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Literacy Research and Instruction最新文献

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Associations of Reading Knowledge with Kindergarten and First Grade Teachers’ Reported Instructional Strategies 阅读知识与幼儿园和一年级教师教学策略的关系
IF 1.2
Literacy Research and Instruction Pub Date : 2020-06-24 DOI: 10.1080/19388071.2020.1774689
Rebecca L. P. Jordan, Mary E. Bratsch-Hines
{"title":"Associations of Reading Knowledge with Kindergarten and First Grade Teachers’ Reported Instructional Strategies","authors":"Rebecca L. P. Jordan, Mary E. Bratsch-Hines","doi":"10.1080/19388071.2020.1774689","DOIUrl":"https://doi.org/10.1080/19388071.2020.1774689","url":null,"abstract":"ABSTRACT Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and first grade teachers in the southeastern United States: discrete skills, print awareness, active learning, collaborative learning, and comprehensive instruction. Multiple regression analyses demonstrated teacher knowledge of reading was significantly associated only with comprehensive instruction, indicating more knowledgeable teachers were more likely to engage in instructional strategies that targeted multiple domains. Implications for teacher education and professional development are shared.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1774689","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46474853","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: 7
“You Can’t Put Everything I’ve been through into Professional Development”: Transformative Literacy Coaching in an “Underperforming” High School “你不能把我所经历的一切都投入到职业发展中”：一所“表现不佳”的高中的转型识字辅导
IF 1.2
Literacy Research and Instruction Pub Date : 2020-06-22 DOI: 10.1080/19388071.2020.1777231
Mellinee Lesley, Whitney Beach, Julie Smit
{"title":"“You Can’t Put Everything I’ve been through into Professional Development”: Transformative Literacy Coaching in an “Underperforming” High School","authors":"Mellinee Lesley, Whitney Beach, Julie Smit","doi":"10.1080/19388071.2020.1777231","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777231","url":null,"abstract":"ABSTRACT Because the role of literacy coach as a transformative change agent is a goal of many literacy programs, we set out to examine the process by which a literacy coach becomes a leader and transforms the learning environment of an “underperforming” high school being monitored by the state education department for low test scores. In the present study we followed Ms. Hill (all names are pseudonyms), a literacy coach recruited to transform the English curriculum at Trenton High School over a two-year period-of-time to learn more about the literacy crisis many high schools are facing, the necessity for “transformative” coaching, and specific conditions that foster the development of transformative literacy coaches. We discuss key phenomena that helped the literacy coach design a transformative role.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48468082","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: 3
Latinx Adolescents’ Reading Motivation Profiles and Associations with Higher Education Aspirations 拉丁裔青少年的阅读动机概况及其与高等教育愿望的关系
IF 1.2
Literacy Research and Instruction Pub Date : 2020-04-27 DOI: 10.1080/19388071.2020.1752862
M. Quirk, S. Swami, Gustavo Loera, Sergio Garcia
{"title":"Latinx Adolescents’ Reading Motivation Profiles and Associations with Higher Education Aspirations","authors":"M. Quirk, S. Swami, Gustavo Loera, Sergio Garcia","doi":"10.1080/19388071.2020.1752862","DOIUrl":"https://doi.org/10.1080/19388071.2020.1752862","url":null,"abstract":"ABSTRACT Reading motivation may help explain some discrepancies in higher education attainment among Latinx adolescents. Using a person-centered approach to understand underlying reading motivation profiles among N = 254 Latinx adolescents, results identified four ordered classes of reading motivation including, (a) a “High” class characterized by high motivation across dimensions, (b) a “High-Practical” class characterized by moderate to high levels of motivation with particular emphasis on practical reasons for reading, (c) an “Apathetic” class with moderate to low motivation across dimensions, and (d) a “Low” class who consistently endorsed low levels of motivation across dimensions. Results also showed reading motivation class membership was significantly associated with demographic covariates (e.g., gender and parent education) and higher education aspirations, consistent with previous research. Practical implications are also discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1752862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41270636","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: 6
Better Together: Combining Reading and Writing Instruction to Foster Informative Text Comprehension 更好地在一起:阅读和写作教学相结合，培养信息性文本理解
IF 1.2
Literacy Research and Instruction Pub Date : 2020-04-27 DOI: 10.1080/19388071.2020.1752861
C. Turcotte, Pier-Olivier Caron
