Pub Date : 2022-01-02DOI: 10.1080/19388071.2021.2008561
H. Schmitt, S. Witmer, S. S. Rowe
ABSTRACT Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50 fifth-grade classrooms during text-based social studies instruction to explore the extent to which reading comprehension instruction, text readability, and student reading achievement related to student engagement. Data collection included a variety of methods – observation, readability formula calculations, testing, and student ratings. Multi-level modeling was applied to examine the relationship between student – and classroom-level predictors and student engagement. Among the predictors, only student reading achievement was found to directly relate to student engagement. However, an interaction effect was identified whereby reading comprehension instruction was found to moderate the relationship between text readability and student engagement. These results indicate a need to consider text readability level when determining the level of comprehension instructional support to provide. Additional implications for future research and practice are offered.
{"title":"Text Readability, Comprehension Instruction, and Student Engagement: Examining Associated Relationships during Text-Based Social Studies Instruction","authors":"H. Schmitt, S. Witmer, S. S. Rowe","doi":"10.1080/19388071.2021.2008561","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008561","url":null,"abstract":"ABSTRACT Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50 fifth-grade classrooms during text-based social studies instruction to explore the extent to which reading comprehension instruction, text readability, and student reading achievement related to student engagement. Data collection included a variety of methods – observation, readability formula calculations, testing, and student ratings. Multi-level modeling was applied to examine the relationship between student – and classroom-level predictors and student engagement. Among the predictors, only student reading achievement was found to directly relate to student engagement. However, an interaction effect was identified whereby reading comprehension instruction was found to moderate the relationship between text readability and student engagement. These results indicate a need to consider text readability level when determining the level of comprehension instructional support to provide. Additional implications for future research and practice are offered.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"62 - 83"},"PeriodicalIF":1.2,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337562","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 : 2021-12-30DOI: 10.1080/19388071.2021.2011236
J. Cassidy, Stephanie A. Grote-Garcia, Evan Ortlieb
ABSTRACT Literacy topics fluctuate each year in how much attention they receive in research and practice. The What’s Hot in Literacy annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following three levels are used to report the findings: a) “extremely hot” or “extremely cold” (100% consensus), b) “very hot” or “very cold” (75% consensus), and c) “hot” or “cold” (50% consensus). Items are identified as “should be hot” or “should not be hot” if at least 50% of the respondents agree. The four “very hot” topics for 2021 are digital literacy, dyslexia, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. Discussion of these topics (and others that were deemed should be hot) and why they may be currently receiving more attention than others in the field is included. Findings can be utilized by both K-12 and higher education professionals alike.
{"title":"What’s Hot in 2021: Beyond the Science of Reading","authors":"J. Cassidy, Stephanie A. Grote-Garcia, Evan Ortlieb","doi":"10.1080/19388071.2021.2011236","DOIUrl":"https://doi.org/10.1080/19388071.2021.2011236","url":null,"abstract":"ABSTRACT Literacy topics fluctuate each year in how much attention they receive in research and practice. The What’s Hot in Literacy annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following three levels are used to report the findings: a) “extremely hot” or “extremely cold” (100% consensus), b) “very hot” or “very cold” (75% consensus), and c) “hot” or “cold” (50% consensus). Items are identified as “should be hot” or “should not be hot” if at least 50% of the respondents agree. The four “very hot” topics for 2021 are digital literacy, dyslexia, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. Discussion of these topics (and others that were deemed should be hot) and why they may be currently receiving more attention than others in the field is included. Findings can be utilized by both K-12 and higher education professionals alike.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"1 - 17"},"PeriodicalIF":1.2,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44998543","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 : 2021-12-22DOI: 10.1080/19388071.2021.2008562
Mary Amanda Stewart, Alexandra Babino
ABSTRACT Resistance takes on many forms in modern society as people effectively engage in resistance literacies, the sending and receiving of meaning in culturally embedded contexts framed by unequal power. This article foregrounds two Mexican-identifying women who live in the U.S. through their testimonios of resistance to xenophobic and racist rhetoric in society. The purpose was to understand how both an adolescent and adult leverage literacy for resistance in this historical moment of xenophobia. Using critical race nepantlera methodology to collect and analyze qualitative data, findings suggest participants’ resistance literacies emerge in their languaging and advocacy practices. Their collective counternarratives serve as examples of literacies that stand against quotidian injustice with implications for literacy research, by interrogating theoretical frameworks and methodologies in order to make effective changes that work toward justice rather than inadvertently perpetuating status quo inequities. Further, understanding how and why Women of Color express resistance through purposeful language engagement and advocacy work beckons literacy (teacher) educators to reimagine literacy instruction in ways that disrupt traditional views of literacy education by nurturing resistance literacies. Finally, the testimonios invite literacy researchers and educators to join the resistance as both scholars and practitioners.
