Pub Date : 2023-09-13DOI: 10.1177/1086296x231200813
Mark D. McCarthy, Lisa M. Domke, Yue Bian
We believe that reading prosody assessment is culturally situated. In this conceptual article, we problematize some of the phrasing used for prosody indicators and explore how three of the most spoken languages in the United States (other than English) enact aspects of prosody when reading. We probe potential linguistic and sociocultural implications and contribute to the discussion of equitable assessment practices in reading education. Using a multilingual and sociocultural lens, we identify elements of prosody in other languages that could impact how prosody in English is produced. We discuss extratextual features that impact prosody and implications for the rubrics used by assessors. We end by providing recommendations for the field related to increasing our understanding of multilingual fluency and promoting multilingual mindsets in fluency classroom assessment.
{"title":"Multilingual Implications for Reading Prosody Assessment","authors":"Mark D. McCarthy, Lisa M. Domke, Yue Bian","doi":"10.1177/1086296x231200813","DOIUrl":"https://doi.org/10.1177/1086296x231200813","url":null,"abstract":"We believe that reading prosody assessment is culturally situated. In this conceptual article, we problematize some of the phrasing used for prosody indicators and explore how three of the most spoken languages in the United States (other than English) enact aspects of prosody when reading. We probe potential linguistic and sociocultural implications and contribute to the discussion of equitable assessment practices in reading education. Using a multilingual and sociocultural lens, we identify elements of prosody in other languages that could impact how prosody in English is produced. We discuss extratextual features that impact prosody and implications for the rubrics used by assessors. We end by providing recommendations for the field related to increasing our understanding of multilingual fluency and promoting multilingual mindsets in fluency classroom assessment.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135742059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1177/1086296x231200818
Diana Leyva, Gloria Yeomans-Maldonado, Christina Weiland, Anna Shapiro, Kathryn Leech, Isabella Pilot, Sophie Wolf
Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy tasks (IDELA food and animal vocabulary and personal narratives) that might leverage some eco-cultural assets of Latino children; it also examined concurrent associations between these tasks and standardized language and literacy tests. Participants were 237 Latino kindergarteners ( M age = 67.22 months, SD = 4.12; 51% female). Positive associations were found between standardized tests and the IDELA food and animal vocabulary ( β = 0.92–1.40; large magnitude) and personal narrative tasks ( β = 0.28–0.46; medium magnitude), controlling for important covariates, including the language of administration of assessment. Further research might use these tasks as complementary assessments to gauge the impact of interventions on the language and literacy skills of Latino dual-language learners in kindergarten.
{"title":"Literacy Measures That Leverage the Strengths of Spanish-Speaking Latino Kindergarteners","authors":"Diana Leyva, Gloria Yeomans-Maldonado, Christina Weiland, Anna Shapiro, Kathryn Leech, Isabella Pilot, Sophie Wolf","doi":"10.1177/1086296x231200818","DOIUrl":"https://doi.org/10.1177/1086296x231200818","url":null,"abstract":"Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy tasks (IDELA food and animal vocabulary and personal narratives) that might leverage some eco-cultural assets of Latino children; it also examined concurrent associations between these tasks and standardized language and literacy tests. Participants were 237 Latino kindergarteners ( M age = 67.22 months, SD = 4.12; 51% female). Positive associations were found between standardized tests and the IDELA food and animal vocabulary ( β = 0.92–1.40; large magnitude) and personal narrative tasks ( β = 0.28–0.46; medium magnitude), controlling for important covariates, including the language of administration of assessment. Further research might use these tasks as complementary assessments to gauge the impact of interventions on the language and literacy skills of Latino dual-language learners in kindergarten.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135742049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/1086296X231178515
Vaughn W. M. Watson, Joanne E. Marciano
In envisioning literacy at a crossroads, we ask what may be the potential of a different, intense, possible love, a love we may scarcely know and may yet discern—what we think of as a cosmic love, an explosive love. Such stance-taking in literacy research provokes new possibilities for research, teaching, and learning. We share brief narrative vignettes, moments we pointedly name as these tellings, and assert possibilities across two interconnected approaches: these tellings as beginnings, and our lives are entangled in our work. In these approaches, we point to opportunities for (re)conceptualizing prisms through which to engage in the work of literacy research and practice as we recognize, respond to, and build from both joy and heartache urgently present, across times past, current, and to come.
