Integrating Cultural Pluralism through Reading

The paper provides practical suggestions for teachers to integrate cultural pluralism in three reading strategies (1) reading workshops, (2) writing workshops, and (3) language experience approaches which make a valuable contribution to students of all cultural backgrounds

Best Practices of Teaching Traditional Beliefs Using Korean Folk Literature

This paper describes unique traditional values teachers strive to instill in the minds of children in preschools in South Korea. Also, it discusses the importance of teaching values during early childhood as they reflect the thoughts that have guided the lives of Korean people for thousands of years, and are still applicable in modern day Korea. In addition, it explores effective practices of teaching traditional beliefs using folk literature which stimulates the interest of preschool students

Dialogic Teaching Approach with English Language Learners to Enhance Oral Language Skills in the Content Areas

One of the major challenges that teachers encounter with English Language Learners (ELL) centers on the development of oral language. As teachers we are aware that language begins in infancy and develops continuously throughout one’s life via natural exposure to on a daily basis. For ELLs, however the lack of opportunities to practice a second language, underlines the need for teachers’ attention to their oral language development. Oral language requires proficiency in multiple modes of language, such as speaking and listening skills including both, receptive and expressive abilities. Oral communication is a necessary and essential skill for effective functioning in the classroom. Oral language is a critical tool for children to use when expressing their knowledge, and a tool through which they ultimately gain knowledge about the world in which they live. It is necessary for thinking, learning, and academic proficiency in school

Making a Difference Through Sustained In-Service Teacher Training

This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected the performance of underachieving students in math and literacy. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, and higher-level thinking questions. Student performance was measured for literacy achievement, with quantitative and qualitative measures used for data collection purposes. Students showed progress over previous years in reading scores. Teachers’ growth in knowledge related to the content area was evidenced by the consistently high mean scores. Teachers’ self-ratings on the frequency of using the targeted strategies were indirect evidence of their implementation in the classroom. The results were positive and showed significant progress over previous years concerning student achievement

The Effects of a Site-Based Teacher Professional Development Program on Student Learning

A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on schoolbased teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/language arts\u27 status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S. Department of Education to assess the academic performance of every public school and school district in the country by using the results on standardized tests. The collaboration effort involved supporting the school\u27s goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted toward grades four and five

Raising Children to Speak Their Heritage Language in the USA: Roles of Korean Parents

Parents play a significant role in fostering Korean-American children’s heritage language learning. This qualitative inquiry investigates Korean immigrant parents’ beliefs and the language practices they engage in to raise their children to speak Korean. Based on questionnaires completed by 40 parents and in-depth, open-ended interviews with 5 parents, this study specifically focuses on Korean parents residing in an area with a low Korean immigrant population and how they perceive, foster, and advocate for their children’s Heritage Language (HL) learning. The findings show that parents play crucial roles as active advocates of their children’s HL learning and positive belief in HL maintenance, making best efforts to help their children see the value of learning. In addition, the findings show that parents serve as HL educators, who create an HL learning environment, instruct HL reading and writing, and incorporate digital tools and popular culture for HL learning

Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner\u27s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school thirdgrade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the context of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers\u27 whole and small group lessons individualized for each class, as well as students\u27 practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students\u27 and teachers\u27 viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation

Dynamics of No Child Left Behind Policy Impacting Reading Education Practices in Kindergarten in the United States of America

The Commonwealth of Virginia is used as a representative case to illustrate the implication of federal policy on reading education practices in kindergarten in the United States of America. While Virginia follows the federal No Child Left Behind (NCLB) policy, it allows local school districts to create innovative instructional and assessment practices that can match the needs of each child. Teachers in Virginia experience a wide range of emergent reading skills in kindergarten inclusive classrooms filled with children of diverse backgrounds and abilities. However, highly qualified teachers try to meet the state Standards of Learning through working side-by-side with children. These kindergarten teachers use student-supportive practices to help them successfully progress from emergent to conventional reading, often with the support of parents and reading specialists. Topics addressed are the implication of the NCLB on reading education policy in Virginia, the Virginia Standards of Learning, practices of teaching reading, and assessment of kindergarten students’ reading ability

Effective Reading Remediation Instructional Strategies for Struggling Early Readers

This paper presents a microgenetic study of the emergence of literacy in an eight-year-old student who is in third grade in a public primary school in Midwest, USA and is identified as learning disabled. It describes seven practical teaching strategies that were successfully used with this child for two years. At the end of this two year remediation, the child was able to read fluently at her grade level and exceeded all expectations and predictions of her parents and teachers. These strategies will be beneficial for classroom teachers, reading specialists, and special education teachers who are working with struggling young readers, and are evidence-based practices identified from a review of the literature

Reviewing Software as a Means of Enhancing Instruction

A software review procedure developed by the authors is described. The procedure centers around a form that extends the functionality of traditional software evaluation forms by enhancing the use of the computer software in the early childhood classroom. The form encourages teachers to discover ways a piece of software can be integrated across disciplines and used as an anchor for instruction. Users of the review form are also encouraged to examine ways the software motivates the user to remain engaged in its use. The majority of the review form emphasizes the important role of the teacher in identifying outcomes or skills, which may be acquired while using the software. Outcomes or skills are divided into nine areas of development: (a) physical development, (b) social/emotional development, (c) language development, (d) math/science development, (e) problem solving development, (f) self-esteem/confidence development, (g) aesthetic development, (h) multicultural awareness, and (i) creativity development. After addressing the outcomes in the nine areas of development, the reviewer creates activities, which can be applied to those areas. The review form was developed as an aid to educators in using software, which is age appropriate and individually appropriate