发布求助
文献互助 智能选刊 最新文献

Journal of Adolescent & Adult Literacy最新文献

筛选
英文 中文
What role, if any, should phonics play in a middle school or high school? The answer may surprise you
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-22 DOI: 10.1002/jaal.1387
Timothy Shanahan
{"title":"What role, if any, should phonics play in a middle school or high school? The answer may surprise you","authors":"Timothy Shanahan","doi":"10.1002/jaal.1387","DOIUrl":"https://doi.org/10.1002/jaal.1387","url":null,"abstract":"<p>Research shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of multisyllabic words and words with common morphological elements. Explicit instruction with a focus on the decoding, spelling, and meaning of such words would make a lot of sense.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"325-329"},"PeriodicalIF":0.9,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143118320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-17 DOI: 10.1002/jaal.1389
John Z. Strong, Laura S. Tortorelli, Blythe E. Anderson
{"title":"Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention","authors":"John Z. Strong,&nbsp;Laura S. Tortorelli,&nbsp;Blythe E. Anderson","doi":"10.1002/jaal.1389","DOIUrl":"https://doi.org/10.1002/jaal.1389","url":null,"abstract":"<p>Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllabic decoding, fluency, and comprehension strategies that build word and world knowledge to support complex text reading can improve foundational skills and comprehension for students in upper-elementary and middle grades. In this article, we describe how prior research informed the design of Read STOP Write, a multicomponent intervention for students in grades 4–9. Read STOP Write integrates instruction in multisyllabic decoding, fluency, and vocabulary with comprehension instruction focused on building knowledge and using text structures to read and write about science and social studies texts. We summarize research conducted in culturally and linguistically diverse classrooms and discuss implications for teachers of adolescents.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"339-352"},"PeriodicalIF":0.9,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143116386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-14 DOI: 10.1002/jaal.1388
Minkyung Choi
{"title":"Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires","authors":"Minkyung Choi","doi":"10.1002/jaal.1388","DOIUrl":"https://doi.org/10.1002/jaal.1388","url":null,"abstract":"<p>This paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long-term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"330-338"},"PeriodicalIF":0.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Engaging culturally and linguistically diverse youth in semiotic analysis for community-based inquiry
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-08 DOI: 10.1002/jaal.1386
Matthew R. Deroo, Daryl Axelrod, Jennifer Kahn
{"title":"Engaging culturally and linguistically diverse youth in semiotic analysis for community-based inquiry","authors":"Matthew R. Deroo,&nbsp;Daryl Axelrod,&nbsp;Jennifer Kahn","doi":"10.1002/jaal.1386","DOIUrl":"https://doi.org/10.1002/jaal.1386","url":null,"abstract":"<p>This manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first- and second-generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community-based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritage archives, to analyze signs and symbols. We asked: How did students engage with semiotic resources and approaches to support inquiry about their school and neighborhood communities? Findings showed that students drew upon their linguistic and cultural experiences to analyze signs and symbols, yet in their digital storytelling presentations some student groups chose signs and symbols that reified stereotypical views of their neighborhood despite their insider status in the local community. We offer recommendations for using cultural heritage artifacts to advance multimodal meaning-making in teaching and research.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"546-557"},"PeriodicalIF":0.9,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“They can learn it through us”: Youth seeking racial justice through a community-based book club
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-06 DOI: 10.1002/jaal.1385
Mary M. McConnaha, Joanne E. Marciano, Brittany M. Brewer, Lauren Elizabeth Reine Johnson
{"title":"“They can learn it through us”: Youth seeking racial justice through a community-based book club","authors":"Mary M. McConnaha,&nbsp;Joanne E. Marciano,&nbsp;Brittany M. Brewer,&nbsp;Lauren Elizabeth Reine Johnson","doi":"10.1002/jaal.1385","DOIUrl":"https://doi.org/10.1002/jaal.1385","url":null,"abstract":"<p>In the summer of 2020, amidst state-mandated social distancing and protests for racial justice, youth participating in an ongoing YPAR initiative sought to design and facilitate a book club for the residents of their subsidized housing community to increase community awareness of the Black Lives Matter movement. Through interviews, youth shared their plans to design and facilitate a book club differently than they had experienced in English classroom settings. Through the lenses of critical literacy and civic praxis, the youths' imaginings reveal a desire to talk about books that were relevant to their lives, involve discussions that were participant-led and democratic, and lead to meaningful, tangible outcomes. Implications encourage teachers to re-examine their classroom book club practices and consider ways to center student desires.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"536-545"},"PeriodicalIF":0.9,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers' perceptions of disciplinary literacy: A critical discourse analysis
