K-12 classrooms are becoming increasingly more diverse. In order to address the literacy learning needs among all students more effectively, literacy teachers must be sufficiently prepared to address diversity in literacy education. This study explored current preparation practices among literacy teacher educators in one state located in the Southern United States and used sociocultural theories as a lens to better understand reported practice. Qualitative data were collected from 57 responses provided to an open-ended question included on an electronically disseminated survey. Data were analyzed with coding and constant comparison techniques, which resulted in three major themes: coursework, authentic contexts, and resource materials. Findings emphasized a strong need for literacy teacher educators to examine and evaluate their current preparation practices and identify ways to strengthen them to address multicultural education, critical pedagogy, and critical literacy more explicitly. Limitations for this study were addressed, along with recommendations for future studies.
{"title":"Diversity in Literacy Education: How Are Literacy Teacher Educators Preparing Teacher Candidates?","authors":"Rebekah E. Piper, L. Sharp, Roberta D. Raymond","doi":"10.56887/galiteracy.9","DOIUrl":"https://doi.org/10.56887/galiteracy.9","url":null,"abstract":"K-12 classrooms are becoming increasingly more diverse. In order to address the literacy learning needs among all students more effectively, literacy teachers must be sufficiently prepared to address diversity in literacy education. This study explored current preparation practices among literacy teacher educators in one state located in the Southern United States and used sociocultural theories as a lens to better understand reported practice. Qualitative data were collected from 57 responses provided to an open-ended question included on an electronically disseminated survey. Data were analyzed with coding and constant comparison techniques, which resulted in three major themes: coursework, authentic contexts, and resource materials. Findings emphasized a strong need for literacy teacher educators to examine and evaluate their current preparation practices and identify ways to strengthen them to address multicultural education, critical pedagogy, and critical literacy more explicitly. Limitations for this study were addressed, along with recommendations for future studies.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"44 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":"123848876","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 qualitative study explored reading motivation among high school English learners whose first language was Spanish. Latinx English learners (N = 87) from two southeastern, suburban school districts took part in the first stage of the research. The researcher utilized subscores for self-concept as a reader and value of reading from a recognized reading motivation survey instrument along with reading subscores on a nationally recognized standardized language assessment to identify students who could be presumed to be less-motivated readers (n = 14) for interview selection. Responses from six randomly selected interviewees from this less-motivated pool of participants demonstrated that they faced numerous obstacles toward becoming proficient readers, including challenging home environments and debilitating anxieties. Overall, a series of complex factors were shown to inhibit reading motivation. Implications and practical recommendations for educators are discussed.
{"title":"Exploring the Reading Motivation of Less-Motivated Adolescent Latinx English Learners","authors":"R. A. Griffin","doi":"10.56887/galiteracy.10","DOIUrl":"https://doi.org/10.56887/galiteracy.10","url":null,"abstract":"This qualitative study explored reading motivation among high school English learners whose first language was Spanish. Latinx English learners (N = 87) from two southeastern, suburban school districts took part in the first stage of the research. The researcher utilized subscores for self-concept as a reader and value of reading from a recognized reading motivation survey instrument along with reading subscores on a nationally recognized standardized language assessment to identify students who could be presumed to be less-motivated readers (n = 14) for interview selection. Responses from six randomly selected interviewees from this less-motivated pool of participants demonstrated that they faced numerous obstacles toward becoming proficient readers, including challenging home environments and debilitating anxieties. Overall, a series of complex factors were shown to inhibit reading motivation. Implications and practical recommendations for educators are discussed.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"14 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":"121378296","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}
Renee Rice Moran, LaShay Jenkins, S. Fisher, Edward J. Dwyer
The authors offer a fascinating article that centers on using text sets to enhance reading comprehension. They focus on The Westward Movement as just one example for classroom teachers to understand the many benefits when text sets are used in a reading program.
