Pub Date : 2022-09-09DOI: 10.1080/19388071.2022.2115958
Kristine E. Pytash, Denise N. Morgan, Elizabeth Testa
ABSTRACT Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in middle and high schools. This qualitative study examines supportive clinical field experiences where preservice teachers apply and enhance what they learned in their methods courses. This study examined PSTs’ experiences learning about practice in practice when provided with specific roles to enact in the field: Lead Teacher, Secondary Teacher, Participation Partner, and Notetaker. Preservice teachers taught writing in teaching teams, once a week for seven weeks in an eighth-grade classroom. Preservice teachers responded to two open ended questions via google forms following their weekly field experience. In total, they made 377 comments within three categories: Understandings about Teaching (n = 169, 45%), Students (n = 90, 24%), and Writing (n = 118, 31%). A deeper analysis revealed that the roles made an important contribution to their learning by supporting their practice in practice and providing nuanced and rich opportunities for learning about the teaching of writing. Findings from this study demonstrate that preservice teachers benefit from collaborative field experiences learning about different aspects of how to teach writers when inhabiting different roles.
{"title":"Learning in Practice: What Preservice Teachers Report Learning about Writing in a Middle School Role Based Field Experience","authors":"Kristine E. Pytash, Denise N. Morgan, Elizabeth Testa","doi":"10.1080/19388071.2022.2115958","DOIUrl":"https://doi.org/10.1080/19388071.2022.2115958","url":null,"abstract":"ABSTRACT Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in middle and high schools. This qualitative study examines supportive clinical field experiences where preservice teachers apply and enhance what they learned in their methods courses. This study examined PSTs’ experiences learning about practice in practice when provided with specific roles to enact in the field: Lead Teacher, Secondary Teacher, Participation Partner, and Notetaker. Preservice teachers taught writing in teaching teams, once a week for seven weeks in an eighth-grade classroom. Preservice teachers responded to two open ended questions via google forms following their weekly field experience. In total, they made 377 comments within three categories: Understandings about Teaching (n = 169, 45%), Students (n = 90, 24%), and Writing (n = 118, 31%). A deeper analysis revealed that the roles made an important contribution to their learning by supporting their practice in practice and providing nuanced and rich opportunities for learning about the teaching of writing. Findings from this study demonstrate that preservice teachers benefit from collaborative field experiences learning about different aspects of how to teach writers when inhabiting different roles.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"305 - 326"},"PeriodicalIF":1.2,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46115531","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 : 2022-07-12DOI: 10.1080/19388071.2022.2085637
Tanya Christ, Hyonsuk Cho
ABSTRACT Our qualitative case study aimed to identify how four second-grade emergent bilingual students and their teacher engaged with listening comprehension during interactive read-aloud discussions with more and less culturally relevant books, and how this intersected with the teacher’s use of culturally relevant and sustaining pedagogical tenets. Data included cultural relevance ratings for each book discussed, and videos of nine 20-minute lessons (3 per book) and their transcriptions. A combination of a priori and emergent codes were used to code the transcripts. Constant comparative method was used to identify themes and sub-themes. Other data sources were used for triangulation. Major findings were that (1) teacher and student engagement differed across discussions with more vs. less culturally relevant books, and (2) how the teacher addressed the tenets of culturally relevant and sustaining pedagogy varied by tenet and discussion, but was not related to whether the book being discussed was culturally relevant or not. Implications include that teachers should use both more and less culturally relevant texts for interactive read-alouds, with the teacher attending to tenets of culturally relevant and sustaining pedagogy.
