Selecting "Just Right" Electronic Books for the Early Childhood Classroom

ERIC Educational Resources Information Center

McNelly, Tracy A.

2018-01-01

The effective use of e-books--now common in school libraries and classrooms--begins when teachers understand how to choose e-books that help to support emergent and early literacy skills for students in their early childhood classrooms.

Information Literacy in the 21st Century Multicultural Classroom: Using Sociocultural Literacy

ERIC Educational Resources Information Center

Blas, Elise A.

2014-01-01

Sociocultural literacy guides an instructor's pedagogy in the multicultural university classroom. By employing sociocultural literacy in the information literacy classroom, the instruction librarian can better teach students from all cultures including international students, first generation students, or students from a wide array of…

Early Literacy Instruction and Intervention

PubMed Central

Al Otaiba, Stephanie; Foorman, Barbara

2014-01-01

The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students’ initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions. PMID:25221452

Technology versus Teachers in the Early Literacy Classroom: An Investigation of the Effectiveness of the Istation Integrated Learning System

ERIC Educational Resources Information Center

Putman, Rebecca S.

2017-01-01

Guided by Vygotsky's social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 4 million students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental…

Get Wild about Reading: Using "Between the Lions" To Support Early Literacy.

ERIC Educational Resources Information Center

Rath, Linda K.

2002-01-01

Describes the curriculum of the public television program "Between the Lions" (BTL), a series modeling behaviors and skills that foster early literacy. Shows how BTL incorporates developmentally appropriate early literacy practices. Highlights teachers' comments illustrating how BTL is being used in different classrooms and how it…

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

ERIC Educational Resources Information Center

Lennox, Maria; Garvis, Susanne; Westerveld, Marleen

2017-01-01

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…

Classroom Discourse: The Role of Teachers' Instructional Practice for Promoting Student Dialogues in the Early Years Literacy Program (EYLP)

ERIC Educational Resources Information Center

Olaussen, Bodil Stokke

2016-01-01

Understanding that classroom discourse is important for reading comprehension and critical thinking is emerging. The aim of the present study was to analyze what teachers say and do, to promote discussion at a teacher-led station in the Early Years Literacy Program (EYLP). The EYLP is a program for reading instruction, organized at different…

Promoting School Success: Developing Social Skills and Early Literacy in Head Start Classrooms

ERIC Educational Resources Information Center

Gunn, Barbara; Feil, Ed; Seeley, John; Severson, Herb; Walker, Hill M.

2006-01-01

This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002-03 school year. Children in eight classrooms were screened and identified for participation using…

Exploring Digital Literacy Practices in an Inclusive Classroom

ERIC Educational Resources Information Center

Price-Dennis, Detra; Holmes, Kathlene A.; Smith, Emily

2015-01-01

In this article instructional practices from a diverse inclusive 5th grade classroom are examined to better understand how students engaged in 21st century literacies. The authors focus on one classroom to provide insight into how a 21st century literacies perspective can support inclusive literacy practices that 1) create a community of learners,…

Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing.

PubMed

Justice, Laura M; Kaderavek, Joan N; Fan, Xitao; Sofka, Amy; Hunt, Aileen

2009-01-01

This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge. This randomized, controlled trial examined the effects of a print referencing style on 106 preschool children attending 23 classrooms serving disadvantaged preschoolers. Following random assignment, teachers in 14 classrooms used a print referencing style during 120 large-group storybook reading sessions during a 30-week period. Teachers in 9 comparison classrooms read at the same frequency and with the same storybooks but used their normal style of reading. Children whose teachers used a print referencing style showed larger gains on 3 standardized measures of print knowledge: print concept knowledge, alphabet knowledge, and name writing, with medium-sized effects. The convergence of the present findings with those of previous efficacy studies indicates that print referencing intervention can be used confidently as an approach for facilitating print knowledge in preschool-age children. Speech-language pathologists can serve an important role in supporting preschool educators as they use this evidence-based technique with pupils in their classrooms.

The Literacy Environment of Preschool Classrooms: Contributions to Children's Emergent Literacy Growth

ERIC Educational Resources Information Center

Guo, Ying; Justice, Laura M.; Kaderavek, Joan N.; McGinty, Anita

2012-01-01

This study examined the relations among features of the classroom physical literacy environment (book materials, literacy area and writing materials) and psychological literacy environment (instructional support), and preschool children's gains in two areas of emergent literacy over an academic year. Results showed that features of the physical…

Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf.

PubMed

Easterbrooks, Susan R; Lederberg, Amy R; Connor, Carol M

2010-01-01

Specific characteristics of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.

A Family Literacy Intervention to Support Parents in Children's Early Literacy Learning

ERIC Educational Resources Information Center

Steiner, Lilly M.

2014-01-01

This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases…

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2017-08-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-06-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Exploring the Classroom Practices That May Enable a Compassionate Approach to Financial Literacy Education

ERIC Educational Resources Information Center

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-01-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The…

Computer Literacy and Use among Elementary Classroom Teachers.

ERIC Educational Resources Information Center

Bychowski, Deborah K.; Van Dusseldorp, Ralph

The current state of computer literacy and computer use among Anchorage School District elementary classroom teachers was assessed with a sample of four schools. Computer literacy was considered as the general range of skills and understandings needed to utilize a computer in the classroom effectively. A 17-item questionnaire, administered to 82…

A Research-to-Practice View of an Early Literacy PD Model

ERIC Educational Resources Information Center

Abbott, Mary

2011-01-01

The purpose of this research-to-practice article is to describe the literacy and oral language professional development (PD) model that took place in a 3-year Early Reading First project in 9 Head Start and community-based school classrooms. Through our data-driven PD model, we provided 55 hr of training workshops for all classroom teaching staff…

Aesthetic Experience and Early Language and Literacy Development

ERIC Educational Resources Information Center

Johnson, Helen L.

2007-01-01

The present paper explores the connections between theory and research in language development and aesthetic education and their implications for early childhood classroom practice. The present paper posits that arts experiences make a unique and vital contribution to the child's development of language and literacy, as well as to the sense of…

Multilingual Literacies in the Primary Classroom: Making the Connections.

ERIC Educational Resources Information Center

Diaz, Criss Jones

This report explores how students' multilingual literacies can become part of everyday classroom practices. It discusses the contribution made by the home language in English language learning and literacy by highlighting the connections between languages in mainstream classroom settings. The strategies highlighted here focus on the representation…

Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2009-01-01

In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of…

Questing toward Cohesion: Connecting Advertisements and Classroom Reading through Visual Literacy.

ERIC Educational Resources Information Center

Pailliotet, Ann Watts

Connecting visual and print literacies in the classroom can bridge distances in students' experiences, because all literacies are complementary and interdependent. This article discusses this rationale for connecting students' communication experiences in and out of classrooms to foster relevant literacies needed in contemporary society. Next it…

Literacy and Justice through Photography: A Classroom Guide. Language & Literacy Series

ERIC Educational Resources Information Center

Ewald, Wendy; Hyde, Katherine; Lord, Lisa

2011-01-01

This practical guide will help teachers to use the acclaimed "Literacy Through Photography" method developed by Wendy Ewald to promote critical thinking, self-expression, and respect in the classroom. The authors share their perspectives as an artist, a sociologist, and a teacher to show educators how to integrate four new "Literacy Through…

Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

ERIC Educational Resources Information Center

Van Sluys, Katie; Lewison, Mitzi; Flint, Amy Seely

2006-01-01

Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,…

Information Literacy and the Introductory Management Classroom

ERIC Educational Resources Information Center

Leigh, Jennifer S. A.; Gibbon, Cynthia A.

2008-01-01

This article proposes that the integration of information literacy standards into the management classroom can address underdeveloped student research strategies and promote effective use of print, digital, and free Web resources. Incorporating information literacy can support management educators in their need to balance disciplinary content,…

Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?

ERIC Educational Resources Information Center

Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

2014-01-01

This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

Reading Dual Language Books: Improving Early Literacy Skills in Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Naqvi, Rahat; Thorne, Keoma J; Pfitscher, Christina M; Nordstokke, David W; McKeough, Anne

2013-01-01

Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60…

Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education.

PubMed

Justice, Laura; Logan, Jessica; Kaderavek, Joan; Schmitt, Mary Beth; Tompkins, Virginia; Bartlett, Christopher

2015-01-01

The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine if one or more profiles suggested vulnerability for future reading problems. Participants were 218 children enrolled in early childhood special education classrooms, 95% of whom received speech-language services. Children were administered an assessment of early literacy skills in the fall of the academic year. Based on results of latent profile analysis, four distinct literacy profiles were identified, with the single largest profile (55% of children) representing children with generally poor literacy skills across all areas examined. Children in the two low-risk categories had higher oral language skills than those in the high-risk and moderate-risk profiles. Across three of the four early literacy measures, children with language as their primary disability had higher scores than those with LI concomitant with other disabilities. These findings indicate that there are specific profiles of early literacy skills among children with LI, with about one half of children exhibiting a profile indicating potential susceptibility for future reading problems. © Hammill Institute on Disabilities 2013.

Critical Literacies in the Making: Social Class and Identities in the Early Reading Classroom

ERIC Educational Resources Information Center

Jones, Stephanie

2013-01-01

Drawing from a four-year critical ethnographic study of young girls and their literacy practices inside and outside school, this article foregrounds a lived pedagogical moment when conflicting discourses about reading instruction collided in a critically focused second-grade classroom. Through my analyses I make the argument that the pervasiveness…

The Contribution of Trade Books to Early Science Literacy: In and out of School

ERIC Educational Resources Information Center

Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

2009-01-01

Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…

The New Literacy: Technology in the Classroom

ERIC Educational Resources Information Center

Smyth, Theoni Soublis

2011-01-01

Technological advancements are forcing the definition of literacy to expand in this new century. Students are coming to the classroom digitally fluent. Yet, our educational system has not risen to the challenges of modifying curriculum and instruction to suit the needs of this generation of learners. Literacy needs to be redefined. In order to…

Taking Interaction in Literacy Events Seriously: A Conversation Analysis Approach to Evolving Literacy Practices in the Classroom

ERIC Educational Resources Information Center

Tanner, Marie

2017-01-01

In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and…

New Literacies for New Learners: The Need for Digital Technologies in Primary Classrooms

ERIC Educational Resources Information Center

Forzani, Elena; Leu, Donald J.

2012-01-01

All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especially important for economically disadvantaged students. Moreover, the interactive nature of the Internet and other digital tools may hold special learning…

An Evaluation of Early Reading First (ERF) Preschool Enrichment on Language and Literacy Skills

ERIC Educational Resources Information Center

Gonzalez, Jorge E.; Goetz, Ernest T.; Hall, Robert J.; Payne, Tara; Taylor, Aaron B.; Kim, Minjung; McCormick, Anita S.

2011-01-01

Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged and language-minority preschool children through quality classroom processes, professional development, and instruction. More than any previous initiative, ERF specifies what early literacy instruction should look like in…

Literacy Achievement in Nongraded Classrooms

ERIC Educational Resources Information Center

Kreide, Anita Therese

2011-01-01

This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study's independent variable…

Teaching Techniques for the ESL Literacy Classroom. [Videotape.

ERIC Educational Resources Information Center

Gati, Sally

This 71-minute videotape presents a three-part program of classroom teaching techniques for teachers of English-as-a-Second-Language (ESL) literacy students. It shows students interacting with ESL literacy teachers, and focuses on: (1) essential teaching tools (chalkboard, easel, overhead projector, butcher paper, realia, pictures, flash cards,…

Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

PubMed Central

Day, Stephanie; Connor, Carol; McClelland, Megan

2015-01-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

PubMed

Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

2015-10-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

ERIC Educational Resources Information Center

Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications

ERIC Educational Resources Information Center

Pinkham, Ashley M., Ed.; Kaefer, Tanya, Ed.; Neuman, Susan B., Ed.

2012-01-01

Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading…

Effective Literacy Instructional Strategies in High Academic Growth Classrooms

ERIC Educational Resources Information Center

Jessup, Kathryn

2017-01-01

Instruction--the interaction that takes place between students, teachers, and content--is the foundation in which learning occurs. Effective literacy instruction considers the instructional strategies and foundational teaching components utilized by effective and highly effective teachers during literacy in classrooms of high academic growth. The…

Twenty-First Century Literacy and Technology in K-8 Classrooms

ERIC Educational Resources Information Center

Brown, June; Bryan, Jan; Brown, Ted

2005-01-01

Using technology to enhance literacy has been viewed in different ways by educators. Some teachers believe that new developments will fundamentally change literacy instruction; others think that technology is simply a new tool to use with old teaching methods. The question of how new technologies impact literacy instruction in K-8 classrooms is…

Early Primary Literacy Instruction in Kenya

ERIC Educational Resources Information Center

Dubeck, Margaret M.; Jukes, Matthew C. H.; Okello, George

2012-01-01

We report on a study that used observations, conversations, and formal interviews to explore literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report the ways literacy instruction is delivered and how that delivery aligns with practices understood to promote reading acquisition. We find (1) prioritization of…

Making the Invisible Visible: Disciplinary Literacy in Secondary School Classrooms

ERIC Educational Resources Information Center

Mac Mahon, Brendan

2014-01-01

In Ireland, policy on literacy now aims to expand the role that post-primary teachers of all subjects have in developing students' literacy skills. This paper draws on data from a wider research study carried out in secondary schools in 2010 and focuses on the classroom support with disciplinary literacy provided by subject teachers for students…

The Effects of Literacy Enriched Classroom Environment Partnered with Quality Adult/Child Interaction on the Development of Emergent Literacy Skills in Preschool Children

ERIC Educational Resources Information Center

Haustein, Susan L.

