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Items from 1 to 20 out of 2,671 results

article

Starting With Self: Identity Work and Anti‐Racist Literacy Practices

Tricia Ebarvia, Kimberly N. Parker

Journal of Adolescent & Adult Literacy > 64 > 5 > 581 - 584

Young people in literacy classes sometimes think their teachers are not listening to them. The practitioners featured in this column listen to questions posed by their students and respond to them, with the goal of enhancing English language arts instruction for a range of young people and educators.

article

Ocean Swimmer, Woodchopper, Road Tripper: Using Metaphor to Develop Students’ Identities as Writers

Margaret Perrow, Mary (Lauren) Feldstein, Arlene Sieler

Journal of Adolescent & Adult Literacy > 64 > 1 > 37 - 46

Students who understand their writing process and see themselves as writers are more likely to successfully tackle unfamiliar genres and writing tasks. In this self‐study, a college English professor and two first‐year college students make a case for an extended‐metaphor assignment that helps students build stronger identities as writers. Metaphor plays a critical role in our understanding of the...

article

Facilitating Civic Learning Within Adult Literacy/Education Curricula

Kristen H. Perry, Leah Katherine Saal, Donita M. Shaw

Journal of Adolescent & Adult Literacy > 64 > 2 > 221 - 225

article

Becoming an Author: Engaging High School Students in Disciplinary Practices

Lorvic García‐Verdugo, Guadalupe López‐Bonilla

Journal of Adolescent & Adult Literacy > 64 > 1 > 47 - 55

It is generally considered that students who want to become scientists engage in scientific practices as university students, particularly when pursuing postgraduate studies. However, schools and teachers can help students participate in authentic scientific and disciplinary practices, such as data sampling and analysis, in high school. The authors explore the case of a Mexican high school student...

article

A “Good Game” of Readers Responding

Nicole Danice Smutny, Leah Katherine Saal

The Reading Teacher > 74 > 5 > 517 - 525

In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and...

article

Emergent Bilinguals’ Use of Word Prediction Software Amid Digital Composing

Sally Brown, Alexandra Allmond

The Reading Teacher > 74 > 5 > 607 - 616

Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical tools must be used to support these students as meaning...

article

(Info)Graphically Inclined: A framework of infographic learning

Jennifer M. Smith, Marla K. Robertson

The Reading Teacher > 74 > 4 > 439 - 449

Infographics are appearing in children’s magazines, picture books, and informational texts. Understanding, and ultimately creating, these complex visual representations of information or data requires higher level thinking skills to analyze and understand how the text and graphics work together to convey meaning. The authors provide a framework for infographic exploration, investigation, creation,...

article

Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students

Elizabeth A. Stevens, Christy S. Murray, Sarah Fishstrom, Sharon Vaughn

Journal of Adolescent & Adult Literacy > 64 > 3 > 311 - 322

Students in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high‐impact, evidence‐based practice that content...

article

Lessons From Pandemic Teaching for Content Area Learning

Douglas Fisher, Nancy Frey

The Reading Teacher > 74 > 3 > 341 - 345

Literacy instruction does not just happen during the language arts block, as students can learn more about reading and writing during science, social studies, and mathematics. This department features examples of how teachers can teach literacy across various content areas.

article

Responding to Informational Texts Across the Efferent–Aesthetic Continuum in Preschool

Ariel Robinson

The Reading Teacher > 74 > 3 > 265 - 274

The author compared preschool teachers’ and students’ responses to informational texts (nonfiction) as they read together in small groups. Drawing from reader response theory, similarities and differences were found in teachers’ and students’ reading behaviors. Teachers took a predominantly efferent stance toward the texts because the teachers’ primary purposes were to provide students with information...

article

Expanding Conceptions of Modeling Writing to Leverage Student Voices

Chandra L. Alston, Chauncey Monte‐Sano

Journal of Adolescent & Adult Literacy > 64 > 1 > 89 - 93

This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high‐quality disciplinary literacy learning opportunities across subject areas that engage students in critically...

article

The Skill, Will, and Thrill of Comprehending Content Area Texts

Douglas Fisher, Nancy Frey

The Reading Teacher > 73 > 6 > 819 - 824

article

Promoting Student Agency in Writing

Jill Barnes

The Reading Teacher > 73 > 6 > 789 - 795

With increasing expectations on students regarding written communication, the promotion of student agency in writing is more important now than ever. Teachers must find ways to engage and empower all learners throughout the writing process so they can produce authentic and meaningful writing independently. To promote such agency, educators must allow students to do more of the work, even while scaffolding...

article

Examining Moments of Possibility Toward College Readiness in a Literacy‐and‐Songwriting Initiative

