A Center for Academic Achievement: How Innovative Collaborations Between Faculty and Learning Center Administrators Built Model, Credit-Bearing, First-Year Courses with Embedded Support for At-Risk Students

Establishing a centralized learning assistance program to systematically address the academic challenges of all students was the first priority of the Academic Achievement Center (AAC) at Bridgewater State College when it was formed in 2001. This new, open, bright, comfortable, and inviting place has truly become the heart of the campus, for it is here that abundant human and material resources are available to support all students. In this learning environment, students can access services in advising, testing, disabilities resources, study, research, writing, communication, mathematics, adaptive technology, tutoring, and English as a second language. Primary responsibility for learning assistance lives with faculty directors who plan how to place meaningful assistance in the path of all students. This article describes the challenges and rewards in establishing and sustaining campus commitment to centralized learning assistance programs as well as some of the exciting opportunities for collaborative innovation on learning assistance that have resulted from such a commitment at Bridgewater State College. An additional discussion focuses on the administrative strategies that support this successful model, and the profound professional opportunities presented to faculty, graduate students, undergraduate student staff, and professional staff through this model. Besides the various services provided at the AAC, systemic delivery of learning assistance is meshed through academic courses for at-risk, first-year students. A description and analysis of quantitative and qualitative data point out the observed trends of student persistence and academic standing for each cohort that has benefited from this comprehensive model

Using Varied Nonfiction Sources and Different Literacy Strategies for Content-Area Learning

In this article, the importance of including different nonfiction sources and varied literacy techniques in content-area instruction is discussed. First, a definition of nonfiction is presented. Next, selected strategies for activating students’ prior knowledge; promoting an understanding of topic-specific vocabulary; encouraging text discussions and questions; and responding to nonfiction reading by means of writing, the creative arts, and extended research are presented. Interspersed throughout this article are three sample activities that are specific to a nonfiction text for implementation in a language arts/social studies, mathematics, or science class. It is emphasized in this article that nonfiction “can provide students with authentic reading experiences that connect with their lives and expand background knowledge needed to understand core content-area concepts.” (Olness, 2007, p. 5

Teaching the Importance of Word Choice for Diverse Learners\u27 Reading and Writing Interactions

Language, whether spoken by teachers and students, written by published authors in various literary genres, or scribed by students in their own writing, can be valuable and interesting. However, for many learners (second language speakers, and students experiencing difficulty in learning how to read) being able to read, comprehend, and apply specific vocabulary words and terms are not always easy to accomplish. In this highly interactive workshop, the presenter will guide participants to discover how an author’s word choice can lead to rich vocabulary learning and enhanced reading comprehension. By means of different participant activities, PowerPoint slides, varied text demonstrations/examinations, and discussion, the presenter will share a rationale and practical strategies to help students (kindergarten-grade 12) recognize the importance of word choice in different text genres and apply these particular words in their own writing. Suggestions for mentor texts that model an author’s use of relevant words will be shared, along with sample mini-lessons to remind students to consider the value of word choice in their own written compositions. The presenter will point out the important difference in vocabulary choice found in fiction, nonfiction, and poems. This workshop should provide valuable instructional tools for preservice and inservice classroom teachers, reading specialists, second language teachers, and teacher educators as they impart the importance of word choice in reading, comprehending, and writing various texts. Participants will leave this workshop with a handout packet, novel ideas for their classrooms, and a new appreciation for the importance of word choice in different text genres

Teaching children how to read

The article focuses on educational standards and literacy topics relevant to reading instruction. Important terms associated with word recognition include phonological awareness, phonemic awareness, phonics, sight words and structural analysis. Reading fluency represents a level of expertise in combining appropriate phrasing and intonation while reading words. Teachers should present a balanced literacy programs that would give students an opportunity for both discovery and direct instruction

The Literacy Coach: Preparation, Practice and Reflection

In this chapter, preparation, practice and reflection of classroom teachers as they learned about literacy coaching are thoroughly described. First, the particular graduate courses in which these teachers discovered the definitions, models, and responsibilities of a literacy coach and literacy coaching are presented. Next, the varied manner in which these graduate students practiced literacy coaching is pointed out. Finally, the teachers’ thoughts as they became literacy coaches to other educators in their schools/school districts are depicted. Paramount to this entire coaching experience is the change in these educators’ attitudes as they learned as much about themselves as teachers as they discovered about the teaching styles, beliefs, and classrooms of the peers they coached