2012-01-01

This study examines the effect of literacy enriched preschool classroom environments and the quality of adult/child interaction in the classroom on the emergent literacy growth and development of preschool children. Data was collected within the 2009-2010 school year and analyzed to determine if providing a literacy enriched preschool environment…

The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom

ERIC Educational Resources Information Center

Huffaker, David

2005-01-01

This paper explores the role of weblogs in promoting literacy in classroom settings. Literacy remains paramount in learning, not only for language development, but also as the foundation of all academic disciplines including science and mathematics. Storytelling ignites literacy and remains an important part of life from childhood through…

"Every Day He Has a Dream to Tell": Classroom Literacy Curriculum in a Full-Day Kindergarten

ERIC Educational Resources Information Center

Heydon, Rachel; Moffatt, Lyndsay; Iannacci, Luigi

2015-01-01

Within an era of change to early childhood education and care, this case study of kindergarten classroom literacy curricula sought to understand the production and effects of the curriculum within one urban, Canadian full-day kindergarten that included culturally and linguistically diverse children. Central was a concern for the place of…

"Please Stop Whipping Me": Writing about Race and Racism in an Early Childhood Social Studies Classroom

ERIC Educational Resources Information Center

Husband, Terry

2015-01-01

The purpose of this critical action research study is to examine how critical literacy, when used in the social studies classroom, can open up spaces where children construct, deconstruct, and reconstruct superficial notions of race and racism in an early childhood classroom. A nine lesson unit on African American history was developed and…

Discourse Time! Developing Argumentative Literacy in the Math Classroom

ERIC Educational Resources Information Center

Singer, David

2007-01-01

The purpose of this article is to describe Discourse Time (D.T.), a teaching practice that aims to integrate argumentative literacy, the third piece of the literacy puzzle, into math learning environments. Snapshots from a tenth grade classroom at Skyview Academy High School in Thornton, Colorado is used to paint a vivid picture of what D.T. looks…

Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

ERIC Educational Resources Information Center

Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

2010-01-01

This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

Interactive Whole Language E-Story for Early Literacy Development in Ethnic Minority Children

ERIC Educational Resources Information Center

Phadung, Muneeroh; Suksakulchai, Surachai; Kaewprapan, Wacheerapan

2016-01-01

This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who…

Analyzing Children's Social Positioning and Struggles for Recognition in a Classroom Literacy Event

ERIC Educational Resources Information Center

Zacher, Jessica C.

2008-01-01

In this article I use a double theoretical lens of Bourdieuian (1985, 1991) and Bakhtinian (1981, 1986) perspectives on social space and the dialogism of everyday literacy events to analyze and discuss a classroom literacy event. In this event, which takes place in a diversely populated classroom with a social justice language arts curriculum,…

Early Literacy and Early Numeracy: The Value of Including Early Literacy Skills in the Prediction of Numeracy Development

ERIC Educational Resources Information Center

Purpura, David J.; Hume, Laura E.; Sims, Darcey M.; Lonigan, Cristopher J.

2011-01-01

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a…

Pokémon GO: Implications for Literacy in the Classroom

ERIC Educational Resources Information Center

Howell, Emily

2017-01-01

This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary-school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.

Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

NASA Astrophysics Data System (ADS)

Eick, Charles J.

2012-11-01

A case study of an exemplary third grade teacher's use of the outdoor classroom for meeting both state science and language arts standards is described. Data from the researcher's field journal, teacher lesson plans, and teacher interviews document how this teacher used nature-study to bridge outdoor classroom experiences with the state science and language arts curriculum. This teacher's early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children. Children interacted with the outdoor classroom throughout the day as a context for science and literacy learning. All but one child successfully met Annual Yearly Progress (AYP) goals in reading at the end of the school year.

It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags

ERIC Educational Resources Information Center

Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina

2013-01-01

Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…

Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf

ERIC Educational Resources Information Center

Helman, Lori

2012-01-01

This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English…

Teaching At-Risk Students in the K-4 Classroom: Language, Literacy, Learning. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Stice, Carole F., Ed.; Bertrand, John E., Ed.

Written for prospective and beginning early elementary grade teachers, especially those who work with large numbers of high risk students, the essays in this book provide in-depth looks into teachers' successful literacy and content rich classrooms as they come to know the characteristics and plan for the needs of individual students. The book…

Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series

ERIC Educational Resources Information Center

Fingon, Joan C., Ed.; Ulanoff, Sharon H., Ed.

2012-01-01

This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where…

New Literacies: Everyday Practices and Classroom Learning

ERIC Educational Resources Information Center

Lankshear, Colin; Knobel, Michelle

2006-01-01

The first edition of this popular book examined new literacies and new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely second edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices…

Unlocking the Future: Early Literacy.

ERIC Educational Resources Information Center

Blair, Leslie Asher, Ed.

1999-01-01

This newsletter of the Southwest Educational Development Laboratory (SEDL)contains a collection of articles which discuss various aspects of early literacy. Articles in the newsletter are: "Introduction: Reading Instruction, a Key to the Future"; "Ensuring Early Literacy through Coherent Instruction" (Leslie Blair);…

Through Literacy to Fluency: Reading in the Religious Studies Classroom

ERIC Educational Resources Information Center

Medine, Carolyn M. Jones

2016-01-01

This paper addresses a perennial question of the religious studies and, indeed, of most liberal arts classrooms: How do I get my students to read texts thoroughly and with understanding? After briefly reviewing the National Assessment of Adult Literacy (NAAL) data, I argue that what teachers desire is not just basic literacy, but fluency, which is…

Towards a Pedagogy of the Incomprehensible: Trauma and the Imperative of Critical Witness in Literacy Classrooms

ERIC Educational Resources Information Center

Dutro, Elizabeth

2013-01-01

In this article, I explore questions about what it means to carry, live and invite traumatic stories into the space of a literacy classroom. Weaving illustrative moments from the classroom with trauma theory and research, I ask, What does it mean to embrace the incomprehensible in literacy classrooms? How might the incomprehensible be viewed as a…

An Observational Study of Print Literacy in Canadian Preschool Classrooms

ERIC Educational Resources Information Center

Lynch, Jacqueline

2011-01-01

The purpose of this study was to examine the role of print literacy in preschool classrooms. There were seven preschool teachers working in central Canada who were observed over three sessions. The process of analytic induction was used to formulate categories based on interviews, classroom observations and documents. The following categories were…

Linking Literacy and Technology: A Guide for K-8 Classrooms.

ERIC Educational Resources Information Center

Wepner, Shelley B., Ed.; Valmont, William J., Ed.; Thurlow, Richard, Ed.

Based on the idea that instruction should drive technology, and not vice versa, this book shares ideas, options, and opportunities for using technology in the classroom. Vignettes and examples of classroom uses of technology are presented throughout the book to highlight concepts and help teachers support literacy goals. The essays in the book…

Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development.

PubMed

Purpura, David J; Hume, Laura E; Sims, Darcey M; Lonigan, Christopher J

2011-12-01

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock-Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development. Copyright © 2011 Elsevier Inc. All rights reserved.

Literacy through Photography: Multimodal and Visual Literacy in a Third Grade Classroom

ERIC Educational Resources Information Center

Wiseman, Angela M.; Mäkinen, Marita; Kupiainen, Reijo

2016-01-01

This article reports findings from a diverse third grade classroom that integrates a literacy through photography (LTP) curriculum as a central component of writing instruction in an urban public school. A case study approach was used in order to provide an in-depth, multi-dimensional consideration of phenomena by drawing on multiple data sources…

Clinical, classroom, or personal education: attitudes about health literacy.

PubMed

Logan, Robert A

2007-04-01

This study explores how diverse attitudes about health literacy are assessed by medical librarians and other health care professionals. An online survey of thirty-six items was conducted using Q methodology in two phases in spring 2005 and winter 2006. Respondents (n = 51) were nonrandomly self-selected from a convenience sample of members of the Medical Library Association and a group of environmental health consultants to the National Library of Medicine. Three factors were identified. Factor 1 is optimistic and supportive of health literacy's transformative sociocultural and professional potential, if clinical settings become a launching point for health literacy activities. Factor 2 is less optimistic about health literacy's potential to improve clinical or patient outcomes and prefers to focus health literacy initiatives on classroom education settings. Factor 3 supports improving the nation's health literacy but tends to support health literacy initiatives when people privately interact with health information materials. Each factor's attitudes about the appropriate educational venue to initiate health literacy activities are different and somewhat mutually exclusive. This suggests that health literacy is seen through different perceptual frameworks that represent a possible source of professional disagreement.

Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis

ERIC Educational Resources Information Center

Chun, Christian Wai

2010-01-01

This classroom ethnography documents the developing critical literacy pedagogy of an English for Academic Purposes (EAP) instructor over the course of several terms. My research, which involved extensive collaboration with the EAP instructor, explores how specific classroom practices and discourses are enacted and mediated through dialogic…

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

NASA Astrophysics Data System (ADS)

Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

ERIC Educational Resources Information Center

Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

2016-01-01

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

ERIC Educational Resources Information Center

Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

2016-01-01

The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

Uses of Digital Tools and Literacies in the English Language Arts Classroom

ERIC Educational Resources Information Center

Beach, Richard

2012-01-01

This article reviews research on English language arts teachers' use of digital tools in the classroom to remediate print literacies. Specifically, this review focuses on the affordances of digital tools to foster uses of digital literacies of informational/accessibility, collaboration knowledge construction, multimodal communication, gaming…

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

NASA Astrophysics Data System (ADS)

Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

Practicing What We Teach: How Culturally Responsive Literacy Classrooms Make a Difference

ERIC Educational Resources Information Center

Schmidt, Patricia Ruggiano, Ed.; Lazar, Althier M., Ed.

2011-01-01

This readable book features K-12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high poverty, culturally nondominant communities. These extraordinary teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children's…

Cartwheels on the Keyboard: Computer-Based Literacy Instruction in an Elementary Classroom

ERIC Educational Resources Information Center

Carroll, Maureen

2004-01-01

This book helps readers imagine new instructional possibilities, try new classroom activities, and question their own teaching--learning process through the use of computers to support student literacy growth. Maureen Carroll shares her study of how one teacher and her elementary-grade students integrated computer-based literacy instruction into…

Using News Articles to Build a Critical Literacy Classroom in an EFL Setting

ERIC Educational Resources Information Center

Park, Yujong

2011-01-01

This article examines an effort to support critical literacy in an English as a foreign language (EFL) setting by analyzing one college EFL reading classroom in which students read and responded to articles from "The New Yorker". Data include transcribed audiotapes of classroom interaction and interviews with students, classroom materials, and…

Longitudinal Impacts of the Children's Literacy Initiative Professional Development, Coaching, and Model Classroom Intervention on Early Literacy Achievement

ERIC Educational Resources Information Center

Parkinson, Julia; Meakin, John; Salinger, Terry

2015-01-01

Student achievement in literacy has been a focal concern in the United States for many years. Improving teachers' knowledge and skill that leads to improved student achievement, particularly in the early grades, can place children on an improved trajectory that can have long-term impacts on life outcomes. Over the past decade, a large body of…

The Development of STAR Early Literacy. Report.

ERIC Educational Resources Information Center

School Renaissance Inst., Inc., Madison, WI.

This report describes the development and testing of a computerized early literacy diagnostic assessment for students in prekindergarten to grade 3 that can measure skills across a variety of preliteracy and reading domains. The STAR Early Literacy assessment was developed by a team of more than 50 people, including literacy experts,…

Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy

ERIC Educational Resources Information Center

Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.

2012-01-01

Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas…

Reading outside the Box: Exploring Critical Literacy with Korean Preschool Children

ERIC Educational Resources Information Center

Kim, So Jung; Cho, Hyesun

2017-01-01

Despite the increasing attention paid to the importance of critical literacy in North American early childhood classrooms, critical literacy has been rarely discussed in East Asian classrooms, particularly in South Korea. The present study delineates ways in which a Korean preschool teacher interacts with her young learners during literacy…

Suitability of the Literacy and Numeracy Screening (LINUS) 2.0 Programme in Assessing Children's Early Literacy

ERIC Educational Resources Information Center

Luyee, Eunice Ong; Roselan, Fauzan Izzati; Anwardeen, Nor Hafizah; Mustapa, Fatin Hazirah Mohd

2015-01-01

Early literacy skills are crucial in a child's learning process and awareness should be raised in order to ensure the quality of early literacy assessments. In this paper, the writers discuss the quality of early literacy assessment in Malaysia, LINUS 2.0 by looking at its validity and reliability. An established early literacy program is compared…

Classroom phonological awareness instruction and literacy outcomes in the first year of school.

PubMed

Carson, Karyn L; Gillon, Gail T; Boustead, Therese M

2013-04-01

Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI). A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA. Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction. A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.

