This article addresses a small group literature discussion technique that was implemented during one pre-service teacher’s field experience in a seventh grade Language Arts classroom. Based on the principles of social constructivism and transactional theory of reader response, the DECAL model is structured to allow students to better understand the complexity of literary elements and to stimulate lively discussions. DECAL stands for Design, Extensions, Connections, Author’s Structure, and Language. It is a variation of collaborative literacy in which group processes are a part of the individual learning activity. DECAL provides teachers with the steps to promote active engagement and empower students to build their own knowledge within the constructed democracy of learning. The small group literature discussion technique presented in this article is applicable to teacher educators who wish to address the important role of collaborative book discussion for young adolescent readers in middle grade pre-serviceteacher education.
{"title":"DECAL: A Strategy for Collaborative Literature Discussions","authors":"L. Soares, A. Newkirk","doi":"10.56887/galiteracy.39","DOIUrl":"https://doi.org/10.56887/galiteracy.39","url":null,"abstract":"This article addresses a small group literature discussion technique that was implemented during one pre-service teacher’s field experience in a seventh grade Language Arts classroom. Based on the principles of social constructivism and transactional theory of reader response, the DECAL model is structured to allow students to better understand the complexity of literary elements and to stimulate lively discussions. DECAL stands for Design, Extensions, Connections, Author’s Structure, and Language. It is a variation of collaborative literacy in which group processes are a part of the individual learning activity. DECAL provides teachers with the steps to promote active engagement and empower students to build their own knowledge within the constructed democracy of learning. The small group literature discussion technique presented in this article is applicable to teacher educators who wish to address the important role of collaborative book discussion for young adolescent readers in middle grade pre-serviceteacher education. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124024541","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 spring of 2011, I met with an elementary teacher who described the challenges she faced when meeting the curriculum pacing guidelines set by her school district. She explained how she felt a great deal of pressure to address a wide range of content standards within a relatively short period of time due mostly to constraints of high-stakes testing. She then mentioned a possible solution to this dilemma. Her idea became the basis for this study.
{"title":"Literacy Gains through Digital Documentaries: A Photo Essay","authors":"Jabari Cain, Brent Daigle, D. Taylor","doi":"10.56887/galiteracy.38","DOIUrl":"https://doi.org/10.56887/galiteracy.38","url":null,"abstract":"In the spring of 2011, I met with an elementary teacher who described the challenges she faced when meeting the curriculum pacing guidelines set by her school district. She explained how she felt a great deal of pressure to address a wide range of content standards within a relatively short period of time due mostly to constraints of high-stakes testing. She then mentioned a possible solution to this dilemma. Her idea became the basis for this study. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127092836","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 purpose of this brief literature review is to introduce journal readers to the cognitive psychology of multiple text comprehension. Relatively little is known about how advanced readers effectively synthesize and comprehend ideas when, for example, they must read multiple sources to prepare for a college exam. Both cognitive-psychological theory and empirical work that has been done on this topic is summarized. From this nascent literature base, recommendations are made to educators of secondary and post-secondary students regarding how to facilitate the integration and comprehension of information across multiple texts.
{"title":"The Cognitive Psychology of Multiple Text Comprehension: What Can Educators Garner from the Literature","authors":"Tracy Linderholm","doi":"10.56887/galiteracy.34","DOIUrl":"https://doi.org/10.56887/galiteracy.34","url":null,"abstract":"The purpose of this brief literature review is to introduce journal readers to the cognitive psychology of multiple text comprehension. Relatively little is known about how advanced readers effectively synthesize and comprehend ideas when, for example, they must read multiple sources to prepare for a college exam. Both cognitive-psychological theory and empirical work that has been done on this topic is summarized. From this nascent literature base, recommendations are made to educators of secondary and post-secondary students regarding how to facilitate the integration and comprehension of information across multiple texts.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134435055","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 qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs.
