ethanporcaro/eric-fulltext-meta huggingface dataset:
Heightening New Teacher Sensitivity toward Families Using Children's Literature as a Tool
Author: Grant, Kathy B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Childrens Literature,Beginning Teachers,Elementary School Teachers,Student Diversity,Classroom Techniques,Cultural Pluralism,Cultural Awareness,Preservice Teachers,Units of Study,Family (Sociological Unit),Student Teaching,Reflection,Check Lists,Teaching Methods,Standards,Stereotypes

Many elementary teachers include a thematic unit on families as a part of their yearly curriculum. During student teaching new practitioners may be tempted to choose only family-themed books within their experiential background and comfort level (Gay, 2002). However, culturally responsive teachers entering our highly diverse classrooms need to develop sensitivity toward families of diversity. Children's literature can be an effective tool to heighten new teacher sensitivity toward families. This article provides a direction for supporting teacher candidates in becoming more culturally open-minded through reflective engagement. We provide a checklist for evaluating culturally diverse literature on families, and close with some examples of children's literature that help to heighten sensitivity toward families.
Lessons from the Literacy Club: Hamlet Meets the Lion King After-School
Author: Darvin, Jacqueline
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Clubs,After School Programs,Academic Support Services,Literacy Education,At Risk Students,Reading Difficulties,English Language Learners,Disabilities,Special Education,High School Students,Tutoring,Pretests Posttests,Surveys,Literature,Communities of Practice,Student Participation,Cues,Reading Skills,Lesson Plans,College School Cooperation

The purpose of this article is to provide a model of an academic intervention and support program in literacy that focuses on the needs of individual students and revalues them as readers, goals that are of extreme importance when working with adolescents who have repeatedly experienced academic failure and view themselves as poor readers. This article describes the key elements and strategies of an academic intervention and support program called the Literacy Club that was designed for struggling high school readers and their literacy tutors. This article supplies a literacy-focused lesson plan format that teachers from the Literacy Club deemed successful for integrating literacy objectives and strategies into the teaching of &quot;Hamlet&quot; and concludes with the three reading strategies that were considered the most helpful by the students.
Using Thinking Skills as a Bridge between ELA and Science Teaching Strategies
Author: Harris, Robin Lee
Date: 2008-00-00
Type: Journal Articles
Subjects: Thinking Skills,Teaching Methods,English,Language Arts,Taxonomy,Skill Development,Decision Making,Science Instruction,Interdisciplinary Approach,Science Process Skills,Cues,Earth Science,Graduate Students,Elementary Secondary Education

This article presents five activities that demonstrate developing thinking skills in students, uses comparable ELA and science skills. The thinking skills of Blooms Taxonomy are the organizer. Skills and processes gleaned from NYS ELA and Science Standards included in the article are: categorizing, comparing, following procedures, sequencing, questioning, explaining, and making informed decisions.
Creating Illiteracy: Why Johnny Can't (Only) Read; New Literacies versus Old Policies
Author: Davis-Durr, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Illiteracy,Educational Policy,Educational Legislation,Federal Legislation,Elementary Secondary Education,Literacy,Democracy,Information Technology

Although the United States federal government has attempted to extinguish the gaps among various populations (socioeconomic, racial, etc.) through educational policies such as the No Child Left Behind Act, such policies may in fact create further divisions among these groups within American society. I base my argument on inadequacies in the formation of the policy, such as the procedures used by the NRP contributing to formation of NCLB, the outdated and narrow conceptions of literacy used by both the NRP and within NCLB, and the strict adherence to the NRP report and NCLB standards. In order to truly extinguish the gaps and create a democratic nation in which all citizens can contribute, I argue for transformation of federal education policies to reflect current definitions of literacy including New Literacies, which reflect the ongoing advancement of information communication technologies.
Teaching with Technology: An Examination of Literacy Instruction and the Use of Technology with Teacher Candidates and Elementary School Students
Author: Garas-York, Keli
Date: 2008-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Instructional Effectiveness,Technology Integration,Literacy Education,Elementary School Students,Technology Uses in Education,Learner Engagement