{"title":"Emergent Bilingual Students’ Small Group Read-Aloud Discussions","authors":"Tanya Christ, Hyonsuk Cho","doi":"10.1080/19388071.2022.2085637","DOIUrl":"https://doi.org/10.1080/19388071.2022.2085637","url":null,"abstract":"ABSTRACT Our qualitative case study aimed to identify how four second-grade emergent bilingual students and their teacher engaged with listening comprehension during interactive read-aloud discussions with more and less culturally relevant books, and how this intersected with the teacher’s use of culturally relevant and sustaining pedagogical tenets. Data included cultural relevance ratings for each book discussed, and videos of nine 20-minute lessons (3 per book) and their transcriptions. A combination of a priori and emergent codes were used to code the transcripts. Constant comparative method was used to identify themes and sub-themes. Other data sources were used for triangulation. Major findings were that (1) teacher and student engagement differed across discussions with more vs. less culturally relevant books, and (2) how the teacher addressed the tenets of culturally relevant and sustaining pedagogy varied by tenet and discussion, but was not related to whether the book being discussed was culturally relevant or not. Implications include that teachers should use both more and less culturally relevant texts for interactive read-alouds, with the teacher attending to tenets of culturally relevant and sustaining pedagogy.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"203 - 232"},"PeriodicalIF":1.2,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45628197","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 : 2022-07-03DOI: 10.1080/19388071.2021.2008554
Jane Kirkby, Kelly Carabott, Sue Wilson, H. Rafi, Pennie White
ABSTRACT This paper looks at students’ motivation and engagement in the context of the Read Like a Demon (RLAD) project across a two-year period, in Melbourne, Victoria. This RLAD project was shaped over several years and targeted to students aged between 8 and 11 years. It utilized innovative reading experiences, including the influence of Australian Rules Football players as reading role models for students. The project aimed to promote wider reading among these students, many of whom are statistically likely to disengage from reading practices. The authors introduced new aspects to the project to broaden the avenues of influence for reading. Data from students and teachers were analyzed using the Engagement Model of Reading Development to explore the question “How did attention to classroom instruction affect students’ motivation and engagement during the RLAD project experiences?” The project found that an interplay of role models, authentic audience and choice positively affects students’ motivation and engagement. Findings from this article will provide classroom teachers with insights into how project design can bring increased attention to the affective aspects of becoming a reader.
{"title":"Innovative Task Design: Becoming a Reader Involves More than Reading Strategies","authors":"Jane Kirkby, Kelly Carabott, Sue Wilson, H. Rafi, Pennie White","doi":"10.1080/19388071.2021.2008554","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008554","url":null,"abstract":"ABSTRACT This paper looks at students’ motivation and engagement in the context of the Read Like a Demon (RLAD) project across a two-year period, in Melbourne, Victoria. This RLAD project was shaped over several years and targeted to students aged between 8 and 11 years. It utilized innovative reading experiences, including the influence of Australian Rules Football players as reading role models for students. The project aimed to promote wider reading among these students, many of whom are statistically likely to disengage from reading practices. The authors introduced new aspects to the project to broaden the avenues of influence for reading. Data from students and teachers were analyzed using the Engagement Model of Reading Development to explore the question “How did attention to classroom instruction affect students’ motivation and engagement during the RLAD project experiences?” The project found that an interplay of role models, authentic audience and choice positively affects students’ motivation and engagement. Findings from this article will provide classroom teachers with insights into how project design can bring increased attention to the affective aspects of becoming a reader.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"249 - 275"},"PeriodicalIF":1.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48564819","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 : 2022-05-23DOI: 10.1080/19388071.2022.2074328
Margaret Troyer
ABSTRACT Open discussion of text promotes students’ reading achievement, yet classroom discussion is rare. The present study investigates whether teachers’ knowledge for literacy teaching relates to their enactment of class discussion in the context of a high-quality literacy curriculum. Two sixth grade teachers (one who demonstrated high levels of knowledge for teaching literacy, and one who demonstrated low knowledge) were audio recorded teaching the same reading lesson. Lesson transcripts were analyzed with a focus on the questions teachers asked. Questions were coded as high – or low-level, and as authentic or display questions. Function of questions and quality of instruction were also explored. The teacher whose knowledge was higher asked more high-level questions, while the teacher with lower knowledge asked more low-level questions. Although both teachers asked more display than authentic questions, a higher proportion of questions asked by the teacher with high knowledge were authentic. The higher-knowledge teacher’s enactment of the lesson also included more student voice, more topical coherence, and a richer understanding of the material. These findings emphasize the importance of teacher knowledge. This work also underscores the importance of developing more robust constructs for knowledge for literacy teaching, and quality of literacy instruction.