{"title":"Middle School Literacy Coaches: Perceptions of Roles and Responsibilities","authors":"Katie Stover, Maryann Mraz","doi":"10.56887/galiteracy.25","DOIUrl":"https://doi.org/10.56887/galiteracy.25","url":null,"abstract":"This article describes a qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123732556","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}
To achieve language proficiency, older English learners face the challenge of simultaneously acquiring the academic language of school while building the vocabulary base of a mature readers and language users--that is, high frequency words found in a variety of texts and known by proficient readers. One particularly useful classroom tool that supports vocabulary learning is the word wall. While traditionally associated with primary and elementary classrooms, the word wall, if implemented appropriately, may potentially aid the vocabulary development of English learners. In this study, we compared the use of digital word walls to two research-based interactive word wall formats with high school English learners. While we found no differences in word-meaning acquisition, the level of engagement was higher when students participated in the digital word wall format where they developed vocabulary vodcasts using Photostory. All three interactive word wall instructional techniques are described in this article.
{"title":"Revitalizing Word Walls for High School English Learners: Conventional and Digital Opportunities for Learning New Words","authors":"Janis Harmon, L. Fraga, Elizabeth Martin, K. Wood","doi":"10.56887/galiteracy.37","DOIUrl":"https://doi.org/10.56887/galiteracy.37","url":null,"abstract":"To achieve language proficiency, older English learners face the challenge of simultaneously acquiring the academic language of school while building the vocabulary base of a mature readers and language users--that is, high frequency words found in a variety of texts and known by proficient readers. One particularly useful classroom tool that supports vocabulary learning is the word wall. While traditionally associated with primary and elementary classrooms, the word wall, if implemented appropriately, may potentially aid the vocabulary development of English learners. In this study, we compared the use of digital word walls to two research-based interactive word wall formats with high school English learners. While we found no differences in word-meaning acquisition, the level of engagement was higher when students participated in the digital word wall format where they developed vocabulary vodcasts using Photostory. All three interactive word wall instructional techniques are described in this article. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127964107","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 visual literacy project completed by teacher candidates at a Georgia university with students in field placement classrooms in grades 3-5. The purpose of this project was to explore how teachers can use photography to integrate literacy and the content areas. The project was completed during an eight week time period in which each teacher candidate tutored one child in grades 3-5 who struggled in an area of reading. Picture literacy samples indicate that teachers can integrate math with photography and music with photography.
{"title":"Visual Literacy: A Picture Can Be Worth Ten Thousand Words","authors":"Stacy Delacruz","doi":"10.56887/galiteracy.44","DOIUrl":"https://doi.org/10.56887/galiteracy.44","url":null,"abstract":"This article describes a visual literacy project completed by teacher candidates at a Georgia university with students in field placement classrooms in grades 3-5. The purpose of this project was to explore how teachers can use photography to integrate literacy and the content areas. The project was completed during an eight week time period in which each teacher candidate tutored one child in grades 3-5 who struggled in an area of reading. Picture literacy samples indicate that teachers can integrate math with photography and music with photography. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114239051","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}
Gone are the days when reading and writing consisted solely of printed text on paper. Now, electronic text encompasses much of what we read and write on a daily basis. This electronic text is provided to us by the World Wide Web in various forms such as emails, blogs, Wikis, and social networks. It is vital that schools stay up-to-date by incorporating this technology into the classroom and thus developing students’ reading and writing abilities. The interactive whiteboard is one such tool that can be used throughout the five stages of the writing process to enhance students’ writing.
