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The Collaborative Literacy Coaching Framework for Transformation: Humanizing Prerequisites for Reflective Practitioners 转型的协作式扫盲辅导框架：反思实践者的人性化先决条件
The Reading Teacher Pub Date : 2024-08-10 DOI: 10.1002/trtr.2360
Emily C. Caylor
{"title":"The Collaborative Literacy Coaching Framework for Transformation: Humanizing Prerequisites for Reflective Practitioners","authors":"Emily C. Caylor","doi":"10.1002/trtr.2360","DOIUrl":"https://doi.org/10.1002/trtr.2360","url":null,"abstract":"Literacy coaching is a professional learning model designed to provide teachers with supportive partnerships as they enhance their literacy instruction (L'Allier et al., 2010). However, the enhancement of instruction requires teachers to make changes to long‐standing instructional practices. To prepare for change, teachers must have the psychological safety and time to explore their beliefs, values, and identities and how these intrapersonal factors support or hinder change (Dewey, 1933). Literacy coaches can guide teachers through this preparation by using The Collaborative Literacy Coaching Framework for Transformation, which focuses on the cultivation of relationships, the examination of intrapersonal factors, the acknowledgment of how these factors impact instruction, and the need to plan for change. I will share a detailed outline of this framework and share the stories of three teachers who were better prepared for change while working within it.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920183","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
Connecting Compassion: Empathy's Role in STEM and Literacy Integration 连接同情心：同理心在科学、技术、工程和数学与扫盲整合中的作用
The Reading Teacher Pub Date : 2024-08-08 DOI: 10.1002/trtr.2359
Leah R. Cheek, Vinson Carter, M. Daugherty, Christian Z. Goering
{"title":"Connecting Compassion: Empathy's Role in STEM and Literacy Integration","authors":"Leah R. Cheek, Vinson Carter, M. Daugherty, Christian Z. Goering","doi":"10.1002/trtr.2359","DOIUrl":"https://doi.org/10.1002/trtr.2359","url":null,"abstract":"Empathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem‐solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"11 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929068","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
Correction to “In This Issue 77:6” 更正 "本期 77:6
The Reading Teacher Pub Date : 2024-06-13 DOI: 10.1002/trtr.2349
{"title":"Correction to “In This Issue 77:6”","authors":"","doi":"10.1002/trtr.2349","DOIUrl":"https://doi.org/10.1002/trtr.2349","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"54 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349048","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
Motivating Engagement with Literature: Using the Individual Story Ending (ISE) Method to Reveal Personal Reading Experiences 激励参与文学活动：使用个人故事结尾（ISE）法揭示个人阅读体验
The Reading Teacher Pub Date : 2024-05-23 DOI: 10.1002/trtr.2343
Juli‐Anna Aerila, Tiziana Mascia
{"title":"Motivating Engagement with Literature: Using the Individual Story Ending (ISE) Method to Reveal Personal Reading Experiences","authors":"Juli‐Anna Aerila, Tiziana Mascia","doi":"10.1002/trtr.2343","DOIUrl":"https://doi.org/10.1002/trtr.2343","url":null,"abstract":"The Individual Story Ending (ISE) is an effective and appealing activity for students of every age. The method requires students—as a group or individually—to devise an ending to an excerpt at a turning point in a fictional narrative. Students can read the excerpt themselves, or the teacher can read it aloud to everyone. The ISE method can be applied to any creative activity and can be developed in various ways. While most teachers already use ISEs, this article suggests ways of building an entire learning process around the method and how ISEs can be used to initiate reading engagement and discussion of different themes.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"50 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107468","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
Playing with Words: Scaffolding Writing through Poetry 玩转文字通过诗歌搭建写作支架
The Reading Teacher Pub Date : 2024-05-19 DOI: 10.1002/trtr.2335
Macie Kerbs, Jessica McQueston, Lorraine Lawrance
{"title":"Playing with Words: Scaffolding Writing through Poetry","authors":"Macie Kerbs, Jessica McQueston, Lorraine Lawrance","doi":"10.1002/trtr.2335","DOIUrl":"https://doi.org/10.1002/trtr.2335","url":null,"abstract":"This article highlights how teachers can use poetry writing through the instructional contexts of shared, interactive, guided, and independent writing to provide intentional scaffolding for writers.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"119 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124333","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
