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“What's Unexpected?” Interventionist Explanations of Dyslexia "什么是意外?阅读障碍的干预解释
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1177/1086296x241269922
Vickie Godfrey
This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders should critically examine their identification practices of reading difficulties to ensure that all children receive reading support.
本现象学研究探讨了五位参与者如何利用德克萨斯州批准的 "阅读障碍 "定义,将有阅读障碍的儿童与有其他全面阅读困难的儿童区分开来。借鉴残疾教育研究和残疾/残疾批判种族理论,我采访了从社会文化差异、智力信念和阅读能力等方面识别阅读障碍的参与者。他们经常忽略对种族问题的关注,以及对阅读障碍的解释如何使白人、中产阶级儿童比有色人种儿童和低收入学校儿童享有特权。这项研究有助于批判性地审视这些关于阅读障碍的定义是如何基于对智力的看法、社会文化因素以及缺乏对种族问题的讨论来隔离有阅读障碍的学生的。研究结果表明,对阅读障碍的日益关注可能会加剧学校系统中已经存在的不平等现象。利益相关者应严格审查他们识别阅读困难的做法,以确保所有儿童都能得到阅读支持。
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引用次数: 0
I’m Still Nigerian: Navigating Race Through Digital Literacies 我仍然是尼日利亚人:通过数字文盲了解种族问题
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-10 DOI: 10.1177/1086296x241273989
Lakeya Afolalu
Literacy scholarship captures immigrant youth of color ethnoracial identity constructions through their digital literacy practices. Still, few studies examine how immigrant youth of African origin use digital literacy to navigate ethnoracial tensions and craft racialized identities. This study extends and nuances existing scholarship by examining the digital literacy practices and ethnoracial identity formations of a 13-year-old Nigerian immigrant girl. Positioning my analysis within the intersection of race, language, and identity, I inquire: How does Isioma leverage digital literacies to navigate U.S. racialization and negotiate U.S. racial identity categories? Furthermore, how does Isioma employ digital literacies to construct and negotiate her ethnoracial identities? I employ a narrative analysis of home observations, semistructured interviews, and literacy artifacts. Findings illustrate how digital tools disrupt raciolinguistic perspectives against minoritized languages. Digital literacies also enable the preservation of ethnic identities and languages while influencing racialized and hybrid identity formation and narration in the physical world.
扫盲学术研究通过有色人种移民青年的数字扫盲实践来捕捉他们的种族身份建构。然而,很少有研究探讨非洲裔移民青少年如何利用数字扫盲来驾驭民族种族紧张关系和打造种族化身份。本研究通过考察一名 13 岁尼日利亚移民女孩的数字扫盲实践和种族身份的形成,扩展并细化了现有的学术研究。我将我的分析定位在种族、语言和身份认同的交汇点上,并提出以下问题:Isioma 是如何利用数字扫盲来驾驭美国的种族化和协商美国的种族身份类别的?此外,伊西奥玛是如何利用数字扫盲来构建和协商她的人种身份的?我对家庭观察、半结构式访谈和读写能力人工制品进行了叙事分析。研究结果表明,数字工具是如何打破针对少数民族语言的种族语言学观点的。数字扫盲还能够保护种族身份和语言,同时影响种族化和混合身份的形成以及在物理世界中的叙述。
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引用次数: 0
Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives 识字即见证:教师通过真实和混合的学生叙事拓展读写能力
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-30 DOI: 10.1177/1086296x241275311
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引用次数: 0
From Silence to Testimonio: Latina Adolescents’ Agency in Writing 从沉默到见证:拉丁裔青少年在写作中的作用
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-12 DOI: 10.1177/1086296x241269951
Mónica Baldonado-Ruiz
This qualitative classroom-based study investigated the writing practices, choices, and reflections of Latinx high school students during an instructional unit on writing testimonio. The study was grounded in a sociocultural theory of writing and draws from LatCrit and testimonio research to understand how writing about self as testimonio shapes the writing practices Latinx, urban mujeres. The study took place in an eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included writing samples, interviews, participant observer memos, and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded researchers and participants the opportunity to co-construct the knowledge gained from the data corpus. Findings focused on the ways participants interacted with the study unit, how they found agency as writers, took pride in their writing, and ownership of the narratives of their communities.
