Literacy Research and Instruction最新文献_第3页

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":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":"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":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":"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

Reconsidering Resistance and Challenges: Teacher Agency During Joint Instructional Inquiry with Literacy Coaches 反思阻力与挑战:与识字教练联合教学探究中的教师能动性

IF 1.2

Literacy Research and Instruction Pub Date : 2023-05-18 DOI: 10.1080/19388071.2023.2208177

Dana A. Robertson, Lauren Breckenridge Padesky, Laurie Thrailkill, T. Frahm, Cynthia H. Brock

引用次数: 0

Literacy Clinics During COVID-19: Voices that Envision the Future 新冠肺炎期间的扫盲诊所：展望未来的声音

IF 1.2

Literacy Research and Instruction Pub Date : 2023-04-03 DOI: 10.1080/19388071.2022.2134064

Barbara Laster, M. Butler, Rachael Waller, Sheri Vasinda, M. Hoch, Pelusa Orellana, Joan A. Rhodes, Theresa Deeney, D. B. Scott, T. Gallagher, Leslie M. Cavendish, Tammy M. Milby, R. Rogers, Tracy Johnson, S. Msengi, Cheryl L. Dozier, Shelly Huggins, Debra J. Gurvitz

{"title":"Literacy Clinics During COVID-19: Voices that Envision the Future","authors":"Barbara Laster, M. Butler, Rachael Waller, Sheri Vasinda, M. Hoch, Pelusa Orellana, Joan A. Rhodes, Theresa Deeney, D. B. Scott, T. Gallagher, Leslie M. Cavendish, Tammy M. Milby, R. Rogers, Tracy Johnson, S. Msengi, Cheryl L. Dozier, Shelly Huggins, Debra J. Gurvitz","doi":"10.1080/19388071.2022.2134064","DOIUrl":"https://doi.org/10.1080/19388071.2022.2134064","url":null,"abstract":"ABSTRACT The resiliency of literacy clinics was tested during 2020–2021, as many pivoted from in-person (F2F) to online or 3-way remote learning because of the COVID-19 pandemic. University-based literacy clinics advance teacher education, provide services to K-12 students who may need instructional support, and are a laboratory for research. The purpose of the study was to examine modifications in literacy instruction and assessment as a consequence of the changes in modality. Participants (n = 58) were literacy clinic directors/instructors from multiple states and countries. Data were analyzed in three phases: researchers individually coded; multiple teams cross-checked; a macro team collated across themes. Alterations during the pandemic involved place, time, types of texts, innovative instructional tools, and new ways of operationalizing literacy assessment and instruction. Some clinics used technology to transform instruction and innovate, while for others the goal was to replicate existing practices. Teachers, students in the context of their families, and teacher educators demonstrated resiliency, resourcefulness, and creativity in the face of interruptions and stress. Findings, viewed through the lens of the TPACK framework, can help us understand how transformations in instruction and assessment affect literacy learning not only in the context of clinics, but in school classrooms as well.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44199473","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

Short- and long-term effects of a strategy intervention on school students’ text comprehension 策略干预对中学生文本理解的短期和长期影响

IF 1.2

Literacy Research and Instruction Pub Date : 2023-02-20 DOI: 10.1080/19388071.2023.2167675

Triinu Kärbla, Krista Uibu, M. Männamaa

引用次数: 0

Literacy Teachers in the Making: A Look at Teacher Candidates’ Experiences as they Tutor Elementary Students 正在培养的识字教师：看教师候选人辅导小学生的经历

IF 1.2

Literacy Research and Instruction Pub Date : 2023-02-01 DOI: 10.1080/19388071.2023.2167676

H. Carter, Jade Z. Abbott

引用次数: 0