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English Teacher Interpretive Communities: An Exploratory Case Study of Teachers’ Literacy Practices and Pedagogical Reasoning 英语教师阐释社区:教师素养实践与教学推理的探索性案例研究
IF 1.2
Literacy Research and Instruction Pub Date : 2021-03-20 DOI: 10.1080/19388071.2020.1867264
E. Rainey, Scott Storm
{"title":"English Teacher Interpretive Communities: An Exploratory Case Study of Teachers’ Literacy Practices and Pedagogical Reasoning","authors":"E. Rainey, Scott Storm","doi":"10.1080/19388071.2020.1867264","DOIUrl":"https://doi.org/10.1080/19388071.2020.1867264","url":null,"abstract":"ABSTRACT In this exploratory case study, the authors employed an “interpretive communities” lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers represented three distinct interpretive communities: questing, finding, and associating. Further, there were distinct patterns in their pedagogical reasoning about literacy teaching that seemed to be aligned with their dominant interpretive community. Results have implications for literacy research, professional development, and teacher education. Results may be of particular interest to proponents of disciplinary literacy teaching and learning.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1867264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064294","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
Translanguaging During Shared Read Alouds: A Case Study 共享朗读过程中的译语:个案研究
IF 1.2
Literacy Research and Instruction Pub Date : 2021-03-10 DOI: 10.1080/19388071.2021.1889724
Stephanie M. Moody, S. Matthews, Zohreh R. Eslami
{"title":"Translanguaging During Shared Read Alouds: A Case Study","authors":"Stephanie M. Moody, S. Matthews, Zohreh R. Eslami","doi":"10.1080/19388071.2021.1889724","DOIUrl":"https://doi.org/10.1080/19388071.2021.1889724","url":null,"abstract":"ABSTRACT Translanguaging has recently been promoted as a socially just and academically beneficial way to teach English language learners, however, there is an absence of research on the compelling ways bilingual families in the United States flexibly apply their entire linguistic repertoire when reading, particularly within shared readings. The present study involves one Spanish-English bilingual parent named Blanca, who was observed during five shared reading events with her early elementary-aged children, after which her translanguaging was coded for its book talk function. Interview and survey data about Blanca’s linguistic background and ideologies were also collected and coded using the constant comparative approach. Findings showed that Blanca engaged in translanguaging during four out of five book readings for the purpose of responding to her children, asking recall and summarization questions, directing children to pictures, and pointing out new vocabulary. Interview and survey data showed that Blanca highly valued bilingualism and privileged the use of “Spanglish”, or a hybrid Spanish-English mixture. While Blanca cannot represent all bilingual parents, her translanguaging can be used by educators and researchers as an introductory guide for translanguaging within classroom read-alouds and to lessen the disconnect between bilingual families and school.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1889724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370934","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: 4
Variations in RTI Literacy Implementation in Grades 6-12: A National Study 6-12年级RTI扫盲实施情况的差异：一项全国性研究
IF 1.2
Literacy Research and Instruction Pub Date : 2021-03-08 DOI: 10.1080/19388071.2021.1887416
Rachelle S. Savitz, Abigail A. Allen, Christy Brown
{"title":"Variations in RTI Literacy Implementation in Grades 6-12: A National Study","authors":"Rachelle S. Savitz, Abigail A. Allen, Christy Brown","doi":"10.1080/19388071.2021.1887416","DOIUrl":"https://doi.org/10.1080/19388071.2021.1887416","url":null,"abstract":"ABSTRACT Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1887416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49495510","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
Diverse Picturebooks for Diverse Children: The Others in Singapore Teachers’ Discourse and Pedagogy 不同儿童的不同绘本:新加坡教师话语与教学法中的其他
IF 1.2
Literacy Research and Instruction Pub Date : 2021-02-16 DOI: 10.1080/19388071.2021.1878313
Rhoda Myra Garces-Bacsal, Ruanni Tupas
{"title":"Diverse Picturebooks for Diverse Children: The Others in Singapore Teachers’ Discourse and Pedagogy","authors":"Rhoda Myra Garces-Bacsal, Ruanni Tupas","doi":"10.1080/19388071.2021.1878313","DOIUrl":"https://doi.org/10.1080/19388071.2021.1878313","url":null,"abstract":"ABSTRACT This study investigates how teachers construct the Others in their use of diverse picturebooks for diverse children. Data from open-ended learning prompts and focus group discussions with in-service teachers in Singapore reveal their conflicted discourse and practice in relation to using diverse picturebooks in the classroom to promote inclusive education. On the one hand, the teachers navigate their way around an “awareness of Others” but, on the other hand, they also express discomfort toward an expanded definition of “multiculturalism” and “diversity” in a relatively tightly controlled educational context. This paper aims to bring to the surface the multifaceted nature of teachers' newly found openness to broader and more inclusive notions of Others, which is conflicted but also actively compartmentalizes different discourses in order to make inclusive classroom practice possible.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1878313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47272993","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
Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District 将高成就读者降至中等水平:高ses地区基础技能教学不足的后果
IF 1.2
Literacy Research and Instruction Pub Date : 2021-01-02 DOI: 10.1080/19388071.2020.1780653
David D. Paige, Grant S. Smith, W. Rupley, Will Wells
{"title":"Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District","authors":"David D. Paige, Grant S. Smith, W. Rupley, Will Wells","doi":"10.1080/19388071.2020.1780653","DOIUrl":"https://doi.org/10.1080/19388071.2020.1780653","url":null,"abstract":"ABSTRACT This cross-sectional study measures decoding and fluent reading skills of a random sample of 250 first- through third-grade students attending a high-SES school. Growth was compared between proficient and struggling readers with results showing the latter group significantly behind their higher attaining peers on all measures. When student attainment was compared to national norms, results revealed that students entering first grade as high-attaining had declined to average or below by the end of third grade, while the struggling reader group consistently lagged behind their proficient peers. These outcomes show that it is possible for high-attaining students to lose the advantage provided by their high-SES background.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1780653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665833","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
Student Meaning-Making of the Artwork in a Science Trade Book: An Interdisciplinary Opportunity for Developing Visual Literacy 科学贸易书中艺术作品的学生意义制作：发展视觉素养的跨学科机会
IF 1.2
Literacy Research and Instruction Pub Date : 2020-12-26 DOI: 10.1080/19388071.2020.1854906
Sylvia Pantaleo
{"title":"Student Meaning-Making of the Artwork in a Science Trade Book: An Interdisciplinary Opportunity for Developing Visual Literacy","authors":"Sylvia Pantaleo","doi":"10.1080/19388071.2020.1854906","DOIUrl":"https://doi.org/10.1080/19388071.2020.1854906","url":null,"abstract":"ABSTRACT During a classroom-based study, Grade 4 students were provided with multiple opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal texts. Intentionally designed instruction during the research included a range of activities focused on specific elements of visual art and design. Student participants read and discussed, and wrote about selections of children’s literature during Language Arts, Social Studies, and Science. The Sea Book was one of the books featured during an interdisciplinary unit on Ocean Literacy, a component of the overall case study research. Content analysis of the students’ responses about the trade book revealed their capacity to engage in five synergistic visual reading skills. As well, data analysis revealed how the students perceived, described, and interpreted the use of color, visual point of view, typography, framing and line in Milner’s artwork as fulfilling multiple, and often concomitant, meaning-making purposes. The findings demonstrated that instruction about how to read and understand visual representations can enhance students’ knowledge and interpretation of content conveyed through multiple modes of representation, and develop students’ capacity and agency for critically reading visual and multimodal texts.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1854906","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43851510","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
Bringing Form, Content and Aesthetics Together: Preservice Teachers Reading Contemporary Picturebooks and Designing Multimodal Responses 结合形式、内容和美学:职前教师阅读当代绘本和设计多模态反应
IF 1.2
Literacy Research and Instruction Pub Date : 2020-12-13 DOI: 10.1080/19388071.2020.1822472
S. Youngs, Christine Kyser
{"title":"Bringing Form, Content and Aesthetics Together: Preservice Teachers Reading Contemporary Picturebooks and Designing Multimodal Responses","authors":"S. Youngs, Christine Kyser","doi":"10.1080/19388071.2020.1822472","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822472","url":null,"abstract":"ABSTRACT This article draws on research with elementary preservice teachers (PSTs) in a children’s literature course focused on understanding and appreciating picturebooks as esthetic objects through multimodal analysis and multimodal response. PSTs received explicit instruction on picturebook and visual design elements then designed digital/multimodal responses to showcase their interpretations. We analyzed their responses using a multimodal framework to understand the intersection of form and content. Results showed PSTs constructed complex modal configurations to represent their interpretations and threaded visual themes and structures of these picturebooks into their compositions. This study suggests that instruction on reading multimodal texts can influence the depth and creativity of responses and holds potential for PSTs to carry it forward into their future classrooms.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42183918","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