这项以课堂为基础的定性研究调查了拉美裔高中生在 "见证 "写作教学单元中的写作实践、选择和反思。该研究以写作的社会文化理论为基础,并借鉴了拉丁批评和见证研究的成果,以了解作为见证的自我写作如何塑造拉美裔城市女性的写作实践。研究在西南部一个主要城市中心的城市特许学校十一年级的一个班级中进行。数据收集包括写作样本、访谈、参与者观察备忘录和现场笔记。分析是通过见证和叙事分析的视角进行的,研究人员和参与者有机会共同构建从数据语料库中获得的知识。研究结果侧重于参与者与研究单元的互动方式、他们如何找到作为写作者的能动性、对自己的写作感到自豪以及对其社区叙事的所有权。
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引用次数: 0
Squeezed in: Writing Instruction Over Time 挤进去:写作教学与时俱进
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-02 DOI: 10.1177/1086296x241266854
Chandra L. Alston, Jessica L. Eagle
The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.
本研究旨在了解不同时期和不同年级段写作教学的性质。我们采用定量和定性分析的方法,对2010年和2018年97个四年级至八年级班级的英语语言艺术写作教学的教师访谈和课堂教学视频记录进行了分析。视频记录显示,写作教学在不同时期和不同年级段都有所下降。教师的课程侧重于前五项共同核心写作标准,很少关注后五项标准。这些课程包括写作过程方法的各个方面,使用了教学支架、模型、学生练习和教师反馈。课程不太可能包括使用真实文本、文本分析和学生讨论。教师访谈指出,课程限制、写作是边缘学科的观点以及对写作教学的舒适度是阻碍高质量写作教学的因素。这些研究结果表明,有必要提供课程和教学资源,以支持教师持续开展高质量的写作教学。
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引用次数: 0
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds 跨物理和虚拟世界阅读语言多样化的印刷、视觉和数字文本
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2024-05-09 DOI: 10.1177/1086296x241246404
Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
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引用次数: 0
Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge 阅读西班牙语拟声词:读词和句法知识的作用
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2024-04-10 DOI: 10.1177/1086296x241244705
Cristina Rodríguez, Nuria Gutiérrez, Rocío C. Seoane, Desirée González, Sara C. de León
This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants ( n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish.
本研究考察了五年级单语西班牙语学生的单词阅读技能和句法知识之间的相互关系及其对阅读拟声的综合影响。我们使用西班牙语标准化测试对参与者(169 人,79 名女生)的单词和假词阅读技能、句法知识和阅读拟声进行了评估。结果显示,这些因素与阅读拟声之间存在重要关系。单词阅读是一个关键的预测因素,而句法知识虽然与单词阅读相比作用较小,但与表达、措辞和减少非语法停顿的改善有关。我们还发现,单词阅读和句法知识对阅读拟声词的独立影响之间存在不显著的交互作用。这项研究表明,将明确的句法教学纳入阅读课程和干预计划,对支持西班牙语阅读拟声的发展具有潜在的益处。
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引用次数: 0
African American Language in Children's Literature 儿童文学中的非裔美国语言
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2024-04-08 DOI: 10.1177/1086296x241244702
Ramona T. Pittman, Rebekah E. Piper, Whitney McCoy, Melody Alanis
The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights–themed children's literature. Seventy-six books were initially selected to determine if they used AAL in dialogue or in narration. Of the 76 books, only 39 included AAL. The 39 books were analyzed further to categorize the specific AAL features used. The results revealed that the reduction of the final g (e.g., thinkin’) was the most prevalent phonological feature. Moreover, phonological features were used more often in slavery-themed texts than in Civil Rights texts. Additionally, the most frequently used AAL grammatical features were negation tense markers (e.g., didn’t and neither) and subject-verb agreement ( he listen). Grammatical features of AAL appeared more often in slavery-themed texts than Civil Rights themed texts. Implications for practice include suggestions for selecting, evaluating, and reading the books from this study with students. Implications for research include investigating other AAL features in slavery- and Civil Rights-themed books, authenticating the storylines of slavery- and Civil Rights–themed books, and analyzing other books with AAL that do not use these themes.