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-03 DOI: 10.1002/jaal.1384
Heather Waymouth, Madison Weary
{"title":"Teachers' perceptions of disciplinary literacy: A critical discourse analysis","authors":"Heather Waymouth,&nbsp;Madison Weary","doi":"10.1002/jaal.1384","DOIUrl":"https://doi.org/10.1002/jaal.1384","url":null,"abstract":"<p>This study explored eight middle school teachers' language about literacy implementation in their disciplinary classrooms. Interview data and supplemental artifact data were gathered from two previous studies focused on disciplinary literacy in middle school settings. This critical discourse analysis examined how teachers' language elucidated their perspectives toward literacy and for whom literacy instruction is intended. Findings suggest that teachers considered literacy instruction as remediation, as access to content, and as an opportunity for student agency. Teachers' language around literacy as remediation and as access demonstrated potential dysconscious racism and ableism. This may reify systems of power which position White, able-bodied/minded students' literacies as a more desirable foundation for disciplinary learning.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"526-535"},"PeriodicalIF":0.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social annotation and dialogic teaching and learning in English language arts 英语语言艺术中的社会标注和对话式教学
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-09-08 DOI: 10.1002/jaal.1382
Johnny B. Allred, Sean P. Connors, Christian Z. Goering
{"title":"Social annotation and dialogic teaching and learning in English language arts","authors":"Johnny B. Allred,&nbsp;Sean P. Connors,&nbsp;Christian Z. Goering","doi":"10.1002/jaal.1382","DOIUrl":"10.1002/jaal.1382","url":null,"abstract":"<p>This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high-level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open-ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"515-525"},"PeriodicalIF":0.9,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing 教师如何在教学法中适应数字多模态交流：多模态识字学习设计--观看和表现教学》评述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-09-04 DOI: 10.1002/jaal.1383
Dan Liu
{"title":"How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing","authors":"Dan Liu","doi":"10.1002/jaal.1383","DOIUrl":"10.1002/jaal.1383","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"512-514"},"PeriodicalIF":0.9,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse 揭开诗歌的面纱：多模式和审美反应作为诗歌教学和阅读的新方法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-09-02 DOI: 10.1002/jaal.1381
Claire Ahn, Alexandra Minuk
{"title":"Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse","authors":"Claire Ahn,&nbsp;Alexandra Minuk","doi":"10.1002/jaal.1381","DOIUrl":"10.1002/jaal.1381","url":null,"abstract":"<p>In secondary English classrooms, poetry is often a text that is least liked because it is viewed as being “inaccessible,” reserved for the elite, and/or too abstract. Part of the reason for this also lies in the traditional, colonial structures of introducing poetry such as relying on canonical texts and close reading analysis. Yet, outside of the classroom poetry is used in more accessible and engaging manners. With the advancements of technology, there also includes multimodal ways in which to read and write poetry that could be much more interesting for both educators and youth. This paper opens a discussion to consider multimodal and aesthetic responses to including poetry such as using digital apps like PhoneMe, a free accessible platform that allows users to post their written poems, record themselves reciting poems, and pin their poems directly on to an interactive digital map. The uniqueness of PhoneMe—a layered multimodal approach—can provide a more engaging way to teach and learn poetry.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"506-511"},"PeriodicalIF":0.9,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion 运用定位理论调查不同文化和语言的青少年学生参与课堂讨论的情况
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-08-27 DOI: 10.1002/jaal.1380
Karissa J. Sywulka
{"title":"Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion","authors":"Karissa J. Sywulka","doi":"10.1002/jaal.1380","DOIUrl":"10.1002/jaal.1380","url":null,"abstract":"<p>Teachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer-reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real-world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far-reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"495-505"},"PeriodicalIF":0.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
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