Pub Date : 2020-07-22DOI: 10.1080/19388071.2020.1779879
Breanya Hogue, J. Myers, Courtney Shimek, Carin Appleget
ABSTRACT This design-based study explored what happens when literacy educators from across the country intentionally create learning events that engage preservice teachers in exploring culturally proactive pedagogies (CPP). After each event, researchers met via video conference to discuss preservice teachers’ responses, which guided future pedagogical decisions. The findings, framed by Pose, Wobble, Flow, examine how preservice teachers posed, in stating their beliefs specific to CPP, wobbled in those beliefs throughout the semester, and in some instances found “flow” by persisting through the wobble to develop a more nuanced understanding of CPP. Implications for teacher education are discussed.
{"title":"Fostering Culturally Proactive Pedagogies: Designing Learning Events for Elementary Literacy Methods Courses","authors":"Breanya Hogue, J. Myers, Courtney Shimek, Carin Appleget","doi":"10.1080/19388071.2020.1779879","DOIUrl":"https://doi.org/10.1080/19388071.2020.1779879","url":null,"abstract":"ABSTRACT This design-based study explored what happens when literacy educators from across the country intentionally create learning events that engage preservice teachers in exploring culturally proactive pedagogies (CPP). After each event, researchers met via video conference to discuss preservice teachers’ responses, which guided future pedagogical decisions. The findings, framed by Pose, Wobble, Flow, examine how preservice teachers posed, in stating their beliefs specific to CPP, wobbled in those beliefs throughout the semester, and in some instances found “flow” by persisting through the wobble to develop a more nuanced understanding of CPP. Implications for teacher education are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"56 - 80"},"PeriodicalIF":1.2,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1779879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911646","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 : 2020-07-19DOI: 10.1080/19388071.2020.1783403
S. Lightner, Sara Kersten Parrish, Robert Drewry, P. Scharer
ABSTRACT The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach were able to communicate a common vision for literacy reform, which resulted in increased implementation of the reform framework in their schools.
{"title":"Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts","authors":"S. Lightner, Sara Kersten Parrish, Robert Drewry, P. Scharer","doi":"10.1080/19388071.2020.1783403","DOIUrl":"https://doi.org/10.1080/19388071.2020.1783403","url":null,"abstract":"ABSTRACT The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach were able to communicate a common vision for literacy reform, which resulted in increased implementation of the reform framework in their schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"107 - 126"},"PeriodicalIF":1.2,"publicationDate":"2020-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1783403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44632981","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 : 2020-07-04DOI: 10.1080/19388071.2020.1779878
C. Howard, Melissa Adams-Budde, Claire Lambert, J. Myers
ABSTRACT Content-area standards foreground the importance of reading and writing across the disciplines. With this in mind, it is important to examine the beliefs and practices of teachers who successfully integrate literacy in content-area courses in order to provide models for others. This paper examines beliefs and practices of two novice secondary history teachers as they worked to incorporate literacy instruction into their classrooms. Findings of this study revealed that participants believed literacy was vital to their discipline and enacted these beliefs by infusing course content with literacy through engaging students with writing, creative projects, and reading tasks.
{"title":"Engaging Literacy Experiences in History Classrooms: A Multiple Case Study of Novice Teachers’ Beliefs and Practices","authors":"C. Howard, Melissa Adams-Budde, Claire Lambert, J. Myers","doi":"10.1080/19388071.2020.1779878","DOIUrl":"https://doi.org/10.1080/19388071.2020.1779878","url":null,"abstract":"ABSTRACT Content-area standards foreground the importance of reading and writing across the disciplines. With this in mind, it is important to examine the beliefs and practices of teachers who successfully integrate literacy in content-area courses in order to provide models for others. This paper examines beliefs and practices of two novice secondary history teachers as they worked to incorporate literacy instruction into their classrooms. Findings of this study revealed that participants believed literacy was vital to their discipline and enacted these beliefs by infusing course content with literacy through engaging students with writing, creative projects, and reading tasks.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"36 - 55"},"PeriodicalIF":1.2,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1779878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45490271","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 : 2020-06-29DOI: 10.1080/19388071.2020.1777229
Lauren Eutsler, Julia Trotter
ABSTRACT Little research has examined young children’s reading preference by text type. We examined 37 children reading, evaluated their reading experience, and surveyed parents for at-home reading practices and parent predictions of their child’s text preference. Framed by social learning theory using a multiple-case study research design, data analysis includes descriptive statistics and multimodal discourse analysis. Though 65% of children chose the digital book, 27% of parent predictions accurately predicted text choice. Discourse and observation analyses show children engage differently between text types. Children’s attention, physical position to the reader, and discourse increased while reading digitally. No child requested to read additional print books whereas 50% who read digitally requested more books. Implications for parents, teachers, and teacher educators support today’s young children as readers.
