Georgia Journal of Literacy最新文献_第2页

Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration 通过家庭扫盲计划和虚拟写作协作连接社区

Georgia Journal of Literacy Pub Date : 2021-12-02 DOI: 10.56887/galiteracy.14

A. Katz, Alexandra Sledge-Tollerson

{"title":"Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration","authors":"A. Katz, Alexandra Sledge-Tollerson","doi":"10.56887/galiteracy.14","DOIUrl":"https://doi.org/10.56887/galiteracy.14","url":null,"abstract":"The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students was scheduled to meet partially face-to-face and partially online weekly. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment that I incorporate each semester as part of the course. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school characters on their walk home from school. My original plan was for both middle school students and pre-service educators to draft personal place-based writing short stories- inspired by the mentor text- and participate in writing conferences. Instead, Zoom sessions were conducted in which both sets of students virtually conferenced about their writing pieces when schedules allowed. In this manner, authentic conversations about writing were being cultivated through a virtual approach.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115372448","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}

引用次数: 0

An Interview with Alice Ensley: District Literacy Coordinator at Dalton County Schools 采访Alice Ensley:道尔顿县学校的地区扫盲协调员

Georgia Journal of Literacy Pub Date : 2021-12-02 DOI: 10.56887/galiteracy.12

Shannon Tovey

引用次数: 0

Building Excitement for Reading and Building New Friendships 培养对阅读的热情，建立新的友谊

Georgia Journal of Literacy Pub Date : 2020-12-04 DOI: 10.56887/galiteracy.20

Erinn Bentley

引用次数: 0

Using Choral Reading with Students with Exceptionalities to Improve Reading Fluency 与特殊学生合唱阅读提高阅读流畅性

Georgia Journal of Literacy Pub Date : 2020-12-04 DOI: 10.56887/galiteracy.22

Harriet J. Bessette

引用次数: 0

Increasing Below Level Readers Fluency and Comprehension 提高低水平读者的流畅性和理解力

Georgia Journal of Literacy Pub Date : 2020-12-04 DOI: 10.56887/galiteracy.21

Shawnee Knott, Shannon Tovey

{"title":"Increasing Below Level Readers Fluency and Comprehension","authors":"Shawnee Knott, Shannon Tovey","doi":"10.56887/galiteracy.21","DOIUrl":"https://doi.org/10.56887/galiteracy.21","url":null,"abstract":"Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begins with reading fluency. Researcher Timothy Rasinski, along with countless other researchers, such as Kodan and Akoyl, The National Reading Panel, and Samuels and Leberge, carry the belief that students who build a foundation of fluency through practice and increase that fluency will develop the ability to comprehend on higher levels (2003). Without this foundation, the learning gap begins and continues to widen year after year. Thus, showing the huge relationship between reading fluency and reading comprehension (Rasinski, 2003). These below grade level readers need interventions that meet them where they are and push them forward to meet their learning goals - enabling them to become better readers. The purpose of this study was to address the needs of below-level readers and to aid in the vertical alignment of research-based interventions and methods in grades 3-5.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134392675","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}

引用次数: 0

A Comparative Study of the Effects of Computer-Assisted Instruction on the Reading Achievement of First Graders 计算机辅助教学对一年级学生阅读成绩影响的比较研究

Georgia Journal of Literacy Pub Date : 2020-04-24 DOI: 10.56887/galiteracy.18

T. Hudson, Linda M. Reeves, R. Giles, L. Brannan

引用次数: 0

What’s Next for Literacy Education in Georgia? 格鲁吉亚扫盲教育的下一步是什么?

Georgia Journal of Literacy Pub Date : 2020-04-24 DOI: 10.56887/galiteracy.19

S. Howrey

引用次数: 0

Dyslexia and Georgia Senate Bill 48 阅读障碍和乔治亚州参议院法案48

Georgia Journal of Literacy Pub Date : 2020-04-24 DOI: 10.56887/galiteracy.16

Nora W Schlesinger

引用次数: 1

A Balanced Approach to Literacy Instruction and Support for Diverse Learners 平衡的读写教学方法和对不同学习者的支持

Georgia Journal of Literacy Pub Date : 2020-04-24 DOI: 10.56887/galiteracy.17

Bonnie Mondesir, R. A. Griffin

{"title":"A Balanced Approach to Literacy Instruction and Support for Diverse Learners","authors":"Bonnie Mondesir, R. A. Griffin","doi":"10.56887/galiteracy.17","DOIUrl":"https://doi.org/10.56887/galiteracy.17","url":null,"abstract":"In this article, the authors explore various theories to inform educators and educational leaders who are looking for ways to better meet the literacy needs of all of their diverse students, including striving readers, culturally and linguistically diverse readers, and proficient and excelling readers. They call on educators to embrace a balanced approach that is informed by multiple bottom-up and top-down theories to better meet the needs of all their students. Focus is first given to Gough’s and LaBerge and Samuels’ information processing models (bottom-up models) followed by the psycholinguistic, schema, and transactional reader response top-down theories. Discussion of both the bottom-up and top-down theoretical approaches includes background information on notable theorists and explanations of specific theories that are instrumental in enriching the teaching of reading in a variety of classroom settings to a variety of students. Literature relevant to these theories is reviewed, and practical classroom implications of implementing these theories are explored to provide educators with hands-on tools and suggestions they can use to improve and enrich literacy instruction for all their students. Finally, a case is made for why educators should call upon multiple theories when making instructional decisions. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124681366","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}

引用次数: 1

Ready, Set, Grow: Exploring the Readiness and Preparation of Kindergarten Students within a Title 1 School 准备，设定，成长:探索标题1学校幼儿园学生的准备和准备

Georgia Journal of Literacy Pub Date : 2019-06-21 DOI: 10.56887/galiteracy.11

Morgan Mitchell, Sybil A. Keesbury, Vicki L. Luther

引用次数: 0