{"title":"Better Together: Combining Reading and Writing Instruction to Foster Informative Text Comprehension","authors":"C. Turcotte, Pier-Olivier Caron","doi":"10.1080/19388071.2020.1752861","DOIUrl":"https://doi.org/10.1080/19388071.2020.1752861","url":null,"abstract":"ABSTRACT This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9–10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment received teaching material and training during 1 year prior to data collection. The teaching approach involved three steps and included activities that were spread over 20 weeks and lasted approximately 2 h per week. Teachers from the non-experimental condition teach reading comprehension and writing strategies in a dissociated way. Students (n = 248) were tested with a reading comprehension assessment in September and May. Results show a significant interaction between time and groups, suggesting a moderate effect size. The experimental group started the experiment slightly behind in reading comprehension and ended up significantly better than the control group. Teaching how to articulate knowledge in reading and writing might favor reading comprehension of informative texts better than teaching strategies in a dissociated way. However, the introduction of such an approach required continuous training and robust teacher support.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1752861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421606","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: 5
Exploring Adolescent Motivation to Read with an Online YA Book Club 通过在线YA读书俱乐部探索青少年阅读动机
IF 1.2
Literacy Research and Instruction Pub Date : 2020-04-19 DOI: 10.1080/19388071.2020.1752860
M. Schreuder, Rachelle S. Savitz
{"title":"Exploring Adolescent Motivation to Read with an Online YA Book Club","authors":"M. Schreuder, Rachelle S. Savitz","doi":"10.1080/19388071.2020.1752860","DOIUrl":"https://doi.org/10.1080/19388071.2020.1752860","url":null,"abstract":"ABSTRACT This article describes findings related to changes in the reading motivation of 12th grade language arts students who participated in an online book club partnership with college students. The study investigated the motivational impact of self-selected young adult novels, social interaction with college students and peers, and the online context of the club. Analysis suggests having text choice and interacting with college students promotes greater engagement and motivation in high school readers. An unexpected finding was the influence of teacher-determined expectations on student participation.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1752860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41561920","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: 14
Reading Comics Collaboratively and Challenging Literacy Norms 协同阅读漫画，挑战读写规范
IF 1.2
Literacy Research and Instruction Pub Date : 2020-04-02 DOI: 10.1080/19388071.2019.1669746
A. Dallacqua
{"title":"Reading Comics Collaboratively and Challenging Literacy Norms","authors":"A. Dallacqua","doi":"10.1080/19388071.2019.1669746","DOIUrl":"https://doi.org/10.1080/19388071.2019.1669746","url":null,"abstract":"ABSTRACT This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While comics were able to support strategic practices, such as a standardized curriculum implemented by the school system, their presence and use in classrooms helped to surface teachers’ and students’ awareness of their typical rhythms. There were impacts to the ways in which students and teachers recognized and critiqued literacy practices in their school. By inviting a comic into their curriculum, teachers were also inviting changes to the space in which they and their students were learning.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1669746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60007336","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: 10
Revisioning Grammar Instruction through Collaborative Lesson Study: A New Apprenticeship of Observation 通过合作学习修改语法教学:一种新的观察学徒制
IF 1.2
Literacy Research and Instruction Pub Date : 2020-04-02 DOI: 10.1080/19388071.2019.1709927
V. Collet, Angelia C. Greiner
{"title":"Revisioning Grammar Instruction through Collaborative Lesson Study: A New Apprenticeship of Observation","authors":"V. Collet, Angelia C. Greiner","doi":"10.1080/19388071.2019.1709927","DOIUrl":"https://doi.org/10.1080/19388071.2019.1709927","url":null,"abstract":"ABSTRACT A concern about grammar and usage instruction is the ineffectiveness of the frequently-used practice of worksheets and out-of-context application. In light of recent findings that applied grammar instruction can improve students’ writing, a need for research on increasing teachers’ pedagogical knowledge in this area is indicated. This case study examines teacher professional development to consider what aspects promote and extend teacher knowledge and practice in this area. Three high-school English teachers participated in a month-long Lesson Study cycle. Findings suggest that teachers’ insights about active, collaborative grammar instruction appear to have been supported by their own collaboration and by joint observation of practice. Providing opportunities for teachers to reflect together on what was observed encouraged learning that transcended the specific lesson.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1709927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46235293","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: 9