{"title":"Print or iPad? Young Children’s Text Type Shared Reading Preference and Behaviors in Comparison to Parent Predictions and At-home Practices","authors":"Lauren Eutsler, Julia Trotter","doi":"10.1080/19388071.2020.1777229","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777229","url":null,"abstract":"ABSTRACT Little research has examined young children’s reading preference by text type. We examined 37 children reading, evaluated their reading experience, and surveyed parents for at-home reading practices and parent predictions of their child’s text preference. Framed by social learning theory using a multiple-case study research design, data analysis includes descriptive statistics and multimodal discourse analysis. Though 65% of children chose the digital book, 27% of parent predictions accurately predicted text choice. Discourse and observation analyses show children engage differently between text types. Children’s attention, physical position to the reader, and discourse increased while reading digitally. No child requested to read additional print books whereas 50% who read digitally requested more books. Implications for parents, teachers, and teacher educators support today’s young children as readers.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"324 - 345"},"PeriodicalIF":1.2,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47804872","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 : 2020-06-24DOI: 10.1080/19388071.2020.1774689
Rebecca L. P. Jordan, Mary E. Bratsch-Hines
ABSTRACT Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and first grade teachers in the southeastern United States: discrete skills, print awareness, active learning, collaborative learning, and comprehensive instruction. Multiple regression analyses demonstrated teacher knowledge of reading was significantly associated only with comprehensive instruction, indicating more knowledgeable teachers were more likely to engage in instructional strategies that targeted multiple domains. Implications for teacher education and professional development are shared.
{"title":"Associations of Reading Knowledge with Kindergarten and First Grade Teachers’ Reported Instructional Strategies","authors":"Rebecca L. P. Jordan, Mary E. Bratsch-Hines","doi":"10.1080/19388071.2020.1774689","DOIUrl":"https://doi.org/10.1080/19388071.2020.1774689","url":null,"abstract":"ABSTRACT Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and first grade teachers in the southeastern United States: discrete skills, print awareness, active learning, collaborative learning, and comprehensive instruction. Multiple regression analyses demonstrated teacher knowledge of reading was significantly associated only with comprehensive instruction, indicating more knowledgeable teachers were more likely to engage in instructional strategies that targeted multiple domains. Implications for teacher education and professional development are shared.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"277 - 297"},"PeriodicalIF":1.2,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1774689","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46474853","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 : 2020-06-22DOI: 10.1080/19388071.2020.1777231
Mellinee Lesley, Whitney Beach, Julie Smit
ABSTRACT Because the role of literacy coach as a transformative change agent is a goal of many literacy programs, we set out to examine the process by which a literacy coach becomes a leader and transforms the learning environment of an “underperforming” high school being monitored by the state education department for low test scores. In the present study we followed Ms. Hill (all names are pseudonyms), a literacy coach recruited to transform the English curriculum at Trenton High School over a two-year period-of-time to learn more about the literacy crisis many high schools are facing, the necessity for “transformative” coaching, and specific conditions that foster the development of transformative literacy coaches. We discuss key phenomena that helped the literacy coach design a transformative role.
{"title":"“You Can’t Put Everything I’ve been through into Professional Development”: Transformative Literacy Coaching in an “Underperforming” High School","authors":"Mellinee Lesley, Whitney Beach, Julie Smit","doi":"10.1080/19388071.2020.1777231","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777231","url":null,"abstract":"ABSTRACT Because the role of literacy coach as a transformative change agent is a goal of many literacy programs, we set out to examine the process by which a literacy coach becomes a leader and transforms the learning environment of an “underperforming” high school being monitored by the state education department for low test scores. In the present study we followed Ms. Hill (all names are pseudonyms), a literacy coach recruited to transform the English curriculum at Trenton High School over a two-year period-of-time to learn more about the literacy crisis many high schools are facing, the necessity for “transformative” coaching, and specific conditions that foster the development of transformative literacy coaches. We discuss key phenomena that helped the literacy coach design a transformative role.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"13 - 35"},"PeriodicalIF":1.2,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48468082","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 : 2020-04-27DOI: 10.1080/19388071.2020.1752861
C. Turcotte, Pier-Olivier Caron
ABSTRACT This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9–10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment received teaching material and training during 1 year prior to data collection. The teaching approach involved three steps and included activities that were spread over 20 weeks and lasted approximately 2 h per week. Teachers from the non-experimental condition teach reading comprehension and writing strategies in a dissociated way. Students (n = 248) were tested with a reading comprehension assessment in September and May. Results show a significant interaction between time and groups, suggesting a moderate effect size. The experimental group started the experiment slightly behind in reading comprehension and ended up significantly better than the control group. Teaching how to articulate knowledge in reading and writing might favor reading comprehension of informative texts better than teaching strategies in a dissociated way. However, the introduction of such an approach required continuous training and robust teacher support.
