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Literacy Research and Instruction最新文献

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A Multilevel Meta-Analysis of Synchronous Paired Oral Reading Techniques in Elementary Classrooms 小学课堂同步配对口语阅读技巧的多层次元分析
IF 1.2
Literacy Research and Instruction Pub Date : 2024-03-06 DOI: 10.1080/19388071.2024.2319654
Jake Downs, Kathleen A. J. Mohr
{"title":"A Multilevel Meta-Analysis of Synchronous Paired Oral Reading Techniques in Elementary Classrooms","authors":"Jake Downs, Kathleen A. J. Mohr","doi":"10.1080/19388071.2024.2319654","DOIUrl":"https://doi.org/10.1080/19388071.2024.2319654","url":null,"abstract":"Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader t...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140047084","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
Kindergarten Teachers’ Vocabulary Knowledge, Practices, and Influential Factors: A Multiple Case Study 幼儿园教师的词汇知识、实践和影响因素：多案例研究
IF 1.2
Literacy Research and Instruction Pub Date : 2024-02-23 DOI: 10.1080/19388071.2024.2318698
Tara B. Johnston
{"title":"Kindergarten Teachers’ Vocabulary Knowledge, Practices, and Influential Factors: A Multiple Case Study","authors":"Tara B. Johnston","doi":"10.1080/19388071.2024.2318698","DOIUrl":"https://doi.org/10.1080/19388071.2024.2318698","url":null,"abstract":"This study examined the reported vocabulary knowledge, reported vocabulary practices, and reported influential factors on vocabulary instruction of seven kindergarten teachers in public school sett...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139977953","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
First-Generation Korean Immigrant Parents’ Experience and Perception of Dual Language English Literacy Intervention for their Young Children in the United States 韩国第一代移民家长对美国幼儿双语英语读写能力干预的体验和看法
IF 1.2
Literacy Research and Instruction Pub Date : 2024-01-12 DOI: 10.1080/19388071.2024.2302587
Veronica Y. Kang, Sunyoung Kim, Hanae Kim
{"title":"First-Generation Korean Immigrant Parents’ Experience and Perception of Dual Language English Literacy Intervention for their Young Children in the United States","authors":"Veronica Y. Kang, Sunyoung Kim, Hanae Kim","doi":"10.1080/19388071.2024.2302587","DOIUrl":"https://doi.org/10.1080/19388071.2024.2302587","url":null,"abstract":"Considering the growing the number of Asian immigrants, research on dual language intervention for Asian students is needed. Leko (2014) suggested a qualitative approach to explore the viewpoints o...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464378","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
“We Have to Be Wary of Unicorns and Rainbows”: Curricular Freedom in a Contemporary Sociopolitical Context "我们必须警惕独角兽和彩虹"：当代社会政治背景下的课程自由
IF 1.2
Literacy Research and Instruction Pub Date : 2023-12-25 DOI: 10.1080/19388071.2023.2293689
Melanie D. Koss, Kathleen A. Paciga
{"title":"“We Have to Be Wary of Unicorns and Rainbows”: Curricular Freedom in a Contemporary Sociopolitical Context","authors":"Melanie D. Koss, Kathleen A. Paciga","doi":"10.1080/19388071.2023.2293689","DOIUrl":"https://doi.org/10.1080/19388071.2023.2293689","url":null,"abstract":"The purpose of this study is to explore the curricular freedom teachers have reported experiencing regarding the inclusion of children’s literature in their curriculum in today’s sociopolitical cli...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139035115","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
What’s Hot in Literacy 2023: The Ban on Books and Diversity Measures 2023 年扫盲热点：图书禁令与多元化措施
IF 1.2
Literacy Research and Instruction Pub Date : 2023-12-22 DOI: 10.1080/19388071.2024.2289801
Stephanie Grote-Garcia, Evan Ortlieb
{"title":"What’s Hot in Literacy 2023: The Ban on Books and Diversity Measures","authors":"Stephanie Grote-Garcia, Evan Ortlieb","doi":"10.1080/19388071.2024.2289801","DOIUrl":"https://doi.org/10.1080/19388071.2024.2289801","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138944050","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 20 Year Guided Reading Research Synthesis: Examining Student Data 20 年导读研究综述：研究学生数据
IF 1.2
Literacy Research and Instruction Pub Date : 2023-12-03 DOI: 10.1080/19388071.2023.2267625
Denise N. Morgan, Meghan Valerio, Kristen I. Evans
{"title":"A 20 Year Guided Reading Research Synthesis: Examining Student Data","authors":"Denise N. Morgan, Meghan Valerio, Kristen I. Evans","doi":"10.1080/19388071.2023.2267625","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267625","url":null,"abstract":"Guided reading is a teaching practice many teachers utilize to provide differentiated reading instruction to small groups of learners. During guided reading, students read instructional leveled tex...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560899","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
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
{"title":"Development and Validation of the Literacy Coach Self-Efficacy Scale","authors":"Adam Brieske‐Ulenski, Michelle J. Kelley","doi":"10.1080/19388071.2023.2267624","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267624","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267065","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
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
{"title":"Oversights and Erasures of Diversity in First Grade Read Aloud Materials: A Critical Multicultural Analysis","authors":"Rebecca E. Linares, Dorian Harrison, Stacey Korson","doi":"10.1080/19388071.2023.2267622","DOIUrl":"https://doi.org/10.1080/19388071.2023.2267622","url":null,"abstract":"This critical multicultural analysis examines the racial and ethnic, gender, and class representations of the read aloud content included in the McGraw Hill Wonders first grade curriculum published...","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525628","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
“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
{"title":"“Phonics Monkeys” and “Real Life Reading”: Heteroglossic Views of a State Reading Initiative","authors":"Megan Chaffin, Holly Sheppard Riesco, Kathryn Hackett-Hill, Vicki Collet, Megan Yates Grizzle, Jacob Warren","doi":"10.1080/19388071.2023.2271085","DOIUrl":"https://doi.org/10.1080/19388071.2023.2271085","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217938","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
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":null,"pages":null},"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
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