Digital and Media Literacy: Connecting Culture and Classroom

ERIC Educational Resources Information Center

Hobbs, Renee

2011-01-01

Today's students tweet, text, and navigate apps up to 12 hours each day, but they may not know how to effectively analyze a TV show or website. Award-winning author Renee Hobbs demonstrates how to incorporate media literacy into the secondary classroom, providing the tools teachers need to: (1) Effectively foster students' critical thinking,…

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

ERIC Educational Resources Information Center

Arnold-Garza, Sara

2014-01-01

The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from…

Going on Safari: The Design and Development of an Early Years Literacy iPad Application to Support Letter-Sound Learning

ERIC Educational Resources Information Center

McKenzie, Sophie; Spence, Aaron; Nicholas, Maria

2018-01-01

This paper explores the design, development and evaluation of an early childhood literacy iPad application, focusing on the English Alphabet, called "A to Z Safari" trialled in Australian classrooms. A to Z Safari was designed to assist students in the early years of schooling with learning the alphabet and building on their knowledge of…

Assessing Teacher Beliefs about Early Literacy Curriculum Implementation

ERIC Educational Resources Information Center

McKenney, Susan; Bradley, Barbara

2016-01-01

Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers' perceptions of early literacy content…

Guiding Children's Invented Spellings: A Gateway into Literacy Learning

ERIC Educational Resources Information Center

Ouellette, Gene; Senechal, Monique; Haley, Allyson

2013-01-01

This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a…

Multilingual Education Policy in Practice: Classroom Literacy Instruction in Different Scripts in Eritrea

ERIC Educational Resources Information Center

Asfaha, Yonas Mesfun; Kroon, Sjaak

2011-01-01

This contribution compares literacy instruction in three different scripts in Eritrea. It uses data stemming from classroom observations of beginning readers of Tigrinya (Ge'ez script), Arabic (Arabic script) and Saho (Roman alphabet), the examination of teaching materials, and teacher interviews. Our analysis focuses on literacy events. We…

Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom

NASA Astrophysics Data System (ADS)

Allison, Elizabeth; Goldston, M. Jenice

2018-01-01

This study investigates the convergence of multiliteracies and scientific practices in a fifth grade classroom. As students' lives become increasingly multimodal, diverse, and globalized, the traditional notions of literacy must be revisited (New London Group 1996). With the adoption of the Next Generation Science Standards (NGSS Lead States 2013a) in many states, either in their entirety or in adapted forms, it becomes useful to explore the interconnectedness multiliteracies and scientific practices and the resulting implications for scientific literacy. The case study included a fifth grade classroom, including the students and teacher. In order to create a rich description of the cases involved, data were collected and triangulated through teacher interviews, student interviews and focus groups, and classroom observations. Findings reveal that as science activities were enriched with multiliteracies and scientific practices, students were engaged in developing skills and knowledge central to being scientifically literate. Furthermore, this study establishes that characteristics of scientific literacy, by its intent and purpose, are a form of multiliteracies in elementary classrooms. Therefore, the teaching and learning of science and its practices for scientific literacy are in turn reinforcing the development of broader multiliteracies.

The Value of Early Literacy and Parental Involvement.

ERIC Educational Resources Information Center

Ryan, Sheri Ann

Because early literacy development occurs through social processes, parents need to be involved in the beginning stages of their children's reading. This thesis details the need for early literacy experiences and provides evidence that reading success begins at home. The thesis distinguishes illiteracy and aliteracy, defines literacy, discusses…

Neighborhood Socioeconomic Well-Being, Home Literacy, and Early Literacy Skills of At-Risk Preschoolers

ERIC Educational Resources Information Center

Froiland, John Mark; Powell, Douglas R.; Diamond, Karen E.; Son, Seung-Hee Claire

2013-01-01

In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well-being, home literacy (parent-child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of…

Digital, Hybrid, and Multilingual Literacies in Early Childhood

ERIC Educational Resources Information Center

Razfar, Aria; Yang, Eunah

2010-01-01

This article examines sociocultural research on early literacy development in the digital age. The last decade has witnessed a proliferation of informational technology that has fundamentally shifted how we think about language and literacy in the early childhood years. Despite these trends, narrow and reductive views of literacy continue to…

Classroom, School, and District Impacts on Diverse Student Literacy Achievement

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

2015-01-01

Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

Poetry in the Adult Literacy Classroom. Teacher to Teacher.

ERIC Educational Resources Information Center

Padak, Nancy

Some adult learners and teachers have negative memories of their previous encounters with poetry because too much emphasis was placed on the poem's "intent" or dissecting poems to determine their rhyme schemes. However, poetry can be an effective complement to instruction in adult literacy classrooms and can serve as an effective instructional…

Constancy and Variability: Dialogic Literacy Events as Sites for Improvisation in Two 3rd-Grade Classrooms

ERIC Educational Resources Information Center

Jordan, Michelle E.; Santori, Diane

2015-01-01

This multisite study investigates dialogic literacy events that revolved around narrative and informational texts in two 3rd-grade classrooms. The authors offer a metaphor of musical improvisation to contemplate dialogic literacy events as part of the repertoire of teaching and learning experiences. In literacy learning, where there is much…

Handbook of Early Literacy Research. Volume 2

ERIC Educational Resources Information Center

Dickinson, David K., Ed.; Neuman, Susan B., Ed.

2006-01-01

Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. This handbook presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics…

Building Emotional Literacy: Groundwork to Early Learning

ERIC Educational Resources Information Center

Figueroa-Sanchez, Magali

2008-01-01

Part of social and emotional development is a child's emotional literacy. Numerous strategies exist for the development of children's emotional and social development, and for their emotional readiness for school. Teachers might arrange a classroom environment that is not overly structured or regimented. The environment should reflect who the…

Handbook of Early Literacy Research. Volume 3

ERIC Educational Resources Information Center

Neuman, Susan B., Ed.; Dickinson, David K., Ed.

2010-01-01

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The "Handbook" examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts,…

Making Real-World Issues Our Business: Critical Literacy in a Third-Grade Classroom.

ERIC Educational Resources Information Center

Heffernan, Lee; Lewison, Mitzi

2000-01-01

Reflects on the events that occurred during a six-month period in a suburban classroom. Documents the transformation that took place in learning and teaching as students took part in a critical literacy curriculum. Examines the significant curricular changes that occur when the "real world" is allowed to enter classroom discussions and…

Transfronterizo Literacies and Content in a Dual Language Classroom

ERIC Educational Resources Information Center

de la Piedra, Maria Teresa; Araujo, Blanca

2012-01-01

The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juarez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are…

The Role of Early-Life Educational Quality and Literacy in Explaining Racial Disparities in Cognition in Late Life

PubMed Central

Gross, Alden L.; Shih, Regina A.; Sachs, Bonnie C.; Glymour, M. Maria; Bangen, Katherine J.; Benitez, Andreana; Skinner, Jeannine; Schneider, Brooke C.; Manly, Jennifer J.

2015-01-01

Objectives. Racial disparities in late-life cognition persist even after accounting for educational attainment. We examined whether early-life educational quality and literacy in later life help explain these disparities. Method. We used longitudinal data from the Washington Heights-Inwood Columbia Aging Project (WHICAP). Educational quality (percent white students; urban/rural school; combined grades in classroom) was operationalized using canonical correlation analysis. Late-life literacy (reading comprehension and ability, writing) was operationalized using confirmatory factor analysis. We examined whether these factors attenuated race-related differences in late-life cognition. Results. The sample consisted of 1,679U.S.-born, non-Hispanic, community-living adults aged 65–102 (71% black, 29% white; 70% women). Accounting for educational quality and literacy reduced disparities by 29% for general cognitive functioning, 26% for memory, and 32% for executive functioning but did not predict differences in rate of cognitive change. Discussion. Early-life educational quality and literacy in late life explain a substantial portion of race-related disparities in late-life cognitive function. PMID:24584038

CD-ROM Multimodal Affordances: Classroom Interaction Perspectives in the Malaysian English Literacy Hour

ERIC Educational Resources Information Center

Gardner, Sheena; Yaacob, Aizan

2009-01-01

CD-ROM affordances are explored in this article through participation in classroom interaction. CD-ROMs for shared reading of animated stories and language work were introduced to all Malaysian primary schools in 2003 for the Year 1 English Literacy Hour. We present classroom interaction extracts that show how the same CD-ROMs offer different…

Opening Pandora's Stream: Piping Music into the Information Literacy Classroom

ERIC Educational Resources Information Center

Langan, Kathleen A.; Sachs, Dianna E.

2013-01-01

Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information…

Literacy Learning in a Digitally Rich Humanities Classroom: Embracing Multiple, Collaborative, and Simultaneous Texts

ERIC Educational Resources Information Center

Buckley-Marudas, Mary Frances

2016-01-01

Understanding what happens when teachers embrace digital media for literacy learning is critical to realizing the potential of learning in the digital era. This article examines some of the ways that a high school teacher and his students leverage digital technologies for literacy learning in their humanities classrooms. The author introduces the…

The Targeted Reading Intervention: Face-to-Face vs. Webcam Literacy Coaching of Classroom Teachers

ERIC Educational Resources Information Center

Vernon-Feagans, L.; Bratsch-Hines, M.; Varghese, C.; Bean, A.; Hedrick, A.

2015-01-01

The targeted reading intervention (TRI) is a professional development program for rural kindergarten and first grade classroom teachers to help them provide effective reading strategies with struggling readers. In two randomized controlled trials, the TRI was delivered two ways: (1) literacy coaches provided support for classroom teachers through…

Implementing the Finnish Literacy Curriculum in a First-Grade Classroom

ERIC Educational Resources Information Center

Räisänen, Sari; Korkeamäki, Riitta-Liisa

2015-01-01

This study investigated the first author's process of implementing new literacy practices as a teacher in a Finnish first-grade classroom from a poststructuralist perspective by using nexus analysis (NA). We concentrated on two essential concepts in NA, Bourdieu's habitus and Goffman's interaction order, which we linked to Grundy's curriculum…

An Exploration of Blended Learning in Fifth Grade Literacy Classrooms

ERIC Educational Resources Information Center

Ramadan, Kimberly Heintschel

2017-01-01

The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this study was to explore blended learning and traditional instruction in three fifth grade literacy classrooms, examining the teaching and learning students engaged in during the…

Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

NASA Astrophysics Data System (ADS)

Mawyer, Kirsten Kamaile Noelani

Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning (Kindergarten through Grade 5). Language & Literacy Series (Practitioner's Bookshelf)

ERIC Educational Resources Information Center

Allen, JoBeth

2010-01-01

Nearly every reform effort espouses the importance of "parent involvement." This research-based guide is essential reading for teachers and administrators who want to make welcoming classrooms a reality. With a focus on literacy instruction, it showcases stories of "what works" when teachers in elementary school classrooms throughout the country…

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

ERIC Educational Resources Information Center

Tichnor-Wagner, Ariel; Garwood, Justin D.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne

2016-01-01

Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary…

"Teacher, There's an Elephant in the Room!" An Inquiry Approach to Preschoolers' Early Language Learning

ERIC Educational Resources Information Center

Kampmann, Jennifer Anne; Bowne, Mary Teresa

2011-01-01

Children need sound language and literacy skills to communicate with others and actively participate in a classroom learning community. When an early childhood classroom offers a language- and literacy-rich environment, children have numerous opportunities to practice language and literacy in a social setting. A language-rich classroom includes an…

The evolution of science literacy: Examining intertextual connections and inquiry behaviors in the classroom

NASA Astrophysics Data System (ADS)

Manocchi-Verrino, Carol J.

A call for a new perspective of science literacy has been marked as the impetus of change in science education, suggesting that a meaning-making approach to literacy and inquiry are central to learning science. This research study explored how science literacy evolved in a classroom where this reconceptualized view of science literacy guided curriculum design and instruction. The teacher/researcher incorporated Interactive Science Notebooks (ISNs) and Interactive Reading Organizers and Comprehension Strategies (IROCS) into instructional materials. In a class consisting of 20 mainstream and special education students, this 7-week study collected data using Likert scales, stimulated recall interviews, a teacher/researcher journal, and students¡¦ position papers. A systematic design framework was used for the three-phase analysis. Hyperresearch RTM software facilitated the identification of open codes, an axial code, and frequency graphs. In order to develop insight into the relationship between questions, methods, and curriculum design recent recommendations for quality research in science education were considered in the methodology. The hypothesis formulated from the data suggests that science literacy evolves on a continuum, and the degree to which science literacy evolves on the continuum seems to be contingent upon their uses of intertextual connections and inquiry behaviors. Several notable insights emerged from the data which were used to guide curriculum, instruction, and assessment that promotes the development of science literacy in the middle school classroom. The study suggests a possible correlation between the use of intertextual connections and inquiry behaviors, and the use of a continuum in measuring the emergence of science literacy.

