Occupational therapists (OTs) can be valuable team members because of their expertise in activity and environmental analysis and, in particular, their skills in facilitating access to curricular and extracurricular activities for students with unique learning needs (AOTA, 2017). School OTs can assist with creating multi-sensory activities and providing suggestions for environmental modifications to increase children’s engagement in learning activities to support literacy learning. Research shows that when children use multiple senses to learn new skills, they are not only able to remember the new skills more quickly, but they are also able to attend to activities longer (Golden & McCraken, 2016). The more parts of the brain involved in tasks, the greater the likelihood of learning; thus, multisensory learning through participation in meaningful, fun literacy activities can increase learning!
{"title":"Ten Quick and Easy Ways to Enhance Early Literacy Instruction: Tips from a School Occupational Therapist","authors":"Sharon Swift, Kim Barker","doi":"10.56887/galiteracy.125","DOIUrl":"https://doi.org/10.56887/galiteracy.125","url":null,"abstract":"Occupational therapists (OTs) can be valuable team members because of their expertise in activity and environmental analysis and, in particular, their skills in facilitating access to curricular and extracurricular activities for students with unique learning needs (AOTA, 2017). School OTs can assist with creating multi-sensory activities and providing suggestions for environmental modifications to increase children’s engagement in learning activities to support literacy learning. Research shows that when children use multiple senses to learn new skills, they are not only able to remember the new skills more quickly, but they are also able to attend to activities longer (Golden & McCraken, 2016). The more parts of the brain involved in tasks, the greater the likelihood of learning; thus, multisensory learning through participation in meaningful, fun literacy activities can increase learning!","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"36 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973256","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}
In this article, we invite middle-level educators to discover how literature can be a gateway to understanding and addressing book bans, censorship, and access to books. We delve into the recent rise in book challenges, particularly against diverse narratives, and trace the historical roots of censorship. Highlighting ten selected texts, we show how they can be practical tools in teaching the critical importance of intellectual freedom. Accompanied by discussion questions and engaging teaching ideas, these books aim to spark critical thought, embrace varied viewpoints, and motivate students to actively discuss censorship issues. This piece is a resource for educators to enrich their approach to complex topics and underscore the vital role of reading in shaping aware, inquisitive, and active citizens in today’s increasingly complex world.
{"title":"Teaching Between the Bans: Exploring Book Banning, Censorship, and Book Access in the Middle Grades","authors":"Bethany Scullin, Nickie B. Smith, Holly Proby","doi":"10.56887/galiteracy.135","DOIUrl":"https://doi.org/10.56887/galiteracy.135","url":null,"abstract":"In this article, we invite middle-level educators to discover how literature can be a gateway to understanding and addressing book bans, censorship, and access to books. We delve into the recent rise in book challenges, particularly against diverse narratives, and trace the historical roots of censorship. Highlighting ten selected texts, we show how they can be practical tools in teaching the critical importance of intellectual freedom. Accompanied by discussion questions and engaging teaching ideas, these books aim to spark critical thought, embrace varied viewpoints, and motivate students to actively discuss censorship issues. This piece is a resource for educators to enrich their approach to complex topics and underscore the vital role of reading in shaping aware, inquisitive, and active citizens in today’s increasingly complex world.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"55 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972176","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}
This article explores the nuanced art of reading aloud, positioning it as a complex, multifaceted practice rather than a mere activity. Drawing on a personal vignette involving a read-aloud session gone awry, the author, a literacy educator with a deep affinity for picturebooks and reading-aloud strategies, delves into the curricular and instructional implications of reading aloud. The discussion extends into a comprehensive review of literature across five major categories, including the significance of picturebooks and their role in engaging diverse readers like emergent bilingual students and special needs students. Through reflective analysis, the author shares insights on selecting picturebooks, employing effective read-aloud strategies, and the overall impact of reading aloud on children’s literacy development. Concluding with practical tips for educators and caregivers, the article underscores reading aloud as a sophisticated art that enriches the educational experience, advocating for its thoughtful integration into literacy instruction.
{"title":"Reading-Aloud as Complex Art, not Simple Activity: A Cautionary Tale, Part II","authors":"William P. Bintz","doi":"10.56887/galiteracy.130","DOIUrl":"https://doi.org/10.56887/galiteracy.130","url":null,"abstract":"This article explores the nuanced art of reading aloud, positioning it as a complex, multifaceted practice rather than a mere activity. Drawing on a personal vignette involving a read-aloud session gone awry, the author, a literacy educator with a deep affinity for picturebooks and reading-aloud strategies, delves into the curricular and instructional implications of reading aloud. The discussion extends into a comprehensive review of literature across five major categories, including the significance of picturebooks and their role in engaging diverse readers like emergent bilingual students and special needs students. Through reflective analysis, the author shares insights on selecting picturebooks, employing effective read-aloud strategies, and the overall impact of reading aloud on children’s literacy development. Concluding with practical tips for educators and caregivers, the article underscores reading aloud as a sophisticated art that enriches the educational experience, advocating for its thoughtful integration into literacy instruction. ","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"54 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973382","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}
Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth-grade students and only 34 percent of eighth-grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer-Relationship (QAR) strategy on standardized reading test scores of third-grade students. It also specifically examined the impact of direct instruction of the QAR strategy on traditionally underserved students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) were higher than the mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of historically underserved students showed no significant differences (60.05 and 60.90, respectively). In addition, adjusted marginal mean post-test scores of historically underserved and non-historically underserved students who received QAR instruction showed no significant differences (54.48 and 58.29).
