Differentiated Reading Instruction: What and How

Ms. Martin (a pseudonym) is preparing to teach her new group of students this fall. This is her ninth year teaching second grade, so she knows much about the complexities she faces. The professional development focus in her district this year is differentiated reading instruction and she knows from experience that the twenty-two children who will enter her classroom have differing levels of abilities in reading

What Matters: Preparing Teachers of Reading

A descriptive study was employed to determine differences in knowledge of literacy instruction and perceived preparedness to teach literacy between two groups of teacher candidates enrolled in two different teacher preparation programs at one university. This study investigated which components — coursework, field experience, and collaboration — candidates perceived as best preparing them to teach literacy while enrolled in their program. Data collection instruments included the Survey of Perceptions and the Knowledge Inventory. Both groups of candidates, regardless of program and amount of time in the field, viewed both coursework and field experience as important. Few significant differences were found between candidates in knowledge of literacy instruction. And, while they perceived themselves as prepared to teach literacy, candidates did identify areas of further instructional need

Principals’ Perspectives on the Roles of Specialized Literacy Professionals

Elementary and secondary principals were surveyed to better understand their perceptions of the roles and impact of specialized literacy professionals (e.g., reading specialists, coaches) in their schools. A 32-question survey was completed by 103 Pennsylvania principals across elementary and secondary school contexts. Findings include distinct differences reported between roles of reading/literacy specialists and coaches, with few differences noted within roles, across elementary and secondary levels. The frequency and type of specialized literacy professional activities aligned with those principals deemed most important to literacy program improvement. Results indicated that surveyed principals viewed their specialized literacy professionals as having an important influence on literacy teaching and learning. The results have implications for those who prepare specialized literacy professionals and those who employ them. These findings corroborate and update earlier studies of specialized literacy professionals that described their multiple roles, including that of sharing in the leadership of the school’s literacy program

Specialists, Coaches, Coordinators, Oh My! Looking Back and Looking Forward on the Roles and Responsibilities of Specialized Literacy Professionals

This article briefly reviews the past, present, and future of the related (but distinct) roles of literacy specialists, coaches, and coordinators in the United States. Connections are made to the International Literacy Association\u27s 2017 Standards for the Preparation of Specialized Literacy Professionals (SLPs) as well as recent survey research further illustrating the variety of roles played by SLPs in schools and how principals view the impact of SLPs

Listening to Students: Voices From the Inner City

What do students in Catholic schools view as important aspects of their unique form of education? They want a safe environment for learning, caring and concerned teachers, high expectations for learning, responsibility and respect in the school community, and a clear sense of how school relates to success in life. This article describes a study which clearly documents student perceptions and values

Preparing reading/literacy specialists to meet changes and challenges: International Literacy Association’s Standards 2017

Lead writers and co-chairs of the International Literacy Association’s Standards 2017provide a hands on guide to using updated standards for the preparation of reading/literacy specialists. Authors share key changes in content, supporting explanations with updated references, and implications for program faculty, state policymakers, and specialist candidates. Standards 2017 adds a new seventh standard for Practicum/Clinical Experiences and sets high expectations for programs to incorporate candidate experiences with technology, diversity, collaboration, and advocacy. Processes to work with colleagues to design or re-design, implement, and evaluate programs are discussed

Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists must be nimble, and they require more in-depth preparation to handle the leadership demands of their positions

Evasion of anti-growth signaling: a key step in tumorigenesis and potential target for treatment and prophylaxis by natural compounds

The evasion of anti-growth signaling is an important characteristic of cancer cells. In order to continue to proliferate, cancer cells must somehow uncouple themselves from the many signals that exist to slow down cell growth. Here, we define the anti-growth signaling process, and review several important pathways involved in growth signaling: p53, phosphatase and tensin homolog (PTEN), retinoblastoma protein (Rb), Hippo, growth differentiation factor 15 (GDF15), AT-rich interactive domain 1A (ARID1A), Notch, insulin-like growth factor (IGF), and Krüppel-like factor 5 (KLF5) pathways. Aberrations in these processes in cancer cells involve mutations and thus the suppression of genes that prevent growth, as well as mutation and activation of genes involved in driving cell growth. Using these pathways as examples, we prioritize molecular targets that might be leveraged to promote anti-growth signaling in cancer cells. Interestingly, naturally-occurring phytochemicals found in human diets (either singly or as mixtures) may promote anti-growth signaling, and do so without the potentially adverse effects associated with synthetic chemicals. We review examples of naturally-occurring phytochemicals that may be applied to prevent cancer by antagonizing growth signaling, and propose one phytochemical for each pathway. These are: epigallocatechin-3-gallate (EGCG) for the Rb pathway, luteolin for p53, curcumin for PTEN, porphyrins for Hippo, genistein for GDF15, resveratrol for ARID1A, withaferin A for Notch and diguelin for the IGF1-receptor pathway. The coordination of anti-growth signaling and natural compound studies will provide insight into the future application of these compounds in the clinical setting

Rapid sample delivery for megahertz serial crystallography at X-ray FELs

Liquid microjets are a common means of delivering protein crystals to the focus of X-ray free-electron lasers (FELs) for serial femtosecond crystallography measurements. The high X-ray intensity in the focus initiates an explosion of the microjet and sample. With the advent of X-ray FELs with megahertz rates, the typical velocities of these jets must be increased significantly in order to replenish the damaged material in time for the subsequent measurement with the next X-ray pulse. This work reports the results of a megahertz serial diffraction experiment at the FLASH FEL facility using 4.3 nm radiation. The operation of gas-dynamic nozzles that produce liquid microjets with velocities greater than 80 m s-1 was demonstrated. Furthermore, this article provides optical images of X-ray-induced explosions together with Bragg diffraction from protein microcrystals exposed to trains of X-ray pulses repeating at rates of up to 4.5 MHz. The results indicate the feasibility for megahertz serial crystallography measurements with hard X-rays and give guidance for the design of such experiments