Becoming Inquirers: A Review of Research on Inquiry Methods in Literacy Preservice Teacher Preparation 成为探究者:职前素养教师培养中的探究方法研究综述
IF 1.2
Literacy Research and Instruction Pub Date : 2020-02-21 DOI: 10.1080/19388071.2020.1730529
Catherine Lammert
{"title":"Becoming Inquirers: A Review of Research on Inquiry Methods in Literacy Preservice Teacher Preparation","authors":"Catherine Lammert","doi":"10.1080/19388071.2020.1730529","DOIUrl":"https://doi.org/10.1080/19388071.2020.1730529","url":null,"abstract":"ABSTRACT Inquiry models of teaching and learning have a long history in education. With a focus on contemporary (2000–2018) empirical research, this systematic review of literature focuses on the question: What is known about how inquiry is used and framed in literacy preservice teacher preparation? Findings suggest that inquiry is an effective tool for preservice teacher learning, and although there are challenges (i.e. time, resources, preservice teachers’ preconceived ideas about curriculum, and curricular constraints), preservice teachers can learn to enact inquiry-based teaching methods with transformative possibilities.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1730529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42120134","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: 10
Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing 写作动机与中学：学生写作动机变化的考察
IF 1.2
Literacy Research and Instruction Pub Date : 2020-02-11 DOI: 10.1080/19388071.2020.1720048
Katherine Landau Wright, Tracey S. Hodges, S. Dismuke, Peter Boedeker
{"title":"Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing","authors":"Katherine Landau Wright, Tracey S. Hodges, S. Dismuke, Peter Boedeker","doi":"10.1080/19388071.2020.1720048","DOIUrl":"https://doi.org/10.1080/19388071.2020.1720048","url":null,"abstract":"ABSTRACT In many states, writing is tested only in selected grades causing writing instruction often to be over-emphasized some years and neglected in others. The present study examines how students’ motivation for writing differs during the middle school years. We administered the Self-Beliefs, Writing Beliefs, and Attitude Survey (SWAS) to a cross-sectional sample of students at two middle schools shortly after the 7th graders completed a high-stakes writing exam. Results indicate that 6th and 8th graders had higher average scores of writing motivation compared to their 7th-grade peers, with 6th graders possessing higher average levels of attitude toward writing and beliefs about writing compared to 8th graders. The varying pressure and absence of writing may be influencing students’ motivation to write and views of writing.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1720048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218544","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: 13
The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review 专业发展对学龄前儿童语音意识结果的影响:系统回顾
IF 1.2
Literacy Research and Instruction Pub Date : 2020-01-12 DOI: 10.1080/19388071.2019.1710785
Emily J. M. Ciesielski, N. Creaghead
{"title":"The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review","authors":"Emily J. M. Ciesielski, N. Creaghead","doi":"10.1080/19388071.2019.1710785","DOIUrl":"https://doi.org/10.1080/19388071.2019.1710785","url":null,"abstract":"ABSTRACT There is considerable concern regarding our nation’s literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child’s literacy skills provided they have the required knowledge and tools. Professional development (PD) is a means of providing the knowledge and skills, but is not always effective. This article presents the results of a systematic review of the literature of preschool children’s phonological awareness improvement following PD for the respective ECEs. The results from 15 studies from 2003 to 2019 are synthesized and discussed to determine the components of PD that make it effective. The studies revealed a wide range of effect sizes, ranging from negligible to very large. Aspects of effective PD, including the education and experience of the ECEs, the format and structure of the PD, and the content of the educational program, are considered. The findings have important instructional implications for PD in the preschool setting.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1710785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46698130","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: 6
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