ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study of the Role of Reader Response in Two Elementary Classrooms
Author: Delony, Sheila
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Students,Grade 1,Grade 4,Semi Structured Interviews,Qualitative Research,Observation,Reader Response,At Risk Students,Teaching Methods,Large Group Instruction,Small Group Instruction,Workstations,Independent Study,Individualized Instruction

The purpose of this case study was to identify the role of reading response in two elementary classrooms: one first-grade and one fourth-grade. The study examined the structured and incidental opportunities students had for response, the formats of their responses and the utility of the responses to each teacher. Qualitative data collection methods, including classroom observation and semi-structured interviews were employed. Analysis of the data led to four major conclusions. First, a sense of classroom community fostered authentic, aesthetic responses to text. Second, tensions existed between the prescribed curricula and teachers' attempts to promote authentic reader response. Third, reader response was used for accountability and assessment. And finally, students' prior experiences and skill levels impacted the teachers' perceptions of their abilities to respond to texts in meaningful ways.
All Reading Tests Are Not Created Equal: A Comparison of the State of Texas Assessment of Academic Readiness (STAAR) and the Gray Oral Reading Test-4 (GORT-4)
Author: Johnson, Kary A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Tests,Reading Comprehension,High Stakes Tests,Oral Reading,Readiness,Accuracy,Scores,At Risk Students,Low Income Groups,Hispanic American Students,Middle School Students,Predictor Variables,Correlation,Reading Rate,Multiple Regression Analysis

This exploratory study investigated how reading comprehension was conceptualized on the new high-stakes test, the 2011-2012 State of Texas Assessment of Academic Readiness (STAAR). Specifically, comprehension, rate, and accuracy scores on the Gray Oral Reading Test 4 (GORT-4) from a group of struggling, low-SES, Hispanic middle school students (n = 59) were set as predictor variables to examine possible relationships with the STAAR. Initial bivariate correlations showed a weak relationship between GORT-4 predictor variables (comprehension, rate, accuracy) and STAAR ELA scores. Moreover, the overall regression model was not a good fit, with the linear combination of the GORT-4 components of comprehension, rate, and accuracy accounting for only 3.5 % of the variance in STAAR scores. The weak relationship between STAAR test results and the GORT-4 is examined in light of the current research on high-stakes testing, particularly for the at-risk population studied.
Beginning the Dialogue: Talking about Literature in the Teaching of Multicultural Education
Author: Sennette, Jennifer Dyer
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Books,Group Discussion,Teaching Assistants,Graduate Students,Reading Strategies,Clubs,Graduate Study,Reading,Teacher Effectiveness,Literature,Higher Education

In higher education, multicultural education courses are often required in teacher education programs. Instructors feel a great deal of responsibility to effectively expose students to relevant issues regarding the increasingly diverse society in which we live. In this study, the instructors incorporate book discussion groups within their multicultural education course. Based on the needs evidenced by students' verbal and written commentary, the instructors identified meaningful texts that provided pedagogical strategies, allowed opportunity for students to examine their past education and family history, as well as fully described the classroom settings in which educators teach. With the increased involvement of students in the selection of meaningful texts used to guide book discussion groups, the instructors found that a greater level of connection, clarity, and understanding regarding varying cultures and diverse learners was realized by all.
Concept Maps and Informational Read-Alouds: Strengthening Both Science and Reading for Elementary Students
Author: Berry, Jaime
Date: 2013-00-00
Type: Journal Articles
Subjects: Concept Mapping,Quasiexperimental Design,Retention (Psychology),Grade 3,Elementary School Students,Reading Aloud to Others,Units of Study,Soil Science,Vocabulary Development,Identification,Comparative Analysis,Teaching Methods,Visual Aids,Pretests Posttests,Science Instruction

This quasi-experimental study compared the effects of concept mapping and teacher generated questioning on students' organization and retention of science knowledge when used along with interactive informational read-alouds. Fifty-eight third grade students completed an eight-day unit regarding &quot;soil formation.&quot; Students who participated in concept mapping scored significantly higher on a test of relational vocabulary, identification of key ideas and written expression than students who participated in traditional teacher questioning.
Engaging Readers, Increasing Comprehension, and Building Skills: The Power of Patterned Books
Author: Grote-Garcia, Stephanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Books,Reader Text Relationship,Authors,Children,Reading Skills,Scaffolding (Teaching Technique),Text Structure,Teaching Methods,Instructional Materials,Reading Motivation,Reading Achievement,Reading Fluency,Childrens Literature