{"title":"The Effects of Question-Answer-Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third-Grade Students","authors":"Susan Green, Maryann Mraz","doi":"10.56887/galiteracy.136","DOIUrl":"https://doi.org/10.56887/galiteracy.136","url":null,"abstract":"Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth-grade students and only 34 percent of eighth-grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer-Relationship (QAR) strategy on standardized reading test scores of third-grade students. It also specifically examined the impact of direct instruction of the QAR strategy on traditionally underserved students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) were higher than the mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of historically underserved students showed no significant differences (60.05 and 60.90, respectively). In addition, adjusted marginal mean post-test scores of historically underserved and non-historically underserved students who received QAR instruction showed no significant differences (54.48 and 58.29).","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"71 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976122","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}
The Spring 2024 issue of the Georgia Journal of Literacy highlights how traditional teaching methods and innovative practices can be merged to effectively address the needs of today’s diverse student population. Articles within this issue advocate for a dynamic approach to literacy instruction, combining decades of research with contemporary classroom realities. The contributors to this issue explore topics from the complexities of reading aloud to leveraging community-based literacy projects, each underscoring strategies to create more inclusive and engaging learning environments. The issue also examines the importance of empirical data in developing effective literacy practices and offers practical strategies that apply research findings to enhance teaching and learning. The nine articles in this issue deepen understanding and encourage educators to innovate and adapt in ways that improve student engagement and literacy outcomes.
{"title":"Integrating Conventional and Innovative Practices: Enhancing Literacy Education in Diverse Contexts","authors":"Beth Scullin, Robert Griffin","doi":"10.56887/galiteracy.141","DOIUrl":"https://doi.org/10.56887/galiteracy.141","url":null,"abstract":"The Spring 2024 issue of the Georgia Journal of Literacy highlights how traditional teaching methods and innovative practices can be merged to effectively address the needs of today’s diverse student population. Articles within this issue advocate for a dynamic approach to literacy instruction, combining decades of research with contemporary classroom realities. The contributors to this issue explore topics from the complexities of reading aloud to leveraging community-based literacy projects, each underscoring strategies to create more inclusive and engaging learning environments. The issue also examines the importance of empirical data in developing effective literacy practices and offers practical strategies that apply research findings to enhance teaching and learning. The nine articles in this issue deepen understanding and encourage educators to innovate and adapt in ways that improve student engagement and literacy outcomes.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975824","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}
This article presents the findings of an action research study that explored the impact of culturally relevant writing instruction in an English classroom. Research practitioners have used terms such as real-life (Moore-Hart, 2005), innovative (Kinloch, 2009), and culturally relevant writing pedagogy (Winn & Johnson, 2011) to denote the type of experiential and relevant writing instruction that should be occurring in classrooms. These terms are synonymous because they require students to leverage their culture, perspectives, interests, and personal experiences as inspiration for writing. The discussion begins by presenting the literature on culturally relevant literacy instruction. Then, the author discusses the steps for implementing this pedagogical approach and provides key insights on the subject matter.
{"title":"Igniting the Fire Within: Culturally Relevant Expository Writing","authors":"Adam Whitaker","doi":"10.56887/galiteracy.137","DOIUrl":"https://doi.org/10.56887/galiteracy.137","url":null,"abstract":"This article presents the findings of an action research study that explored the impact of culturally relevant writing instruction in an English classroom. Research practitioners have used terms such as real-life (Moore-Hart, 2005), innovative (Kinloch, 2009), and culturally relevant writing pedagogy (Winn & Johnson, 2011) to denote the type of experiential and relevant writing instruction that should be occurring in classrooms. These terms are synonymous because they require students to leverage their culture, perspectives, interests, and personal experiences as inspiration for writing. The discussion begins by presenting the literature on culturally relevant literacy instruction. Then, the author discusses the steps for implementing this pedagogical approach and provides key insights on the subject matter.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974556","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}
Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and community and understanding the relationship between them. Additionally, the practices spurred critical thinking, historical inquiry, and socioemotional learning. Community exploration through community literacies created the foundation for place-based language, literacy, and history research to take root and flourish.