Sounds of Silence: Sharing Wordless Picturebooks in the Classroom 寂静之声在课堂上分享无字图画书
The Reading Teacher Pub Date : 2024-05-14 DOI: 10.1002/trtr.2336
Terrell A. Young, L. M. Kganetso, Paul H. Ricks
{"title":"Sounds of Silence: Sharing Wordless Picturebooks in the Classroom","authors":"Terrell A. Young, L. M. Kganetso, Paul H. Ricks","doi":"10.1002/trtr.2336","DOIUrl":"https://doi.org/10.1002/trtr.2336","url":null,"abstract":"Wordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"15 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980865","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
In This Issue 77:6 本期内容 77:6
The Reading Teacher Pub Date : 2024-05-01 DOI: 10.1002/trtr.2333
Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway
{"title":"In This Issue 77:6","authors":"Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway","doi":"10.1002/trtr.2333","DOIUrl":"https://doi.org/10.1002/trtr.2333","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031656","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
Time in Text: Differentiating Instruction for Intermediate Students Struggling with Word Recognition 文本中的时间为在认字方面有困难的中年级学生提供差异化教学
The Reading Teacher Pub Date : 2024-04-24 DOI: 10.1002/trtr.2332
Heidi Anne E. Mesmer
{"title":"Time in Text: Differentiating Instruction for Intermediate Students Struggling with Word Recognition","authors":"Heidi Anne E. Mesmer","doi":"10.1002/trtr.2332","DOIUrl":"https://doi.org/10.1002/trtr.2332","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"24 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140659896","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
Selecting a Literacy Intervention and Planning for Implementation: A Guide 选择读写能力干预措施并制定实施计划：指南
The Reading Teacher Pub Date : 2024-03-30 DOI: 10.1002/trtr.2323
Colleen E. Whittingham, Paola Pilonieta, Erin K. Washburn
{"title":"Selecting a Literacy Intervention and Planning for Implementation: A Guide","authors":"Colleen E. Whittingham, Paola Pilonieta, Erin K. Washburn","doi":"10.1002/trtr.2323","DOIUrl":"https://doi.org/10.1002/trtr.2323","url":null,"abstract":"Evidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research‐ or evidence‐based. The tasks of finding, selecting, and implementing literacy interventions that are high‐quality, evidence‐based, and designed to meet the needs of students is not for the faint of heart, especially because school leaders often have difficulty distinguishing programs based on research evidence from those benefiting from good marketing (Schwartz, 2019). Thus, the purpose of this article is to provide school personnel responsible for implementing literacy interventions (i.e., classroom teachers, literacy specialists, special educators) and/or selecting literacy intervention programs (i.e., administrators, instructional coaches) with a step‐by‐step process informed by our study which surveyed North Carolina first grade teachers' literacy assessment and instruction practices in schools receiving Title I funding before and during the COVID pandemic.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"66 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140364809","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
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool 匹配还是冲突？教师使用注重公平的文本分析工具分析图画书
The Reading Teacher Pub Date : 2024-03-30 DOI: 10.1002/trtr.2326
Audrey Lucero
{"title":"Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool","authors":"Audrey Lucero","doi":"10.1002/trtr.2326","DOIUrl":"https://doi.org/10.1002/trtr.2326","url":null,"abstract":"As of May 2022, 42 state legislatures had introduced bills that would limit how (and whether) teachers can address inequities based on race, gender, and other marginalized identities. At the same time, book bans are becoming increasingly common across the country. Given the importance of providing children opportunities to critically engage with texts from a variety of perspectives and representing a diversity of experiences, teachers should use picturebooks to facilitate critical discussions with children as young as kindergarten. This study reports findings from an activity in which K‐8 in‐service teachers used an equity‐focused text analysis tool to critically analyze the picturebook Marisol McDonald doesn't match/Marisol McDonald no combina. I conducted thematic analysis on a key component of critical literacy teachers addressed—identifying stereotypes the author and illustrator both disrupt and perpetuate in this book. This work helps us understand how teachers themselves learn to engage in critical analysis of picturebooks.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"67 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140364785","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
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