Pub Date : 2022-12-06DOI: 10.1080/19388071.2022.2153765
Ying Guo, C. Puranik, Yanli Xie, M. S. Dinnesen, Allison Breit
ABSTRACT The purpose of this observational study was to examine the amount and type of writing instruction and practice in kindergarten classrooms. Participants included 78 kindergarten teachers from 34 elementary schools across three states in the US. Classroom teachers were videotaped three times (fall, winter, and spring) during the academic year. We assessed the multidimensional components of writing instruction and practice at the level of specificity using a time-sampled, observational scale. The results demonstrated that most kindergarten teachers devoted considerable time to teaching writing (7 minutes a day) and providing opportunities for children to practice writing (24 minutes a day). Kindergarten teachers delivered instruction and practice to the whole group and relied on teacher modeling and monitoring and providing feedback to structure writing instruction and practice. In addition, most of the variability in classroom practices occurred within individual teachers. Considerable variability was also observed in classroom practices across schools, which signal the influence of schools on teachers’ writing practices.
{"title":"An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms","authors":"Ying Guo, C. Puranik, Yanli Xie, M. S. Dinnesen, Allison Breit","doi":"10.1080/19388071.2022.2153765","DOIUrl":"https://doi.org/10.1080/19388071.2022.2153765","url":null,"abstract":"ABSTRACT The purpose of this observational study was to examine the amount and type of writing instruction and practice in kindergarten classrooms. Participants included 78 kindergarten teachers from 34 elementary schools across three states in the US. Classroom teachers were videotaped three times (fall, winter, and spring) during the academic year. We assessed the multidimensional components of writing instruction and practice at the level of specificity using a time-sampled, observational scale. The results demonstrated that most kindergarten teachers devoted considerable time to teaching writing (7 minutes a day) and providing opportunities for children to practice writing (24 minutes a day). Kindergarten teachers delivered instruction and practice to the whole group and relied on teacher modeling and monitoring and providing feedback to structure writing instruction and practice. In addition, most of the variability in classroom practices occurred within individual teachers. Considerable variability was also observed in classroom practices across schools, which signal the influence of schools on teachers’ writing practices.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"180 - 202"},"PeriodicalIF":1.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43228969","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 : 2022-11-15DOI: 10.1080/19388071.2022.2130116
Jackie Ridley
ABSTRACT Research on making connections to texts has largely explored how making text connections supports reading comprehension. However, less attention has been paid to how readers make text connections through talk and in interaction during text-based discussions. In this study, I explore how text connections were co-constructed between students and their teacher in an English as a Second Language book group. Specifically, I look at the content of the connections one focal student made to the text, and how she used language to share these connections during book group meetings. Drawing on positioning theory and microethnographic discourse analysis, findings illuminate the different affordances and constraints of two participation strategies this student used to make text connections: protestation and piggybacking. This study suggests implications for future work on the complex and creative ways young, linguistically diverse readers participate in literacy discussions.
{"title":"Protestation & Piggybacking: Strategic Participation in an ESL Book Group","authors":"Jackie Ridley","doi":"10.1080/19388071.2022.2130116","DOIUrl":"https://doi.org/10.1080/19388071.2022.2130116","url":null,"abstract":"ABSTRACT Research on making connections to texts has largely explored how making text connections supports reading comprehension. However, less attention has been paid to how readers make text connections through talk and in interaction during text-based discussions. In this study, I explore how text connections were co-constructed between students and their teacher in an English as a Second Language book group. Specifically, I look at the content of the connections one focal student made to the text, and how she used language to share these connections during book group meetings. Drawing on positioning theory and microethnographic discourse analysis, findings illuminate the different affordances and constraints of two participation strategies this student used to make text connections: protestation and piggybacking. This study suggests implications for future work on the complex and creative ways young, linguistically diverse readers participate in literacy discussions.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"327 - 349"},"PeriodicalIF":1.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47723676","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 : 2022-11-15DOI: 10.1080/19388071.2022.2138647
Matthew R. Deroo, M. Galante
ABSTRACT Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors’ report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher’s learning about multimodality and social semiotics in relation to preservice teachers’ content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines.
{"title":"Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality","authors":"Matthew R. Deroo, M. Galante","doi":"10.1080/19388071.2022.2138647","DOIUrl":"https://doi.org/10.1080/19388071.2022.2138647","url":null,"abstract":"ABSTRACT Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors’ report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher’s learning about multimodality and social semiotics in relation to preservice teachers’ content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"350 - 370"},"PeriodicalIF":1.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41805216","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 : 2022-11-11DOI: 10.1080/19388071.2022.2130115
M. Ryan, Lauren Weber, G. Barton, J. Dutton
ABSTRACT Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of prescriptive top-down approaches. This paper contributes to the literature on effective teacher professional learning by showing how co-design between teachers and researchers can have an impact on student learning. In this study we focus on professional learning for the teaching of writing in the elementary classroom context, working with third grade students in the age range of 8–9. Through a reflexive analysis of multiple data sets including student writing samples, interviews, classroom observation footage, and teacher testimony, this study reveals the importance of teacher confidence in enabling students to view themselves as writers with a clear audience and purpose. The findings show how positioning teachers as research partners throughout a co-design process of professional learning benefits both students and teachers as it provides authentic, contextualized and creative approaches to teaching writing and improved writing outcomes for students.