The article describes teacher candidates' perceptions of the instructional effectiveness of integrating literacy and technology during the field experience component of a literacy methods course. An examination of the impact of the inclusion of technology with literacy instruction on student engagement was also conducted but no significant patterns of increased engagement were found.
Critical Issues for Teacher Educators and Literacy Specialists: A View from Higher Education in New York
Author: Goatley, Virginia
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Educators,Literacy,Specialists,Reading Consultants,Higher Education,Educational Practices,Educational Policy,Teacher Supply and Demand,Certification,Partnerships in Education,Communities of Practice,Critical Literacy,Performance Factors

This article outlines five critical issues for teacher educators and literacy specialists in New York State. Intended to raise issues and share recent policy decisions, the article provides background and conversations about current policy. Readers are encouraged to make decisions about how to participate in the current conversations across the state.
Voices of Critical Literacy: How Do Middle School Students, Teachers,and Preservice Teachers Respond?
Author: Herbeck, Joyce
Date: 2008-00-00
Type: Journal Articles
Subjects: Critical Literacy,Middle School Students,Preservice Teachers,Student Teacher Attitudes,Teacher Attitudes,Controversial Issues (Course Content),Educational Practices,Questioning Techniques,Teacher Surveys,Middle School Teachers,Social Justice,Teacher Educators,Curriculum Implementation,Knowledge Base for Teaching,Educational Needs,Classroom Techniques

In a test-driven society such as ours, the reasons not to take on the time-consuming and controversial topic of critical literacy are many; however, this article hopes to convince educators at all levels that the benefits of engaging students in questioning, reflecting, and taking action are well worth the effort. The article begins with a classroom example of critical literacy in practice, reports survey results of the attitudes of middle school teachers toward a social justice curriculum, and then addresses critical literacy challenges for future educators.
Effects of Forward and Backward Contextual Elaboration on Lexical Inferences: Evidence from a Semantic Relatedness Judgment Task
Author: Hamada, Akira
Date: 2015-04-00
Type: Journal Articles
Subjects: Inferences,Lexicology,Task Analysis,Educational Experiments,Reaction Time,Sentences,English (Second Language),Word Recognition,Reading Comprehension,Context Effect,Cues,Statistical Analysis,Protocol Analysis,Semantics,Foreign Countries,Undergraduate Students

Three experiments examined whether the process of lexical inferences differs according to the direction of contextual elaboration using a semantic relatedness judgment task. In Experiment 1, Japanese university students read English sentences where target unknown words were semantically elaborated by prior contextual information (forward lexical inferences) and by subsequent contextual information (backward lexical inferences). Accuracy of semantic relatedness judgments, and reaction times to target-probe words demonstrated that participants could activate lexical inferences in either case. These findings were replicated in Experiments 2 and 3, where sentence chunks were presented one at a time to prevent the use of a rereading strategy. Taken together, the results suggest that whereas the processes of forward lexical inferences are involved in context-word integration by anticipating upcoming word meanings, those of backward lexical inferences are operating an unknown word in working memory, finding highly elaborative contexts, and then integrating the contextual message with the possible meaning.
Reading and Learning from L2 Text: Effects of Reading Goal, Topic Familiarity, and Language Proficiency
Author: Horiba, Yukie
Date: 2015-04-00
Type: Journal Articles
Subjects: Language Proficiency,Familiarity,Second Language Learning,Goal Orientation,Native Language,Recall (Psychology),Reading Processes,Reading Comprehension,Incidental Learning,Vocabulary Development,English (Second Language),Second Language Instruction,Learning Processes,College Students,Nursing Education,Foreign Countries,Language Tests,Statistical Analysis,Regression (Statistics)