Reading comprehension requires thoughtful interactions between the reader, the text, and the author. The author may assist the reader in building meaning by creating purposefully crafted conversations that are organized into predictable patterns also known as patterned books. In this article, three predictable patterns found within children's text are discussed.
Guided Reading in First-Fourth Grade: Theory to Practice
Author: Gaffner, Jacqueline
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Instruction,Small Group Instruction,Individualized Instruction,College School Cooperation,Elementary Schools,Partnerships in Education,Preservice Teachers,Grade 1,Grade 2,Grade 3,Grade 4,Literacy Education,Statistical Analysis,Program Effectiveness,Reading Tests,Urban Schools,Qualitative Research,Focus Groups,Scores,Participant Observation,Journal Writing,Self Esteem,Experiential Learning,Multivariate Analysis

The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through this partnership. Analysis of qualitative and quantitative data revealed the positive outcomes were twofold. Elementary students participating in the reading clinic achieved progress on two different reading assessments, and university students benefited from the training provided by the district literacy specialists, guidance by the university professors, and the real-world application of best practices in guided reading instruction.
Innovate Literacy Instruction with a Classroom Computer: A Solid Rationale for the Integration of Specific Digital Tools
Author: McAdams, Laurie
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Computer Literacy,Influence of Technology,Technology Integration,Technology Uses in Education,Educational Technology

The digital age has impacted education and how teachers prepare students to master 21st century literacies. Numerous national, state, and local entities have made the integration of technology into the literacy curriculum a priority, and teachers are becoming more proficient with their use of digital tools. However, integrating technology to develop students' literacy should be rooted in research-based best practices. This article provides a rationale to support the integration of specific digital tools to foster students' literacy development.
Defining Literacy in the 21st Century: A Guide to Terminology and Skills
Author: Pilgrim, Jodi
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy,Vocabulary,Reading Skills,Writing Skills,Information Literacy,Multiple Literacies,Technological Literacy,Internet,State Standards

In the twenty-first century, literacy skills increasingly reflect technology use and the abilities necessary to problem-solve, collaborate, and present information through multi-media. As technology becomes more readily available to all students, concepts of literacy change. Researchers and theorists from various disciplines define and describe 21st century literacies using many terms that are inadvertently interchanged and/or unfamiliar to teachers. The purpose of this article is to review contemporary definitions of literacy to clarify what is currently known about 21st century literacy skills.
When Every Hand Is a Winner: Developing Critical Thinking with a Card Game
Author: Davis, Deborah
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Games,Thinking Skills,Graduate Students,Metacognition,Student Participation,Problem Solving

Increasing student's critical thinking is the focus of many current education discussions. Experts in reading agree that the keys to building critical thinking include: engagement, novelty, cooperative learning, and discussion. Wiggins and McTighe (2005) insist that deep learning and critical thinking can be developed by using questions based on six facets of understanding: explain, interpret, apply, see from various points of view, empathize with various participants, and thinking metacognitively about each subject or element of study. This article describes how these ideas were turned into a card game to not only motivate students to participate but to engage students in critical thinking.
Sharing Common Ground: Texas and the Common Core State Standards
Author: Vasinda, Sheri
Date: 2013-00-00
Type: Journal Articles
Subjects: Common Core State Standards,College Readiness,Career Readiness,Reading Skills,Writing Skills,Language Arts,State Legislation,High School Graduates,Graduation Requirements,Standard Setting

When browsing through professional catalogs or attending national conferences, one cannot help but notice the growing emphasis on the Common Core State Standards (CCSS). So, what does this mean for Texas teachers? As part of a special four-part series in our Texas Journal of Literacy Education, a special task force from the TALE Board will share the common ground among the CCSS, the Texas Essential Knowledge and Skills (TEKS), and the College and Career Readiness Standards (CCRS). Here, we begin part one of this series by briefly discussing the history of this national movement and the creation of our own state standards. Throughout the series, we will discuss the commonalities and differences among the various sets of standards and how they each address student outcomes for developing skills for both writing and reading.
Promoting Revision through Blogging in a Second Grade Classroom
Author: Young, Chase
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 2,Electronic Publishing,Elementary School Students,Revision (Written Composition),Essays,Expository Writing,Editing,Elementary School Teachers,Statistical Analysis,Scores,Peer Evaluation,Feedback (Response),Pretests Posttests,Writing Evaluation,Teaching Methods,Qualitative Research,Achievement Gains

