发布求助
文献互助 智能选刊 最新文献

Literacy Research and Instruction最新文献

筛选
英文 中文
Teacher Reading Motivation: Factors and Latent Profiles 教师阅读动机:因素与潜在特征
IF 1.2
Literacy Research and Instruction Pub Date : 2023-01-04 DOI: 10.1080/19388071.2022.2153763
R. A. Griffin, Diana Mindrila
{"title":"Teacher Reading Motivation: Factors and Latent Profiles","authors":"R. A. Griffin, Diana Mindrila","doi":"10.1080/19388071.2022.2153763","DOIUrl":"https://doi.org/10.1080/19388071.2022.2153763","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47724518","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 Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education 多元文化的文化支撑途径：从学生的知识基金构建田野教师教育
IF 1.2
Literacy Research and Instruction Pub Date : 2023-01-04 DOI: 10.1080/19388071.2022.2153766
B. Nash, Heather Dunham, Jessica Murdter-Atkinson, Melissa Mosley Wetzel
{"title":"A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education","authors":"B. Nash, Heather Dunham, Jessica Murdter-Atkinson, Melissa Mosley Wetzel","doi":"10.1080/19388071.2022.2153766","DOIUrl":"https://doi.org/10.1080/19388071.2022.2153766","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43465752","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
What’s Hot in Literacy: The Duality of Explicit Instruction & Cultural And Linguistic Considerations 什么是识字的热点:显性教学的二重性&文化和语言的考虑
IF 1.2
Literacy Research and Instruction Pub Date : 2023-01-02 DOI: 10.1080/19388071.2023.2162207
Stephanie A. Grote-Garcia, Evan Ortlieb
{"title":"What’s Hot in Literacy: The Duality of Explicit Instruction & Cultural And Linguistic Considerations","authors":"Stephanie A. Grote-Garcia, Evan Ortlieb","doi":"10.1080/19388071.2023.2162207","DOIUrl":"https://doi.org/10.1080/19388071.2023.2162207","url":null,"abstract":"ABSTRACT The annual What’s Hot in Literacy survey was conducted to determine what topics are currently receiving attention, and how they are being addressed effectively within schools and in the emerging research. Twenty-five literacy experts served as panelists and were interviewed to determine which of the 30 topics were a focus of current attention. The survey results included several topics being classified as “very hot” including: Science of Teaching Reading/Science of Reading, dyslexia, social justice/equity/anti-racism in literacy, cultural and linguistic diversity in literacy, digital literacy, assessment and accountability, and early literacy. Other topics received less attention in 2022 both in the classroom and in emerging research. The included discussion of results and their potential impacts on P-12 classrooms is relevant to teachers, specialists, coaches, administrators, and higher education faculty alike.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45952410","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
Part of Something Bigger: Critical, Digital, and Global Literacies in the Global Read Aloud 更大的东西的一部分：全球阅读中的批判性、数字和全球文学
IF 1.2
Literacy Research and Instruction Pub Date : 2022-12-28 DOI: 10.1080/19388071.2022.2154084
Shea N. Kerkhoff, J. Carpenter, Qian Yang, Ying Dong
{"title":"Part of Something Bigger: Critical, Digital, and Global Literacies in the Global Read Aloud","authors":"Shea N. Kerkhoff, J. Carpenter, Qian Yang, Ying Dong","doi":"10.1080/19388071.2022.2154084","DOIUrl":"https://doi.org/10.1080/19388071.2022.2154084","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42372036","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
The Role of Strategic Backtracking When Reading Digital Informational Text for Understanding 策略回溯在阅读数字信息文本理解中的作用
IF 1.2
Literacy Research and Instruction Pub Date : 2022-12-25 DOI: 10.1080/19388071.2022.2155271
Ymkje E. Haverkamp, Ivar Bråten
{"title":"The Role of Strategic Backtracking When Reading Digital Informational Text for Understanding","authors":"Ymkje E. Haverkamp, Ivar Bråten","doi":"10.1080/19388071.2022.2155271","DOIUrl":"https://doi.org/10.1080/19388071.2022.2155271","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117941","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: 2
Influence of Curriculum-Based Readers Theater in Marine Education on Sixth Graders’ Oceanic Knowledge and Vocabulary Knowledge 海洋教育课程型读者剧场对六年级学生海洋知识和词汇知识的影响
IF 1.2
Literacy Research and Instruction Pub Date : 2022-12-17 DOI: 10.1080/19388071.2022.2153764
C. Chien, Yi-Han Huang
{"title":"Influence of Curriculum-Based Readers Theater in Marine Education on Sixth Graders’ Oceanic Knowledge and Vocabulary Knowledge","authors":"C. Chien, Yi-Han Huang","doi":"10.1080/19388071.2022.2153764","DOIUrl":"https://doi.org/10.1080/19388071.2022.2153764","url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42528461","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 Observational Study of Writing Instruction and Practice in Kindergarten Classrooms 幼儿园课堂写作教学与实践的观察研究
IF 1.2
Literacy Research and Instruction Pub Date : 2022-12-06 DOI: 10.1080/19388071.2022.2153765
Ying Guo, C. Puranik, Yanli Xie, M. S. Dinnesen, Allison Breit