This study examined the effect of reading goal, topic-familiarity, and language proficiency on text comprehension and learning. English-as-a-foreign-language (EFL) students with high and low topic-familiarity read and recalled a text. Some were told in advance to expect a recall task in a particular language--the first language (L1) or second language (L2)--and recalled in the same language (the L1-L1 condition and the L2-L2 condition). Others were told of the L1 recall before reading and later recalled in the L2 (the L1-L2 condition). It was found that content recall was enhanced in the L1-L1 condition whereas incidental vocabulary learning benefited from the L2-L2 condition. Language proficiency affected overall content recall while topic-familiarity facilitated processing of specific content information. These findings suggest that reading goal affects resource allocation during text processing, with topic-familiarity and language proficiency intervening additively.
The 6Rs Approach: Developing &quot;Critical&quot; Writers among Poor, Urban Students in a Summer Literacy Program
Author: Blake, Brett Elizabeth
Date: 2005-00-00
Type: Journal Articles
Subjects: Literacy,Summer Programs,Program Implementation,Elementary School Students,Qualitative Research,Childrens Writing,Participant Observation,Process Approach (Writing),Writing Strategies,Creative Writing,Improvement Programs,Teaching Methods

This paper describes the implementation of the 6Rs writing approach into a summer literacy program offered to poor, urban children in New York City. Taking a cue from Rosenblatt (2004) the authors believe that readers and writers add onto their understandings and extensions of language as they engage in and transact with new readings, new writing formats, and new learning environments. Further, through presenting actual student samples of writing, the authors show that these children, as readers and writers, can also learn to think and respond more critically to the texts they read and write, questioning, for example, stories and meanings that surround gender, race, and class, while meeting all-important state and city standards.
First Language Grapheme-Phoneme Transparency Effects in Adult Second Language Learning
Author: Ijalba, Elizabeth
Date: 2015-04-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Phoneme Grapheme Correspondence,Spanish,Written Language,Recall (Psychology),English,Decoding (Reading),Transfer of Training,Reading Skills,Phonological Awareness,Reliability,Phonemes,Adults,Foreign Countries,High School Students,College Students,Reading Research

The Spanish writing system has consistent grapheme-to-phoneme correspondences (GPC), rendering it more transparent than English. We compared first-language (L1) orthographic transparency on how monolingual English- and Spanish-readers learned a novel writing system with a 1:1 (LT) and a 1:2 (LO) GPC. Our dependent variables were learning time, decoding, and vocabulary. We found a main effect for transparency. Participants learned LT faster and decoded more words in LT than in LO. L1 reading characteristics influenced learning. English-readers decoded more words in the LO-LT sequence and Spanish-readers decoded more words in the LT-LO sequence. Spanish-readers had more difficulty recalling the meaning of LO than LT words; for English-readers there was no difference between the two word types. Our findings indicate that readers' L1 orthographic transparency or GPC type influences L2 decoding and the learning of L2 words from combined written-auditory teaching.
Rich versus Poor: Family Literacy in the Elementary Language Arts Curriculum
Author: Moore, Rita
Date: 2005-00-00
Type: Journal Articles
Subjects: Family Literacy,Language Arts,Elementary School Curriculum,School Culture,Figurative Language,Family Environment,Teacher Attitudes,Transformative Learning,Culturally Relevant Education,Educational Practices,Educational Change,Curriculum Evaluation

Two teachers challenge the rich versus poor metaphor which designates the school culture as superior to the home culture as they examine teachers' perceptions of how family literacy is represented in the elementary language arts curriculum.
Language Learner Strategy by Chinese-Speaking EFL Readers When Comprehending Familiar and Unfamiliar Texts
Author: Lee, Jia-Ying
Date: 2015-04-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,Statistical Analysis,English (Second Language),Reading Comprehension,Language Tests,Vocabulary Skills,Qualitative Research,Computer Assisted Testing,Chinese,Native Language,Asians,Graduate Students,Interviews,Reading Instruction,Multiple Choice Tests,Test Validity,Prior Learning,Cultural Literacy,Educational Background,Mixed Methods Research,Foreign Students