{"title":"These Tellings: Explosive Love as Literacy Research","authors":"Vaughn W. M. Watson, Joanne E. Marciano","doi":"10.1177/1086296X231178515","DOIUrl":"https://doi.org/10.1177/1086296X231178515","url":null,"abstract":"In envisioning literacy at a crossroads, we ask what may be the potential of a different, intense, possible love, a love we may scarcely know and may yet discern—what we think of as a cosmic love, an explosive love. Such stance-taking in literacy research provokes new possibilities for research, teaching, and learning. We share brief narrative vignettes, moments we pointedly name as these tellings, and assert possibilities across two interconnected approaches: these tellings as beginnings, and our lives are entangled in our work. In these approaches, we point to opportunities for (re)conceptualizing prisms through which to engage in the work of literacy research and practice as we recognize, respond to, and build from both joy and heartache urgently present, across times past, current, and to come.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"130 - 144"},"PeriodicalIF":2.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48848490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/1086296X231180254
E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons
The global pandemic has dramatically flipped the script on many aspects of our lives. We are now in an environment with increased rates of anxiety, depression, and substance use disorder. We are encountering unprecedented challenges to mental health (National Institutes of Health, 2023). The rapid normalization of remote learning has many educators lagging behind, while the “learning loss” experienced by students over the last three years has been consequential at every level of education. Primary and secondary teachers are leaving the profession at unprecedented rates. Global warming and racial inequities continue to push our apparent social order to the brink of devastation. According to a recent Pew Research Center poll, four out of 10 Americans believe that humanity is living in “apocalyptic” times (Diamant, 2022), and the Doomsday Clock by the Bulletin of the Atomic Scientists is now the closest it has ever been to midnight (Mecklin, 2023). What does all this mean for literacy research? In this special issue, we tackle this apocalyptic moment not necessarily in the sense of destruction on a catastrophic scale, but in the deeper sense of the term. The Greek root for “apocalypse” (αποκαλυπτω | αποκαλυψισ) is a verb meaning “to uncover, reveal, lay bare, or make transparent what has been hidden.” It is in this sense that we see an opportunity for literacy researchers to play a pivotal role in fostering greater authenticity, transparency, and ultimately transformative action that will lead to repairing and healing our broken world. The articles in this special issue are a modest step in this direction. In “These Tellings: Explosive Love as Literacy Research,” Vaughn W. M. Watson and Joanne E. Marciano move us toward a new vision of literacy at a crossroads. They explore the potential for a different, intense, and possible love in literacy research, teaching, and learning: a cosmic, explosive love. Through the exploration of selected narrative vignettes during the height of the COVID-19 pandemic, Watson and Marciano name “these tellings” as a means for researchers to assert the possibilities across two interconnected approaches: these tellings as beginnings and our lives as entangled in our work. Despite the challenges of our tumultuous times, Watson and Marciano point to opportunities for (re)conceptualizing prisms through which to engage in literacy research and practice as we recognize, respond to, and build from both joy and heartache urgently present, across times past, current, and to come. In “‘Our Voice and Dreams Matter’: Supporting Youths’ Racial Literacy,” Joanne E. Marciano, Lauren Elizabeth Reine Johnson, and Alecia Beymer’s qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in the summer of 2020 and throughout the 2020–2021 academic year. D