This study helped the researchers to determine if blogging as a revision strategy in a second grade classroom was beneficial. Nineteen second grade students wrote expository essays and made revisions and edits based on peer feedback in a blogging environment. Six elementary school teachers independently rated the students' writing samples using the second grade district writing rubric. The Wilcoxon matched-pairs signed-rank test was employed for the purpose of data analysis. According to the statistical analysis, writing scores increased significantly.
Using Young Adult Literature to Provide Case Studies for Discussion of Bullying: An Analysis of the 2014 Pura Belpré Award Winner
Author: Cummins, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Adolescent Literature,Bullying,Interdisciplinary Approach,High School Students,Group Discussion,Prevention,Hispanic Americans,Novels,Adolescents,Disclosure,Awards,Intervention,Adults,Peer Relationship,Literacy Education

Analyzing Meg Medina's young adult novel &quot;Yaqui Delgado Wants to Kick Your Ass&quot; (2013) through the lens of multidisciplinary research on school bullying provides a case study in using young adult literature (YAL) to stimulate high school discussions about bullying. Strategies for using anti-bullying YAL and recommendations of additional resources by and about Latinas/os are provided. Medina's novel, which earned the 2014 Pura Belpré Award recognizing excellence in the portrayal of the Latina/o experience, challenges teen hesitation to report bullying and demonstrates the need for peer and adult intervention in bullying.
Literacy Coaching Advice: Cultivating Healthy Working Relationships with Teachers
Author: Pletcher, Bethanie
Date: 2015-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Literacy Education,Teacher Collaboration,Teachers,Literacy,Teacher Role

This article addresses ways that literacy coaches can form and sustain effective working relationships with teachers. The author has combined firsthand experience as a literacy coach with a review of the literature as it pertains to teacher/coach relationships. There are several common themes that appear in the literature as advice for this aspect of coaching work. It is suggested that coaches begin the process by being approachable and understanding their role in the school and ensuring that others know it as well. Tips for how to be visible, establish trust, and collaborate with teachers are also provided. The &quot;domino effect,&quot; where teachers who were previously resistant to work with the literacy coach begin to see the benefits, is also discussed.
Handwriting Instruction: An Analysis of Perspectives from Three Elementary Teachers
Author: Sharp, Laurie
Date: 2015-00-00
Type: Journal Articles
Subjects: Handwriting,Teaching Methods,Teaching Experience,Teacher Attitudes,Structured Interviews,Qualitative Research,Phenomenology,School Culture,Elementary School Teachers

Handwriting is an essential skill for learners, but advancements with technology have greatly altered perceptions towards handwriting and handwriting instruction. This study sought to determine the current state of handwriting through an exploratory analysis of the teaching experiences of three practicing elementary teachers with varying experiences. A qualitative phenomenological research design was utilized that collected data through structured interviews. Analysis of data produced three interconnected themes (School Culture/Team Approach, Handwriting Pedagogy, and Personal/Professional Perspective), which led to implications that reinforced the need for a larger and deeper analysis of handwriting and handwriting instruction among educators.
What's Hot: Texas and the Nation
Author: Cassidy, Jack
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Literacy,Surveys,Academic Standards,State Standards,Text Structure,English Instruction,Language Arts,English (Second Language),Second Language Learning,English Language Learners,Common Core State Standards

For two decades the International Literacy Association (ILA) has published the &quot;What's Hot, What's Not in Literacy Survey.&quot; In the last five years, the hottest topics featured on the lists have largely been connected to the English Language Arts Common Core State Standards (ELA CCSS)--a publication produced by the National Governors Association Center for Best Practices and the Council of Chief State School Officers (2010). This consistent relationship with CCSS remains true for many of the &quot;very hot&quot; topics on the 2016 list. With so much focus being placed on the ELA CCSS, some Texas educators are wondering how the &quot;hot&quot; and &quot;very hot&quot; topics relate to Texas classrooms. In this article, the authors first look at how the survey is constructed and conducted. They then look at how some of these &quot;hot&quot; and &quot;very hot topics&quot; relate to Texas educators.
A Long Road to Recovery: Healing an Ailing Reading Program
Author: Welsh, Kimberly
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Programs,Program Improvement,Reading Instruction,Elementary Schools,Early Childhood Education,Holistic Approach,Reading Achievement,Low Achievement,Faculty Development,Reading Skills,Skill Development,Reading Teachers,Knowledge Base for Teaching,Student Centered Learning,Instructional Improvement,Case Studies,Qualitative Research