{"title":"Using Interactive Whiteboards to Enhance the Writing Process","authors":"L. K. Ely, Jerilou J. Moore","doi":"10.56887/galiteracy.45","DOIUrl":"https://doi.org/10.56887/galiteracy.45","url":null,"abstract":"Gone are the days when reading and writing consisted solely of printed text on paper. Now, electronic text encompasses much of what we read and write on a daily basis. This electronic text is provided to us by the World Wide Web in various forms such as emails, blogs, Wikis, and social networks. It is vital that schools stay up-to-date by incorporating this technology into the classroom and thus developing students’ reading and writing abilities. The interactive whiteboard is one such tool that can be used throughout the five stages of the writing process to enhance students’ writing. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131170062","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 study examined an instructional method that combined scaffolding and Schema Theory to address the reading comprehension of 105 urban high school students. Participants in the treatment condition read a pair of advance organizers and were asked to paraphrase them in writing to stimulate durable memory representation prior to reading the main passages. Students were assessed on their comprehension of both a narrative and an essay to measure treatment effects across text genres. Low level readers were expected to show greater benefits. Both high and low level readers from the treatment group benefited from the advance information on both passages. The results suggest that comprehension may be readily addressed via schema activation through advance organizers paired with cognitive strategies designed to assist with the encoding of information into long term memory.
{"title":"Schema and Scaffolding: Testing Advance Organizers’ Effect on Secondary Students’ Reading Comprehension","authors":"Joshua A. Cuevas","doi":"10.56887/galiteracy.47","DOIUrl":"https://doi.org/10.56887/galiteracy.47","url":null,"abstract":"This study examined an instructional method that combined scaffolding and Schema Theory to address the reading comprehension of 105 urban high school students. Participants in the treatment condition read a pair of advance organizers and were asked to paraphrase them in writing to stimulate durable memory representation prior to reading the main passages. Students were assessed on their comprehension of both a narrative and an essay to measure treatment effects across text genres. Low level readers were expected to show greater benefits. Both high and low level readers from the treatment group benefited from the advance information on both passages. The results suggest that comprehension may be readily addressed via schema activation through advance organizers paired with cognitive strategies designed to assist with the encoding of information into long term memory. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122961283","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 study explored the ways that two teachers taught their students to select books for independent reading and the ways the students demonstrated their understanding of those lessons. Two teachers and 12 third-grade students participated in this qualitative, comparative case study. Results suggest that students who learned to select books based on personal interests and to judge the book’s level of difficulty independently demonstrated higher levels of self-efficacy and intrinsic motivation to read. Conversely, students who learned to use external criteria for choosing books demonstrated an external locus of control and relied on external motivation for reading.
{"title":"Teacher Influence on Book Selection of Third Grade Students","authors":"Sheila Delony, K. Hathorn","doi":"10.56887/galiteracy.46","DOIUrl":"https://doi.org/10.56887/galiteracy.46","url":null,"abstract":"This study explored the ways that two teachers taught their students to select books for independent reading and the ways the students demonstrated their understanding of those lessons. Two teachers and 12 third-grade students participated in this qualitative, comparative case study. Results suggest that students who learned to select books based on personal interests and to judge the book’s level of difficulty independently demonstrated higher levels of self-efficacy and intrinsic motivation to read. Conversely, students who learned to use external criteria for choosing books demonstrated an external locus of control and relied on external motivation for reading.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132438794","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}
Ryan Nivens, Lori T. Meier, Michael Brikell, Edward J. Dwyer
The focus in this article is on integrating instruction in reading fluency with mathematical concept development in the primary grades. Procedures are described herein for having students engage in hands-on mathematics while reading children’s literature. In addition, students produce an audio compact disk and engage in performance reading in a readers’ theater format with stick puppets. The strategies presented can be adapted in a variety of leaning environments.
{"title":"Integrating Mathematics and Reading Fluency Instruction in the Primary Grades","authors":"Ryan Nivens, Lori T. Meier, Michael Brikell, Edward J. Dwyer","doi":"10.56887/galiteracy.43","DOIUrl":"https://doi.org/10.56887/galiteracy.43","url":null,"abstract":"The focus in this article is on integrating instruction in reading fluency with mathematical concept development in the primary grades. Procedures are described herein for having students engage in hands-on mathematics while reading children’s literature. In addition, students produce an audio compact disk and engage in performance reading in a readers’ theater format with stick puppets. The strategies presented can be adapted in a variety of leaning environments.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121552957","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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