{"title":"Engaging Strategies for Developing Reading Competencies","authors":"Renee Rice Moran, LaShay Jenkins, S. Fisher, Edward J. Dwyer","doi":"10.56887/galiteracy.3","DOIUrl":"https://doi.org/10.56887/galiteracy.3","url":null,"abstract":"The authors offer a fascinating article that centers on using text sets to enhance reading comprehension. They focus on The Westward Movement as just one example for classroom teachers to understand the many benefits when text sets are used in a reading program.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121139584","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 highlights reading stations in a reading program. The author provides many helpful suggestions for implementation and to ensure success in maximizing reading.
本文重点介绍了阅读节目中的阅读站。作者提出了许多有益的建议，以确保阅读最大化的成功。
{"title":"Taming the Beast: How I Took Back Guided Reading","authors":"Laura Sandling","doi":"10.56887/galiteracy.4","DOIUrl":"https://doi.org/10.56887/galiteracy.4","url":null,"abstract":"This article highlights reading stations in a reading program. The author provides many helpful suggestions for implementation and to ensure success in maximizing reading.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124588925","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 is a case study that highlights how implementing strategic questions in critical literacy can engage even young readers in critical conversations. The authors address the merits of integrating technology and critical literacy into a kindergarten reading program.
{"title":"Reimagining the Traditional Pedagogy of Literacy","authors":"Virginie Jackson, Kinsey Shrewsbury","doi":"10.56887/galiteracy.2","DOIUrl":"https://doi.org/10.56887/galiteracy.2","url":null,"abstract":"This article is a case study that highlights how implementing strategic questions in critical literacy can engage even young readers in critical conversations. The authors address the merits of integrating technology and critical literacy into a kindergarten reading program. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126147211","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 authors first address the unwanted consequences that come with high-stakes testing on children’s love for reading and then offer reading and writing workshops as successful alternatives to make reading enjoyable again for students.
{"title":"Teaching to the Test from a Parent’s Perspective","authors":"A. Kettle, Melinda S. Miller","doi":"10.56887/galiteracy.1","DOIUrl":"https://doi.org/10.56887/galiteracy.1","url":null,"abstract":"The authors first address the unwanted consequences that come with high-stakes testing on children’s love for reading and then offer reading and writing workshops as successful alternatives to make reading enjoyable again for students.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132324140","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}
Students who do not show growth from whole class (Tier 1) and small group (Tier 2) reading fluency interventions, may require one-on-one interventions that are designed to support the development of fluent oral reading. The authors of this article reintroduce the Neurological Impress Method (NIM) and provide a research-based protocol and practical recommendations for implementation. Existing research on the NIM provides evidence for giving it another chance for one-on-one reading fluency interventions.
{"title":"Give the Neurological Impress Method Another Chance for One-to-One Fluency Interventions","authors":"M. Mitchell, Vassiliki I. Zygouris-Coe","doi":"10.56887/galiteracy.5","DOIUrl":"https://doi.org/10.56887/galiteracy.5","url":null,"abstract":"Students who do not show growth from whole class (Tier 1) and small group (Tier 2) reading fluency interventions, may require one-on-one interventions that are designed to support the development of fluent oral reading. The authors of this article reintroduce the Neurological Impress Method (NIM) and provide a research-based protocol and practical recommendations for implementation. Existing research on the NIM provides evidence for giving it another chance for one-on-one reading fluency interventions.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123861166","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}
Phonological awareness encompasses three main subsets of skills: awareness of words, syllables, and sounds. These three skills work in concert to support students’ reading development. By purposefully utilizing time in the classroom, teachers can embed phonological awareness activities during common transitions, thus maximizing students’ exposure to early literacy skills. Through these deliberately planned activities, teachers can not only provide effective instruction, but they can ensure that throughout the school day, transitions run smoothly with fewer disruptions and off-task behaviors.
