{"title":"Building Excitement for Reading and Building New Friendships","authors":"Erinn Bentley","doi":"10.56887/galiteracy.20","DOIUrl":"https://doi.org/10.56887/galiteracy.20","url":null,"abstract":"This article describes a collaborative Book Bistro between my pre-service teachers and Kim’s middle school students. First, we will describe how this strategy aligns with scholarship supporting adolescent readers and pre-service teachers. We will then share the logistics and results of our event as well as suggestions for others interested in using this strategy.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122924068","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}
Choral reading, a reading strategy that involves two or more students reading a passage in unison, where striving readers following the reading model provided by more proficient readers in a group, has long been recognized as a vehicle for improving fluency among students with exceptionalities (Kodal, & Akyol, 2018). This instructional strategy, which is the topic of this paper, provides the interpersonal modeling needed by learners with exceptionalities, while providing a safe space for internalization of fluency skills to occur.
{"title":"Using Choral Reading with Students with Exceptionalities to Improve Reading Fluency","authors":"Harriet J. Bessette","doi":"10.56887/galiteracy.22","DOIUrl":"https://doi.org/10.56887/galiteracy.22","url":null,"abstract":"Choral reading, a reading strategy that involves two or more students reading a passage in unison, where striving readers following the reading model provided by more proficient readers in a group, has long been recognized as a vehicle for improving fluency among students with exceptionalities (Kodal, & Akyol, 2018). This instructional strategy, which is the topic of this paper, provides the interpersonal modeling needed by learners with exceptionalities, while providing a safe space for internalization of fluency skills to occur. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122646712","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}
Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begins with reading fluency. Researcher Timothy Rasinski, along with countless other researchers, such as Kodan and Akoyl, The National Reading Panel, and Samuels and Leberge, carry the belief that students who build a foundation of fluency through practice and increase that fluency will develop the ability to comprehend on higher levels (2003). Without this foundation, the learning gap begins and continues to widen year after year. Thus, showing the huge relationship between reading fluency and reading comprehension (Rasinski, 2003). These below grade level readers need interventions that meet them where they are and push them forward to meet their learning goals - enabling them to become better readers. The purpose of this study was to address the needs of below-level readers and to aid in the vertical alignment of research-based interventions and methods in grades 3-5.
年复一年，学生们进入课堂时比年级水平低几个年级，但却被期望表现得像一个年级水平的学生。一个主要的学习差距，在四年级的时候是令人生畏的，那就是学生在阅读方面远远低于年级水平。对一个局外人来说，它可能看起来好像只是一个主题。没什么大不了的!不幸的是，阅读是所有内容领域的基础。一个在阅读方面不成功的学生很可能在其他学习领域也有困难。阅读为理解提供了基础，而这个基础始于阅读的流畅性。研究员Timothy Rasinski，以及无数其他研究者，如Kodan和Akoyl, The National Reading Panel, Samuels和Leberge，都相信通过练习建立流利基础并提高流利度的学生将发展更高层次的理解能力(2003)。没有这个基础，学习差距就会开始，并年复一年地扩大。由此可见，阅读流畅性与阅读理解之间存在着巨大的关系(Rasinski, 2003)。这些低于年级水平的读者需要干预，以满足他们的需求，并推动他们实现学习目标，使他们成为更好的读者。本研究的目的是解决低水平读者的需求，并帮助3-5年级基于研究的干预措施和方法的垂直对齐。
{"title":"Increasing Below Level Readers Fluency and Comprehension","authors":"Shawnee Knott, Shannon Tovey","doi":"10.56887/galiteracy.21","DOIUrl":"https://doi.org/10.56887/galiteracy.21","url":null,"abstract":"Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begins with reading fluency. Researcher Timothy Rasinski, along with countless other researchers, such as Kodan and Akoyl, The National Reading Panel, and Samuels and Leberge, carry the belief that students who build a foundation of fluency through practice and increase that fluency will develop the ability to comprehend on higher levels (2003). Without this foundation, the learning gap begins and continues to widen year after year. Thus, showing the huge relationship between reading fluency and reading comprehension (Rasinski, 2003). These below grade level readers need interventions that meet them where they are and push them forward to meet their learning goals - enabling them to become better readers. The purpose of this study was to address the needs of below-level readers and to aid in the vertical alignment of research-based interventions and methods in grades 3-5.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134392675","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}
With reading proficiently by the end of third grade as a common goal, many school districts are exploring options to enhance early reading instruction. The purpose of this study was to investigate whether the supplemental, computer-assisted reading program i-Ready would significantly affect first grade students’ reading achievement. Participants (n=159) were first graders at two elementary schools - treatment (n= 82) and comparison n= 77). An independent samples t-test was used to compare the mid-year reading achievement scores of the treatment and comparison groups and found no statistically significant differences between groups. Following 10 weeks of twice-weekly 45-minute sessions of i-Ready reading instruction for the treatment group, an independent samples t-test showed that no statistically significant differences in reading achievement existed between the treatment and comparison groups. Several possibilities for this finding are discussed.