{"title":"Looking for It: Language, Literacy, and History in Place","authors":"Leah Panther, Caitlin Hochuli","doi":"10.56887/galiteracy.138","DOIUrl":"https://doi.org/10.56887/galiteracy.138","url":null,"abstract":"Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and community and understanding the relationship between them. Additionally, the practices spurred critical thinking, historical inquiry, and socioemotional learning. Community exploration through community literacies created the foundation for place-based language, literacy, and history research to take root and flourish.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"43 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974313","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}
Kimberly Davidson, Sarah Williams, Emily Lin, Annmarie Jackson, Paula Tench
The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.
{"title":"Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers","authors":"Kimberly Davidson, Sarah Williams, Emily Lin, Annmarie Jackson, Paula Tench","doi":"10.56887/galiteracy.134","DOIUrl":"https://doi.org/10.56887/galiteracy.134","url":null,"abstract":"The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"20 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975704","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}
In 2023, the Georgia Legislature passed the Georgia Early Literacy Act (HB 538), representing a sweeping reform effort to improve the quality of early reading instruction in the state. HB 538 requires schools to screen children in kindergarten through third grade three times yearly. Related to this requirement, HB 538 requires that the State Board of Education approve a list of 16 universal reading screeners that can: 1) provide relevant information to target instruction, 2) measure foundational literacy skills, 3) identify students who are struggling to acquire reading skills, and 4) be used to monitor progress. The purpose of this review is to provide a supplement to the SBOE’s approved list so that Local Education Agencies (LEAs) can assess the relative psychometric strength of each screener as they select the most appropriate screener for the students they serve. We compiled information regarding each screener's reliability, validity, sensitivity, and specificity to create an exposition of their strengths and weaknesses. We found that GaDOE's approved list contains numerous tools with acceptable psychometric properties; however, large variability in the amount of psychometric data available for each screener is problematic. LEAs are recommended to consider psychometric strength as a critical factor when selecting an early literacy screener.
{"title":"A Psychometric Review of Universal Reading Screeners Approved by the State Board of Education","authors":"Lindee Morgan, Joseph Wenke, Kristina Dandy","doi":"10.56887/galiteracy.133","DOIUrl":"https://doi.org/10.56887/galiteracy.133","url":null,"abstract":"In 2023, the Georgia Legislature passed the Georgia Early Literacy Act (HB 538), representing a sweeping reform effort to improve the quality of early reading instruction in the state. HB 538 requires schools to screen children in kindergarten through third grade three times yearly. Related to this requirement, HB 538 requires that the State Board of Education approve a list of 16 universal reading screeners that can: 1) provide relevant information to target instruction, 2) measure foundational literacy skills, 3) identify students who are struggling to acquire reading skills, and 4) be used to monitor progress. The purpose of this review is to provide a supplement to the SBOE’s approved list so that Local Education Agencies (LEAs) can assess the relative psychometric strength of each screener as they select the most appropriate screener for the students they serve. We compiled information regarding each screener's reliability, validity, sensitivity, and specificity to create an exposition of their strengths and weaknesses. We found that GaDOE's approved list contains numerous tools with acceptable psychometric properties; however, large variability in the amount of psychometric data available for each screener is problematic. LEAs are recommended to consider psychometric strength as a critical factor when selecting an early literacy screener.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"75 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973693","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}
This article is based on an unexpected experience between a grandfather (William Bintz, the first author) and his six-year-old granddaughter. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts. The purpose of this article is to share examples of companion texts and instructional strategies to use across the curriculum. We begin by describing four theoretical frameworks underpinning the notion of companion texts. These include the concept of paired text, the benefits of paired text, the process of intertextuality, and reader response theory. Next, we describe companion texts as a new way to pair texts and include a rationale for the development and use of companion texts across the curriculum. Then, we share samples of instructional strategies that teachers can use with companion texts to widen student perspectives and enrich knowledge across the curriculum. We end with concluding thoughts.
{"title":"Using Companion Texts to Widen Student Perspective Across the Curriculum","authors":"William P. Bintz, Lisa Parker","doi":"10.56887/galiteracy.132","DOIUrl":"https://doi.org/10.56887/galiteracy.132","url":null,"abstract":"This article is based on an unexpected experience between a grandfather (William Bintz, the first author) and his six-year-old granddaughter. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts. The purpose of this article is to share examples of companion texts and instructional strategies to use across the curriculum. We begin by describing four theoretical frameworks underpinning the notion of companion texts. These include the concept of paired text, the benefits of paired text, the process of intertextuality, and reader response theory. Next, we describe companion texts as a new way to pair texts and include a rationale for the development and use of companion texts across the curriculum. Then, we share samples of instructional strategies that teachers can use with companion texts to widen student perspectives and enrich knowledge across the curriculum. We end with concluding thoughts.","PeriodicalId":477361,"journal":{"name":"Georgia Journal of Literacy","volume":"46 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975733","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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