{"title":"Teacher Knowledge and Questioning in Classroom Talk about Text","authors":"Margaret Troyer","doi":"10.1080/19388071.2022.2074328","DOIUrl":"https://doi.org/10.1080/19388071.2022.2074328","url":null,"abstract":"ABSTRACT Open discussion of text promotes students’ reading achievement, yet classroom discussion is rare. The present study investigates whether teachers’ knowledge for literacy teaching relates to their enactment of class discussion in the context of a high-quality literacy curriculum. Two sixth grade teachers (one who demonstrated high levels of knowledge for teaching literacy, and one who demonstrated low knowledge) were audio recorded teaching the same reading lesson. Lesson transcripts were analyzed with a focus on the questions teachers asked. Questions were coded as high – or low-level, and as authentic or display questions. Function of questions and quality of instruction were also explored. The teacher whose knowledge was higher asked more high-level questions, while the teacher with lower knowledge asked more low-level questions. Although both teachers asked more display than authentic questions, a higher proportion of questions asked by the teacher with high knowledge were authentic. The higher-knowledge teacher’s enactment of the lesson also included more student voice, more topical coherence, and a richer understanding of the material. These findings emphasize the importance of teacher knowledge. This work also underscores the importance of developing more robust constructs for knowledge for literacy teaching, and quality of literacy instruction.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"101 - 126"},"PeriodicalIF":1.2,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45605547","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 : 2022-04-29DOI: 10.1080/19388071.2022.2059418
E. Kaye, Victor Lozada, C. Briggs
ABSTRACT This article reports on a study designed to determine if the lowest achieving first-grade students who were identified by their school districts as at-risk for dyslexia can be distinguished from students who have initial reading and writing difficulties but did not present dyslexia characteristics. Thirty-six first-grade students from two different school districts participated in this quantitative study. As part of the study, students were additionally screened with the Observation Survey of Early Literacy Achievement, the Feifer Assessment of Reading, and the Slosson Oral Reading Test-Revised pre- and post-intervention. Characteristics, effectiveness, validity, and reliability of the assessment tools are included in the discussion. Upon receiving Reading Recovery® as a first intervention, tests indicated very large effect sizes on all measures for all children. Students whose initial screening indicated no dyslexia characteristics made greater literacy gains.
{"title":"Early Identification of and Intervention for Children with and without Dyslexia Characteristics: A Comparison Study","authors":"E. Kaye, Victor Lozada, C. Briggs","doi":"10.1080/19388071.2022.2059418","DOIUrl":"https://doi.org/10.1080/19388071.2022.2059418","url":null,"abstract":"ABSTRACT This article reports on a study designed to determine if the lowest achieving first-grade students who were identified by their school districts as at-risk for dyslexia can be distinguished from students who have initial reading and writing difficulties but did not present dyslexia characteristics. Thirty-six first-grade students from two different school districts participated in this quantitative study. As part of the study, students were additionally screened with the Observation Survey of Early Literacy Achievement, the Feifer Assessment of Reading, and the Slosson Oral Reading Test-Revised pre- and post-intervention. Characteristics, effectiveness, validity, and reliability of the assessment tools are included in the discussion. Upon receiving Reading Recovery® as a first intervention, tests indicated very large effect sizes on all measures for all children. Students whose initial screening indicated no dyslexia characteristics made greater literacy gains.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"298 - 313"},"PeriodicalIF":1.2,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43609175","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 : 2022-04-06DOI: 10.1080/19388071.2022.2059419
Ellen E. Ballock, Vicki McQuitty
ABSTRACT This paper explores the reasoning processes expert teachers use when reading and responding to elementary students’ writing. We report findings from a qualitative multi-case study drawing on “think-aloud” interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts. Findings indicate the teachers looked for the logic in student drafts, compared the drafts to an internalized “expected text,” responded to meaning before mechanics, framed their responses within an iterative process, and prioritized what they chose to respond to. The findings suggest three aspects of teacher reasoning that extend the current literature on effective reading and responding: (1) an appreciative stance grounded in a view of children as authors; (2) comparison to complex multi-faceted expected texts; and (3) reasoning in terms of iterative response cycles. By unpacking expert teacher reasoning, this study provides insight into what novice teachers must learn in order to formulate effective responses and points to the importance of future research into how to support this learning.
{"title":"Reasoning Processes Involved in Reading and Responding to Students’ Writing","authors":"Ellen E. Ballock, Vicki McQuitty","doi":"10.1080/19388071.2022.2059419","DOIUrl":"https://doi.org/10.1080/19388071.2022.2059419","url":null,"abstract":"ABSTRACT This paper explores the reasoning processes expert teachers use when reading and responding to elementary students’ writing. We report findings from a qualitative multi-case study drawing on “think-aloud” interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts. Findings indicate the teachers looked for the logic in student drafts, compared the drafts to an internalized “expected text,” responded to meaning before mechanics, framed their responses within an iterative process, and prioritized what they chose to respond to. The findings suggest three aspects of teacher reasoning that extend the current literature on effective reading and responding: (1) an appreciative stance grounded in a view of children as authors; (2) comparison to complex multi-faceted expected texts; and (3) reasoning in terms of iterative response cycles. By unpacking expert teacher reasoning, this study provides insight into what novice teachers must learn in order to formulate effective responses and points to the importance of future research into how to support this learning.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"49 - 73"},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46106985","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 : 2022-04-06DOI: 10.1080/19388071.2022.2059420
Clariebelle Gabas, Sonia Q. Cabell, Stefanie B. Copp, M. Campbell
ABSTRACT This study described the features of writing instruction in widely used kindergarten English Language Arts programs and examined their alignment with evidence-based, best-practice guidelines. Three popular curricula were selected for analyses: Reading Wonders, Journeys, and Reading Street. Our coding of teacher manuals focused on instructional provisions for composing, spelling, and handwriting in key instructional sections within each curriculum: (1) genre writing, (2) grammar, and (3) reading instruction. Lessons for coding were sampled from the beginning, middle, and end of each program, comprising 12 weeks of instruction. Results indicated that, although variable across curricula, there were several features of writing instruction that aligned with evidence-based guidelines. All curricula included daily writing lessons and activities, along with provisions for teaching the writing process and basic writing skills (i.e., sentence construction, spelling, handwriting). However, instruction in basic writing skills were often isolated and support for these skills was rarely embedded within the context of children’s own written compositions. In addition, children had relatively less opportunities to independently write their own compositions in genre writing compared to teacher modeling writing or using shared writing. Results of this study could inform efforts to revise or develop curricula to better facilitate the writing development of kindergartners.