Joanne E. Marciano, Vaughn W.M. Watson, Alecia Beymer, Matthew R. Deroo

Journal of Adolescent & Adult Literacy > 63 > 6 > 615 - 626

The authors examined how middle and high school students participating in a literacy‐and‐songwriting initiative in Detroit, Michigan, experienced moments of possibility that supported the youth in envisioning themselves as college bound. The authors explain how they drew from culturally relevant and sustaining educational approaches to design literacy instruction for youth of color that built from...

article

Walk a Day in My Shoes: Cultivating Cross‐Cultural Understanding Through Digital Literacy

Lane W. Clarke

The Reading Teacher > 73 > 5 > 662 - 665

Walk a Day in My Shoes is a curricular project designed to provide a starting point for teachers to cultivate cross‐cultural understanding among elementary‐age students. In this curricular project, students created their own digital stories about a day spent in their shoes. Through photography, writing, and digital storytelling, each student re‐created a typical day in their life. Then, these stories...

article

Cochrane Review: Interventions for infantile haemangiomas (strawberry birthmarks) of the skin

Jo Leonardi‐Bee, Kapila Batta, Carol O'Brien, Fiona J Bath‐Hextall

Evidence‐Based Child Health: A Cochrane Review Journal > 7 > 2 > 578 - 626

BackgroundInfantile haemangiomas (also known as strawberry birthmarks) are soft, raised swellings of the skin which are usually uncomplicated and tend to regress spontaneously over time. Some haemangiomas occur in high‐risk areas or can develop complications; therefore, intervention may be necessary. Various interventions have been proposed, but it is unclear whether any of these interventions are...

article

“This Is Crazy…She’s Real”: How Fourth‐Grade Readers Establish Source Authority

Elizabeth Walsh‐Moorman, Kate Hovick

The Reading Teacher > 74 > 5 > 559 - 568

A classroom teacher and a university researcher examined what criteria fourth‐grade students use to examine text authority and how traditional and new literacy skills may support such evaluation. Results of this case study indicate that students rely heavily on traditional reading skills, including background knowledge and vocabulary skill, to evaluate digital sources. Furthermore, the concept of...

article

Rights and Responsibilities With Tech: Students’ Take on Classroom Policies

Lisa B. Hsin, Nan Mu, Robert L. Selman

The Reading Teacher > 74 > 5 > 549 - 558

We paint a picture of preadolescent students’ thinking on a topic of everyday importance: the right to use and the responsibility not to abuse digital technology in school. We analyzed the writing of students in grades 4–7 in response to an essay prompt about classroom iPad (tablet computer) use after a hypothetical cyberbullying incident, focusing on the solutions that students proposed to avoid...

article

Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space

Valerie L. Marsh

Journal of Adolescent & Adult Literacy > 64 > 5 > 521 - 529

In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers...

article

Scaffolding Literacy Learning Through Talk: Stance as a Pedagogical Tool

Laura A. Taylor

The Reading Teacher > 74 > 4 > 375 - 383

Scaffolding serves as an important instructional tool for supporting students’ literacy development. To be effective, however, teachers must continually adapt the scaffolding offered to students to provide appropriate levels of both support and challenge. In this article, the sociolinguistic concept of stance is used to conceptualize how elementary teachers interactionally scaffolded their students’...

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Search results

Starting With Self: Identity Work and Anti‐Racist Literacy Practices

Ocean Swimmer, Woodchopper, Road Tripper: Using Metaphor to Develop Students’ Identities as Writers

Facilitating Civic Learning Within Adult Literacy/Education Curricula

Becoming an Author: Engaging High School Students in Disciplinary Practices

A “Good Game” of Readers Responding

Emergent Bilinguals’ Use of Word Prediction Software Amid Digital Composing

(Info)Graphically Inclined: A framework of infographic learning

Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students

Lessons From Pandemic Teaching for Content Area Learning

Responding to Informational Texts Across the Efferent–Aesthetic Continuum in Preschool

Expanding Conceptions of Modeling Writing to Leverage Student Voices

The Skill, Will, and Thrill of Comprehending Content Area Texts

Promoting Student Agency in Writing

Examining Moments of Possibility Toward College Readiness in a Literacy‐and‐Songwriting Initiative

Walk a Day in My Shoes: Cultivating Cross‐Cultural Understanding Through Digital Literacy

Cochrane Review: Interventions for infantile haemangiomas (strawberry birthmarks) of the skin

“This Is Crazy…She’s Real”: How Fourth‐Grade Readers Establish Source Authority

Rights and Responsibilities With Tech: Students’ Take on Classroom Policies

Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space

Scaffolding Literacy Learning Through Talk: Stance as a Pedagogical Tool

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