{"title":"Maximizing Learning: Embedding Phonological Awareness Throughout the Day","authors":"Shawnna Helf, L. Yearta, Kavin Ming","doi":"10.56887/galiteracy.8","DOIUrl":"https://doi.org/10.56887/galiteracy.8","url":null,"abstract":"Phonological awareness encompasses three main subsets of skills: awareness of words, syllables, and sounds. These three skills work in concert to support students’ reading development. By purposefully utilizing time in the classroom, teachers can embed phonological awareness activities during common transitions, thus maximizing students’ exposure to early literacy skills. Through these deliberately planned activities, teachers can not only provide effective instruction, but they can ensure that throughout the school day, transitions run smoothly with fewer disruptions and off-task behaviors.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130830077","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}
Children’s literature can enhance readers’ understandings of themselves and others in an increasingly diverse world. This article examines the need for inclusion and discussion of diverse literature in the classroom. Specifically, the authors describe a partnership between fifth graders and preservice teachers to digitally discuss the book, A Long Walk to Water (Park, 2010) using a student-friendly blog. Both groups broadened their worldview and the need for social justice through the reading and blogging about the selected literature. The authors share classroom implications and extensions to advocate for social action. Projects such as the one described in this article remind teachers and children that common bonds of humanity can build empathy, unite us all, and inspire us to take action for social justice.
在一个日益多样化的世界里，儿童文学可以增强读者对自己和他人的理解。这篇文章探讨了在课堂上包容和讨论不同文学的必要性。具体来说，作者描述了五年级学生和职前教师之间的合作关系，他们使用学生友好的博客以数字方式讨论《a Long Walk to Water》(Park, 2010)这本书。两组人都通过阅读和写博客来扩大他们的世界观和对社会正义的需求。作者分享了课堂影响和扩展，以倡导社会行动。这篇文章中描述的项目提醒教师和孩子们，人类的共同纽带可以建立同理心，团结我们所有人，并激励我们为社会正义采取行动。
{"title":"Children’s Literature to Develop Awareness and Advocacy for Social Justice","authors":"Katie Kelley, L. Yearta","doi":"10.56887/galiteracy.7","DOIUrl":"https://doi.org/10.56887/galiteracy.7","url":null,"abstract":"Children’s literature can enhance readers’ understandings of themselves and others in an increasingly diverse world. This article examines the need for inclusion and discussion of diverse literature in the classroom. Specifically, the authors describe a partnership between fifth graders and preservice teachers to digitally discuss the book, A Long Walk to Water (Park, 2010) using a student-friendly blog. Both groups broadened their worldview and the need for social justice through the reading and blogging about the selected literature. The authors share classroom implications and extensions to advocate for social action. Projects such as the one described in this article remind teachers and children that common bonds of humanity can build empathy, unite us all, and inspire us to take action for social justice.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129100617","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 closely examines the relationship between vocabulary acquisition and reading comprehension, specifically for English learners. The authors first set out to identify the relationship between vocabulary knowledge and comprehension. Research-based instructional strategies are then described with discussion centering on how these strategies specifically benefit English learners. Central to the thesis is that a reader must be able to decode words and assign meaning to those words with little to no effort to fully engage in and comprehend any type of text. Due to the language barrier, some English learners have a particularly difficult time decoding and assigning meaning to words. The research presented here supports the integration of reading strategies that can be used to build English learners’ reading comprehension, both explicit vocabulary instruction combined with organic, student-centered language learning. Some of the strategies discussed include daily interactive read aloud, audio recordings of students reading, whole group shared reading experiences, and direct and explicit vocabulary instruction.
{"title":"Building Comprehension Through Explicit and Organic Vocabulary Instruction for English Learners","authors":"Marisa Gonzales, Robert Griffin","doi":"10.56887/galiteracy.6","DOIUrl":"https://doi.org/10.56887/galiteracy.6","url":null,"abstract":"This article closely examines the relationship between vocabulary acquisition and reading comprehension, specifically for English learners. The authors first set out to identify the relationship between vocabulary knowledge and comprehension. Research-based instructional strategies are then described with discussion centering on how these strategies specifically benefit English learners. Central to the thesis is that a reader must be able to decode words and assign meaning to those words with little to no effort to fully engage in and comprehend any type of text. Due to the language barrier, some English learners have a particularly difficult time decoding and assigning meaning to words. The research presented here supports the integration of reading strategies that can be used to build English learners’ reading comprehension, both explicit vocabulary instruction combined with organic, student-centered language learning. Some of the strategies discussed include daily interactive read aloud, audio recordings of students reading, whole group shared reading experiences, and direct and explicit vocabulary instruction.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115969947","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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