发布求助
文献互助 智能选刊 最新文献

Reading Teacher最新文献

筛选
英文 中文
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades 为小学黑人男孩的读写能力发展带来秩序
4区 教育学
Reading Teacher Pub Date : 2023-11-03 DOI: 10.1002/trtr.2259
Alfred W. Tatum
{"title":"Bringing Order to the Literacy Development of Black Boys in the Elementary Grades","authors":"Alfred W. Tatum","doi":"10.1002/trtr.2259","DOIUrl":"https://doi.org/10.1002/trtr.2259","url":null,"abstract":"Abstract Discussions and practices focused on Black boys' literacy development and equity in U.S. classrooms require serious thought and interrogation if the aim is to move these boys toward advanced levels of reading, writing, intellectual development, and human development. Sorely, Black boys have become subjects of educational, programming, and policy experimentation endorsed by school boards that lead to instructional and curricular shortcomings in elementary classrooms. In this article, I call for a need to bring order to the literacy development of Black boys in the elementary grades by focusing on advanced literacy outcomes and the intellectual tradition. Order is needed to counter the random nature of literacy development that results in chaos and disorder as evidenced by reading outcomes and many Black boys, both high‐academically performing and low‐academically performing, being underserved in U.S. classrooms.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"54 S1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818840","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
Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading 基于数十年研究的故事:我们对阅读教学的真正了解
4区 教育学
Reading Teacher Pub Date : 2023-11-02 DOI: 10.1002/trtr.2258
Catherine Compton‐Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker
{"title":"Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading","authors":"Catherine Compton‐Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker","doi":"10.1002/trtr.2258","DOIUrl":"https://doi.org/10.1002/trtr.2258","url":null,"abstract":"Abstract The recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics. We offer a research‐based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings related to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the cultures, experiences, and diversity of children. This confluence of research findings reveals an unequivocal need for caution as states, universities, schools, and teachers adopt assumedly universal and narrow approaches to teaching reading.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"25 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973346","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
Comprehending Poetry with Social Justice Themes 理解以社会正义为主题的诗歌
4区 教育学
Reading Teacher Pub Date : 2023-10-31 DOI: 10.1002/trtr.2260
Tara Concannon‐Gibney
{"title":"Comprehending Poetry with Social Justice Themes","authors":"Tara Concannon‐Gibney","doi":"10.1002/trtr.2260","DOIUrl":"https://doi.org/10.1002/trtr.2260","url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"151 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872391","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
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit 我们问学生他们理解什么，而不是他们如何理解:使推理理解过程可见和明确
4区 教育学
Reading Teacher Pub Date : 2023-10-18 DOI: 10.1002/trtr.2255
Carol D. Lee
{"title":"We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit","authors":"Carol D. Lee","doi":"10.1002/trtr.2255","DOIUrl":"https://doi.org/10.1002/trtr.2255","url":null,"abstract":"Abstract This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and settings, social and emotional relationships intersect to shape effort and motivation to comprehend. The paper argues that a central problem in the typical teaching of reading comprehension in the K–12 sector is insufficient attention to processes or meaning making. Typical instruction focuses on the outcomes of comprehension, but not on how readers can/should go about trying to make sense of texts. Such instruction can be created by communities of teachers who examine the sources of text difficulty in texts they are teaching. The paper offers explicit criteria for evaluating sources of text complexity in informational and literary texts, and in so doing push beyond the boundaries of traditional Lexile scores.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883192","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
Partnering for Success: Text and Peer Engagement During Paired Reading 成功的伙伴关系:配对阅读中的文本和同伴参与
4区 教育学
Reading Teacher Pub Date : 2023-10-06 DOI: 10.1002/trtr.2256
Kathryn L. Roberts, Poonam Arya, Kathleen K. Plond
{"title":"Partnering for Success: Text and Peer Engagement During Paired Reading","authors":"Kathryn L. Roberts, Poonam Arya, Kathleen K. Plond","doi":"10.1002/trtr.2256","DOIUrl":"https://doi.org/10.1002/trtr.2256","url":null,"abstract":"Abstract In this article we report the results and classroom implications of a qualitative study that explored third‐grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All students had been taught structures for partner reading and numerous reading strategies by their classroom teacher. The transcripts of the readings were parsed, annotated with observational notes, and coded using descriptive phrases. Students' interactions with each other during the readings revealed that they are capable of productively using their time to support learning during partner reading and spend relatively little time off task and that their use of strategies varies with context (text interest, text difficulty, turn‐taking patterns). Classroom implications for these findings are discussed.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351644","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
Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It? 阅读理解与COVID - 19大流行:发生了什么，我们能做些什么?
