Literacy最新文献

This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the Simple View of Reading. As well as noting some strengths of the models in relation to children's learning, limitations are identified in terms of their applicability as models of teaching. The second part of the paper presents seven components that are central to teaching reading and writing derived from social, cultural and cognitive research and theory. Explanations for the relevance of the components are offered, and seminal and more recent research that underpin them summarised. The final part of the paper introduces a new theory and model of teaching, The Double Helix of Reading and Writing. It is argued that this model provides a rationale for a balanced approach to teaching, and an alternative to synthetic phonics.

The purpose of this meta-analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search. The search resulted in 16 articles that met the inclusion criteria and were included in the meta-analyses. The results of the risk of bias assessment revealed that the majority of the studies had a moderate to serious bias. The average standardised mean difference for word reading was small g = 0.20 and moderate g = 0.30 for pseudoword decoding. This finding highlights how using decodable texts can facilitate word reading and decoding to some degree, but they need to be used in combination with other reading instructional materials.

In recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi-structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data-driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction.

This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.

A team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth-grade classroom when instruction was done remotely due to Covid-19. Children in the class were asked to compose videos of themselves acting out and/or exploring science phenomena and concepts, and we analysed the affordances of these multimodal compositions. We situate the need for this study in claims from the Next Generation Science Standards that literacy skills are necessary to build and communicate science knowledge. In doing so, we center social semiotics perspectives that conceive of composition broadly as production-oriented processes drawing from various semiotic resources. The multimodal compositions in Mr. M's science class included both primarily embodied compositions and primarily digital compositions, and we elaborate on one focal example of each in the findings. Intertwined affordances of the focal children and their classmates' multimodal science compositions include opportunities to creatively engage with and negotiate science ideas, to draw from personal and social knowledge during meaning-making, and to intentionally make rhetorical choices.

This article presents the results of a multi-site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The findings of this study provide insight into the general reading comprehension practices of graduate students. The results also demonstrate how social annotation can operate as a pathway for understanding learning in process. We hope this study can act as a catalyst for discussion in the development of students' metacognitive practices.

A shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user–algorithmic co-productions of culture as a needed unit of analysis for researching contemporary, critical digital literacies. It then employs this unit as a starting point for analysing the interplay of feeling, critical reflection and algorithm agency across one young adult's self-described literacy practice of ‘working algorithms’ across social media platforms. Analysis illustrates how critical literacies in algorithmic cultures are driven by processes of human–machine feeling–thinking that cannot be reduced to rational critiques of ideologies, platform capitalism or other forms of power alone. It describes how Malaya became more attuned over time to the affects of working with platform algorithms to craft her community, her sense of self and her sense of well-being. This sensitivity to feeling moved and feeling the capacity to move machines through the use of her literacies highlights how the facilitation of affect is a crucial point of analysis in understanding contemporary digital literacies.

South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu-Natal and one in England, aimed to support in-service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In-service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed-methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.

Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre-service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading.

Adolescence is often positioned as a particularly vulnerable period for reading motivation and engagement, both for academic reading and reading for pleasure. However, closer scrutiny of the literature reveals a much more nuanced pattern of changing interest, attitude, and motivation for reading during adolescence. Despite this, there is a distinct lack of research that explores the barriers adolescents' face to reading for pleasure from the perspectives of adolescents themselves. Working with a Young People's Advisory Panel, peer- and adult-led interviews were carried out with 46 adolescents (13–15 years old) from six high schools. Six themes were identified from the thematic analysis, reflecting adolescents' perceptions of the barriers to their reading for pleasure: (1) access; (2) mismatch between provision and needs; (3) social factors; (4) reading experiences in school; (5) reading affect; and (6) time and competing activities. This article makes a novel and significant contribution to the limited literature on reading for pleasure during adolescence and provides important qualitative insights for researchers and educational practitioners interested in supporting adolescents' reading motivation.