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Journal of Literacy Research最新文献

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“What's Unexpected?” Interventionist Explanations of Dyslexia "什么是意外？阅读障碍的干预解释
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-09-17 DOI: 10.1177/1086296x241269922
Vickie Godfrey
{"title":"“What's Unexpected?” Interventionist Explanations of Dyslexia","authors":"Vickie Godfrey","doi":"10.1177/1086296x241269922","DOIUrl":"https://doi.org/10.1177/1086296x241269922","url":null,"abstract":"This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders should critically examine their identification practices of reading difficulties to ensure that all children receive reading support.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
I’m Still Nigerian: Navigating Race Through Digital Literacies 我仍然是尼日利亚人：通过数字文盲了解种族问题
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-09-10 DOI: 10.1177/1086296x241273989
Lakeya Afolalu
{"title":"I’m Still Nigerian: Navigating Race Through Digital Literacies","authors":"Lakeya Afolalu","doi":"10.1177/1086296x241273989","DOIUrl":"https://doi.org/10.1177/1086296x241273989","url":null,"abstract":"Literacy scholarship captures immigrant youth of color ethnoracial identity constructions through their digital literacy practices. Still, few studies examine how immigrant youth of African origin use digital literacy to navigate ethnoracial tensions and craft racialized identities. This study extends and nuances existing scholarship by examining the digital literacy practices and ethnoracial identity formations of a 13-year-old Nigerian immigrant girl. Positioning my analysis within the intersection of race, language, and identity, I inquire: How does Isioma leverage digital literacies to navigate U.S. racialization and negotiate U.S. racial identity categories? Furthermore, how does Isioma employ digital literacies to construct and negotiate her ethnoracial identities? I employ a narrative analysis of home observations, semistructured interviews, and literacy artifacts. Findings illustrate how digital tools disrupt raciolinguistic perspectives against minoritized languages. Digital literacies also enable the preservation of ethnic identities and languages while influencing racialized and hybrid identity formation and narration in the physical world.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives 识字即见证：教师通过真实和混合的学生叙事拓展读写能力
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-08-30 DOI: 10.1177/1086296x241275311
{"title":"Literacy as Bearing Witness: Teachers Expanding Literacy Through Authentic and Hybrid Student Narratives","authors":"","doi":"10.1177/1086296x241275311","DOIUrl":"https://doi.org/10.1177/1086296x241275311","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Silence to Testimonio: Latina Adolescents’ Agency in Writing 从沉默到见证：拉丁裔青少年在写作中的作用
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-08-12 DOI: 10.1177/1086296x241269951
Mónica Baldonado-Ruiz
{"title":"From Silence to Testimonio: Latina Adolescents’ Agency in Writing","authors":"Mónica Baldonado-Ruiz","doi":"10.1177/1086296x241269951","DOIUrl":"https://doi.org/10.1177/1086296x241269951","url":null,"abstract":"This qualitative classroom-based study investigated the writing practices, choices, and reflections of Latinx high school students during an instructional unit on writing testimonio. The study was grounded in a sociocultural theory of writing and draws from LatCrit and testimonio research to understand how writing about self as testimonio shapes the writing practices Latinx, urban mujeres. The study took place in an eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included writing samples, interviews, participant observer memos, and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded researchers and participants the opportunity to co-construct the knowledge gained from the data corpus. Findings focused on the ways participants interacted with the study unit, how they found agency as writers, took pride in their writing, and ownership of the narratives of their communities.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Squeezed in: Writing Instruction Over Time 挤进去：写作教学与时俱进
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-08-02 DOI: 10.1177/1086296x241266854
Chandra L. Alston, Jessica L. Eagle
{"title":"Squeezed in: Writing Instruction Over Time","authors":"Chandra L. Alston, Jessica L. Eagle","doi":"10.1177/1086296x241266854","DOIUrl":"https://doi.org/10.1177/1086296x241266854","url":null,"abstract":"The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds 跨物理和虚拟世界阅读语言多样化的印刷、视觉和数字文本
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-05-09 DOI: 10.1177/1086296x241246404
Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
{"title":"Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds","authors":"Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons","doi":"10.1177/1086296x241246404","DOIUrl":"https://doi.org/10.1177/1086296x241246404","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge 阅读西班牙语拟声词：读词和句法知识的作用
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-04-10 DOI: 10.1177/1086296x241244705
Cristina Rodríguez, Nuria Gutiérrez, Rocío C. Seoane, Desirée González, Sara C. de León
{"title":"Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge","authors":"Cristina Rodríguez, Nuria Gutiérrez, Rocío C. Seoane, Desirée González, Sara C. de León","doi":"10.1177/1086296x241244705","DOIUrl":"https://doi.org/10.1177/1086296x241244705","url":null,"abstract":"This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants ( n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140580903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
African American Language in Children's Literature 儿童文学中的非裔美国语言
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-04-08 DOI: 10.1177/1086296x241244702
Ramona T. Pittman, Rebekah E. Piper, Whitney McCoy, Melody Alanis
{"title":"African American Language in Children's Literature","authors":"Ramona T. Pittman, Rebekah E. Piper, Whitney McCoy, Melody Alanis","doi":"10.1177/1086296x241244702","DOIUrl":"https://doi.org/10.1177/1086296x241244702","url":null,"abstract":"The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights–themed children's literature. Seventy-six books were initially selected to determine if they used AAL in dialogue or in narration. Of the 76 books, only 39 included AAL. The 39 books were analyzed further to categorize the specific AAL features used. The results revealed that the reduction of the final g (e.g., thinkin’) was the most prevalent phonological feature. Moreover, phonological features were used more often in slavery-themed texts than in Civil Rights texts. Additionally, the most frequently used AAL grammatical features were negation tense markers (e.g., didn’t and neither) and subject-verb agreement ( he listen). Grammatical features of AAL appeared more often in slavery-themed texts than Civil Rights themed texts. Implications for practice include suggestions for selecting, evaluating, and reading the books from this study with students. Implications for research include investigating other AAL features in slavery- and Civil Rights-themed books, authenticating the storylines of slavery- and Civil Rights–themed books, and analyzing other books with AAL that do not use these themes.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum 媒体环境中（以及关于媒体环境）的批判性探究：研究基于资产的数字素养课程
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-04-02 DOI: 10.1177/1086296x241244700
Brady L. Nash
{"title":"Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum","authors":"Brady L. Nash","doi":"10.1177/1086296x241244700","DOIUrl":"https://doi.org/10.1177/1086296x241244700","url":null,"abstract":"Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140580959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Temporal Seeing as Visual Literacy 作为视觉扫盲的时间性观看
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2024-03-28 DOI: 10.1177/1086296x241244682
Roger Saul, Julianne Gerbrandt, Casey Burkholder
{"title":"Temporal Seeing as Visual Literacy","authors":"Roger Saul, Julianne Gerbrandt, Casey Burkholder","doi":"10.1177/1086296x241244682","DOIUrl":"https://doi.org/10.1177/1086296x241244682","url":null,"abstract":"Temporal seeing is a mode of visual perception that interrupts the spatial bias we bring to visual literacy practices. Although an image only captures one moment in time, there are multiple spatioanalytical tools we can use to consider any image. Spatial literacy, which is the practice of analyzing objects through their properties in space, tends to be the default analytical mode for making sense of imagery. For people to bring a commensurate temporal richness to their articulated visual readings, we first highlight the perspectival richness of time and temporality. We next present five precepts that can guide enriched temporal seeing: contextual histories; relational chronologies; internal rhymicity; desequenced and resequenced narrative; and critique and meaning-making. Finally, we suggest that temporal seeing holds a series of educative possibilities for expanding the interpretive frames and perceptual apparatuses of literacy researchers and practitioners.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","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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