Pub Date : 2023-11-16DOI: 10.1080/19388071.2023.2267624
Adam Brieske‐Ulenski, Michelle J. Kelley
{"title":"Development and Validation of the Literacy Coach Self-Efficacy Scale","authors":"Adam Brieske‐Ulenski, Michelle J. Kelley","doi":"10.1080/19388071.2023.2267624","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267624","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"19 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267065","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}
Pub Date : 2023-11-15DOI: 10.1080/19388071.2023.2267622
Rebecca E. Linares, Dorian Harrison, Stacey Korson
This critical multicultural analysis examines the racial and ethnic, gender, and class representations of the read aloud content included in the McGraw Hill Wonders first grade curriculum published...
{"title":"Oversights and Erasures of Diversity in First Grade Read Aloud Materials: A Critical Multicultural Analysis","authors":"Rebecca E. Linares, Dorian Harrison, Stacey Korson","doi":"10.1080/19388071.2023.2267622","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267622","url":null,"abstract":"This critical multicultural analysis examines the racial and ethnic, gender, and class representations of the read aloud content included in the McGraw Hill Wonders first grade curriculum published...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"51 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525628","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}
{"title":"“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative","authors":"Megan Chaffin, Holly Sheppard Riesco, Kathryn Hackett-Hill, Vicki Collet, Megan Yates Grizzle, Jacob Warren","doi":"10.1080/19388071.2023.2271085","DOIUrl":"https://doi.org/10.1080/19388071.2023.2271085","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217938","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}
Pub Date : 2023-10-16DOI: 10.1080/19388071.2023.2267608
Sharon M. Pratt, Tracey S. Hodges
ABSTRACTTeachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers develop their competencies in rehearsing think-alouds for future instruction does not exist. Thus, the present study presents a Skill Continuum of Literacy Think-Aloud Practice demonstrated in preservice teachers’ (PSTs) articulation of metacognitive processes in modeled think-alouds during reading and writing instruction. Using qualitative content analysis, we explored how 55 PSTs applied metacognitive processes within online discussion forums for rehearsed think-alouds of reading and writing to create a skill continuum. This Skill Continuum of Literacy Think-Aloud Practice illustrates novice to more expert articulation of metacognitive processes within literacy think-alouds. Our findings reveal that integrating the metacognitive elements, rather than presenting them as discrete elements, reflects a more refined use of think-alouds in literacy instruction. Additionally, our findings highlight that integration of literacy strategies and skills shows a more refined level of implementation of modeling and explaining one’s thinking during reading and writing.KEYWORDS: Think-aloudsmetacognitionpreservice teacherscognitive apprenticeshipreadingwriting Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Making Thinking Explicit: A Skill Continuum of Preservice Teacher Use of Strategic Think-Alouds in Literacy Instruction","authors":"Sharon M. Pratt, Tracey S. Hodges","doi":"10.1080/19388071.2023.2267608","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267608","url":null,"abstract":"ABSTRACTTeachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers develop their competencies in rehearsing think-alouds for future instruction does not exist. Thus, the present study presents a Skill Continuum of Literacy Think-Aloud Practice demonstrated in preservice teachers’ (PSTs) articulation of metacognitive processes in modeled think-alouds during reading and writing instruction. Using qualitative content analysis, we explored how 55 PSTs applied metacognitive processes within online discussion forums for rehearsed think-alouds of reading and writing to create a skill continuum. This Skill Continuum of Literacy Think-Aloud Practice illustrates novice to more expert articulation of metacognitive processes within literacy think-alouds. Our findings reveal that integrating the metacognitive elements, rather than presenting them as discrete elements, reflects a more refined use of think-alouds in literacy instruction. Additionally, our findings highlight that integration of literacy strategies and skills shows a more refined level of implementation of modeling and explaining one’s thinking during reading and writing.KEYWORDS: Think-aloudsmetacognitionpreservice teacherscognitive apprenticeshipreadingwriting Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113677","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}
Pub Date : 2023-10-16DOI: 10.1080/19388071.2023.2267599
Denise N. Morgan, Jessica L. Hrubik
ABSTRACTRevision is a complex cognitive task and an integral component of the writing process. Students benefit from understanding the value of and how to revise their own writing. The purpose of this study was to turn to students to investigate their understandings of revision. We posed the following question: What are 7th graders’ perceptions and understandings of revision following a unit of study on revision? Using Qualtrics, we surveyed 345 seventh grade students (52% male, 48% female) about their understanding of revision after revising a piece of writing they had previously composed and considered “finished.” Within the unit, students were taught to replace, add, delete, and reorder their writing. Findings indicate that prior to the unit students confused editing tasks for revision moves. Following the unit, students’ understanding of the purpose of and how to revise grew and they felt their knowledge and use of revision strategies improved their writing. In addition, students found that distance from their piece helped them to see their writing in more critical ways. Student voices and experiences are needed to shed light on what students really know and understand about revision.KEYWORDS: Writingrevisionmiddle grades Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Illuminating Student Voices in Research: What 7 <sup>th</sup> Graders Report Learning After a Revision Unit of Study","authors":"Denise N. Morgan, Jessica L. Hrubik","doi":"10.1080/19388071.2023.2267599","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267599","url":null,"abstract":"ABSTRACTRevision is a complex cognitive task and an integral