{"title":"Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms","authors":"M. Ryan, Lauren Weber, G. Barton, J. Dutton","doi":"10.1080/19388071.2022.2130115","DOIUrl":"https://doi.org/10.1080/19388071.2022.2130115","url":null,"abstract":"ABSTRACT Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of prescriptive top-down approaches. This paper contributes to the literature on effective teacher professional learning by showing how co-design between teachers and researchers can have an impact on student learning. In this study we focus on professional learning for the teaching of writing in the elementary classroom context, working with third grade students in the age range of 8–9. Through a reflexive analysis of multiple data sets including student writing samples, interviews, classroom observation footage, and teacher testimony, this study reveals the importance of teacher confidence in enabling students to view themselves as writers with a clear audience and purpose. The findings show how positioning teachers as research partners throughout a co-design process of professional learning benefits both students and teachers as it provides authentic, contextualized and creative approaches to teaching writing and improved writing outcomes for students.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"371 - 403"},"PeriodicalIF":1.2,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679694","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 : 2022-11-09DOI: 10.1080/19388071.2022.2142173
M. Zoch, Amy Vetter, B. Faircloth, Pratigya Marhatta, Dominique McDaniel
{"title":"Community Voices: Resettled Youth Use Their Writing to Reposition Themselves","authors":"M. Zoch, Amy Vetter, B. Faircloth, Pratigya Marhatta, Dominique McDaniel","doi":"10.1080/19388071.2022.2142173","DOIUrl":"https://doi.org/10.1080/19388071.2022.2142173","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45909108","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 : 2022-11-04DOI: 10.1080/19388071.2022.2142174
Elena M. Venegas
{"title":"Positioning as a Mediator of Reader Self-Efficacy: A Case Study of Literature Circles","authors":"Elena M. Venegas","doi":"10.1080/19388071.2022.2142174","DOIUrl":"https://doi.org/10.1080/19388071.2022.2142174","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48545312","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 : 2022-11-03DOI: 10.1080/19388071.2022.2138648
David D. Paige, Grant S. Smith, W. Rupley
ABSTRACT Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between phonemic awareness, developmental spelling, pseudoword reading, and sight word reading in adolescent students who struggle with reading. Correlation results showed statistically significant relations among all four variables with the largest between phonemic awareness and developmental spelling. Regression results revealed phonemic awareness predicted significant variance in developmental spelling (R2 = .51), but not pseudo- or sight word reading. A discontinuity test determined that the influence of phonemic awareness on developmental spelling was consistent across all levels of attainment. Results are discussed from a developmental perspective.
{"title":"A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students","authors":"David D. Paige, Grant S. Smith, W. Rupley","doi":"10.1080/19388071.2022.2138648","DOIUrl":"https://doi.org/10.1080/19388071.2022.2138648","url":null,"abstract":"ABSTRACT Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between phonemic awareness, developmental spelling, pseudoword reading, and sight word reading in adolescent students who struggle with reading. Correlation results showed statistically significant relations among all four variables with the largest between phonemic awareness and developmental spelling. Regression results revealed phonemic awareness predicted significant variance in developmental spelling (R2 = .51), but not pseudo- or sight word reading. A discontinuity test determined that the influence of phonemic awareness on developmental spelling was consistent across all levels of attainment. Results are discussed from a developmental perspective.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"260 - 279"},"PeriodicalIF":1.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44237573","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 : 2022-11-01DOI: 10.1080/19388071.2022.2138646
Mellinee Lesley, A. Higgins, Whitney Beach, Elizabeth Stewart, J. Keene
ABSTRACT Many high schools in the United States are contending with modest student writing achievement and looking for ways to enhance teachers’ writing instruction. This is especially the case for schools deemed to be “underperforming” and struggling to reform writing pedagogy against an accumulation of teacher and leadership turnover, limited resources, minimal teacher preparation in writing pedagogy, and a persistent gap in student literacy development. Realizing optimal learning conditions cannot be addressed by a single entity, we conducted an engaged scholarship study focused on writing reform in a high school facing these very issues. Through a school-university partnership carried out across three years’ time, we witnessed the transformation of teachers as they participated in sustained professional development, collaboration, and examination of their practices. In the present study, we turned the lens on ourselves to examine the process of conducting engaged scholarship. We found enacting collective efficacy through shared research and knowledge with a literacy coach and ninth and tenth grade English teachers brought about incremental and sustained writing reform and reframed our views of researcher roles and responsibilities.