{"title":"Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction","authors":"Mary Amanda Stewart, Alexandra Babino","doi":"10.1080/19388071.2021.2008562","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008562","url":null,"abstract":"ABSTRACT Resistance takes on many forms in modern society as people effectively engage in resistance literacies, the sending and receiving of meaning in culturally embedded contexts framed by unequal power. This article foregrounds two Mexican-identifying women who live in the U.S. through their testimonios of resistance to xenophobic and racist rhetoric in society. The purpose was to understand how both an adolescent and adult leverage literacy for resistance in this historical moment of xenophobia. Using critical race nepantlera methodology to collect and analyze qualitative data, findings suggest participants’ resistance literacies emerge in their languaging and advocacy practices. Their collective counternarratives serve as examples of literacies that stand against quotidian injustice with implications for literacy research, by interrogating theoretical frameworks and methodologies in order to make effective changes that work toward justice rather than inadvertently perpetuating status quo inequities. Further, understanding how and why Women of Color express resistance through purposeful language engagement and advocacy work beckons literacy (teacher) educators to reimagine literacy instruction in ways that disrupt traditional views of literacy education by nurturing resistance literacies. Finally, the testimonios invite literacy researchers and educators to join the resistance as both scholars and practitioners.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"361 - 382"},"PeriodicalIF":1.2,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43079139","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 : 2021-12-06DOI: 10.1080/19388071.2021.2008557
Cevriye Ergül, Zeynep Bahap Kudret, M. Ç. Ökcün-Akçamuş, G. Akoğlu, Ergul Demir, Burcu Kılıç Tülü
ABSTRACT The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of kindergarten and in the fall semester of first grade, their reading skills were assessed at the end of fall semester of first grade. A total of 365 children participated in all assessments. Structural equation modeling was used to examine the prediction status of phonological awareness and rapid naming on reading achievement. Results revealed that although phonological awareness was a better predictor of reading than rapid naming, both skills predicted reading achievement significantly at all three time points, and that the contribution of these skills to reading differed at various points in time. In conclusion phonological awareness and rapid naming are strong predictors of reading achievement in a highly transparent orthography as indicated by the previous research. Thus, by assessing these skills, children at risk for reading difficulties can be identified and supported early to increase their chance of success in school.
{"title":"How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography","authors":"Cevriye Ergül, Zeynep Bahap Kudret, M. Ç. Ökcün-Akçamuş, G. Akoğlu, Ergul Demir, Burcu Kılıç Tülü","doi":"10.1080/19388071.2021.2008557","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008557","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of kindergarten and in the fall semester of first grade, their reading skills were assessed at the end of fall semester of first grade. A total of 365 children participated in all assessments. Structural equation modeling was used to examine the prediction status of phonological awareness and rapid naming on reading achievement. Results revealed that although phonological awareness was a better predictor of reading than rapid naming, both skills predicted reading achievement significantly at all three time points, and that the contribution of these skills to reading differed at various points in time. In conclusion phonological awareness and rapid naming are strong predictors of reading achievement in a highly transparent orthography as indicated by the previous research. Thus, by assessing these skills, children at risk for reading difficulties can be identified and supported early to increase their chance of success in school.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"41 - 60"},"PeriodicalIF":1.2,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46480630","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 : 2021-12-04DOI: 10.1080/19388071.2021.2008559
Amy Vetter, Claire Lambert, Marie A. LeJeune, A. Consalvo, Ann D. David, Dominique McDaniel
ABSTRACT Framed by theories of youth, culture, identity studies, and literacy identity formation, this article examines how youth articulate themselves as writers. Using interview transcripts, analysis explored writing identity from the perspective of teens in urban, suburban, and rural settings. Findings from this qualitative study suggest that youth used various cultural artifacts, both conceptual and material, to feel and/or seem like a writer within multiple contexts. Specifically examined are the ways in which teens negotiated various identities as writers, including whether and how they drew on specific artifacts to embrace, resist and negotiate the following: (a) standardization, (b) meaning and relevance, (d) support, and (d) identities. In particular, findings illustrated the significance of spaces that provided opportunities for students to both feel and seem like a writer, and highlighted the nuanced ways in which seeming and feeling like a writer are shaped by social and cultural factors. Implications point to providing teens more opportunities to engage in the identity work of writers within multiple spaces, where support, choice, and time to talk about how society conceptualizes writing and what writing means to them are present.