全球疫情极大地改变了我们生活的许多方面。我们现在所处的环境中焦虑、抑郁和物质使用障碍的发病率都在增加。我们正面临着前所未有的心理健康挑战（美国国立卫生研究院，2023年）。远程学习的快速常态化使许多教育工作者落后，而学生在过去三年中经历的“学习损失”对各级教育都产生了影响。中小学教师正以前所未有的速度离职。全球变暖和种族不平等继续将我们表面上的社会秩序推向毁灭的边缘。根据皮尤研究中心最近的一项民意调查，十分之四的美国人认为人类生活在“世界末日”时代（Diamant，2022），《原子科学家公报》的末日时钟现在是有史以来最接近午夜的时刻（Mecklin，2023）。这一切对扫盲研究意味着什么？在本期特刊中，我们不一定从灾难性规模的破坏的意义上，而是从更深层的意义上来处理这一世界末日时刻。“启示录”的希腊语词根（απικαλυπτω|απςκα波长υψισ）是一个动词，意思是“揭开、揭示、揭露或使隐藏的东西变得透明。”正是在这个意义上，我们看到了识字研究人员在培养更大的真实性、透明度方面发挥关键作用的机会，以及最终导致修复和治愈我们破碎世界的变革行动。本期特刊中的文章是朝着这个方向迈出的一小步。沃恩·W·M·沃森（Vaughn W.M.Watson）和乔安妮·马西亚诺（Joanne E.Marciano。他们在识字研究、教学和学习中探索了一种不同的、强烈的、可能的爱的潜力：一种宇宙般的、爆炸性的爱。在新冠肺炎疫情最严重的时候，通过探索选定的叙事小插曲，Watson和Marciano将“这些讲述”命名为研究人员通过两种相互关联的方法断言可能性的一种手段：这些讲述是开始，我们的生活与我们的工作纠缠在一起。尽管我们面临着动荡时代的挑战，Watson和Marciano指出了（重新）概念化棱镜的机会，通过这些棱镜，我们可以参与扫盲研究和实践，因为我们认识到、应对并建立在当下、过去、现在和未来的喜悦和心痛中。Joanne E.Marciano，Lauren Elizabeth Reine Johnson，Alecia Beymer的定性研究考察了正在进行的社区扫盲倡议的青年参与者如何在2020年夏天和2020-2021学年提高补贴住房社区居民对种族正义的认识，以支持“黑人的命也是命”运动。借鉴编辑理论
{"title":"Literacy at a Crossroads: Apocalypse and/or Opportunity?","authors":"E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons","doi":"10.1177/1086296X231180254","DOIUrl":"https://doi.org/10.1177/1086296X231180254","url":null,"abstract":"The global pandemic has dramatically flipped the script on many aspects of our lives. We are now in an environment with increased rates of anxiety, depression, and substance use disorder. We are encountering unprecedented challenges to mental health (National Institutes of Health, 2023). The rapid normalization of remote learning has many educators lagging behind, while the “learning loss” experienced by students over the last three years has been consequential at every level of education. Primary and secondary teachers are leaving the profession at unprecedented rates. Global warming and racial inequities continue to push our apparent social order to the brink of devastation. According to a recent Pew Research Center poll, four out of 10 Americans believe that humanity is living in “apocalyptic” times (Diamant, 2022), and the Doomsday Clock by the Bulletin of the Atomic Scientists is now the closest it has ever been to midnight (Mecklin, 2023). What does all this mean for literacy research? In this special issue, we tackle this apocalyptic moment not necessarily in the sense of destruction on a catastrophic scale, but in the deeper sense of the term. The Greek root for “apocalypse” (αποκαλυπτω | αποκαλυψισ) is a verb meaning “to uncover, reveal, lay bare, or make transparent what has been hidden.” It is in this sense that we see an opportunity for literacy researchers to play a pivotal role in fostering greater authenticity, transparency, and ultimately transformative action that will lead to repairing and healing our broken world. The articles in this special issue are a modest step in this direction. In “These Tellings: Explosive Love as Literacy Research,” Vaughn W. M. Watson and Joanne E. Marciano move us toward a new vision of literacy at a crossroads. They explore the potential for a different, intense, and possible love in literacy research, teaching, and learning: a cosmic, explosive love. Through the exploration of selected narrative vignettes during the height of the COVID-19 pandemic, Watson and Marciano name “these tellings” as a means for researchers to assert the possibilities across two interconnected approaches: these tellings as beginnings and our lives as entangled in our work. Despite the challenges of our tumultuous times, Watson and Marciano point to opportunities for (re)conceptualizing prisms through which to engage in literacy research and practice as we recognize, respond to, and build from both joy and heartache urgently present, across times past, current, and to come. In “‘Our Voice and Dreams Matter’: Supporting Youths’ Racial Literacy,” Joanne E. Marciano, Lauren Elizabeth Reine Johnson, and Alecia Beymer’s qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in the summer of 2020 and throughout the 2020–2021 academic year. D","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"127 - 129"},"PeriodicalIF":2.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45311825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/1086296X231178511
Joanne E. Marciano, Lauren Elizabeth Reine Johnson, Alecia Beymer
This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children's and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy instruction responsive to youths’ voices and dreams, particularly during times of crisis.