{"title":"Shared Accountability: How One School Is Reforming a Writing Curriculum through Sustained Engaged Scholarship","authors":"Mellinee Lesley, A. Higgins, Whitney Beach, Elizabeth Stewart, J. Keene","doi":"10.1080/19388071.2022.2138646","DOIUrl":"https://doi.org/10.1080/19388071.2022.2138646","url":null,"abstract":"ABSTRACT Many high schools in the United States are contending with modest student writing achievement and looking for ways to enhance teachers’ writing instruction. This is especially the case for schools deemed to be “underperforming” and struggling to reform writing pedagogy against an accumulation of teacher and leadership turnover, limited resources, minimal teacher preparation in writing pedagogy, and a persistent gap in student literacy development. Realizing optimal learning conditions cannot be addressed by a single entity, we conducted an engaged scholarship study focused on writing reform in a high school facing these very issues. Through a school-university partnership carried out across three years’ time, we witnessed the transformation of teachers as they participated in sustained professional development, collaboration, and examination of their practices. In the present study, we turned the lens on ourselves to examine the process of conducting engaged scholarship. We found enacting collective efficacy through shared research and knowledge with a literacy coach and ninth and tenth grade English teachers brought about incremental and sustained writing reform and reframed our views of researcher roles and responsibilities.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"280 - 303"},"PeriodicalIF":1.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530721","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 : 2022-10-06DOI: 10.1080/19388071.2022.2130117
S. Cantrell, Shannon O. Sampson, Kristen H. Perry, Katherine Robershaw
ABSTRACT This study examined the impact of a professional development in culturally responsive practices on in-service teacher practices and student achievement in reading. Using a concurrent explanatory mixed method design that incorporated quasi-experimental analysis of implementation and achievement data alongside inductive analysis of interview data, researchers investigated effects of the professional development on 21 K-8 teachers and their students. Results indicated that participating teachers grew significantly in their implementation of culturally responsive practices as compared to a control group. Students whose teachers participated in the professional development made significantly higher gains in reading achievement than students in control classes. Teachers linked changes in family collaboration, instruction, discourse, and critical consciousness to higher student achievement.
{"title":"The Impact of Professional Development on Inservice Teachers’ Culturally Responsive Practices and Students’ Reading Achievement","authors":"S. Cantrell, Shannon O. Sampson, Kristen H. Perry, Katherine Robershaw","doi":"10.1080/19388071.2022.2130117","DOIUrl":"https://doi.org/10.1080/19388071.2022.2130117","url":null,"abstract":"ABSTRACT This study examined the impact of a professional development in culturally responsive practices on in-service teacher practices and student achievement in reading. Using a concurrent explanatory mixed method design that incorporated quasi-experimental analysis of implementation and achievement data alongside inductive analysis of interview data, researchers investigated effects of the professional development on 21 K-8 teachers and their students. Results indicated that participating teachers grew significantly in their implementation of culturally responsive practices as compared to a control group. Students whose teachers participated in the professional development made significantly higher gains in reading achievement than students in control classes. Teachers linked changes in family collaboration, instruction, discourse, and critical consciousness to higher student achievement.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"233 - 259"},"PeriodicalIF":1.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42402644","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 : 2022-09-13DOI: 10.1080/19388071.2022.2115957
Reagan Murnan, Seth A. Parsons, Courtney Verbiest
ABSTRACT This review of research examines definitions of reading motivation, instruments for measuring reading motivation, reading motivation interventions and instructional designs, and student outcomes related to reading motivation. The population for this review was restricted to middle or high school students who: (a) have a qualifying disability in reading, (b) are identified as having “reading difficulties,” or (c) present characteristics of dyslexia but are otherwise not identified. Definitions of reading motivation were generally ambiguous or ill-defined in relationship to the construct being measured. A variety of established reading motivational scales were identified, as well as some that were author-constructed. Although evidence from previous studies demonstrates a positive contribution of reading motivation to student outcomes, there were less significant relationships found between student outcomes and those students with reading disabilities or reading difficulties.
{"title":"Striving Adolescent Readers’ Motivation","authors":"Reagan Murnan, Seth A. Parsons, Courtney Verbiest","doi":"10.1080/19388071.2022.2115957","DOIUrl":"https://doi.org/10.1080/19388071.2022.2115957","url":null,"abstract":"ABSTRACT This review of research examines definitions of reading motivation, instruments for measuring reading motivation, reading motivation interventions and instructional designs, and student outcomes related to reading motivation. The population for this review was restricted to middle or high school students who: (a) have a qualifying disability in reading, (b) are identified as having “reading difficulties,” or (c) present characteristics of dyslexia but are otherwise not identified. Definitions of reading motivation were generally ambiguous or ill-defined in relationship to the construct being measured. A variety of established reading motivational scales were identified, as well as some that were author-constructed. Although evidence from previous studies demonstrates a positive contribution of reading motivation to student outcomes, there were less significant relationships found between student outcomes and those students with reading disabilities or reading difficulties.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"127 - 154"},"PeriodicalIF":1.2,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44870125","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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