More than ABC: Instructional Practices and Children's Understanding of Literacy through English

ERIC Educational Resources Information Center

Gupta, Renu

2013-01-01

Although schoolchildren in India perform poorly in reading/writing tests, little attention is paid to early literacy instruction. This article describes literacy instruction in an English-medium school; through classroom observations and children's artifacts, it documents what four children in Lower KG understand about literacy in English, a…

Literacy Development of Linguistically Diverse First Graders in a Mainstream English Classroom: Connecting Speaking and Writing

ERIC Educational Resources Information Center

Kennedy, Eileen

2006-01-01

Children who speak different home languages and dialects in a monolingual classroom often carry the challenge of having to develop literacy in a different language. This article presents a qualitative study of five first graders who speak different home languages in an inner city mainstream English classroom. Through interviews, classroom writing,…

Does Outdoor Education Make Any Difference in Environmental Literacy of Pre-Service Classroom Teachers?

ERIC Educational Resources Information Center

Derman, Aysegul; Sahin, Elvan; Hacieminoglu, Esme

2016-01-01

The aim of this research is to determine the effects of various teaching methods and activities, which are used in environmental education lessons, on the environmental literacy level of classroom pre-service teachers. This study was carried out including the classroom pre-service teachers, who took the environmental education course in the…

An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

ERIC Educational Resources Information Center

Beach, Pamela; Cleovoulou, Yiola

2014-01-01

This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to…

Connecting Science and Literacy in the Classroom: Using Space and Earth Science to Support Language Arts

NASA Astrophysics Data System (ADS)

Wessen, A. S.; Cobabe-Ammann, E. A.

2009-12-01

The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science provides an exciting vehicle in which to engage students on the path to literacy improvement. Combining literacy with science allows students to creatively explore the world or universe, and it. Combining science and literacy improves both reading and science scores, and increases students’ interest in science. At a time when over 40% of students beyond the 5th grade are reading two or more levels below grade level and are struggling with their current materials, finding ways to excite and engage them in the reading process is key. Literacy programs incorporating unique space science content can help prepare children for standardized language arts tests. It also engages our nation’s youngest learners and their teachers with the science, math, and technology of exploration in a language arts format. This session focuses on programs and products that bring the excitement of earth and space science into the literacy classroom, with a focus on research-based approached to combining science and language arts. Reading, Writing and Rings! Grades 1-2

The role of early-life educational quality and literacy in explaining racial disparities in cognition in late life.

PubMed

Sisco, Shannon; Gross, Alden L; Shih, Regina A; Sachs, Bonnie C; Glymour, M Maria; Bangen, Katherine J; Benitez, Andreana; Skinner, Jeannine; Schneider, Brooke C; Manly, Jennifer J

2015-07-01

Racial disparities in late-life cognition persist even after accounting for educational attainment. We examined whether early-life educational quality and literacy in later life help explain these disparities. We used longitudinal data from the Washington Heights-Inwood Columbia Aging Project (WHICAP). Educational quality (percent white students; urban/rural school; combined grades in classroom) was operationalized using canonical correlation analysis. Late-life literacy (reading comprehension and ability, writing) was operationalized using confirmatory factor analysis. We examined whether these factors attenuated race-related differences in late-life cognition. The sample consisted of 1,679 U.S.-born, non-Hispanic, community-living adults aged 65-102 (71% black, 29% white; 70% women). Accounting for educational quality and literacy reduced disparities by 29% for general cognitive functioning, 26% for memory, and 32% for executive functioning but did not predict differences in rate of cognitive change. Early-life educational quality and literacy in late life explain a substantial portion of race-related disparities in late-life cognitive function. © The Author 2014. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

"Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom

ERIC Educational Resources Information Center

Smythe, Suzanne; Neufeld, Paul

2010-01-01

In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four…

Starting Strong: Evidence-­Based Early Literacy Practices

ERIC Educational Resources Information Center

Blamey, Katrin; Beauchat, Katherine

2016-01-01

Four evidence-based instructional approaches create an essential resource for any early literacy teacher or coach. Improve your teaching practices in all areas of early literacy. Use four proven instructional approaches--standards based, evidenced based, assessment based, and student based--to improve their teaching practice in all areas of early…

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

PubMed Central

Nolen, Susan Bobbitt

2009-01-01

This ethnographic study explores kindergarten children’s emergent motivation to read and write, its relation to their developing concepts of reading and writing (Guice & Johnston, 1994; Johnston, 1997; Turner, 1995), and to their teachers instructional goals and classroom norms. Teachers and students together constructed legitimate literate activity in their classrooms, and this construction framed the motivation of students who were at risk for developing learning disabilities in reading and writing. Specifically, the kinds of reading and writing activity that were sanctioned in each class and the role of student–student collaboration colored students’ views of the purposes of literacy and their own ability to learn. Findings extend our understanding of how young children’s literacy motivation influences, and is influenced by, their classroom literacy culture. Implications for early literacy instruction for children with learning disabilities, and for their continuing motivation to read and write, are discussed. PMID:19727336

Classroom Remix: Patterns of Pedagogy in a Techno-Literacies Poetry Unit

ERIC Educational Resources Information Center

Callahan, Meg; King, Jennifer M.

2011-01-01

Researchers collaborated with two high school creative writing teachers to consider how a particular use of technology--PowerPoint poetry interpretations--would function in their creative writing classes. Their findings encouraged them to consider three kinds of "classroom remix" related to the introduction of techno-literacy practices into the…

Do Teacher Attitudes Impact Literacy Strategy Implementation in Content Area Classrooms?

ERIC Educational Resources Information Center

McCoss-Yergian, Tanya; Krepps, Loddie

2010-01-01

The purpose of this study was to identify beliefs about content area literacy commonly held by teachers and to evaluate whether or not these collective professional convictions and suppositions affect disciplinary instructors' implementation of content area reading strategies in their classrooms. A mixed methodology was applied to gather both…

Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children

PubMed Central

Goodrich, J. Marc; Lonigan, Christopher J.; Farver, Jo Ann M.

2017-01-01

Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual

Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom. Language & Literacy Series

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2011-01-01

Karen Wohlwend provides a new framework for rethinking the boundaries between literacy and play, so that play itself is viewed as a literacy practice along with reading, writing, and design. Through a variety of theoretical lenses, the author presents a portrait of literacy play that connects three play groups: the girls and, importantly, boys,…

Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom

ERIC Educational Resources Information Center

Ryan, Caitlin L.; Hermann-Wilmarth, Jill M.

2018-01-01

Drawing on examples of teaching from elementary school classrooms, this timely book for practitioners explains why LGBTQ-inclusive literacy instruction is possible, relevant, and necessary in grades K-5. The authors show how expanding the English language arts curriculum to include representations of LGBTQ people and themes will benefit all…

Teachers' Engagement with New Literacies: Support for Implementing Technology in the English/Language Arts Classroom

ERIC Educational Resources Information Center

Zoch, Melody; Myers, Joy; Belcher, Jennifer

2017-01-01

This qualitative study examined in-service teachers who were enrolled in a graduate level course that focused on new literacies and the integration of technology with literacy. They also taught children enrolled in a summer writing camp as part of the course. The authors followed the teachers into their classrooms once the graduate course ended to…

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms

ERIC Educational Resources Information Center

Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa

2018-01-01

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…

Children, Language, and Literacy: Diverse Learners in Diverse Times. Language & Literacy Series

ERIC Educational Resources Information Center

Genishi, Celia; Dyson, Anne Haas

2009-01-01

In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in our diverse times. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a one-size-fits-all curriculum in which learning is too often assessed by standardized…

Unpacking Pandora's Box: Issues in the Assessment of English Learners' Literacy Skill Development in Multimodal Classrooms

ERIC Educational Resources Information Center

Pandya, Jessica Zacher

2012-01-01

In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners' literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k-12 as well as college students, given the existing complexity of assessing ELLs' traditional literacy skills. I…

Explaining Common Variance Shared by Early Numeracy and Literacy

ERIC Educational Resources Information Center

Davidse, N. J.; De Jong, M. T.; Bus, A. G.

2014-01-01

How can it be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control,…

Modeling the Relationship between Prosodic Sensitivity and Early Literacy

ERIC Educational Resources Information Center

Holliman, Andrew; Critten, Sarah; Lawrence, Tony; Harrison, Emily; Wood, Clare; Hughes, David

2014-01-01

A growing literature has demonstrated that prosodic sensitivity is related to early literacy development; however, the precise nature of this relationship remains unclear. It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early literacy might be partially mediated by children's…

The National Early Literacy Panel: A Summary of the Process and the Report

ERIC Educational Resources Information Center

Shanahan, Timothy; Lonigan, Christopher J.

2010-01-01

This article 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. It also provides a series of meta-analyses of a comprehensive…

Impact of the Flipped Classroom on Learner Achievement and Satisfaction in an Undergraduate Technology Literacy Course

ERIC Educational Resources Information Center

Sommer, Max; Ritzhaupt, Albert D.

2018-01-01

Aim/Purpose: The purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners Background: The context for this research on the flipped classroom was an introductory technology literacy course at a public, research university. Methodology: This study employed a…

Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling

ERIC Educational Resources Information Center

Davidson, Christina

2009-01-01

Research has established young children's increasing use of computers and other new technologies in the home. Yet, teaching about digital texts and digital practices most often appears as an addition to early literacy instruction in classrooms where "business-as-usual" maintains an emphasis on print and print-based texts. This article…

Inside City Schools: Investigating Literacy in Multicultural Classrooms. The Practitioner Inquiry Series.

ERIC Educational Resources Information Center

Freedman, Sarah Warshauer; Simons, Elizabeth Radin; Kalnin, Julie Shalhope; Casareno, Alex

Chapters in this book were written by members of the Multicultural Collaborative for Literacy and Secondary Schools (the M-CLASS Project), a national teacher-researcher network of English and social studies teachers and university faculty from four cities. Their essays deal with classroom research on learning, diversity, bias, inequality, and real…

Factors that Impact West Virginia Head Start Parental Involvement in Early Literacy

ERIC Educational Resources Information Center

Clausell, Arlene Midget

2010-01-01

The research problem is: Many parents are not involved in their children's early literacy education. Some Head Start parents experience issues that keep them from teaching their children early literacy skills. The research questions were: What are the factors for parental involvement in the support of early literacy skill development for their…

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

ERIC Educational Resources Information Center

Smith, Jaime

2009-01-01

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to…

DIY Media in the Classroom: New Literacies Across Content Areas (Middle Through High School). Language & Literacy Series (Practitioner's Bookshelf)

ERIC Educational Resources Information Center

Guzzetti, Barbara; Elliot, Kate; Welsch, Diana

2010-01-01

This book shows teachers how to bring students' Do-It-Yourself media practices into the classroom (Grades 6-12). In one accessible resource, the authors explain DIY media, identify their appealing features for content area instruction, and describe the literacy skills and strategies they promote. Chapters address: Adolescents' DIY Media as New…

The App Map: A Tool for Systematic Evaluation of Apps for Early Literacy Learning

ERIC Educational Resources Information Center

Israelson, Madeleine Heins

2015-01-01

As portable devices become increasingly available in elementary classrooms teachers are expected to use these new technologies to engage students in both traditional print-based literacy learning and digital literacies practices, such as multimodal composing. Teachers face the daunting task of integrating apps into their current research-based…

Creating Connections, Building Constructions: Language, Literacy, and Play in Early Childhood.

ERIC Educational Resources Information Center

Roskos, Kathleen

In these politically charged times of early literacy initiatives, position statements, and education reform, talk about play and literacy learning seems rather awkward, if not even a bit silly. As the realities of early literacy education set in, teachers, legislators, and parents grow ever more critical of what young children are doing as…

Literature and Film Adaptations: Dealing with Hot Topics in the ESL and Literacy Classroom.

ERIC Educational Resources Information Center

Gareis, Elisabeth

1997-01-01

Offers suggestions to help teachers handle controversial topics (such as sex and nudity, violence, language, and other questionable issues) when using novels, plays, and their film adaptations in English-as-a-Second-Language and literacy classrooms. (SR)

Promoting School and Life Success through Early Childhood Family Literacy

ERIC Educational Resources Information Center

Swick, Kevin J.

2009-01-01

Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.

Early Literacy and Very Young Children

ERIC Educational Resources Information Center

Parlakian, Rebecca

2004-01-01

For infants and toddlers, education and care are "two sides of the same coin." The author briefly reviews current research on the importance of relationships to cognitive development and early language and literacy. Instructional strategies that are most appropriate to the early years include "intentionality" and "scaffolding." Intentionality…

Implementation Fidelity of MyTeachingPartner Literacy and Language Activities: Association with Preschoolers' Language and Literacy Growth

ERIC Educational Resources Information Center

Hamre, Bridget K.; Justice, Laura M.; Pianta, Robert C.; Kilday, Carolyn; Sweeney, Beverly; Downer, Jason T.; Leach, Allison

2010-01-01

There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study…

Home Literacy Exposure and Early Language and Literacy Skills in Children Who Struggle with Behavior and Attention Problems

ERIC Educational Resources Information Center

Haak, Jill; Downer, Jason; Reeve, Ronald

2012-01-01

Research Findings: This study investigated the relationships between behavior and attention problems and early language and literacy outcomes for 4-year-olds who experienced varied early home literacy environments. Participants were 1,364 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care…

iDemocracy: Critical Literacy, Civic Engagement, and Podcasting in an Elementary Classroom

ERIC Educational Resources Information Center

Montgomery, Sarah E.