{"title":"“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy","authors":"Joanne E. Marciano, Lauren Elizabeth Reine Johnson, Alecia Beymer","doi":"10.1177/1086296X231178511","DOIUrl":"https://doi.org/10.1177/1086296X231178511","url":null,"abstract":"This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children's and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy instruction responsive to youths’ voices and dreams, particularly during times of crisis.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"145 - 169"},"PeriodicalIF":2.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42463203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/1086296X231178513
Bessie P. Dernikos, Bianca Nightengale-Lee, J. Thiel, Kimberly Lenters, Erin Bailey
In this theoretical and conceptual article, we consider how meaning-making, literacies, identities, power, privilege, and in/equities are entangled with/in non/human sociomaterial force relations. Inspired by Rose, we build theoretically on the philosophical principles of hip-hop—flow, rupture, layering, and sampling. Conceptually, we invite literacy educators to attune to “in-the-red frequencies,” or “noisy” political philosophies and practices that Black people have used to create alternative realities to white supremacist patriarchal systems of oppression. Afrodiasporic approaches to mobility and sounding pivot us away from humanist ways of knowing/being/doing/researching literacy and toward more creative, emergent, and “fugitive modes.” Ultimately, we argue that theorizing affective literacies via flow↔rupture↔layering↔sampling enables ethical teaching, learning, and research practices that respect multiple perspectives, histories, and truths; account for affect, power, privilege, positioning, and complicity; and highlight “otherwise worlds” not predicated on hegemonic whiteness, anti-Blackness, and sociopolitical violence.
{"title":"Theorizing Literacies as Affective Flows: Attuning to the Otherwise Possibilities of Hip-Hop's “In-the-Red Frequencies”","authors":"Bessie P. Dernikos, Bianca Nightengale-Lee, J. Thiel, Kimberly Lenters, Erin Bailey","doi":"10.1177/1086296X231178513","DOIUrl":"https://doi.org/10.1177/1086296X231178513","url":null,"abstract":"In this theoretical and conceptual article, we consider how meaning-making, literacies, identities, power, privilege, and in/equities are entangled with/in non/human sociomaterial force relations. Inspired by Rose, we build theoretically on the philosophical principles of hip-hop—flow, rupture, layering, and sampling. Conceptually, we invite literacy educators to attune to “in-the-red frequencies,” or “noisy” political philosophies and practices that Black people have used to create alternative realities to white supremacist patriarchal systems of oppression. Afrodiasporic approaches to mobility and sounding pivot us away from humanist ways of knowing/being/doing/researching literacy and toward more creative, emergent, and “fugitive modes.” Ultimately, we argue that theorizing affective literacies via flow↔rupture↔layering↔sampling enables ethical teaching, learning, and research practices that respect multiple perspectives, histories, and truths; account for affect, power, privilege, positioning, and complicity; and highlight “otherwise worlds” not predicated on hegemonic whiteness, anti-Blackness, and sociopolitical violence.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"170 - 193"},"PeriodicalIF":2.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01Epub Date: 2023-06-15DOI: 10.1177/1086296X231179368
Marisa Segel
When school buildings closed suddenly due to the COVID-19 pandemic, educators relied on families more than ever to mediate their children's learning. This yearlong case study details the narratives of 14 Black and Latinx families as they negotiated literacy practices with their teenage sons during remote schooling. This study finds that families bolstered their sons' literacies through dimensions of family literacy care, a notion developed by the author to describe the material, emotional, embodied, and digital mentoring exchanged between caregivers and boys around literacy practices at home. Entangled in these narratives are the complex ways that families enacted their roles as caregivers and teachers during the pandemic, and in turn, how boys acquiesced to and resisted their parents' attempts at family literacy care. These findings texture and advance the field of family literacy scholarship to understand better the varied ways boys orient toward (and away from) texts in their family context.