{"title":"Better Together: Combining Reading and Writing Instruction to Foster Informative Text Comprehension","authors":"C. Turcotte, Pier-Olivier Caron","doi":"10.1080/19388071.2020.1752861","DOIUrl":"https://doi.org/10.1080/19388071.2020.1752861","url":null,"abstract":"ABSTRACT This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9–10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment received teaching material and training during 1 year prior to data collection. The teaching approach involved three steps and included activities that were spread over 20 weeks and lasted approximately 2 h per week. Teachers from the non-experimental condition teach reading comprehension and writing strategies in a dissociated way. Students (n = 248) were tested with a reading comprehension assessment in September and May. Results show a significant interaction between time and groups, suggesting a moderate effect size. The experimental group started the experiment slightly behind in reading comprehension and ended up significantly better than the control group. Teaching how to articulate knowledge in reading and writing might favor reading comprehension of informative texts better than teaching strategies in a dissociated way. However, the introduction of such an approach required continuous training and robust teacher support.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"240 - 259"},"PeriodicalIF":1.2,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1752861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421606","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 : 2020-04-27DOI: 10.1080/19388071.2020.1752862
M. Quirk, S. Swami, Gustavo Loera, Sergio Garcia
ABSTRACT Reading motivation may help explain some discrepancies in higher education attainment among Latinx adolescents. Using a person-centered approach to understand underlying reading motivation profiles among N = 254 Latinx adolescents, results identified four ordered classes of reading motivation including, (a) a “High” class characterized by high motivation across dimensions, (b) a “High-Practical” class characterized by moderate to high levels of motivation with particular emphasis on practical reasons for reading, (c) an “Apathetic” class with moderate to low motivation across dimensions, and (d) a “Low” class who consistently endorsed low levels of motivation across dimensions. Results also showed reading motivation class membership was significantly associated with demographic covariates (e.g., gender and parent education) and higher education aspirations, consistent with previous research. Practical implications are also discussed.
{"title":"Latinx Adolescents’ Reading Motivation Profiles and Associations with Higher Education Aspirations","authors":"M. Quirk, S. Swami, Gustavo Loera, Sergio Garcia","doi":"10.1080/19388071.2020.1752862","DOIUrl":"https://doi.org/10.1080/19388071.2020.1752862","url":null,"abstract":"ABSTRACT Reading motivation may help explain some discrepancies in higher education attainment among Latinx adolescents. Using a person-centered approach to understand underlying reading motivation profiles among N = 254 Latinx adolescents, results identified four ordered classes of reading motivation including, (a) a “High” class characterized by high motivation across dimensions, (b) a “High-Practical” class characterized by moderate to high levels of motivation with particular emphasis on practical reasons for reading, (c) an “Apathetic” class with moderate to low motivation across dimensions, and (d) a “Low” class who consistently endorsed low levels of motivation across dimensions. Results also showed reading motivation class membership was significantly associated with demographic covariates (e.g., gender and parent education) and higher education aspirations, consistent with previous research. Practical implications are also discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"5 3","pages":"218 - 239"},"PeriodicalIF":1.2,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1752862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41270636","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 : 2020-04-19DOI: 10.1080/19388071.2020.1752860
M. Schreuder, Rachelle S. Savitz
ABSTRACT This article describes findings related to changes in the reading motivation of 12th grade language arts students who participated in an online book club partnership with college students. The study investigated the motivational impact of self-selected young adult novels, social interaction with college students and peers, and the online context of the club. Analysis suggests having text choice and interacting with college students promotes greater engagement and motivation in high school readers. An unexpected finding was the influence of teacher-determined expectations on student participation.
{"title":"Exploring Adolescent Motivation to Read with an Online YA Book Club","authors":"M. Schreuder, Rachelle S. Savitz","doi":"10.1080/19388071.2020.1752860","DOIUrl":"https://doi.org/10.1080/19388071.2020.1752860","url":null,"abstract":"ABSTRACT This article describes findings related to changes in the reading motivation of 12th grade language arts students who participated in an online book club partnership with college students. The study investigated the motivational impact of self-selected young adult novels, social interaction with college students and peers, and the online context of the club. Analysis suggests having text choice and interacting with college students promotes greater engagement and motivation in high school readers. An unexpected finding was the influence of teacher-determined expectations on student participation.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"260 - 275"},"PeriodicalIF":1.2,"publicationDate":"2020-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1752860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41561920","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 : 2020-04-02DOI: 10.1080/19388071.2019.1669746
A. Dallacqua
ABSTRACT This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While comics were able to support strategic practices, such as a standardized curriculum implemented by the school system, their presence and use in classrooms helped to surface teachers’ and students’ awareness of their typical rhythms. There were impacts to the ways in which students and teachers recognized and critiqued literacy practices in their school. By inviting a comic into their curriculum, teachers were also inviting changes to the space in which they and their students were learning.
{"title":"Reading Comics Collaboratively and Challenging Literacy Norms","authors":"A. Dallacqua","doi":"10.1080/19388071.2019.1669746","DOIUrl":"https://doi.org/10.1080/19388071.2019.1669746","url":null,"abstract":"ABSTRACT This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While comics were able to support strategic practices, such as a standardized curriculum implemented by the school system, their presence and use in classrooms helped to surface teachers’ and students’ awareness of their typical rhythms. There were impacts to the ways in which students and teachers recognized and critiqued literacy practices in their school. By inviting a comic into their curriculum, teachers were also inviting changes to the space in which they and their students were learning.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"59 1","pages":"169 - 190"},"PeriodicalIF":1.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1669746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60007336","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：