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Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom 在扫盲课堂上让人工智能成为你的朋友而不是敌人
The Reading Teacher Pub Date : 2024-02-14 DOI: 10.1002/trtr.2296
Amy Hutchison
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引用次数: 0
Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom 在扫盲课堂上让人工智能成为你的朋友而不是敌人
The Reading Teacher Pub Date : 2024-02-14 DOI: 10.1002/trtr.2296
Amy Hutchison
{"title":"Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom","authors":"Amy Hutchison","doi":"10.1002/trtr.2296","DOIUrl":"https://doi.org/10.1002/trtr.2296","url":null,"abstract":"The recent development of ChatGPT, an artificial intelligence application that mimics human language, has many educators questioning its place in the classroom. This article provides suggestions for instructional uses of ChatGPT in the literacy classroom so that teachers can empower students to use this tool safely and effectively for learning.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"54 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779134","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
A Healthy Diet for Beginning Readers: Decodable Texts as Part of a Comprehensive Literacy Program 初级读者的健康饮食：作为综合读写计划一部分的解码文本
The Reading Teacher Pub Date : 2024-02-13 DOI: 10.1002/trtr.2287
Ashley E. Pennell, R. P. Jordan, K. Nash, Kerry Elson, Woodrow Trathen
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引用次数: 0
History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning 历史与神圣教育：黑人女孩与扫盲学习中的课程暴力
The Reading Teacher Pub Date : 2024-02-13 DOI: 10.1002/trtr.2291
Jennifer N. Brooks, Gholdy E. Muhammad
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引用次数: 0
A Healthy Diet for Beginning Readers: Decodable Texts as Part of a Comprehensive Literacy Program 初级读者的健康饮食：作为综合读写计划一部分的解码文本
The Reading Teacher Pub Date : 2024-02-13 DOI: 10.1002/trtr.2287
Ashley E. Pennell, R. P. Jordan, K. Nash, Kerry Elson, Woodrow Trathen
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引用次数: 0
History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning 历史与神圣教育：黑人女孩与扫盲学习中的课程暴力
The Reading Teacher Pub Date : 2024-02-13 DOI: 10.1002/trtr.2291
Jennifer N. Brooks, Gholdy E. Muhammad
{"title":"History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning","authors":"Jennifer N. Brooks, Gholdy E. Muhammad","doi":"10.1002/trtr.2291","DOIUrl":"https://doi.org/10.1002/trtr.2291","url":null,"abstract":"Black girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"34 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781990","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
Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text 会说话的工具：通过细读信息文本构建对话式教学支架
The Reading Teacher Pub Date : 2024-02-07 DOI: 10.1002/trtr.2292
Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo
{"title":"Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text","authors":"Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo","doi":"10.1002/trtr.2292","DOIUrl":"https://doi.org/10.1002/trtr.2292","url":null,"abstract":"This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue‐cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"27 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796972","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
Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text 会说话的工具：通过细读信息文本构建对话式教学支架
The Reading Teacher Pub Date : 2024-02-07 DOI: 10.1002/trtr.2292
Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo
{"title":"Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text","authors":"Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo","doi":"10.1002/trtr.2292","DOIUrl":"https://doi.org/10.1002/trtr.2292","url":null,"abstract":"This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue‐cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"52 5-6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856939","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 Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things every Teacher Should Know and Can Do 更正为 "黑人移民的文学语言和不间断英语的承诺"：每位教师都应知道并能做到的五件事
The Reading Teacher Pub Date : 2024-02-04 DOI: 10.1002/trtr.2290
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引用次数: 0
Correction to Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things every Teacher Should Know and Can Do 更正为 "黑人移民的文学语言和不间断英语的承诺"：每位教师都应知道并能做到的五件事
The Reading Teacher Pub Date : 2024-02-04 DOI: 10.1002/trtr.2290
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引用次数: 0
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