This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper diagnosis, a targeted professional development plan was created in order to provide a common language and experience within the teacher learning community. A Language and Literacy framework was crafted to include more time for integrated reading and writing. A matrix was prepared to show how skill instruction could be embedded within authentic literacy experiences. Initial anecdotal results have shown that the treatment plan increased teachers' knowledge of reading, produced more authentic classroom environments, and created a shift toward student centered literacy instruction.
Assessing Cognitive Achievement Growth during the Kindergarten and First Grade Years. Research Report. ETS RR-04-22
Author: Rock, Donald A.
Date: 2004-07-00
Type: Journal Articles
Subjects: Cognitive Development,Kindergarten,Grade 1,Age Differences,At Risk Students,Summer Programs,Parent Background,Educational Attainment,Gender Differences,Racial Differences,Ethnic Groups,Children,Surveys,Longitudinal Studies,Mathematics Achievement,Reading Achievement,Scores,Statistical Analysis,Private Schools,Catholic Schools,Public Schools,Multivariate Analysis,Regression (Statistics),Bayesian Statistics

This study attempts to identify different patterns of cognitive growth in kindergarten and first grade associated with selected subpopulations. The results are based upon a nationally representative sample of fall kindergartners who were retested in the spring of their kindergarten year and then again in the fall and spring of their first grade year. Of special interest here is the estimation of the growth rates of subpopulations of children that are often considered to be at risk, educationally and/or economically. This study also investigates whether or not the absence of formal schooling during the summer differentially impacts subpopulations who are &quot;at risk&quot; because they may lack a strong educational support system in the home.
ESEA Reauthorization: An Overview of the Every Student Succeeds Act
Author: Sharp, Laurie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Program Descriptions,Educational Policy,State Policy,School District Autonomy,Academic Standards,Accountability,Resource Allocation,Educational Improvement,Evidence Based Practice,Intervention,Educational Assessment,Access to Education,Educational Quality,Preschool Education,Educational Practices,Evaluation Criteria,Elementary Secondary Education

On December 10, 2015, the Every Student Succeeds Act of 2015 (ESSA) was signed by President Barack Obama and became the United States' current national education law (United States Department of Education [U.S. DOE], n.d.). The ESSA was a long overdue reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). Unlike previous ESEA reauthorizations, the ESSA shifted a great deal of education authority from the federal government back to states and local education agencies. This reauthorization of ESSA: (1) ensures that each state has set high college and career standards; (2) enables states to maintain accountability by directing resources towards schools that require improvement; (3) empowers states and local education agencies to use appropriate, evidenced-based interventions that foster school improvement; (4) encourages states to preserve annual assessments as an informing mechanism that does not overshadow teaching and learning; (5) increases access to quality preschool programs for more children; and (6) secures new resources to identify and investigate promising educational practices and to replicate proven strategies that enhance students' educational outcomes (The White House, Office of the Press Secretary, 2015). With the ESSA now in place, the Texas Education Agency (TEA) is preparing for its implementation during the 2017-2018 school year, and the initial perception seems favorable.
Challenges Inherent in the Design and Implementation of After-School Intervention Programs for Middle Grade Underachieving Readers
Author: Velten, Justin
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,After School Programs,Intervention,Student Diversity,Middle School Students,Underachievement,Reading Achievement,Literacy Education,Educational Quality,Program Implementation,Fidelity,Teacher Competencies,Program Effectiveness,Vocabulary Development

In this brief report, we share three challenges we encountered when designing and implementing an after school intervention program for an ethnically diverse group of middle grade underachieving readers. We also offer practical solutions to help guide middle school teams in anticipating and addressing potential problems when putting in place literacy interventions in after school settings.
Using Children's Literature to Support K-8 Place-Conscious Education
Author: Szabo, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Childrens Literature,Bibliographies,Thematic Approach,Place Based Education,Cross Cultural Studies,Environmental Education,Problem Solving,Relevance (Education),Internship Programs,Entrepreneurship,Elementary Secondary Education,Cultural Awareness,Critical Thinking

Children's background experiences not only make them unique individuals, but also impact their interactions with texts because of their varied schema. Teachers who work with children should keep in mind Gregory Smith's (2002) five thematic patterns (cultural studies, nature studies, real world problem solving, internship and entrepreneurial opportunities, and induction into the community process) and use children's literature to engage children in place-conscious education. The purpose of this article is to provide a list of children's books that we believe can be used to develop each of the thematic patterns in order to allow children to develop a sense of place as it relates to where they live as well as to the larger world (Gruenewald, 2003; Smith, 2002; Smith &amp; Sobel, 2010).