This study compares the language learner and test-taking strategies used by Chinese-speaking graduate students when confronted with familiar versus unfamiliar topics in an English multiple-choice format reading comprehension test. Thirty-six participants at a large mid-western university performed three tasks: A content knowledge vocabulary assessment, two practice reading comprehension passages from the Test of English as a Foreign Language (TOEFL) internet-based test (iBT), and a post task interview. Two stages of analysis, qualitative and quantitative, were undertaken in this study. From the qualitative results, six broad categories of strategies emerged. For the quantitative analysis, ANOVA with repeated measures was completed, and the results showed that the types of test-taking strategies adopted by Chinese-speaking students remained similar when they read passages with familiar versus unfamiliar topics. Discussions and implications related to test-taking and reading pedagogy are provided in the conclusion.
The Influence of Translation on Reading Amount, Proficiency, and Speed in Extensive Reading
Author: Sakurai, Nobuko
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Programs,Translation,Reading Rate,Reading Skills,Reading Comprehension,College Freshmen,Regression (Statistics),Grammar Translation Method,Statistical Significance,Pretests Posttests,Scores,Sentences,English,Japanese,Questionnaires

This study attempted to examine the influence of a decrease in translation on the number of words read, reading comprehension, and reading rate in an extensive reading (ER) program. The participants were 70 first-year university students who experienced ER both in and outside the classroom for 15 weeks. The results of regression analyses confirmed that a decrease in translation and grammar analyses statistically significantly affected all three. A further investigation found that a decrease in translation overall as well as in grammar analyses made a difference in the means of the number of words read and the post-test scores. Moreover, a decrease in translation at the word level was statistically significant on reading comprehension, and so was a decrease in translation at the sentence level on the amount of reading. The results were discussed referring to automaticity together with the prior educational experience and mentality of typical Japanese students.
How Literacy Assessments Transform Teachers' Instructional Choices: Secondary Teachers Report How They Prepare Students for State Tests
Author: Lawrence, Salika A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Test Preparation,State Programs,Literacy,Educational Practices,Instructional Innovation,Language Arts,English Instruction,Interviews,Creative Teaching,State Regulation,Instructional Effectiveness,Standardized Tests,Teaching Methods,Teaching Styles,Teacher Attitudes,Teacher Expectations of Students

Literacy assessments are transforming the contexts of secondary instruction. This article reports how literacy assessments are shaping the instructional choices of nine English Language Arts teachers who work in three different states in northeastern United States--New York, New Jersey, and Massachusetts. Through interviews, the teachers reported that they are finding creative ways to not teach to the test, but most of their instructional choices are being shaped by their perceived expectations of the state exam. On a micro level, the reports documented in this article have implications for secondary literacy instruction, while simultaneously providing a stance for conversations about how teachers can reshape their perceptions of effective literacy instruction on a macro level.
Using Multi-Media Projects to Foster Teacher Candidates' Multiple Literacy Skills
Author: Lawrence, Salika A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Multiple Literacies,Graduate Study,Multimedia Materials,Multimedia Instruction,Internet,Media Literacy,Student Projects,Technology Uses in Education

This article describes the strategies used to incorporate multi-modal technology literacy experiences into a graduate level course for literacy specialists. The candidates created a multi-media project in response to literature. Their projects revealed that the teacher candidates used a variety of sources to create the project but the Internet was most often used to embed (download and insert) music, images, and video clips into their I-movie video narratives. Creating media projects fostered opportunities for teacher candidates to use multiple literacy skills, needed for 21st century learning and communication: multiple and diverse sources of information, multiple viewpoints, and diverse content to express and communicate ideas to a viewing audience. Teacher educators should provide opportunities for teacher candidates to create their own media. Using media literacy projects is one way to enrich the literacy experiences of learners, and enhance their interaction with text and their responses to text through use of technology.
Thinking about the Brain to Balance Classroom Literacy Programs
Author: Nathanson, Steven A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Brain,Research,Time,Attention,Emotional Response,Memory,Educational Environment,Individualized Instruction,Language Arts,Diagnostic Tests,Relevance (Education),Literature,Reading Material Selection,Word Study Skills,Phonics,Reading Instruction,Writing Instruction,Teacher Role,Student Role,Discussion (Teaching Technique),Concept Formation,Small Group Instruction,Decoding (Reading),Reading Comprehension,Reading Strategies,Evaluation Methods