{"title":"Asking Teens about Their Writing Lives: The Writing Identity Work of Youth","authors":"Amy Vetter, Claire Lambert, Marie A. LeJeune, A. Consalvo, Ann D. David, Dominique McDaniel","doi":"10.1080/19388071.2021.2008559","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008559","url":null,"abstract":"ABSTRACT Framed by theories of youth, culture, identity studies, and literacy identity formation, this article examines how youth articulate themselves as writers. Using interview transcripts, analysis explored writing identity from the perspective of teens in urban, suburban, and rural settings. Findings from this qualitative study suggest that youth used various cultural artifacts, both conceptual and material, to feel and/or seem like a writer within multiple contexts. Specifically examined are the ways in which teens negotiated various identities as writers, including whether and how they drew on specific artifacts to embrace, resist and negotiate the following: (a) standardization, (b) meaning and relevance, (d) support, and (d) identities. In particular, findings illustrated the significance of spaces that provided opportunities for students to both feel and seem like a writer, and highlighted the nuanced ways in which seeming and feeling like a writer are shaped by social and cultural factors. Implications point to providing teens more opportunities to engage in the identity work of writers within multiple spaces, where support, choice, and time to talk about how society conceptualizes writing and what writing means to them are present.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"315 - 338"},"PeriodicalIF":1.2,"publicationDate":"2021-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46545004","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 : 2021-11-28DOI: 10.1080/19388071.2021.2008556
Tuula Nygård, N. Hirvonen, Sari Räisänen, R. Korkeamäki
ABSTRACT This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers’ views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development.
{"title":"Health Education Teachers’ Contributions to Students’ Multiliteracy Learning","authors":"Tuula Nygård, N. Hirvonen, Sari Räisänen, R. Korkeamäki","doi":"10.1080/19388071.2021.2008556","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008556","url":null,"abstract":"ABSTRACT This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers’ views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"402 - 421"},"PeriodicalIF":1.2,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48870060","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 : 2021-11-28DOI: 10.1080/19388071.2021.2008560
Britt Adams, Nance S. Wilson
ABSTRACT Examination of social annotation during assigned readings in this study brings together research about digital reading, learning communities, metacognition, and critical literacy. Social annotation allows readers to engage with text collaboratively to build understanding during reading. The authors conducted a content analysis of over 400 annotations made by 12 novice teachers to discover their metacognitive, social, and critical practices during reading. Findings suggest that text-to-text connections are a powerful practice for developing contextual knowledge, that practice-based identities enacted by participants during reading further supported their knowledge development, and that metacognition and strategy instruction are essential for critical literacy development.
{"title":"Investigating Student’s During-Reading Practices Through Social Annotation","authors":"Britt Adams, Nance S. Wilson","doi":"10.1080/19388071.2021.2008560","DOIUrl":"https://doi.org/10.1080/19388071.2021.2008560","url":null,"abstract":"ABSTRACT Examination of social annotation during assigned readings in this study brings together research about digital reading, learning communities, metacognition, and critical literacy. Social annotation allows readers to engage with text collaboratively to build understanding during reading. The authors conducted a content analysis of over 400 annotations made by 12 novice teachers to discover their metacognitive, social, and critical practices during reading. Findings suggest that text-to-text connections are a powerful practice for developing contextual knowledge, that practice-based identities enacted by participants during reading further supported their knowledge development, and that metacognition and strategy instruction are essential for critical literacy development.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"339 - 360"},"PeriodicalIF":1.2,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42871643","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 : 2021-08-17DOI: 10.1080/19388071.2021.1941445
Lisa K. Hawkins, Nicole M. Martin, Diane Bottomley, Brenda Shanahan, J. Cooper
ABSTRACT This mixed methods study sought to extend what is known about preservice teachers’ [PSTs’] enactment of the core practice of reading and responding to students’ writing by examining their reading of elementary students’ writing at the start and end of writing-focused methods coursework. PSTs’ reading of students’ writing involves analysis of children’s writing strengths and needs and undergirds their teaching of writing, influencing their feedback and instructional decision-making. Participants included 115 elementary PSTs. Their identifications of local and global text features on a beginning- and end-of-semester assessment task were examined. Overall, PSTs showcased differences in their reading of children’s writing at the two time points, displaying a lessened focus on local features (e.g., spelling, punctuation) and a greater focus on global features (e.g., content, structure) at the end of the semester. This trend was especially apparent in their identification of children’s instructional needs. Moreover, PSTs’ reading of children’s informative and persuasive writing tended to be similar to their reading of children’s narrative writing at both time points. The results offer insight into the text features PSTs make available for use in their subsequent responding and suggest the importance of highlighting global text features among children’s instructional needs.