2009-01-01

The present study explored the ways in which the production of digital media, specifically podcasts (i.e., downloadable digital audio files), rooted in the key tenets of critical literacy, can support education for democracy, in addition to the overall benefits and barriers of podcasting in an elementary classroom. The project can be considered a…

Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills

PubMed Central

Lonigan, Christopher J.; Allan, Darcey M.; Phillips, Beth M.

2016-01-01

There is strong evidence that self-regulatory processes are linked to early academic skills both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between two components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (M-age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children’s classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children’s initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children’s language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher-ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood. PMID:27854463

Critical Literacy Finds a "Place": Writing and Social Action in a Low-Income Australian Grade 2/3 Classroom.

ERIC Educational Resources Information Center

Comber, Barbara; Thomson, Pat; Wells, Marg

2001-01-01

Draws on a study of socioeconomically disadvantaged children's acquisition of school literacies to investigate how children's writing and drawing might be key elements in developing critical literacies in elementary school settings. Focuses on how such classroom writing can be a mediator of emotions, intellectual and academic learning, social…

Understanding the relationship between inattention and early literacy trajectories in kindergarten.

PubMed

Ogg, Julia; Volpe, Robert; Rogers, Maria

2016-12-01

The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes. Kindergarten students (N = 181; 55.2% male; 62% white) from two research sites (Southeastern U.S. and Eastern Canada) were assessed using the Letter Naming and Letter Sound Fluency AIMSweb Tests of Early Literacy (Shinn & Shinn, 2012) at three points across the school year. Their teachers provided information on the level of attention-deficit/hyperactivity disorder symptoms (ADHD Symptom Checklist-4; Gadow & Sprafkin, 2008) and academic enabling behaviors (Academic Competence Evaluation Scales; DiPerna & Elliott, 2000). Structural equation modeling (SEM) was used to determine predictors of initial level and growth in early literacy. Specifically, a series of models were tested to determine if a multidimensional model of academic enablers (AEs) mediated the relationship. Engagement predicted students' initial levels of early literacy, suggesting that this is an important mediator to consider between inattention and early literacy skills. Motivation related positively to engagement. Inattention also predicted both motivation and interpersonal skills in the negative direction. These findings suggest that AEs play an important role in the relationship between inattention and early literacy. AEs provide malleable targets for intervention and should be considered when developing intervention for youth at risk for academic failure. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Literacies in Early Childhood: Changing Views Challenging Practice.

ERIC Educational Resources Information Center

Makin, Laurie; Diaz, Criss Jones

Acknowledging that young children's early understandings about literacy occur within their cultural and linguistic communities, the book compiles articles challenging traditional views of literacy and suggesting positive new practices. Each chapter includes "reflection" and "followup" sections that reinforce the link between theory and practice,…

Expanded Territories of "Literacy": New Literacies and Multiliteracies

ERIC Educational Resources Information Center

Sang, Yuan

2017-01-01

Facing the radical change in society in the 21st century, the conventional view of literacy and literacy education may no longer satisfy students' needs in working and social lives, especially beyond classroom settings. Therefore, expanded territories of literacy have been proposed to better support teachers' and students' literacy education and…

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

ERIC Educational Resources Information Center

Kissel, Brian; Mraz, Maryann; Algozzine, Bob; Stover, Katie

2011-01-01

In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that…

"You're Wearing Kurt's Necklace!"The Rhetorical Power of "Glee" in the Literacy Classroom

ERIC Educational Resources Information Center

Falter, Michelle M.

2014-01-01

Adolescents often bring popular culture into school, but often these literacies are not embraced or taught in the English classroom. The author makes the case for using "Glee" in the classroom by demonstrating its persuasive power to disrupt heteronormative notions of gender and sexuality with teens. The author uses a feminist rhetorical…

Using Technology To Enhance Early Literacy through Play.

ERIC Educational Resources Information Center

Liang, Poh-Hwa; Johnson, James

1999-01-01

Discusses technology with reference to children's play, including how technology mixes with the established connection between children's play and emergent literacy and advantages and disadvantages of the three-way intersection of technology, literacy, and play in early childhood education. Addresses play and computers, software, the Internet, and…

Determinants of tobacco-related health literacy: A qualitative study with early adolescents.

PubMed

Parisod, Heidi; Axelin, Anna; Smed, Jouni; Salanterä, Sanna

2016-10-01

Today's adolescents are used to a constant information flow, but many face difficulties in processing health-related information due to low health literacy. There is still need for deeper understanding on the determinants of health literacy in relation to adolescents to guide the development of health literacy instruments and interventions. The purpose of this study was to explore, from the perspective of early adolescents, the determinants of health literacy in the context of tobacco-related health communication. A qualitative descriptive study. Two schools located in the south of Finland. One school represented a typical Finnish public school with students following general curriculum and the other represented a Finnish public school with students with special educational needs. Purposively selected sample of 10-13-year-old early adolescents (n=39) from the two schools to obtain a varied group of early adolescents representing different kinds of literacy levels. We conducted 10 focus groups with early adolescents and analyzed the data using the theoretical thematic analysis method. We used a combination of the determinants presented in three adolescent-specific health literacy models as the theoretical framework of deductive analysis. The remaining data extracts were coded inductively. We sorted the codes under sub-themes that represented different determinants of health literacy. These were further divided between three themes: "personal", "external", and "mediating" determinants. Finally, we named the themes with an expression that embodied the early adolescents' views and experiences. Early adolescents' descriptions revealed that the list of determinants presented in the three adolescent-specific health literacy models is not comprehensive enough. Early adolescents brought up how their motives, self-efficacy, and role expectations determine their health literacy in addition to the other personal determinants presented in the previous models. Their descriptions

Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom

NASA Astrophysics Data System (ADS)

Reese, Keturah

Under the direction of Sharon Murphy Augustine, Ph.D./Ph.D Curriculum and Instruction There was a substantial performance gap among African Americans and other ethnic groups. Additionally, African American students in a Title I school were at a significantly high risk of not meeting or exceeding on performance tests in science. Past reports have shown average gains in some subject areas, and declines in others (NCES, 2011; GADOE, 2012). Current instructional strategies and the lack of literacy within the biology classroom created a problem for African American high school students on national and state assessments. The purpose of this study was to examine the perceptions of African American students and teachers in the context of literacy and biology through the incorporation of an interactive notebook and other literacy strategies. The data was collected three ways: field notes for a two week observation period within the biology classroom, student and teacher interviews, and student work samples. During the observations, student work collection, and interviews, I looked for the following codes: active learning, constructive learning, collaborative learning, authentic learning, and intentional learning. In the process of coding for the pre-determined codes, three more codes emerged. The three codes that emerged were organization, studying/student ownership, and student teacher relationships. Students and teachers both solidified the notion that literacy and biology worked well together. The implemented literacy strategies were something that both teachers and students appreciated in their learning of biology. Overall students and teachers perceived that the interactive notebook along Cornell notes, Thinking maps, close reads, writing, lab experiments, and group work created meaningful learning experiences within the biology classroom.

Critical Lessons from the Transactional Perspective on Early Literacy Research

ERIC Educational Resources Information Center

Whitmore, Kathryn F.; Martens, Prisca; Goodman, Yetta M.; Owocki, Gretchen

2004-01-01

This article is a synthesis of early literacy research organized according to critical lessons that delineate our shared knowledge base that we name a 'transactional perspective on early literacy development.' The critical lessons are grouped into three sets to present the continuum of methodological stances that interpretive researchers take as…

Seven Elements Important to Successful Implementation of Early Literacy Intervention

ERIC Educational Resources Information Center

Foorman, Barbara; Dombek, Jennifer; Smith, Kevin

2016-01-01

The objective of this article is to describe seven elements important to successful implementation of early literacy intervention. The seven elements are drawn from research as well as from the authors' recent randomized controlled trial of effective early literacy interventions in kindergarten through second grade in 55 schools across Florida.…

A Historical Reflection on Literacy, Gender and Opportunity: Implications for the Teaching of Literacy in Early Childhood Education

ERIC Educational Resources Information Center

Levy, Rachael

2016-01-01

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls' achievement in literacy, in comparison with boys', women continue to earn…

Teachers' Classroom Assessment Practices and Fourth-Graders' Reading Literacy Achievements: An International Study

ERIC Educational Resources Information Center

Hao, Shiqi; Johnson, Robert L.

2013-01-01

This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders'…

Exploring Two Classroom Teachers' Experiences as They Aspire to Become Literacy Instructional Leaders

ERIC Educational Resources Information Center

Espania, Denise Yoshie

2012-01-01

Classroom teacher leadership has encompassed both formal and informal leadership roles--from organizational roles, such as department head, to instructional roles, such as literacy coach or facilitating a book study group. In an era of Race to the Top and challenging economic times, states like Washington have revised their teacher evaluation…

Unweaving Time and Food Chains: Two Classroom Exercises in Scientific and Emotional Literacy.

ERIC Educational Resources Information Center

Alsop, Steve; Watts, Mike

2002-01-01

Discusses affective dimensions in school science. Uses data from two case studies and explores ways in which science has the potential to stimulate and challenge emotions. Discusses the importance of affect in learning, how emotions might feature more centrally in science classrooms, and how definitions of scientific literacy might more explicitly…

Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial

ERIC Educational Resources Information Center

Penuel, William R.; Bates, Lauren; Gallagher, Lawrence P.; Pasnik, Shelley; Llorente, Carlin; Townsend, Eve; Hupert, Naomi; Dominguez, Ximena; VanderBorght, Mieke

2012-01-01

This study investigates whether a curriculum supplement organized as a sequence of teacher-led literacy activities using digital content from public educational television programs can improve early literacy outcomes of low-income preschoolers. The study sample was 436 children in 80 preschool classrooms in California and New York. Preschool…

"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

2014-01-01

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used…

Why Should I Read to My Baby? The Importance of Early Literacy

ERIC Educational Resources Information Center

High, Pamela C.

2013-01-01

"Early Brain and Child Development" as a strategic priority of the American Academy of Pediatrics recognizes that early literacy and language skills build a strong foundation for healthy development and academic success. Promoting early literacy in the context of pediatric primary care supports early brain development and positive,…

Added Value of Early Literacy Screening in Preschool Children.

PubMed

Iyer, Sai Nandini; Dawson, M Zachary; Sawyer, Mark I; Abdullah, Neelab; Saju, Leya; Needlman, Robert D

2017-09-01

The Early Literacy Screener (ELS) is a brief screen for emergent literacy delays in 4- and 5-year-olds. Standard developmental screens may also flag these children. What is the value of adding the ELS? Parents of children aged 4 (n = 45) and 5 (n = 26) years completed the Ages and Stages Questionnaire-3 (ASQ-3), the Survey of Well-Being in Young Children (SWYC), and the ELS. Rates of positive agreement (PA), negative agreement (NA), and overall agreement (Cohen's κ) across the various screening tools were calculated. Early literacy delays were detected in 51% of those who passed the ASQ and 38% of those who passed the SWYC. For ELS versus ASQ, κ = 0.18, PA = 0.36 (95% CI = 0.23-0.51), and NA = 0.83 (95% CI = 0.66-0.92). For ELS versus SWYC, κ = 0.42, PA = 0.61 (95% CI = 0.45-0.75), and NA = 0.82 (95% CI = 0.65-0.92). The ELS adds value by flagging early literacy delays in many children who pass either the ASQ-3 or SWYC.

Sparks Fade, Knowledge Stays: The National Early Literacy Panel's Report Lacks Staying Power

ERIC Educational Resources Information Center

Neuman, Susan B.

2010-01-01

In this article, the author talks about "Developing Early Literacy," the report of the National Early Literacy Panel. The panel, which consisted of nine experts, was convened by the National Institute for Literacy to synthesize the research on the development of literacy from birth through age 5. Over the eight years of their work, only 190…

"We Were Slow; It Was Challenging" and "It Was Hard Not to Make Knots": Crocheting as a Literacy Event in a Second Grade Classroom Community

ERIC Educational Resources Information Center

Kneller, Sarah A.; Boyd, Maureen P.

2008-01-01

This paper describes a "crazy about crocheting class" and shows how crocheting became a literacy event that promoted student empowerment and classroom community while engaging second grade students in authentic literacy practices. We document how crocheting evolved from a classroom management activity that also encouraged fine motor skills to a…

Sustaining Change in Every Classroom

ERIC Educational Resources Information Center

Heidemann, Sandra; Chang, Claire; Hewitt, Deb; Menninga, Beth

2007-01-01

Words Work! and Community Action Head Start have been working together for seven years to provide training, consultation, mentoring, and resources to teachers in pilot classrooms as they learned to implement effective early literacy strategies. In its work with teachers, Words Work! developed a culture "where ongoing assessment, reflective…

Learning to Teach in the Early Years Classroom

ERIC Educational Resources Information Center

Blaise, Mindy; Nuttal, Joce

2011-01-01

"Learning to Teach in the Early Years Classroom" helps teacher education students understand the complexities of teaching in early years' classrooms. It integrates research and theory with practice through vignettes, based on authentic classroom case studies, in order to show students how educators make decisions and achieve expected outcomes.…

Teachers' Beliefs about Integrating Digital Literacy into Classroom Practice: An Investigation Based on the Theory of Planned Behavior

ERIC Educational Resources Information Center

Sadaf, Ayesha; Johnson, Barbara L.

