What does it mean to be a reader? Identity and positioning in two high school literacy intervention classes

Studies of high school literacy intervention classes have measured reading gains through standardized assessments, but few have considered the impact on students’ identities. In this embedded case study, I used theories of identity and positioning to answer two research questions: How did institutional and interpersonal acts of positioning in two literacy intervention classrooms build on, change, or challenge students’ personal histories and identities as readers? How did these acts shape students’ understandings of themselves as readers over time? I collected and analyzed interviews, field notes, and artifacts. Analyses revealed that ongoing positioning in one classroom thickened one student’s identity as a poor reader. Positioning in the second classroom reinforced the other student’s identity as a good student but had little impact on her identity as a reader. These findings highlight the need to better understand how instructional contexts privilege particular ways of reading and understandings of what it means to be a reader.Accepted manuscrip

Becoming curious about cats: A collaborative writing project

Students’ interests and achievement in writing are often debated and located in theoretical and pedagogical arguments. These issues can polarise understandings of effective teaching practice. This article describes one teacher’s classroom practice in a New Zealand primary school. It outlines a collaborative project between a local teacher and a university lecturer. The two educators were concerned about political and educational changes and the influence this had on teachers’ writing pedagogy. They were concerned about the differences between the children’s reading and writing achievement evident in this year three classroom. As researchers they were keen to explore the ‘power of literature’ as a way of enriching children’s oral and written language experiences. The writers argue that by using quality literature in the classroom, with an explicit focus on authors’ literary techniques, students develop an awareness of how authors craft and construct texts. The young writers were apprenticed to experts and developed a metalanguage, which enhanced their own writing skills

Beginning English Literacy Instruction for Adult Refugees and Immigrants: An Attempt to Decolonize the Approach(es)

Although many organizations offer free “beginning” English classes for adult refugees and immigrants in the U.S., most of these classes depend on written worksheets and other print materials – therefore requiring students to be familiar with the English alphabet in order to follow along. The lack of accessible beginning literacy classes for adult refugees and immigrants puts students with limited or interrupted formal education and those whose language(s) don’t use the roman alphabet at a stark disadvantage. Additionally, most literacy coursework is designed from a Western perspective whose historical, political and social foundational structures hold English literacy and Western funds of knowledge as superior to others. In this thesis, the author explores the question of whether it might be possible to decolonize English literacy instruction, why this is important, and how instructors can shift away from the imperial influence inherent to Western teaching methods. Additionally, the author outlines some key considerations for English literacy instruction that have proven effective for adult refugees and immigrants. This includes expanding upon the ways in which adult refugee and immigrant students’ prior knowledge, wisdom and personal motivations might be integrated into beginning English literacy curriculum. The paper concludes with a collection of practical teaching recommendations and sample materials

What Is Important In Reading In Middle Level Classrooms: A Survey of Classroom Teachers\u27 Perceptions

Should reading instruction in middle level schools be aimed at helping youngsters to acquire more specific, isolated skills of how to read? Or should the focus of reading in middle level schools be on assisting learners to become readers? An answer to both of these critical questions might be — yes. Middle level learners (10 to 14 years old) should grow both in their skillfulness as readers and in the process of becoming readers. Research data and current instructional practices can be found to support both of these positions

A Framework and Curriculum for Teachers of Adult English Language Literacy Learners: Incorporating Essential Skills and Intervention Plans for ALL/LESLLA Learners

Adult ESL literacy teachers are often perplexed when instructing pre-, non and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Research shows that classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to Essential Skills (ESs) and socio-economic status. Using Response to Intervention (RtI) approach, this capstone: (1) adapts the components of a literacy framework to guide adult ESL literacy instruction and introduces intervention assessment tools to support students who deviate from the literacy level profile of ability; (2) provides an employment-focused curriculum to pave the way to successful literacy development using materials related to job search, interview skills, starting work and working well with others to improve adult ESL literacy learners’ literacy acquisition and to raise their awareness of Canadian workplace expectations

Developing literacy through storybook reading events

This study examined the effects of storybook reading on children\u27s emergent literacy. Benefits and challenges were discussed which were associated with facilitating literacy through teacher-read storybook events. Also guidelines were presented for teachers to use storybooks as an emergent developmental and instructional method. Conclusions were drawn from the literature and recommendations were made for the future facilitation of storybook reading events

The Teaching of Reading, Writing and Language in a Clinical Speech and Language Setting: A Blended Therapy Intervention Approach

With a growing body of research that supports a link between language and literacy, governing bodies in the field of speech and language pathology have recognized the need to reconsider the role of speech-language pathologists in addressing the emergent literacy needs of preschoolers who struggle with literacy and language concepts. This study contributes to the research on speech and language pathology\u27s clinical approaches by researching a blended approach to therapy using individualized language needs with embedded emergent literacy practices to expand not only the expressive and receptive language repertoire but also the emergent literacy learning of language-delayed preschool children receiving speech and language therapy services. The theoretical framework that informs this research includes the constructs of dynamic learning, oral language as viewed through sociolinguistics, and instructional practices and theoretical constructs from the field of emergent literacy. Each area of research serves as a supporting pillar in the argument for a multifaceted paradigm in the field of speech and language pathology, where language and literacy are equal partners in constructing literacy and language understandings. Using a mixed-methods research design that drew upon interpretive narrative, parent questionnaires, and quantitative assessment data analysis, this study sought to clarify the relationship between preschoolers\u27 early language and literacy abilities in order to better understand how to conceptualize emergent literacy practices within a language therapy session. The results of this study will be specifically useful to speech and language pathologists working with the preschool population in the public school system, Head Start programs, and private practice or clinical settings

Preservice Teachers’ Understanding of the Language Arts: Using a Lens of Critical Literacy

Preservice teachers are placed in educational environments to learn about teaching literacy and about literacy’s role in the English Language Arts (ELA) classroom. Of particular significance is how preservice teachers perceive and understand the varied components of language arts (i.e., reading, writing, speaking, listening, viewing, and visually representing) while observing mentor teachers. The purpose of this research was to discover which language arts preservice teachers choose to observe during their field placements, and how that might impact the teaching of critical literacy. First, the authors situate the study in our understanding of the language arts and frame it within critical literacy. Next, a description of the methods used to collect and analyze the data, including the role of constructivism and observation, is provided. The authors then describe the findings regarding what language arts were privileged and what language arts were absent in preservice teachers’ observations of classrooms. A final reflection focuses on the definitions of “language arts” and on how best to help preservice teachers recognize all of them, so they are better able to ultimately implement a comprehensive language arts program that includes the tenets of critical literacy in their classroom