International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Literacy
Page 5/10
92 items
41
In this paper, the authors consider how the National Early Literacy Panel’s decision to focus on identifying precursors to “conventional” literacy skills shaped the conclusions drawn, and take-home message of the panel’s 2008 report.
Published: 2010
Updated: Jul. 26, 2011
42
The current paper explores learning experiences utilized in an adolescent literacy course to facilitate preservice teachers' development of knowledge and dispositions to teach critical literacy for social justice. This analysis has identified the importance of engaging preservice teachers in studying social justice issues. The author concludes with implications for teacher educators.
Published: 2010
Updated: Jul. 26, 2011
43
This paper describes aspects of research relating to the influences of mentoring on the teaching and learning of academic literacy. This multiple case study, based on the principles of grounded theory, describes five cases. Analysis of each case study separately revealed six facets of academic literacy mentoring at the college.
Published: 2010
Updated: Jul. 05, 2011
44
The current paper summarizes Developing Early Literacy: Report of the National Early Literacy Panel, which was published in 2008. That report provides an extensive meta-analysis of approximately 300 studies showing which early literacy measures correlate with later literacy achievement.
Published: 2010
Updated: Jul. 05, 2011
45
This article addresses to the National Early Literacy Panel report identified early predictors of reading achievement as good targets for instruction, and many of those skills are related to decoding. The authors suggest that the developmental trajectories of rapidly developing skills pose problems for traditional statistical analyses. Rapidly developing skills yield correlations with later reading success that change with learning, so the predictive strengths are temporary and unstable.
Published: 2010
Updated: Jul. 05, 2011
46
In this article, the authors argue that the findings from the National Early Literacy Panel report related to parent involvement and family literacy programs require further clarification. Based on an ideological view of literacy, the authors offer three recommendations that would provide a more accurate representation of parent involvement and family literacy programs and the families they serve. These recommendations would also enhance the findings of the NELP report.
Published: 2010
Updated: Jul. 05, 2011
47
This article examines how two pre-service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy.
Published: 2010
Updated: Jun. 13, 2011
48
Drawing on writing from a first-year composition class, this paper examines how White students approach racial literacy in a segregated, rural college setting in the United States. The author argues for the importance of understanding how emotions inform and propel students' responses to what the author believes needs to be understood as the ethical challenge of racial literacy. The author concludes that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief.
Published: 2010
Updated: Nov. 23, 2010
49
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.
Published: 2010
Updated: Nov. 02, 2010
50
This paper reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The paper identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. The paper examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century.
Published: 2010
Updated: Nov. 02, 2010