{"title":"Toward Deeper Understanding of Children’s Writing: Pre-Service Teachers’ Attention to Local and Global Text Features at the Start and End of Writing-Focused Coursework","authors":"Lisa K. Hawkins, Nicole M. Martin, Diane Bottomley, Brenda Shanahan, J. Cooper","doi":"10.1080/19388071.2021.1941445","DOIUrl":"https://doi.org/10.1080/19388071.2021.1941445","url":null,"abstract":"ABSTRACT This mixed methods study sought to extend what is known about preservice teachers’ [PSTs’] enactment of the core practice of reading and responding to students’ writing by examining their reading of elementary students’ writing at the start and end of writing-focused methods coursework. PSTs’ reading of students’ writing involves analysis of children’s writing strengths and needs and undergirds their teaching of writing, influencing their feedback and instructional decision-making. Participants included 115 elementary PSTs. Their identifications of local and global text features on a beginning- and end-of-semester assessment task were examined. Overall, PSTs showcased differences in their reading of children’s writing at the two time points, displaying a lessened focus on local features (e.g., spelling, punctuation) and a greater focus on global features (e.g., content, structure) at the end of the semester. This trend was especially apparent in their identification of children’s instructional needs. Moreover, PSTs’ reading of children’s informative and persuasive writing tended to be similar to their reading of children’s narrative writing at both time points. The results offer insight into the text features PSTs make available for use in their subsequent responding and suggest the importance of highlighting global text features among children’s instructional needs.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"209 - 228"},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054157","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 : 2021-08-13DOI: 10.1080/19388071.2021.1955054
Jody N. Polleck, Tashema Spence, Shanita Rapatalo, Jordan Yarwood
ABSTRACT This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions from focus groups and interviews, pre-and post-surveys, artifacts, and field notes. Further, during the subsequent school year, the authors conducted observations to determine the impact of the PD on the teacher participants’ dispositions and pedagogical strategies for literacy development. Analysis of findings reveal that professional development using a lab classroom that centers prolonged observation and modeling, constructivism, self-reflection, coaching, and collaboration leads to higher teacher expectations for students and increased use of culturally responsive-sustaining literacy practices.
{"title":"Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction","authors":"Jody N. Polleck, Tashema Spence, Shanita Rapatalo, Jordan Yarwood","doi":"10.1080/19388071.2021.1955054","DOIUrl":"https://doi.org/10.1080/19388071.2021.1955054","url":null,"abstract":"ABSTRACT This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions from focus groups and interviews, pre-and post-surveys, artifacts, and field notes. Further, during the subsequent school year, the authors conducted observations to determine the impact of the PD on the teacher participants’ dispositions and pedagogical strategies for literacy development. Analysis of findings reveal that professional development using a lab classroom that centers prolonged observation and modeling, constructivism, self-reflection, coaching, and collaboration leads to higher teacher expectations for students and increased use of culturally responsive-sustaining literacy practices.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"177 - 208"},"PeriodicalIF":1.2,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46543789","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 : 2021-08-06DOI: 10.1080/19388071.2021.1955055
K. McGrath
ABSTRACT The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online fieldwork experiences in literacy instruction is reviewed. Through formative assessment survey data and subsequent reflective data, the instructional decisions which undergirded the shift to remote fieldwork are analyzed for their impact on the thinking and learning of the literacy specialist candidates who participated in this shift. Three instructional decisions emerged as most critical to the shift’s success and candidates’ learning. Findings have implications for the course and the advanced literacy program and are important considerations as we adapt to the educational realities of teaching and learning in an uncertain time.
{"title":"Re-envisioning Clinical Reading Instruction during a Time of Uncertainty","authors":"K. McGrath","doi":"10.1080/19388071.2021.1955055","DOIUrl":"https://doi.org/10.1080/19388071.2021.1955055","url":null,"abstract":"ABSTRACT The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online fieldwork experiences in literacy instruction is reviewed. Through formative assessment survey data and subsequent reflective data, the instructional decisions which undergirded the shift to remote fieldwork are analyzed for their impact on the thinking and learning of the literacy specialist candidates who participated in this shift. Three instructional decisions emerged as most critical to the shift’s success and candidates’ learning. Findings have implications for the course and the advanced literacy program and are important considerations as we adapt to the educational realities of teaching and learning in an uncertain time.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"229 - 248"},"PeriodicalIF":1.2,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1955055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48843861","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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