4区 教育学
Reading Teacher Pub Date : 2023-10-06 DOI: 10.1002/trtr.2254
Janice F. Almasi, Dongyang Yuan
{"title":"Reading Comprehension and the <scp>COVID</scp>‐19 Pandemic: What Happened and What Can We Do About It?","authors":"Janice F. Almasi, Dongyang Yuan","doi":"10.1002/trtr.2254","DOIUrl":"https://doi.org/10.1002/trtr.2254","url":null,"abstract":"Abstract Covid‐19‐related school closures worldwide had an enormous impact on literacy instruction and learning. In this article, we share an overview of what research tells us about what happened to elementary learners' reading comprehension during these school closures and what reading comprehension instruction looked like in homes and schools during this time. We also provide recommendations for the path forward on the road to revitalizing reading comprehension achievement.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346882","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
The Complexity of Building Bridges of Books Across Global Cultures 构建跨越全球文化的书籍桥梁的复杂性
4区 教育学
Reading Teacher Pub Date : 2023-10-06 DOI: 10.1002/trtr.2249
Dorea Kleker, Kathy G. Short, HeeYoung Kim, Reena Joseph
{"title":"The Complexity of Building Bridges of Books Across Global Cultures","authors":"Dorea Kleker, Kathy G. Short, HeeYoung Kim, Reena Joseph","doi":"10.1002/trtr.2249","DOIUrl":"https://doi.org/10.1002/trtr.2249","url":null,"abstract":"Abstract Books can provide compelling invitations for children to explore global cultures, but how those books are used influences whether readers connect information about a particular global community to that culture's deeper values. Our concerns about reducing the cultural richness of a global community and establishing stereotypes led us to explore engagements for children that encourage a cosmopolitan orientation. Through this orientation, children balance critical reflection on their own cultural loyalties with critical reflection on their openness to an unfamiliar global culture. This article focuses on our learning as teachers in an afterschool club and our recognition that books can close rather than open children's minds and build walls rather than bridges across cultures.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350831","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
Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry 询问幼儿的写作行程:通过个人数字查询促进学科素养
4区 教育学
Reading Teacher Pub Date : 2023-10-04 DOI: 10.1002/trtr.2253
Jon M. Wargo, Kierstin Giunco
{"title":"Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry","authors":"Jon M. Wargo, Kierstin Giunco","doi":"10.1002/trtr.2253","DOIUrl":"https://doi.org/10.1002/trtr.2253","url":null,"abstract":"Abstract Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590423","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
Teaching for Social Justice: A Teacher Researcher's Journey and Evolution 社会正义教学:一位教师研究者的历程与演变
4区 教育学
Reading Teacher Pub Date : 2023-10-03 DOI: 10.1002/trtr.2252
Norline R. Wild
{"title":"Teaching for Social Justice: A Teacher Researcher's Journey and Evolution","authors":"Norline R. Wild","doi":"10.1002/trtr.2252","DOIUrl":"https://doi.org/10.1002/trtr.2252","url":null,"abstract":"Abstract This article (a) explores the experience of an early childhood teacher researcher as she intentionally uses interactive read‐alouds to promote social justice and to encourage critical consciousness in her preschool classroom and (b) offers guidance for educators to embark on their own social justice journey. Over the course of a 2‐year study, the teacher engaged the children with 12 books. Findings describe the personal and professional evolution of the teacher researcher as social justice became her “way of being.” As she studied and reflected on issues of oppression and equity, and considered her own classroom read‐alouds, she shifted her approach from centering social–emotional learning to social justice. This shift was marked by changes in book selection and presentation and by two key turning points. Findings also detail the roles the teacher adopted as she explored books with her students and illustrate how these roles supported and prompted social justice. Self‐reflection points and steps are included to support educators in teaching for social justice.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696097","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
Teaching Remotely without Being Distant: Implications for Primary Age Students' Learning of Foundational Reading Skills 远距教学:对小学生基础阅读技能学习的启示
4区 教育学
Reading Teacher Pub Date : 2023-10-02 DOI: 10.1002/trtr.2250
Mariah Fiona Kramer, Troy Hicks
{"title":"Teaching Remotely without Being Distant: Implications for Primary Age Students' Learning of Foundational Reading Skills","authors":"Mariah Fiona Kramer, Troy Hicks","doi":"10.1002/trtr.2250","DOIUrl":"https://doi.org/10.1002/trtr.2250","url":null,"abstract":"Abstract During the 2020–2021 school year, the COVID‐19 pandemic forced millions of students and teachers into hybrid or fully remote modalities. Compiling the experiences of teachers who taught foundational reading skills to their primary‐age students in a hybrid model (a mix of both remote learners at home, joining via video conferencing, as well as in‐person learners in the classroom), the authors demonstrate the challenges and successes that innovative elementary teachers saw with students' reading. Through observations, interviews, and lesson reviews, key ideas emerged that could make remote instruction more effective in the future. First, teachers who build classroom culture in hybrid spaces must do so with the same amount of intention as they would in physical spaces. Second, the purposeful design of synchronous and asynchronous instructions has the potential to affect student learning in a positive manner. And, finally, the instructional strategies teachers use to introduce and reinforce foundational reading skills led to success.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899948","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
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