{"title":"An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms","authors":"Ying Guo, C. Puranik, Yanli Xie, M. S. Dinnesen, Allison Breit","doi":"10.1080/19388071.2022.2153765","DOIUrl":"https://doi.org/10.1080/19388071.2022.2153765","url":null,"abstract":"ABSTRACT The purpose of this observational study was to examine the amount and type of writing instruction and practice in kindergarten classrooms. Participants included 78 kindergarten teachers from 34 elementary schools across three states in the US. Classroom teachers were videotaped three times (fall, winter, and spring) during the academic year. We assessed the multidimensional components of writing instruction and practice at the level of specificity using a time-sampled, observational scale. The results demonstrated that most kindergarten teachers devoted considerable time to teaching writing (7 minutes a day) and providing opportunities for children to practice writing (24 minutes a day). Kindergarten teachers delivered instruction and practice to the whole group and relied on teacher modeling and monitoring and providing feedback to structure writing instruction and practice. In addition, most of the variability in classroom practices occurred within individual teachers. Considerable variability was also observed in classroom practices across schools, which signal the influence of schools on teachers’ writing practices.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43228969","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
Protestation & Piggybacking: Strategic Participation in an ESL Book Group 抗议与搭便车:ESL图书小组的战略参与
IF 1.2
Literacy Research and Instruction Pub Date : 2022-11-15 DOI: 10.1080/19388071.2022.2130116
Jackie Ridley
{"title":"Protestation & Piggybacking: Strategic Participation in an ESL Book Group","authors":"Jackie Ridley","doi":"10.1080/19388071.2022.2130116","DOIUrl":"https://doi.org/10.1080/19388071.2022.2130116","url":null,"abstract":"ABSTRACT Research on making connections to texts has largely explored how making text connections supports reading comprehension. However, less attention has been paid to how readers make text connections through talk and in interaction during text-based discussions. In this study, I explore how text connections were co-constructed between students and their teacher in an English as a Second Language book group. Specifically, I look at the content of the connections one focal student made to the text, and how she used language to share these connections during book group meetings. Drawing on positioning theory and microethnographic discourse analysis, findings illuminate the different affordances and constraints of two participation strategies this student used to make text connections: protestation and piggybacking. This study suggests implications for future work on the complex and creative ways young, linguistically diverse readers participate in literacy discussions.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47723676","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
Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality 博物馆的学科素养学习：支持保护教师对多模态的理解
IF 1.2
Literacy Research and Instruction Pub Date : 2022-11-15 DOI: 10.1080/19388071.2022.2138647
Matthew R. Deroo, M. Galante
{"title":"Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality","authors":"Matthew R. Deroo, M. Galante","doi":"10.1080/19388071.2022.2138647","DOIUrl":"https://doi.org/10.1080/19388071.2022.2138647","url":null,"abstract":"ABSTRACT Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors’ report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher’s learning about multimodality and social semiotics in relation to preservice teachers’ content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41805216","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
Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms 探讨反思性共同设计的专业学习计划对小学课堂写作教学的影响
IF 1.2
Literacy Research and Instruction Pub Date : 2022-11-11 DOI: 10.1080/19388071.2022.2130115
M. Ryan, Lauren Weber, G. Barton, J. Dutton
{"title":"Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms","authors":"M. Ryan, Lauren Weber, G. Barton, J. Dutton","doi":"10.1080/19388071.2022.2130115","DOIUrl":"https://doi.org/10.1080/19388071.2022.2130115","url":null,"abstract":"ABSTRACT Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of prescriptive top-down approaches. This paper contributes to the literature on effective teacher professional learning by showing how co-design between teachers and researchers can have an impact on student learning. In this study we focus on professional learning for the teaching of writing in the elementary classroom context, working with third grade students in the age range of 8–9. Through a reflexive analysis of multiple data sets including student writing samples, interviews, classroom observation footage, and teacher testimony, this study reveals the importance of teacher confidence in enabling students to view themselves as writers with a clear audience and purpose. The findings show how positioning teachers as research partners throughout a co-design process of professional learning benefits both students and teachers as it provides authentic, contextualized and creative approaches to teaching writing and improved writing outcomes for students.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679694","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: 2
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信