{"title":"Evidence-based Features of Writing Instruction in Widely Used Kindergarten English Language Arts Curricula","authors":"Clariebelle Gabas, Sonia Q. Cabell, Stefanie B. Copp, M. Campbell","doi":"10.1080/19388071.2022.2059420","DOIUrl":"https://doi.org/10.1080/19388071.2022.2059420","url":null,"abstract":"ABSTRACT This study described the features of writing instruction in widely used kindergarten English Language Arts programs and examined their alignment with evidence-based, best-practice guidelines. Three popular curricula were selected for analyses: Reading Wonders, Journeys, and Reading Street. Our coding of teacher manuals focused on instructional provisions for composing, spelling, and handwriting in key instructional sections within each curriculum: (1) genre writing, (2) grammar, and (3) reading instruction. Lessons for coding were sampled from the beginning, middle, and end of each program, comprising 12 weeks of instruction. Results indicated that, although variable across curricula, there were several features of writing instruction that aligned with evidence-based guidelines. All curricula included daily writing lessons and activities, along with provisions for teaching the writing process and basic writing skills (i.e., sentence construction, spelling, handwriting). However, instruction in basic writing skills were often isolated and support for these skills was rarely embedded within the context of children’s own written compositions. In addition, children had relatively less opportunities to independently write their own compositions in genre writing compared to teacher modeling writing or using shared writing. Results of this study could inform efforts to revise or develop curricula to better facilitate the writing development of kindergartners.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"74 - 99"},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48233247","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 : 2022-03-01DOI: 10.1080/19388071.2022.2039334
Sharon M. Pratt, Julianne Coleman, J. Dantzler
ABSTRACT This convergent mixed-methods study explored the relation between strategies fourth-grade students self-reported to navigate and interpret science texts and their performance on a comprehension posttest. Using Epistemic Network Analysis (ENA), results reveal a higher degree of metacognitive awareness and the ability to orally explain one’s thinking was evident for students who scored higher on the comprehension posttest. Students who had higher comprehension scores were more likely to report how they used the written text and visual representations separately, and in an integrated manner, to comprehend the text. Students who scored lower on the comprehension posttest relied more strongly on decoding and physical tracking strategies to navigate the pages and to interpret the text. This study provides evidence that students could benefit from instruction in disciplinary literacy strategies specific to the complex layouts of multimodal texts, and the unique ways in which visual representations depict information.