2017-01-01

This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs…

Minding the Gap: Comics as Scaffolding for Critical Literacy Skills in the Classroom

ERIC Educational Resources Information Center

Vie, Stephanie; Dieterle, Brandy

2016-01-01

Comics--both digital and print--increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to…

Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms

ERIC Educational Resources Information Center

Wineburg, Sam; Martin, Daisy; Monte-Sano, Chauncey

2011-01-01

Reaching beyond textbooks, this is a guide to teaching "historical reading" with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, "Reading Like a Historian", in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an…

Health Literacy: Cancer Prevention Strategies for Early Adults.

PubMed

Simmons, Robert A; Cosgrove, Susan C; Romney, Martha C; Plumb, James D; Brawer, Rickie O; Gonzalez, Evelyn T; Fleisher, Linda G; Moore, Bradley S

2017-09-01

Health literacy, the degree to which individuals have the capacity to obtain, process, and understand health information and services needed to make health decisions, is an essential element for early adults (aged 18-44 years) to make informed decisions about cancer. Low health literacy is one of the social determinants of health associated with cancer-related disparities. Over the past several years, a nonprofit organization, a university, and a cancer center in a major urban environment have developed and implemented health literacy programs within healthcare systems and in the community. Health system personnel received extensive health literacy training to reduce medical jargon and improve their patient education using plain language easy-to-understand written materials and teach-back, and also designed plain language written materials including visuals to provide more culturally and linguistically appropriate health education and enhance web-based information. Several sustainable health system policy changes occurred over time. At the community level, organizational assessments and peer leader training on health literacy have occurred to reduce communication barriers between consumers and providers. Some of these programs have been cancer specific, including consumer education in such areas as cervical cancer, skin cancer, and breast cancer that are targeted to early adults across the cancer spectrum from prevention to treatment to survivorship. An example of consumer-driven health education that was tested for health literacy using a comic book-style photonovel on breast cancer with an intergenerational family approach for Chinese Americans is provided. Key lessons learned from the health literacy initiatives and overall conclusions of the health literacy initiatives are also summarized. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Memory, Literacy, and Invention: Reimagining the Canon of Memory for the Writing Classroom

ERIC Educational Resources Information Center

Ryan, Kathleen J.

2004-01-01

This article challenges the assumption that the canon of memory means memorization and transcription, and, as a result, has little relevance for the writing classroom. An examination of the canon's historical legacy and its relationships to literacy and invention open a space for redefining the canon of memory as "rememoried knowing." In brief,…

Young African American Children Constructing Identities in an Urban Integrated Science-Literacy Classroom

ERIC Educational Resources Information Center

Kane, Justine M.

2009-01-01

This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which…

Novels, Nests and Other Provocations: Emergent Literacy Curriculum Production in a Childcare Centre

ERIC Educational Resources Information Center

Heydon, Rachel; Crocker, Wendy; Zhang, Zheng

2014-01-01

In a bid to identify and gain analytic insight into the make-up and dynamics of kindergarten literacy curricula in an era of early childhood education and care reform, this study was designed to trace how classroom literacy curricula were produced in a kindergarten in a childcare centre in Ontario, Canada. Drawing on actor-network theory's (ANT)…

A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

ERIC Educational Resources Information Center

Abbott, Mary; Atwater, Jane; Lee, Younwoo; Edwards, Liesl

2011-01-01

The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention…

"I Saw the Universe and I Saw the World": Exploring Spiritual Literacy with Young Children in a Primary Classroom

ERIC Educational Resources Information Center

Binder, Marni J.

2011-01-01

This paper explores the concept of promoting spiritual literacy as viewed through the eyes of a holistic educator of young children in an inner-city primary classroom. Similar to discussions of spirituality in education, the idea of spiritual literacy is often elusive and can create discomfort and tensions. Drawing on stories of experience, the…

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

PubMed Central

Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

2012-01-01

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. PMID:23144591

Literacy and Community Pariticpation. Prepublication Draft.

ERIC Educational Resources Information Center

Peschke, Edith

Literacy experts in composition have examined the exclusionary forces of academic discourse, and have identified various forms of classroom power that result from the system of academic literacy. Little is understood about the power relations that function to relate and regulate the classroom. Largely a humanistic notion, literacy has been defined…

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

NASA Astrophysics Data System (ADS)

Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

Effectiveness of a Clinic-Based Early Literacy Program in Changing Parent-Child Early Literacy Habits.

PubMed

Fricke, Jonathan; Navsaria, Dipesh; Mahony, Karin

2016-12-01

Reach Out and Read (ROR) improves children's development and kindergarten readiness by encouraging parents to routinely share books with their children. Primary care providers give age-appropriate books and anticipatory guidance on reading at each well-child visit. This study evaluated parent attitudes and behaviors of early literacy related to ROR participation in Wisconsin clinics. A survey of early literacy attitudes and behaviors was administered to parents of children ages 6 months to 5 years in 36 Wisconsin clinics. Ten clinics were established ROR sites (intervention group) and 26 clinics had applied to become ROR programs but had not yet initiated the program (control group). Parents at clinics with ROR programs were more likely to read with a child under the age of 6 months (OR=1.58, 95% CI, 1.05-2.38). Other literacy metrics trended toward improvement but none reached statistical significance. Paradoxically, the odds of parents reporting reading as a bedtime habit were decreased among those who participated in ROR. Our study finds mixed support of the effectiveness of ROR outside of academic settings. The apparent discrepancy between these results and those from national studies on ROR may be related to differences in respondent demographics and educational attainment or differences in program implementation and fidelity. We believe that the results will become clearer with future study as clinics are prospectively evaluated over time rather than being compared to non-ROR clinics in a cross-sectional snapshot.

Literacy Toolkit

ERIC Educational Resources Information Center

Center for Best Practices in Early Childhood Education, 2005

2005-01-01

The toolkit contains print and electronic resources, including (1) "eMERGing Literacy and Technology: Working Together", A 492 page curriculum guide; (2) "LitTECH Interactive Presents: The Beginning of Literacy", a DVD that provides and overview linking technology to the concepts of emerging literacy; (3) "Your Preschool Classroom Computer Center:…

Early Literacy Research: Findings Primary-Grade Teachers Will Want to Know

ERIC Educational Resources Information Center

Reutzel, D. Ray

2015-01-01

This article shares recent research findings in early literacy that every primary grade teacher has had questions about at one time or another ranging from handwriting to phonemic awareness, writing to concepts about print, and more. The article reports research that elaborates upon and extends early literacy research that was reported by the…

Early Literacy Measures for Improving Student Reading Achievement: Translating Research into Practice

ERIC Educational Resources Information Center

Marston, Doug; Pickart, Mary; Reschly, Amy; Heistad, David; Muyskens, Paul; Tindal, Gerald

2007-01-01

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy…

Student Interactions, Attitudes, and Engagement during Literacy Events in a Second Grade Classroom: A Case Study of Five Struggling Readers

ERIC Educational Resources Information Center

Lehman, Margaret A.

2012-01-01

This study investigated the student-student interactions, attitudes toward reading and engagement during literacy events in a second grade classroom. The literacy environment and the teacher's conceptualization of her role as a reading instructor were also part of this investigation. Five second grade struggling readers and their teacher,…

What matters in the classroom: A structural model of standards-based scientific literacy

NASA Astrophysics Data System (ADS)

Shive, Louise E.

For over two decades educators and policy makers have been particularly concerned with student achievement in the wake of A Nation at Risk. A majority of studies indicates that students' family background has the strongest influence on achievement, although characteristics of their teachers and schools have significant impact as well. This study considered achievement in science in particular, investigating the influence of alterable factors within the classroom on students' gains in scientific literacy. Scientific literacy included three elements: content knowledge, scientific process skills, and attitude towards science. Based on a review of the literature on student achievement, a structural equation model was constructed with five latent variables: teacher's education, instructional practices, teacher's attitudes, school's context, and students' scientific literacy. The model was tested using data from the five-month implementation of a standards-based integrated text/technology/laboratory program, Biology: Exploring Life. The sixteen biology teachers completed two pre-implementation surveys, and 664 of their students completed the three pretests and the corresponding posttests. The initial model did not fit well (chi2(80) = 2784.16; chi 2/df = 34.80; GFI = .70; IFI = .49; CFI = .49) and was inadmissible due to the presence of negative variances. After revision of the model, fit improved somewhat (chi2(53) = 1623.97; chi 2/df = 30.64; GFI = .77; IFI = .65; CFI = .65), although a negative variance migrated and persisted. The total effects were greatest for the teacher's attitudes (largely indirect, mediated through instructional practices), followed by school's context, and instructional practices. Teacher's education had the lowest total effects due to almost equal but opposite direct effects (positive) and indirect effects (mediated through instructional practices and teacher's attitudes). The investigator concluded that alterable factors such as teachers

Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

ERIC Educational Resources Information Center

Hammond, Lorraine

2015-01-01

Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

"Literacy Lift-Off": An Experimental Evaluation of a Reading Recovery Programme on Literacy Skills and Reading Self-Concept

ERIC Educational Resources Information Center

Higgins, Edel; Fitzgerald, Johanna; Howard, Siobhán

2015-01-01

Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…

Unraveling Genetic and Environmental Components of Early Literacy: A Twin Study

ERIC Educational Resources Information Center

Bus, A. G.; Out, D.

2009-01-01

Even though the acquisition of early literacy skills obviously depends on stimuli and incentives in children's environment we may expect that genes define the constraints for acquiring some or all early literacy skills. Therefore behavior genetic analyses were carried out on twin data including 27 identical and 39 same sex dizygotic twins, 4 years…

Let Peter Rabbit Play in the Garden: Using Beatrix Potter's Work to Integrate Ecological Literacy into Montessori Classrooms

ERIC Educational Resources Information Center

Johnson, Kelly

2015-01-01

Kelly Johnson introduces a series of lessons that incorporate literacy, observation, botany, history, place studies, writing, and art, with a long-term eco-literacy goal of connectedness and a conservation ethic. Johnson's initial idea to use Beatrix Potter as a model in the Lower Elementary classroom came after extensively researching…

Addressing Inadequacies of the Observation Survey of Early Literacy Achievement

ERIC Educational Resources Information Center

D'Agostino, Jerome V.; Rodgers, Emily; Mauck, Susan

2018-01-01

The authors used nationally based, random sample data from three different years (2009-2010, 2011-2012, and 2014-2015) for nearly 20,000 first-grade students (n = 9,760, 3,657, and 3,121, respectively) to examine long-reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement…

From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom.

ERIC Educational Resources Information Center

Moss, Joy F.; Fenster, Marilyn F.

This book is the product of a collaborative partnership between the two authors to develop a year-long literary/literacy program for first grade children based on bridging learning in the library and the classroom. Some of the objectives of the program described in the book are: to provide opportunities for children to experience personal…

Signatures and Popular Literacy in Early Seventeenth-Century Japan

ERIC Educational Resources Information Center

Rubinger, Richard

2006-01-01

My paper looks at "signatures" in the form of "ciphers" (kao) and other personal marks made on population registers, town rules, and apostasy oaths in the early seventeenth century to provide some empirical evidence of very high literacy among village leaders. The essay also argues, using the same data, that literacy had…

Delving into Critical Literacy in the Elementary Classroom

ERIC Educational Resources Information Center

Bennett, Mark

2012-01-01

Developing critical literacy skills in students from an early age is vital and should be every teacher's goal. When students are taught how to evaluate a text in critical terms, they are empowered to consider and analyze the influences that are shaping their thoughts and ideas. Strong critical thinking skills enable students to question and…

Classroom Literacy Practices in Low- and Middle-Income Countries: An Interpretative Synthesis of Ethnographic Studies

ERIC Educational Resources Information Center

Nag, Sonali; Snowling, Margaret J.; Asfaha, Yonas Mesfun

2016-01-01

Surveys in low- and middle-income (LMI countries) reveal persistently low levels of learning among children in disadvantaged communities. Against this background, our synthesis of ethnographies aims at a fresh interpretation of classroom practices to clarify instruction-related barriers to literacy attainments. The review focuses on the period…

Supporting the Literacy Development of Students Who Are Deaf/Hard of Hearing in Inclusive Classrooms

ERIC Educational Resources Information Center

Dostal, Hannah; Gabriel, Rachael; Weir, Joan

2017-01-01

Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the specific needs of this diverse student community, teachers are given the chance to sharpen instruction and create learning opportunities for the entire class. The authors discuss two…

Supplementing an Educational Video Series with Video-Related Classroom Activities and Materials

ERIC Educational Resources Information Center

Golos, Debbie B.; Moses, Annie M.

2015-01-01

Teachers of deaf children express concern over a lack of curricular materials appropriate for and beneficial to the deaf population, particularly for language and literacy development and in early childhood classrooms. In addition, more and more deaf children are attending classrooms in which their teachers may not be fluent in ASL. This, too,…

Relating Preschool Quality to Children's Literacy Development

ERIC Educational Resources Information Center

Cunningham, Denise D.

2010-01-01

Preschool classrooms were investigated to determine the extent to which quality is related to children's literacy development. The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest that global classroom quality and literacy environment quality are strongly related. Literacy…

Literacy Curricula and Assessment: A Survey of Early Childhood Educators in Two States

ERIC Educational Resources Information Center

Gischlar, Karen L.; Vesay, Joanne P.