In this paper, we discuss the link between effective literacy practices recommended by the International Reading Association and current research on how the brain learns derived from MRI and PET scan studies begun in the 1990's. Five key areas of brain-based research discussed include time and attention, emotion, the nature of memory, the learning environment, and differentiation. The purpose of this article is to provide classroom practitioners a new lens by which to view the most important and effective literacy practices, and shape their language arts programs.
Increasing the Inclusion of Reading Comprehension Strategies in Secondary Content-Area Classrooms
Author: Ness, Molly
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Secondary School Students,Secondary School Teachers,Reading Instruction,Reading Strategies,Secondary School Science,Social Studies,Middle Schools,High Schools,Content Area Reading,Observation,Qualitative Research,Statistical Analysis,Interviews

This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text. Finally, suggestions for increasing reading comprehension in such classrooms are provided.
Literacy Coaching: Engaging and Learning with Teachers
Author: Dozier, Cheryl L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Literacy,Coaching (Performance),Educational Practices,Educational Principles,Intervention,Teacher Collaboration,Supervisory Methods,Professional Development,Teacher Competencies,Problem Solving,Advocacy,Listening Skills,Childrens Writing,Training Methods

Literacy coaching, a unique and generative opportunity to engage with and learn from teachers, is currently viewed as a powerful intervention to increase student literacy achievement. This article focuses on eight principles for responsive literacy coaching. To build trusting relationships, coaches engage with teachers in literacy events, confirm teachers' strengths, find accessible entry points, examine students work, and collaboratively problem solve. Working side by side with teachers in classrooms, literacy coaches notice, name, and model literacy instructional practices.
Revitalizing Language Arts Instruction through Inquiry Projects
Author: Robertson, Joanne Marie
Date: 2008-00-00
Type: Journal Articles
Subjects: Language Arts,Inquiry,Program Descriptions,College School Cooperation,Partnerships in Education,Instructional Innovation,Reflective Teaching,Transformative Learning,Individualized Instruction,Middle Schools,Environmental Education,Student Projects,Active Learning,Integrated Activities,Science Education,Vignettes,Student Journals,Ethnography,Grounded Theory,Field Trips

This descriptive narrative presents a university/school partnership that led to an inquiry-based approach to language arts instruction, resulting in increased opportunities for reflective teaching and learning, students' environmental awareness projects, the integration of science, and the individualization of instruction at the middle school level.
Course Embedded Fieldwork: A Look at a Working Model
Author: Cowan, Reva
Date: 2008-00-00
Type: Journal Articles
Subjects: Curriculum Enrichment,Field Experience Programs,Preservice Teacher Education,Undergraduate Students,Literacy,Special Education Teachers,Qualitative Research,Statistical Analysis,Student Teacher Attitudes,Likert Scales,Student Teacher Evaluation,Clinical Supervision (of Teachers),Participant Satisfaction

This study investigated the value of course embedded faculty-supervised fieldwork for pre-service teacher candidates. These candidates were enrolled in undergraduate literacy and special education courses at a small private liberal arts college. Both qualitative and quantitative data were collected to ascertain students' perceptions of course embedded fieldwork. Quantitative data were based on a Likert Scale survey; qualitative data were collected from written responses to two open ended questions. Additional data were collected from pupils in the classes where the teacher candidates worked. Results of the study pointed to the positive value of this fieldwork model.