{"title":"A Mixed-Methods Analysis of Fourth-Graders’ Comprehension and Their Reported Strategies for Reading Science Texts","authors":"Sharon M. Pratt, Julianne Coleman, J. Dantzler","doi":"10.1080/19388071.2022.2039334","DOIUrl":"https://doi.org/10.1080/19388071.2022.2039334","url":null,"abstract":"ABSTRACT This convergent mixed-methods study explored the relation between strategies fourth-grade students self-reported to navigate and interpret science texts and their performance on a comprehension posttest. Using Epistemic Network Analysis (ENA), results reveal a higher degree of metacognitive awareness and the ability to orally explain one’s thinking was evident for students who scored higher on the comprehension posttest. Students who had higher comprehension scores were more likely to report how they used the written text and visual representations separately, and in an integrated manner, to comprehend the text. Students who scored lower on the comprehension posttest relied more strongly on decoding and physical tracking strategies to navigate the pages and to interpret the text. This study provides evidence that students could benefit from instruction in disciplinary literacy strategies specific to the complex layouts of multimodal texts, and the unique ways in which visual representations depict information.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"16 - 48"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42231536","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 : 2022-01-03DOI: 10.1080/19388071.2021.2008558
Kristin Conradi Smith, Craig A. Young, Jane Core Yatzeck
ABSTRACT Although reading aloud to elementary students is a common practice, few studies have focused on the actual texts read, beyond considerations of fiction versus nonfiction, and few studies have included a line of inquiry exploring teachers’ rationales for text selection. In this mixed-methods study, we pair a content analysis of the reported read aloud titles of over 1000 teachers with interviews of a subset of teachers to understand the rationales behind their choices. For the content analysis, we analyzed the titles for multiple features (e.g., text type, publication year, inclusion in a series, etc.). Results suggest teachers still prefer fiction for read aloud events and the titles read are, on average, 25 years old. Our interviews with 14 teachers revealed that a myriad of factors inform their decisions for selecting the texts that they read in their respective classrooms. Overall, teachers’ reasons tended to focus on instructional, affective, or contextual rationales. Although teachers acknowledged the importance of context and representation, there is an apparent disconnect between what teachers said mattered and what were represented in the analysis of titles. Implications for future research and classroom practices are included.
{"title":"What are Teachers Reading and Why?: An Analysis of Elementary Read Aloud Titles and the Rationales Underlying Teachers’ Selections","authors":"Kristin Conradi Smith, Craig A. Young, Jane Core Yatzeck","doi":"10.1080/19388071.2021.2008558","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008558","url":null,"abstract":"ABSTRACT Although reading aloud to elementary students is a common practice, few studies have focused on the actual texts read, beyond considerations of fiction versus nonfiction, and few studies have included a line of inquiry exploring teachers’ rationales for text selection. In this mixed-methods study, we pair a content analysis of the reported read aloud titles of over 1000 teachers with interviews of a subset of teachers to understand the rationales behind their choices. For the content analysis, we analyzed the titles for multiple features (e.g., text type, publication year, inclusion in a series, etc.). Results suggest teachers still prefer fiction for read aloud events and the titles read are, on average, 25 years old. Our interviews with 14 teachers revealed that a myriad of factors inform their decisions for selecting the texts that they read in their respective classrooms. Overall, teachers’ reasons tended to focus on instructional, affective, or contextual rationales. Although teachers acknowledged the importance of context and representation, there is an apparent disconnect between what teachers said mattered and what were represented in the analysis of titles. Implications for future research and classroom practices are included.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"383 - 401"},"PeriodicalIF":1.2,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49420183","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 : 2022-01-03DOI: 10.1080/19388071.2021.2008555
Qiuxue Si, Tracey S. Hodges, Julianne Coleman
ABSTRACT In recent years, there has been growing interest in multimodal literacies used in various teaching and learning contexts, especially in K-12 classrooms. To develop multiple abilities of students, K-12 teachers tend to utilize both print-based and digital texts to facilitate instructional practices in class. However, there are few syntheses of the existing scholarly work to explore how instructional practices of multimodal literacies can effectively support different lingual and cultural backgrounds of students in K-12 education. The current study reviews the empirical research that focused on multimodal literacies in K-12 instructional practices from 2000 to 2020, considering how educators utilized multimodal literacies in different content areas to develop multiple competences of students. Through a systematic literature review method, we analyzed the empirical research focused on teaching and learning effectiveness with multimodal literacies in different K-12 classroom settings. We close with a discussion of the implications of these findings for educators and future directions of this work.
{"title":"Multimodal literacies classroom instruction for K-12 students: a review of research","authors":"Qiuxue Si, Tracey S. Hodges, Julianne Coleman","doi":"10.1080/19388071.2021.2008555","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008555","url":null,"abstract":"ABSTRACT In recent years, there has been growing interest in multimodal literacies used in various teaching and learning contexts, especially in K-12 classrooms. To develop multiple abilities of students, K-12 teachers tend to utilize both print-based and digital texts to facilitate instructional practices in class. However, there are few syntheses of the existing scholarly work to explore how instructional practices of multimodal literacies can effectively support different lingual and cultural backgrounds of students in K-12 education. The current study reviews the empirical research that focused on multimodal literacies in K-12 instructional practices from 2000 to 2020, considering how educators utilized multimodal literacies in different content areas to develop multiple competences of students. Through a systematic literature review method, we analyzed the empirical research focused on teaching and learning effectiveness with multimodal literacies in different K-12 classroom settings. We close with a discussion of the implications of these findings for educators and future directions of this work.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"276 - 297"},"PeriodicalIF":1.2,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48457740","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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