{"title":"Nurturing the Literacy Lives of Boys of Color During COVID-19.","authors":"Marisa Segel","doi":"10.1177/1086296X231179368","DOIUrl":"10.1177/1086296X231179368","url":null,"abstract":"<p><p>When school buildings closed suddenly due to the COVID-19 pandemic, educators relied on families more than ever to mediate their children's learning. This yearlong case study details the narratives of 14 Black and Latinx families as they negotiated literacy practices with their teenage sons during remote schooling. This study finds that families bolstered their sons' literacies through dimensions of <i>family literacy care</i>, a notion developed by the author to describe the material, emotional, embodied, and digital mentoring exchanged between caregivers and boys around literacy practices at home. Entangled in these narratives are the complex ways that families enacted their roles as caregivers and teachers during the pandemic, and in turn, how boys acquiesced to and resisted their parents' attempts at family literacy care. These findings texture and advance the field of family literacy scholarship to understand better the varied ways boys orient toward (and away from) texts in their family context.</p>","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"1 1","pages":"218-241"},"PeriodicalIF":2.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10273042/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43787780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/1086296X231163124
Kimberly Wolbers, Hannah M. Dostal, Leala Holcomb
Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research.
{"title":"Teacher Reports of Secondary Writing Instruction with Deaf Students","authors":"Kimberly Wolbers, Hannah M. Dostal, Leala Holcomb","doi":"10.1177/1086296X231163124","DOIUrl":"https://doi.org/10.1177/1086296X231163124","url":null,"abstract":"Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"28 - 50"},"PeriodicalIF":2.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47892218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/1086296X231163117
Blythe E. Anderson, Tanya S. Wright, A. Gotwals
The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse analysis was used to identify specific research-aligned vocabulary talk moves. Findings revealed that the cohort of teachers used considerably more moves for building students’ knowledge of word meanings than for building students’ awareness of words and word learning or for interesting students in words and word learning. Likewise, the cohort used more authoritative moves (teacher telling) than dialogic moves (inviting student exploration and engagement). This study contributes to the field's understanding of the ways that science instruction supports literacy learning and literacy instruction supports science learning in the early-elementary grades. The findings from this study have implications for teacher professional development and policy.
{"title":"Teachers’ Vocabulary Talk in Early-Elementary Science Instruction","authors":"Blythe E. Anderson, Tanya S. Wright, A. Gotwals","doi":"10.1177/1086296X231163117","DOIUrl":"https://doi.org/10.1177/1086296X231163117","url":null,"abstract":"The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse analysis was used to identify specific research-aligned vocabulary talk moves. Findings revealed that the cohort of teachers used considerably more moves for building students’ knowledge of word meanings than for building students’ awareness of words and word learning or for interesting students in words and word learning. Likewise, the cohort used more authoritative moves (teacher telling) than dialogic moves (inviting student exploration and engagement). This study contributes to the field's understanding of the ways that science instruction supports literacy learning and literacy instruction supports science learning in the early-elementary grades. The findings from this study have implications for teacher professional development and policy.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"75 - 100"},"PeriodicalIF":2.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44658854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/1086296X231163122
Claire Lambert, J. Myers, C. Howard, Melissa Adams-Budde
Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.
{"title":"Small Moves: New Teachers’ Perceptions of Authoritative Discourse","authors":"Claire Lambert, J. Myers, C. Howard, Melissa Adams-Budde","doi":"10.1177/1086296X231163122","DOIUrl":"https://doi.org/10.1177/1086296X231163122","url":null,"abstract":"Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"51 - 74"},"PeriodicalIF":2.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45061363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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