本研究旨在确定奴隶制和民权主题儿童文学中最普遍的非裔美国人语言(AAL)语音和语法特征。最初选择了 76 本图书,以确定它们是否在对话或叙述中使用了非裔美国人语言。在这 76 本书中,只有 39 本包含了 AAL。我们对这 39 本书进行了进一步分析,以对所使用的自动语言的具体特征进行分类。结果显示,减少最后一个 g(如 thinkin')是最普遍的语音特征。此外,奴隶制主题的课文比民权主题的课文更常使用语音特征。此外,最常用的 AAL 语法特征是否定时态标记(如 didn't 和 neither)和主谓一致(he listen)。与民权主题的课文相比,奴隶制主题的课文中更多地出现了非英语语言学的语法特征。对实践的启示包括建议如何选择、评估和与学生一起阅读本研究中的书籍。对研究的启示包括调查奴隶制和民权主题书籍中的其他自动语言特点,验证奴隶制和民权主题书籍的故事情节,分析其他不使用这些主题的带有自动语言特点的书籍。
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引用次数: 0
Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum 媒体环境中(以及关于媒体环境)的批判性探究:研究基于资产的数字素养课程
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2024-04-02 DOI: 10.1177/1086296x241244700
Brady L. Nash
Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.
学者们早已认识到,与阅读印刷文本相比,数字空间阅读需要独特的技能、策略和能力。近年来,无处不在的社交媒体和有针对性的算法内容从根本上改变了在线阅读和意义建构的本质。在技术变革的同时,社会文化和社会政治环境也发生了根本性的变化。为了应对技术和社会文化环境的变化,需要采用新的方法来教授数字阅读和批判性媒体素养。为了解决这些问题,本案例研究详细介绍了一种数字阅读课程,其设计既能适应当代数字媒体环境,又能适应学生的校外数字扫盲实践和背景。该课程由五位中学语言艺术教师共同设计,他们参加了一个为期一学期的以数字阅读为主题的专业学习小组。根据社会文化、基于资产和文化相关的教育理念,这五位教师设计了一套独特的数字阅读课程。本研究考察了这一课程的性质。研究结果详细介绍了教师单元的四个方面:(1) 以学生的识字生活为背景的数字阅读教学;(2) 针对互联网的系统性特征(如算法和点击诱饵)的批判性教学;(3) 学生在课程中探究社会意义的生成;(4) 课程重点关注在线阅读中情感的作用。研究结果对未来的数字阅读和媒体素养课程具有启示意义,这些课程旨在对学生的知识基金、不断变化的识字技术以及新出现的网络阅读和识字实践方式做出回应。
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引用次数: 0
Temporal Seeing as Visual Literacy 作为视觉扫盲的时间性观看
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2024-03-28 DOI: 10.1177/1086296x241244682
Roger Saul, Julianne Gerbrandt, Casey Burkholder
Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends to be the default analytical mode for making sense of imagery. For people to bring a commensurate temporal richness to their articulated visual readings, we first highlight the perspectival richness of time and temporality. We next present five precepts that can guide enriched temporal seeing: contextual histories; relational chronologies; internal rhymicity; desequenced and resequenced narrative; and critique and meaning-making. Finally, we suggest that temporal seeing holds a series of educative possibilities for expanding the interpretive frames and perceptual apparatuses of literacy researchers and practitioners.
时间观看是一种视觉感知模式,它打破了我们在视觉扫盲实践中的空间偏见。虽然图像只捕捉了时间中的一个瞬间,但我们可以使用多种空间分析工具来考虑任何图像。空间素养,即通过物体在空间中的属性对其进行分析的实践,往往是理解图像的默认分析模式。为了让人们在进行视觉解读时能够相应地丰富时间性,我们首先要强调时间和时间性的视角丰富性。接下来,我们提出了五条可以指导丰富时间性阅读的原则:背景历史;关系年表;内部韵律;去序列化和重序列化叙事;以及批判和意义创造。最后,我们认为时间视角具有一系列教育可能性,可以扩展扫盲研究者和实践者的解释框架和感知工具。
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引用次数: 0
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Journal of Literacy Research
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