Leveraging Collaborative Expertise: Social Studies Teachers’ Perspectives of Disciplinary Literacy Instruction 利用合作专业知识：社会研究教师对学科素养教学的看法
IF 1.2
Literacy Research and Instruction Pub Date : 2020-11-24 DOI: 10.1080/19388071.2020.1826069
Yong-Jik Lee*, Laura Lemanski, M. M. Van Deventer, David G. O’Brien
{"title":"Leveraging Collaborative Expertise: Social Studies Teachers’ Perspectives of Disciplinary Literacy Instruction","authors":"Yong-Jik Lee*, Laura Lemanski, M. M. Van Deventer, David G. O’Brien","doi":"10.1080/19388071.2020.1826069","DOIUrl":"https://doi.org/10.1080/19388071.2020.1826069","url":null,"abstract":"ABSTRACT This study aims to augment the current understanding of how practicing teachers perceive and implement disciplinary literacy and in what ways they collaborate with researchers in a disciplinary literacy project. To do this, we collected and analyzed transcripts of the meetings from a disciplinary literacy project that was a university-school partnership between history teachers, literacy education researchers, and social studies education researchers. To analyze our data, we applied a constant comparative method and identified three salient themes: collaboration, text use, and instructional practice. Specifically, the teachers cited that the triangular structure of the collaborative expertise of teachers, literacy, and social studies education researchers was useful in constructing professional and instructional knowledge. In terms of text use, teachers expressed that the intentional selection and teaching of multiple and multimodal texts provided diverse perspectives and supported the various ways in which students read and learn. Finally, concerning instructional practice, the teachers revealed that disciplinary literacy and thinking skills should be intentionally taught and that methods for enhancing discipline-specific motivation should be considered. Based on these findings, key issues and implications are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1826069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49613396","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
The Multifaceted, Comprehensive Vocabulary Instructional Program: Quantitative Findings from a Three-Year Formative Experiment 多方面、全面的词汇教学计划：三年形成性实验的定量结果
IF 1.2
Literacy Research and Instruction Pub Date : 2020-10-20 DOI: 10.1080/19388071.2020.1822473
Patrick C. Manyak, Camile L. Z. Blachowicz, Michael F. Graves
{"title":"The Multifaceted, Comprehensive Vocabulary Instructional Program: Quantitative Findings from a Three-Year Formative Experiment","authors":"Patrick C. Manyak, Camile L. Z. Blachowicz, Michael F. Graves","doi":"10.1080/19388071.2020.1822473","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822473","url":null,"abstract":"ABSTRACT This article reports on a 3-year formative experiment involving the implementation and testing of a long-term, multifaceted vocabulary instruction program in fourth- and fifth-grade classrooms in three demographically distinct schools. The quantitative findings indicate that the students, across the 3 years of the project, showed accelerated growth in general vocabulary knowledge in comparison to the large norming sample of a standardized vocabulary test frequently used in research. Additional analyses compared the performance of limited-English-proficient students to that of native English-speaking and redesignated fluent-English-proficient students on the standardized vocabulary test and several researcher-designed assessments. The authors conclude by discussing the significance and the limitations of the findings and the ways that this uniquely successful intervention contributes to research and practice aimed at enhancing elementary-school students’ vocabulary knowledge.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955609","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
What’s Hot in Literacy: New Topics and New Frontiers are Abuzz 扫盲热点：阿布兹是新话题和新前沿
IF 1.2
Literacy Research and Instruction Pub Date : 2020-10-07 DOI: 10.1080/19388071.2020.1800202
J. Cassidy, Evan Ortlieb, Stephanie A. Grote-Garcia
{"title":"What’s Hot in Literacy: New Topics and New Frontiers are Abuzz","authors":"J. Cassidy, Evan Ortlieb, Stephanie A. Grote-Garcia","doi":"10.1080/19388071.2020.1800202","DOIUrl":"https://doi.org/10.1080/19388071.2020.1800202","url":null,"abstract":"ABSTRACT The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results were subsequently categorized into three levels: a) extremely hot or cold, b) very hot or cold, or c) hot or cold This year, there were four topics deemed “very hot”: digital/multimodal literacies; disciplinary literacies; early literacy; and English learners/ESL. A current analysis of timely research and practice is provided of both “very hot” topics as well as “should be hot” topics like comprehension, policy and advocacy, struggling readers, and writing. Teachers, administrators, and researchers alike can benefit from staying up to date with hot topics and current issues in literacy; implications for policy and practice regarding literacy instruction and developing the needs of diverse literacy learners are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1800202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48661525","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: 11
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