Literacy Research and Instruction最新文献_第2页

Development and Validation of the Literacy Coach Self-Efficacy Scale 扫盲教练自我效能感量表的开发与验证

IF 1.2

Literacy Research and Instruction Pub Date : 2023-11-16 DOI: 10.1080/19388071.2023.2267624

Adam Brieske‐Ulenski, Michelle J. Kelley

引用次数: 0

Oversights and Erasures of Diversity in First Grade Read Aloud Materials: A Critical Multicultural Analysis 一年级大声朗读材料中多样性的忽视和抹去:一个批判性的多元文化分析

IF 1.2

Literacy Research and Instruction Pub Date : 2023-11-15 DOI: 10.1080/19388071.2023.2267622

Rebecca E. Linares, Dorian Harrison, Stacey Korson

引用次数: 0

“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative “语音猴子”与“现实生活阅读”:国家阅读倡议的异质语观

Literacy Research and Instruction Pub Date : 2023-10-25 DOI: 10.1080/19388071.2023.2271085

Megan Chaffin, Holly Sheppard Riesco, Kathryn Hackett-Hill, Vicki Collet, Megan Yates Grizzle, Jacob Warren

引用次数: 0

Making Thinking Explicit: A Skill Continuum of Preservice Teacher Use of Strategic Think-Alouds in Literacy Instruction 使思维显化:职前教师在识字教学中使用策略思维的技能连续体

Literacy Research and Instruction Pub Date : 2023-10-16 DOI: 10.1080/19388071.2023.2267608

Sharon M. Pratt, Tracey S. Hodges

{"title":"Making Thinking Explicit: A Skill Continuum of Preservice Teacher Use of Strategic Think-Alouds in Literacy Instruction","authors":"Sharon M. Pratt, Tracey S. Hodges","doi":"10.1080/19388071.2023.2267608","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267608","url":null,"abstract":"ABSTRACTTeachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers develop their competencies in rehearsing think-alouds for future instruction does not exist. Thus, the present study presents a Skill Continuum of Literacy Think-Aloud Practice demonstrated in preservice teachers’ (PSTs) articulation of metacognitive processes in modeled think-alouds during reading and writing instruction. Using qualitative content analysis, we explored how 55 PSTs applied metacognitive processes within online discussion forums for rehearsed think-alouds of reading and writing to create a skill continuum. This Skill Continuum of Literacy Think-Aloud Practice illustrates novice to more expert articulation of metacognitive processes within literacy think-alouds. Our findings reveal that integrating the metacognitive elements, rather than presenting them as discrete elements, reflects a more refined use of think-alouds in literacy instruction. Additionally, our findings highlight that integration of literacy strategies and skills shows a more refined level of implementation of modeling and explaining one’s thinking during reading and writing.KEYWORDS: Think-aloudsmetacognitionpreservice teacherscognitive apprenticeshipreadingwriting Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113677","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

Illuminating Student Voices in Research: What 7 ^th Graders Report Learning After a Revision Unit of Study 启发学生在研究中的声音:七年级学生在复习单元学习后的学习报告

Literacy Research and Instruction Pub Date : 2023-10-16 DOI: 10.1080/19388071.2023.2267599

Denise N. Morgan, Jessica L. Hrubik

{"title":"Illuminating Student Voices in Research: What 7 <sup>th</sup> Graders Report Learning After a Revision Unit of Study","authors":"Denise N. Morgan, Jessica L. Hrubik","doi":"10.1080/19388071.2023.2267599","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267599","url":null,"abstract":"ABSTRACTRevision is a complex cognitive task and an integral component of the writing process. Students benefit from understanding the value of and how to revise their own writing. The purpose of this study was to turn to students to investigate their understandings of revision. We posed the following question: What are 7th graders’ perceptions and understandings of revision following a unit of study on revision? Using Qualtrics, we surveyed 345 seventh grade students (52% male, 48% female) about their understanding of revision after revising a piece of writing they had previously composed and considered “finished.” Within the unit, students were taught to replace, add, delete, and reorder their writing. Findings indicate that prior to the unit students confused editing tasks for revision moves. Following the unit, students’ understanding of the purpose of and how to revise grew and they felt their knowledge and use of revision strategies improved their writing. In addition, students found that distance from their piece helped them to see their writing in more critical ways. Student voices and experiences are needed to shed light on what students really know and understand about revision.KEYWORDS: Writingrevisionmiddle grades Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114444","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

Developing Mental Models for Examining Diversity in Children’s Literature 儿童文学多样性的心理模型研究

Literacy Research and Instruction Pub Date : 2023-10-16 DOI: 10.1080/19388071.2023.2267601

Mary-Kate Sableski, Jackie Marshall Arnold

{"title":"Developing Mental Models for Examining Diversity in Children’s Literature","authors":"Mary-Kate Sableski, Jackie Marshall Arnold","doi":"10.1080/19388071.2023.2267601","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267601","url":null,"abstract":"ABSTRACTTeachers need tools to build mental models of what makes a book diverse, how a book impacts the classroom community, and what contribution it makes within a classroom library. Beyond this, teachers need a resource that will offer cogent arguments and support for their book choices to administrators, parents, and colleagues. This article includes a rubric that can help guide and inform diverse literature selections. We share how we taught preservice teachers to use the rubric in their literature choices. We also provide a discussion of the rubric’s potential in empowering teachers to make purposeful, informed literature selections that reflect and embrace diversity for equitable classroom communities. To examine how the rubric might support the expansion of cultural models and multimodal interpretations of diverse texts, we used the rubric with 20 preservice teachers from one section of an undergraduate children’s literature course. The use of the rubric facilitated the development of mental models of diverse literature in preservice teachers. As these preservice teachers transition into their roles as classroom teachers, these mental models have the potential to actively transform the typical literature selections found in today’s classrooms, leading to more equitable classroom contexts inclusive of all children.KEYWORDS: Children’s literaturediversitymental modelspreservice teachers Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114453","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

Learning to Read in Arabic Diglossia: The Relation of Spoken and Standard Arabic Language in Kindergarten to Reading Skills in First Grade 在阿拉伯语大知识中学习阅读:幼儿园阿拉伯语口语和标准语与一年级阅读技能的关系

IF 1.2

Literacy Research and Instruction Pub Date : 2023-06-01 DOI: 10.1080/19388071.2023.2217274

Ibrahim A. Asadi, Khaloob Kawar

引用次数: 3

The Arabic Diglossia Reality: The Effect of Specific Story Reading in Kindergarten on Reading Acquisition in First Grade 阿拉伯语大谈实:幼儿园特定故事阅读对一年级阅读习得的影响

IF 1.2

Literacy Research and Instruction Pub Date : 2023-05-31 DOI: 10.1080/19388071.2023.2208187

Ibrahim A. Asadi, Nisreen Atila, Sandy Saleh

引用次数: 2

Fifth-Grade Multilingual Learners’ Emotional Capital, Approaches to Learning, and Reading Achievement 五年级多语学习者的情感资本、学习方法和阅读成绩

IF 1.2

Literacy Research and Instruction Pub Date : 2023-05-25 DOI: 10.1080/19388071.2023.2208178

Linlin Wang, Annemarie H. Hindman

引用次数: 0

“I Didn’t Think About That Perspective”: Preservice Teachers’ (Dis)comfort in Applying Critical Literacy and Race-Visible Discourse “我没有想过这个观点”：在应用批判性识字和种族可视话语时保持教师的舒适感

IF 1.2

Literacy Research and Instruction Pub Date : 2023-05-23 DOI: 10.1080/19388071.2023.2208184

Erica Holyoke, Elizabeth Ries

引用次数: 0