{"title":"A Comparative Study of the Effects of Computer-Assisted Instruction on the Reading Achievement of First Graders","authors":"T. Hudson, Linda M. Reeves, R. Giles, L. Brannan","doi":"10.56887/galiteracy.18","DOIUrl":"https://doi.org/10.56887/galiteracy.18","url":null,"abstract":"With reading proficiently by the end of third grade as a common goal, many school districts are exploring options to enhance early reading instruction. The purpose of this study was to investigate whether the supplemental, computer-assisted reading program i-Ready would significantly affect first grade students’ reading achievement. Participants (n=159) were first graders at two elementary schools - treatment (n= 82) and comparison n= 77). An independent samples t-test was used to compare the mid-year reading achievement scores of the treatment and comparison groups and found no statistically significant differences between groups. Following 10 weeks of twice-weekly 45-minute sessions of i-Ready reading instruction for the treatment group, an independent samples t-test showed that no statistically significant differences in reading achievement existed between the treatment and comparison groups. Several possibilities for this finding are discussed. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129862411","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}
This is an interview with Dr. Caitlin Dooley who is the Deputy Superintendent of the Georgia Department of Education.
这是对凯特琳·杜利博士的采访她是乔治亚州教育部的副局长。
{"title":"What’s Next for Literacy Education in Georgia?","authors":"S. Howrey","doi":"10.56887/galiteracy.19","DOIUrl":"https://doi.org/10.56887/galiteracy.19","url":null,"abstract":"This is an interview with Dr. Caitlin Dooley who is the Deputy Superintendent of the Georgia Department of Education. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115849408","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}
The interest in and understanding of dyslexia has become increasingly important in educational fields and the legislative process in the United States. This article provides information on what dyslexia is, the history of research on dyslexia, dyslexia laws across the US, and Georgia’s Dyslexia Law: Senate Bill 48 and its impact on educational entities.
{"title":"Dyslexia and Georgia Senate Bill 48","authors":"Nora W Schlesinger","doi":"10.56887/galiteracy.16","DOIUrl":"https://doi.org/10.56887/galiteracy.16","url":null,"abstract":"The interest in and understanding of dyslexia has become increasingly important in educational fields and the legislative process in the United States. This article provides information on what dyslexia is, the history of research on dyslexia, dyslexia laws across the US, and Georgia’s Dyslexia Law: Senate Bill 48 and its impact on educational entities.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117135866","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, the authors explore various theories to inform educators and educational leaders who are looking for ways to better meet the literacy needs of all of their diverse students, including striving readers, culturally and linguistically diverse readers, and proficient and excelling readers. They call on educators to embrace a balanced approach that is informed by multiple bottom-up and top-down theories to better meet the needs of all their students. Focus is first given to Gough’s and LaBerge and Samuels’ information processing models (bottom-up models) followed by the psycholinguistic, schema, and transactional reader response top-down theories. Discussion of both the bottom-up and top-down theoretical approaches includes background information on notable theorists and explanations of specific theories that are instrumental in enriching the teaching of reading in a variety of classroom settings to a variety of students. Literature relevant to these theories is reviewed, and practical classroom implications of implementing these theories are explored to provide educators with hands-on tools and suggestions they can use to improve and enrich literacy instruction for all their students. Finally, a case is made for why educators should call upon multiple theories when making instructional decisions.
{"title":"A Balanced Approach to Literacy Instruction and Support for Diverse Learners","authors":"Bonnie Mondesir, R. A. Griffin","doi":"10.56887/galiteracy.17","DOIUrl":"https://doi.org/10.56887/galiteracy.17","url":null,"abstract":"In this article, the authors explore various theories to inform educators and educational leaders who are looking for ways to better meet the literacy needs of all of their diverse students, including striving readers, culturally and linguistically diverse readers, and proficient and excelling readers. They call on educators to embrace a balanced approach that is informed by multiple bottom-up and top-down theories to better meet the needs of all their students. Focus is first given to Gough’s and LaBerge and Samuels’ information processing models (bottom-up models) followed by the psycholinguistic, schema, and transactional reader response top-down theories. Discussion of both the bottom-up and top-down theoretical approaches includes background information on notable theorists and explanations of specific theories that are instrumental in enriching the teaching of reading in a variety of classroom settings to a variety of students. Literature relevant to these theories is reviewed, and practical classroom implications of implementing these theories are explored to provide educators with hands-on tools and suggestions they can use to improve and enrich literacy instruction for all their students. Finally, a case is made for why educators should call upon multiple theories when making instructional decisions. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124681366","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}
Morgan Mitchell, Sybil A. Keesbury, Vicki L. Luther
This article discusses a research study conducted to evaluate whether young students’ educational experiences prior to entering kindergarten affects their accomplishments within the content of English language arts and social development. Data from the Georgia Kindergarten Inventory of Developing Skills (GKIDS) and Student Learning Objectives (SLOs) were analyzed in one high-poverty elementary school over the course of a full academic year. Learning more about students’ early literacy and development can allow teachers to have a much greater understanding of their students’ needs. This, in turn, can benefit all students as they begin their formal educational experiences and as they learn and grow socially, emotionally, and cognitively.
{"title":"Ready, Set, Grow: Exploring the Readiness and Preparation of Kindergarten Students within a Title 1 School","authors":"Morgan Mitchell, Sybil A. Keesbury, Vicki L. Luther","doi":"10.56887/galiteracy.11","DOIUrl":"https://doi.org/10.56887/galiteracy.11","url":null,"abstract":"This article discusses a research study conducted to evaluate whether young students’ educational experiences prior to entering kindergarten affects their accomplishments within the content of English language arts and social development. Data from the Georgia Kindergarten Inventory of Developing Skills (GKIDS) and Student Learning Objectives (SLOs) were analyzed in one high-poverty elementary school over the course of a full academic year. Learning more about students’ early literacy and development can allow teachers to have a much greater understanding of their students’ needs. This, in turn, can benefit all students as they begin their formal educational experiences and as they learn and grow socially, emotionally, and cognitively.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133304067","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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