2014-01-01

Research has consistently demonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading. In this study, 215 early childhood educators in two states responded to a survey regarding early literacy curricula and assessment. Results indicated that most teachers used either a…

Toward the Development of an Observation Measure of Interest and Attention for Literacy Tasks in Kindergarten Students

ERIC Educational Resources Information Center

Coughlan, Kelly A.

2012-01-01

Kindergarten students (N = 95) in three schools and seven classrooms were observed for on-task versus off-task behavior during three literacy instruction opportunities; small group instruction, whole group instruction and the less structured library setting over the 2011-2012 school year. Students' early literacy skills were assessed before and…

Professionals' Perceptions of the Role of Literacy in Early Intervention Services

ERIC Educational Resources Information Center

Thatcher, Karen; Fletcher, Kathryn

2008-01-01

The purpose of the current study was to examine therapists' perceptions about literacy in early intervention services. Little effort has been devoted to the incorporation of literacy into therapy services for very young children with special needs. In an attempt to understand how therapy providers view the role of literacy in their services, 168…

Academic Difficulties and Early Literacy Deprivation: The Case of Ethiopians in Israel.

ERIC Educational Resources Information Center

Barkon, Elisheva; Avinor, Eleanor

1995-01-01

Investigates a possible link between academic difficulties and early literacy deprivation among the immigrant Ethiopian population in Israel. Findings suggest that such deprivation can affect the person after he becomes literate and multilingual and that literacy exposure in early childhood and first-language maintenance is important. (11…

Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

PubMed Central

Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

2014-01-01

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A “business as usual” comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children’s hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter–sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing. PMID:25125456

Engagement and Resistance at Last Chance High: A Case Study of Twenty-First-Century Literacies and Identities in One English Classroom

ERIC Educational Resources Information Center

Hines, Mary Beth; Kersulov, Michael

2015-01-01

This article investigates the nature of student resistance to and engagement with digital media and twenty-first-century literacies in the English classroom at Last Chance High, an alternative high school. It traces the dynamic interplay of literacy practices and identity performances with and around digital media, exploring one student's…

When Commas Meet Kryptonite: Classroom Lessons from the Comic Book Project. Language and Literacy Series

ERIC Educational Resources Information Center

Bitz, Michael

2010-01-01

This definitive book presents the newest research linking graphic narratives and literacy learning, as well as the tools teachers will need to make comic book projects a success in their classrooms. The Comic Book Project (www.comicbookproject.org) is an internationally celebrated initiative where children plan, write, design, and publish original…

Literacy in the History Classroom: A Cross Case Analysis of Teacher Implemented Participatory Action Research

ERIC Educational Resources Information Center

D'warte, Jacqueline Ann

2010-01-01

This qualitative study researches a participatory action research project undertaken by 12 history teachers in two urban school districts. In this project middle and high school teachers were engaged in a yearlong action research project that involved them in implementing literacy strategies within their classrooms and reflecting on the use and…

Learning from Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom

ERIC Educational Resources Information Center

Hungerford-Kresser, Holly; Wiggins, Joy; Amaro-Jimenez, Carla

2012-01-01

This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine…

Negotiating the Literacy Block: Constructing Spaces for Critical Literacy in a High Stakes Setting

ERIC Educational Resources Information Center

Paugh, Patricia; Carey, Jane; King-Jackson, Valerie; Russell, Shelley

2007-01-01

This article focuses on the evolution of the classroom literacy block as a learning space where teachers and students renegotiated activities for independent vocabulary and word work within a high-stakes reform environment. When a second grade classroom teacher and literacy support specialist decided to co-teach, they invited all students in the…

Literacy, Teaching and Learning: An International Journal of Early Literacy, 1996.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Literacy, 1996

1996-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this second volume are: "Oral Language: Assessment and Development in Reading Recovery in the…

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

ERIC Educational Resources Information Center

Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

Building Literacy. Beginnings Workshop.

ERIC Educational Resources Information Center

Lombardi, Joan; Curry-Rood, Leah; Racin, Jean Berry; Schickedanz, Judith A.; Allison, Jeanette

1999-01-01

Presents five articles discussing aspects of literacy promotion in the day care center setting: "Promoting Language, Literacy, and a Love of Learning Makes a Difference (Joan Lombardi); "Creating Readers" (Leah Curry-Rood); "Family Literacy" (Jean Berry Racin); "Setting the Stage for Literacy Events in the Classroom" (Judith A. Schickedanz); and…

Using Gaming Literacies to Cultivate New Literacies

ERIC Educational Resources Information Center

Hsu, Hui-Yin; Wang, Shiang-Kwei

2010-01-01

The use of games in educational contexts has recently received growing attention; however, many teachers struggle with finding a right context to adopt games in the classroom. To strengthen teachers' beliefs about the educational value of games, this article explains the similarities and differences between new literacies and gaming literacy and…

Exploring the Use of iPads for Literacy Instruction in the 1:1 K-6 Classroom

ERIC Educational Resources Information Center

Mallernee, Nora

2017-01-01

This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers' Technological Pedagogical Content Knowledge…

Effect of a Targeted Early Literacy Intervention for English Learners

ERIC Educational Resources Information Center

Arellano, Elizabeth Michelle

2013-01-01

This study examined the effectiveness of a targeted early literacy intervention among Spanish-speaking kindergarten English Learners (ELs). Using a Response to Intervention (RtI) framework, participants were screened in English to ensure a need for additional literacy support. Selected students were then screened in Spanish, and students with…

Misunderstood Statistical Assumptions Undermine Criticism of the National Early Literacy Panel's Report

ERIC Educational Resources Information Center

Schatschneider, Christopher; Lonigan, Christopher J.

2010-01-01

Many of the methodological criticisms of the National Early Literacy Panel (NELP) report presented in this special issue of "Educational Researcher" are not specific to the NELP report but are in fact broad criticisms of much of the quantitative research on early literacy. This rejoinder demonstrates that these criticisms are off target and are…

Improving Early Reading and Literacy: A Guide for Developing Research-Based Programs.

ERIC Educational Resources Information Center

St. John, Edward P.; Bardzell, Jeffrey S.

This guide is designed to help school communities make good choices about early literacy intervention. The guide distinguishes between "reading" (a process of learning to decode and comprehend texts) and a broader concept of "literacy" that includes understanding of the value of language and reading (emergent literacy), the…

The Relationships among Early Childhood Educators' Beliefs, Knowledge Bases, and Practices Related to Early Literacy.

ERIC Educational Resources Information Center

Islam, Chhanda

A study was conducted to determine and compare the literacy beliefs, knowledge bases, and practices of early childhood educators who espouse emergent literacy and reading readiness philosophies; to explore the relationship among beliefs, knowledge bases, and practices; and to examine the degree to which beliefs, knowledge bases, and practices were…

Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

ERIC Educational Resources Information Center

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

Cradling Literacy: Building Teachers' Skills to Nurture Early Language and Literacy from Birth to Five. A ZERO TO THREE Training Curriculum

ERIC Educational Resources Information Center

Im, Janice H.; Osborn, Carol A.; Sanchez, Sylvia Y.; Thorp, Eva K.

2007-01-01

"Cradling Literacy" provides field-tested instructional materials for instructors to help early childhood teachers develop knowledge and skills in nurturing early language and literacy in young children from birth to 5 years. The research and strategies presented in the instructional manual center on how child, parent, and teacher can work…

Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide

ERIC Educational Resources Information Center

Grace, Donna J.; Brandt, Mary E.

2005-01-01

Early childhood educators believe that schooling for young children should focus on developing the "whole child," socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is…

Children's Early Literacy Practices at Home and in Early Years Settings: Second Annual Survey of Parents and Practitioners

ERIC Educational Resources Information Center

Formby, Susie

2014-01-01

This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample…

Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy

ERIC Educational Resources Information Center

Henning, Caroline; McIntosh, Beth; Arnott, Wendy; Dodd, Barbara

2010-01-01

Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill,…

Sharing Books with Babies: Promoting Early Literacy in Early Care and Education. [Videotape].

ERIC Educational Resources Information Center

Boston Medical Center, MA. Doc4Kids Project.

Suggesting that very young children spend every waking minute getting ready for kindergarten, this videotape for caregivers and early childhood teachers shows how to support early literacy skill development by sharing stories, relationships, and books with infants, toddlers, and preschoolers in care and education settings. The 25-minute videotape…

Six-Year-Olds' Perception of Home Literacy Environment and Its Influence on Children's Literacy Enjoyment, Frequency, and Early Literacy Skills

ERIC Educational Resources Information Center

Wiescholek, Sabrina; Hilkenmeier, Johanna; Greiner, Christian; Buhl, Heike M.

2018-01-01

Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and…

Sharing Books with Babies: Evaluation of an Early Literacy Intervention.

ERIC Educational Resources Information Center

Hardman, Margaret; Jones, Lynn

1999-01-01

Evaluation of an early literacy initiative in which free books and literacy information were given to 40 caregivers of infants. Compared book-related activity in the home before and 2 months after the program. Results showed significant increases in book ownership and frequency of mothers and babies looking at children's books together. (SK)

Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

ERIC Educational Resources Information Center

Huisman, Sarah

2012-01-01

Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

Getting Ready Right from the Start. Effective Early Literacy Interventions.

ERIC Educational Resources Information Center

Hiebert, Elfrieda H., Ed.; Taylor, Barbara M., Ed.

Presenting descriptions of seven successful emergent literacy programs, this book demonstrates that early literacy intervention programs with a focus on accelerated learning and on authentic reading and writing tasks can prevent many first-grade children from failing to learn to read. Programs described in the book focus on story book reading and…

Literacy, Teaching and Learning: An International Journal of Early Literacy, 1994-1995.

ERIC Educational Resources Information Center

Klein, Adria F., Ed.; Swartz, Stanley L., Ed.

1995-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the special inaugural issue on Reading Recovery are: "Reading Recovery: An Overview" (Stanley L. Swartz and…

Strategies, Tactics and the Politics of Literacy: Genres and Classroom Practices in a Context of Change.

ERIC Educational Resources Information Center

Lankshear, Colin; Knobel, Michele

This paper draws on research undertaken during recent years, especially research involving students in classrooms in Australia. The paper focuses on some examples and issues of educational practice occurring in a context where "genre theory"--along with other theories and concepts concerning language and literacy--have been used as a…

Project SEEL: Part II. Using Technology to Enhance Early Literacy Instruction in Spanish

ERIC Educational Resources Information Center

Culatta, Richard; Culatta, Barbara; Frost, Meghan; Buzzell, Krista

2004-01-01

Custom-made digital media are rich, varied, and motivational early literacy materials. An important component of Project SEEL (Systematic and Engaging Early Literacy Instruction) was the use of tailormade digital books and activities in the reading curriculum. Project SEEL team members created computerized materials in Spanish to relate to…

Building Language Throughout the Year: The Preschool Early Literacy Curriculum

ERIC Educational Resources Information Center

Lybolt, John; Armstrong, Jennifer; Techmanski, Kristin Evans; Gottfred, Catherine

2007-01-01

For children from low-resource backgrounds, a literacy-rich preschool experience with a skilled and engaged teacher can offset risk factors and lay the groundwork for lifelong academic success. Now schools can ensure effective early literacy instruction with this field-tested, research-based curriculum for children 3 to 5 years of age. These 41…

Literacy as Social Practice: Primary Voices K-6

ERIC Educational Resources Information Center

National Council of Teachers of English, 2004

2004-01-01

Based on a view of literacy as social practice, this book highlights the ways in which classroom teachers and educators have practiced and imagined teaching literacy in everyday classrooms. The twelve essays published here originally appeared in the NCTE journal Primary Voices K-6 and highlight four key issues essential to literacy practice in…

Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

ERIC Educational Resources Information Center

Varelas, Maria; Pappas, Christine C.

2006-01-01

The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

Engaging K-12 Language Learners in Media Literacy

ERIC Educational Resources Information Center

Egbert, Joy; Neville, Chon

2015-01-01

Calls to integrate media literacy into K-12 language classrooms appear to have gone largely unheeded. However, media literacy skills are seen as crucial for 21st-century learners. This article answers the calls for a focus on media literacy in the language classroom by addressing both why and how systematic attention might be brought to this issue…

Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies

NASA Astrophysics Data System (ADS)

Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa

2013-06-01

Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.

Effects of Early Literacy Environments on the Reading Attitudes, Behaviours and Values of Veteran Teachers

ERIC Educational Resources Information Center

Levitt, Roberta; Red Owl, R. H.

2013-01-01

Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, "Q" methodology-based study explored the relationship between early literacy environments and…

Exploring the Early Literacy Practices of Teachers of Infants, Toddlers, and Preschoolers with Visual Impairments

ERIC Educational Resources Information Center

Murphy, Jeanne Lovo; Hatton, Deborah; Erickson, Karen A.

2008-01-01

Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing…

Microcomputers and Literacy.

ERIC Educational Resources Information Center

Grice, R. D.

1986-01-01

The nature of literacy associated with the widely used new medium of microcomputers has not been fully exploited by schools to foster development of literacy programs. Microcomputer applications need integration with classroom activities where students construct language meaning. (19 references) (CJH)

Cohort study of early literacy and childbearing over the reproductive lifecourse.