component of the writing process. Students benefit from understanding the value of and how to revise their own writing. The purpose of this study was to turn to students to investigate their understandings of revision. We posed the following question: What are 7th graders’ perceptions and understandings of revision following a unit of study on revision? Using Qualtrics, we surveyed 345 seventh grade students (52% male, 48% female) about their understanding of revision after revising a piece of writing they had previously composed and considered “finished.” Within the unit, students were taught to replace, add, delete, and reorder their writing. Findings indicate that prior to the unit students confused editing tasks for revision moves. Following the unit, students’ understanding of the purpose of and how to revise grew and they felt their knowledge and use of revision strategies improved their writing. In addition, students found that distance from their piece helped them to see their writing in more critical ways. Student voices and experiences are needed to shed light on what students really know and understand about revision.KEYWORDS: Writingrevisionmiddle grades Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114444","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}
Pub Date : 2023-10-16DOI: 10.1080/19388071.2023.2267601
Mary-Kate Sableski, Jackie Marshall Arnold
ABSTRACTTeachers need tools to build mental models of what makes a book diverse, how a book impacts the classroom community, and what contribution it makes within a classroom library. Beyond this, teachers need a resource that will offer cogent arguments and support for their book choices to administrators, parents, and colleagues. This article includes a rubric that can help guide and inform diverse literature selections. We share how we taught preservice teachers to use the rubric in their literature choices. We also provide a discussion of the rubric’s potential in empowering teachers to make purposeful, informed literature selections that reflect and embrace diversity for equitable classroom communities. To examine how the rubric might support the expansion of cultural models and multimodal interpretations of diverse texts, we used the rubric with 20 preservice teachers from one section of an undergraduate children’s literature course. The use of the rubric facilitated the development of mental models of diverse literature in preservice teachers. As these preservice teachers transition into their roles as classroom teachers, these mental models have the potential to actively transform the typical literature selections found in today’s classrooms, leading to more equitable classroom contexts inclusive of all children.KEYWORDS: Children’s literaturediversitymental modelspreservice teachers Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Developing Mental Models for Examining Diversity in Children’s Literature","authors":"Mary-Kate Sableski, Jackie Marshall Arnold","doi":"10.1080/19388071.2023.2267601","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267601","url":null,"abstract":"ABSTRACTTeachers need tools to build mental models of what makes a book diverse, how a book impacts the classroom community, and what contribution it makes within a classroom library. Beyond this, teachers need a resource that will offer cogent arguments and support for their book choices to administrators, parents, and colleagues. This article includes a rubric that can help guide and inform diverse literature selections. We share how we taught preservice teachers to use the rubric in their literature choices. We also provide a discussion of the rubric’s potential in empowering teachers to make purposeful, informed literature selections that reflect and embrace diversity for equitable classroom communities. To examine how the rubric might support the expansion of cultural models and multimodal interpretations of diverse texts, we used the rubric with 20 preservice teachers from one section of an undergraduate children’s literature course. The use of the rubric facilitated the development of mental models of diverse literature in preservice teachers. As these preservice teachers transition into their roles as classroom teachers, these mental models have the potential to actively transform the typical literature selections found in today’s classrooms, leading to more equitable classroom contexts inclusive of all children.KEYWORDS: Children’s literaturediversitymental modelspreservice teachers Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114453","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}
Pub Date : 2023-06-01DOI: 10.1080/19388071.2023.2217274
Ibrahim A. Asadi, Khaloob Kawar
{"title":"Learning to Read in Arabic Diglossia: The Relation of Spoken and Standard Arabic Language in Kindergarten to Reading Skills in First Grade","authors":"Ibrahim A. Asadi, Khaloob Kawar","doi":"10.1080/19388071.2023.2217274","DOIUrl":"https://doi.org/10.1080/19388071.2023.2217274","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44154005","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}
Pub Date : 2023-05-31DOI: 10.1080/19388071.2023.2208187
Ibrahim A. Asadi, Nisreen Atila, Sandy Saleh
{"title":"The Arabic Diglossia Reality: The Effect of Specific Story Reading in Kindergarten on Reading Acquisition in First Grade","authors":"Ibrahim A. Asadi, Nisreen Atila, Sandy Saleh","doi":"10.1080/19388071.2023.2208187","DOIUrl":"https://doi.org/10.1080/19388071.2023.2208187","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48799808","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}
Pub Date : 2023-05-25DOI: 10.1080/19388071.2023.2208178
Linlin Wang, Annemarie H. Hindman
{"title":"Fifth-Grade Multilingual Learners’ Emotional Capital, Approaches to Learning, and Reading Achievement","authors":"Linlin Wang, Annemarie H. Hindman","doi":"10.1080/19388071.2023.2208178","DOIUrl":"https://doi.org/10.1080/19388071.2023.2208178","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43913095","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}
Pub Date : 2023-05-23DOI: 10.1080/19388071.2023.2208184
Erica Holyoke, Elizabeth Ries
{"title":"“I Didn’t Think About That Perspective”: Preservice Teachers’ (Dis)comfort in Applying Critical Literacy and Race-Visible Discourse","authors":"Erica Holyoke, Elizabeth Ries","doi":"10.1080/19388071.2023.2208184","DOIUrl":"https://doi.org/10.1080/19388071.2023.2208184","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44436414","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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