PubMed

Seymour, Jane W; Frasso, Rosemary; Shofer, Frances S; Bennett, Ian M

2016-12-30

Literacy is linked to a range of health outcomes, but its association with reproductive health in high-income countries is not well understood. We assessed the relationship between early-life literacy and childbearing across the reproductive lifecourse in the USA. A prospective cohort design was employed to assess early-life literacy and subsequent childbearing, using data from the National Longitudinal Survey of Youth 1979. The US youth aged 14-22 years in 1979, including 6283 women, were surveyed annually through 1994 and biannually thereafter. Literacy was assessed in 1980 using the Armed Services Vocational Aptitude Battery Reading Grade Level (RGL). Cumulative childbearing and grand multiparity (≥5 births) were assessed in 2010. Summary statistics, χ 2 , Kruskal-Wallis, test for trend and logistic regression, were used. Of 6283 women enrolled, 4025 (64%) had complete data and were included in the analyses. In 1980, these women were on average 18 years old and in 2010 they were 45. Median cumulative parity decreased for each RGL and ranged from 3.0 (<5th grade) to 2.0 (>12th grade) (p=0.001). Adjusting for race/ethnicity, poverty status, whether a woman had had a child in 1980, and age in 1980, odds of grand multiparity were 1.9 (95% CI 1.1 to 3.5) and 1.8 (95% CI 1.0 to 3.3), greater among women with <5th or 5-6th grade literacy compared with those ≥12th literacy. In the USA, early-life literacy is associated with total parity over a woman's lifecourse. Literacy is a powerful social determinant of reproductive health in this high-income nation just as it has been shown to be in low-income nations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Assessing the Early Literacy Skills of Toddlers: The Development of Four Foundational Measures

ERIC Educational Resources Information Center

Weigel, Daniel J.; Martin, Sally S.; Lowman, Jennifer L.

2017-01-01

Several challenges arise when researchers or practitioners attempt to assess the literacy skills of toddlers, including a lack of developmentally appropriate measures, toddlers' more limited communication ability, and how literacy is defined in the years before age three. This paper describes four new measures of early literacy development and…

Using Music to Support the Literacy Development of Young English Language Learners

ERIC Educational Resources Information Center

Paquette, Kelli R.; Rieg, Sue A.

2008-01-01

Integrating experiences with music in the early childhood classroom supports English language learners' literacy development (Peregoy and Boyle, "Reading, writing, and learning in ESL." Pearson, Boston, 2008; Saricoban and Metin, "Songs, verse and games for teaching grammar." Internet "TESL J," 2000). This article describes the benefits of…

Under Pressure: Controlling Factors Faced by Classroom Literacy Teachers as They Work through a Professional Development Program

ERIC Educational Resources Information Center

Wallace, Faith H.

2006-01-01

This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures; and (2) what is the resultant…

Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

ERIC Educational Resources Information Center

Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

2016-01-01

This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

Shared-Reading Volume in Early Childhood Special Education Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Justice, Laura M.

2015-01-01

This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

ERIC Educational Resources Information Center

Korth, Byran B.; Wimmer, Jennifer J.; Wilcox, Brad; Morrison, Timothy G.; Harward, Stan; Peterson, Nancy; Simmerman, Sue; Pierce, Linda

2017-01-01

Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional…

Context Matters: The Interrelatedness of Early Literacy Skills, Developmental Health, and Community Demographics

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Vukovic, Rose K.; Hertzman, Clyde; Siegel, Linda S.

2007-01-01

Whereas the great majority of literacy research has been focused at the child level, this study examined the relationship between early literacy rates, developmental health of the population, and demographics in 23 school communities. The results showed that school-level literacy scores were related to the physical, social, and emotional maturity…

Family Literacy in Early 18th-Century Boston: Cotton Mather and His Children.

ERIC Educational Resources Information Center

Monaghan, E. Jennifer

1991-01-01

Offers a naturalistic picture of literacy in colonial North America by exploring family literacy in an early eighteenth-century urban New England setting. Uses the diaries and other writings of Cotton Mather (1663-1728) as sources on literacy within his family. Notes the importance of writing within the family. (SR)

Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course

ERIC Educational Resources Information Center

Rosenthal, Julie L.; Donnantuono, Marie; Lebron, Mary; Flynn, Christina

2017-01-01

This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course…

Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays.

PubMed

Pears, Katherine C; Kim, Hyoun K; Fisher, Philip A; Yoerger, Karen

2016-08-01

Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d=.14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (β=.09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Elementary Classroom Web Sites

ERIC Educational Resources Information Center

Baker, Elizabeth A.

2007-01-01

The purpose of this study was to understand how elementary classroom Web sites support children's literacy. From a sociocultural perspective of literacy and a transformative stance toward the integration of literacy and technology, and building on explorations of new literacies, I discuss opportunities provided by the Internet that can support…

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments.

PubMed

Terrell, Pamela; Watson, Maggie

2018-04-05

As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Application of this "toolbox" of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily

Using Disruptive Technologies to Make Digital Connections: Stories of Media Use and Digital Literacy in Secondary Classrooms

ERIC Educational Resources Information Center

Nowell, Shanedra D.

2014-01-01

This study focused on ways teachers and students in an urban high school used technologies often labeled as disruptive (i.e. social media and mobile phones) as learning and relationship building tools, inside and outside the classroom. In this teacher research study, secondary teachers discussed digital literacies, the digital divide, and digital…

Writing Posthumanism, Qualitative Enquiry and Early Literacy

ERIC Educational Resources Information Center

Bridges-Rhoads, Sarah; Van Cleave, Jessica

2017-01-01

This paper was written in the midst of enquiry--provoked by the question of what happens when we write posthumanism, qualitative enquiry and early literacy together. Rather than offer a stable methodology that is the product of our experimentation, the paper functions as a map, a situated cartography that has multiple access points and is…

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

PubMed

Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Lift-Off for Early Literacy: Directed Reading Opportunities for Struggling Students

ERIC Educational Resources Information Center

Iannone-Campbell, Charlene; Lattimore, Susan Lloyd

2011-01-01

As early as preschool, children who struggle with emergent literacy skills can benefit from effective response to intervention. Don't wait until later grades when they've already fallen behind--improve their literacy skills now with this evidence-based Tier 2 RTI curriculum, ready for any pre-K educator to pick up and use right away. Created by…

Early Literacy in Cuba: Lessons for America

ERIC Educational Resources Information Center

Abel, Carolyn Davidson; Abel, Charles Frederick

2017-01-01

How did Cuba erase illiteracy in a single year? How did they combine both a phonics approach with the constructivist meaning-based model for teaching reading that we cannot seem to manage here in the states? This paper seeks to shed light on Cuba's impressive 1961 National Literacy Campaign and reflects upon implications for early literacy…

Literacy and Education: Understanding the New Literacy Studies in the Classroom

ERIC Educational Resources Information Center

Pahl, Kate; Rowsell, Jennifer

2005-01-01

In this book the authors note that for too long teachers have been at the mercy of government programmes, which have emphasized the acquisition of literacy as a set of skills. They suggest that an exciting new theory coming out of the New Literacy Studies actually helps students to access literacy skills. They attempt to bridge the gap between…

A Small Group Model for Early Intervention in Literacy: Group Size and Program Effects.

ERIC Educational Resources Information Center

Homan, Susan; King, James R.; Hogarty, Kris

Over the last 2 years, Accelerated Literacy Learning (ALL) has experimented with the small group model in early literacy intervention, with success comparable to that in one-to-one intervention. There can be little doubt that intervention provided to struggling readers is most effectively initiated at an early stage. The ALL program was conceived…

Cherokee Practice, Missionary Intentions: Literacy Learning among Early Nineteenth-Century Cherokee Women

ERIC Educational Resources Information Center

Moulder, M. Amanda

2011-01-01

This article discusses how archival documents reveal early nineteenth-century Cherokee purposes for English-language literacy. In spite of Euro-American efforts to depoliticize Cherokee women's roles, Cherokee female students adapted the literacy tools of an outsider patriarchal society to retain public, political power. Their writing served…

Clickers to the Rescue: Technology Integration Helps Boost Literacy Scores

ERIC Educational Resources Information Center

Moratelli, Katelyn; DeJarnette, Nancy K.

2014-01-01

Literacy assessment scores in an urban 5th grade classroom left much to be desired. In this diverse classroom population, typical urban distractions such as poverty, crime, English as a second language, and lack of parental support contribute to extremely low literacy scores. This classroom study examined the effects of implementing clickers, a…

A Cost-Effectiveness Analysis of Early Literacy Interventions

ERIC Educational Resources Information Center

Simon, Jessica

2011-01-01

Success in early literacy activities is associated with improved educational outcomes, including reduced dropout risk, in-grade retention, and special education referrals. When considering programs that will work for a particular school and context; cost-effectiveness analysis may provide useful information for decision makers. The study…

Measuring Teachers' Knowledge about Early Language and Literacy: Practical Implications and Considerations

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2011-01-01

This study examined 1 tool for evaluating Head Start teachers' knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher…

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five

PubMed Central

Mulder, Hanna; Verhagen, Josje; Van der Ven, Sanne H. G.; Slot, Pauline L.; Leseman, Paul P. M.

2017-01-01

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later. This longitudinal study investigates whether early EF, assessed at two years, predicts (emergent) academic skills, at five years. It examines, furthermore, whether early EF is a significantly stronger predictor of emergent mathematics than of emergent literacy, as has been found in previous work on older children. A sample of 552 children was assessed on various EF and EF-precursor tasks at two years. At age five, these children performed several emergent mathematics and literacy tasks. Structural Equation Modeling was used to investigate the relationships between early EF and academic skills, modeled as latent factors. Results showed that early EF at age two was a significant and relatively strong predictor of both emergent mathematics and literacy at age five, after controlling for receptive vocabulary, parental education, and home language. Predictive relations were significantly stronger for mathematics than literacy, but only when a verbal short-term memory measure was left out as an indicator to the latent early EF construct. These findings show that individual differences in emergent academic skills just prior to entry into the formal education system can be traced back to individual differences in early EF in toddlerhood. In addition, these results highlight the importance of task selection when assessing early EF as a predictor of later outcomes, and call for further studies to elucidate the mechanisms through which individual differences in early EF and precursors to EF come about. PMID:29075209

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five.

PubMed

Mulder, Hanna; Verhagen, Josje; Van der Ven, Sanne H G; Slot, Pauline L; Leseman, Paul P M

2017-01-01

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later. This longitudinal study investigates whether early EF, assessed at two years, predicts (emergent) academic skills, at five years. It examines, furthermore, whether early EF is a significantly stronger predictor of emergent mathematics than of emergent literacy, as has been found in previous work on older children. A sample of 552 children was assessed on various EF and EF-precursor tasks at two years. At age five, these children performed several emergent mathematics and literacy tasks. Structural Equation Modeling was used to investigate the relationships between early EF and academic skills, modeled as latent factors. Results showed that early EF at age two was a significant and relatively strong predictor of both emergent mathematics and literacy at age five, after controlling for receptive vocabulary, parental education, and home language. Predictive relations were significantly stronger for mathematics than literacy, but only when a verbal short-term memory measure was left out as an indicator to the latent early EF construct. These findings show that individual differences in emergent academic skills just prior to entry into the formal education system can be traced back to individual differences in early EF in toddlerhood. In addition, these results highlight the importance of task selection when assessing early EF as a predictor of later outcomes, and call for further studies to elucidate the mechanisms through which individual differences in early EF and precursors to EF come about.

Aligning Literacy Practices in Secondary History Classes with Research on Learning

ERIC Educational Resources Information Center

Nokes, Jeffery D.

2008-01-01

Literacy is a basic element of the discipline of history and of traditional secondary history instruction. However neither the growing body of research on learning with texts nor modern learning theories support the traditional literacy practices that are taking place in many secondary history classrooms. Nor are classroom literacy practices a…

Literacy Coaching: The Role of Reflective Thought in Teacher Decision Making

ERIC Educational Resources Information Center

May, Patricia Jane

2010-01-01

Qualitative studies of classroom teachers involved in literacy coaching are crucial to provide direction for future literacy coaching practice and research. Using a grounded theory design, this study examined the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Teachers…

Comprehension Literacy Improvement Program Implementation and Balanced Literacy Impact on Elementary Students

ERIC Educational Resources Information Center

Gough, Timothy Jerome

2017-01-01

The purpose of this study was to determine how teachers in an urban school district implemented Comprehensive Literacy Improvement Program (CLIP) and balanced literacy framework in second through fifth grade classrooms by exploring the evidence of implementation of guided reading strategies. Instructional delivery, training methodology, phonemic…

The Effects of Summer School on Early Literacy Skills of Children from Low-Income Families

ERIC Educational Resources Information Center

Xu, Yaoying; De Arment, Serra

2017-01-01

The early childhood literature has documented the impact of early literacy experience on children's later language and literacy development. The research also showed the achievement gap between children from lower socio-economic status and their peers from more economically advantaged backgrounds. To address this gap, the existing literature has…

Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States

ERIC Educational Resources Information Center

Han, Jeanie Nam; Vanderwood, Michael L.; Lee, Catherine Y.

2015-01-01

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…

Literacy and Schooling.

ERIC Educational Resources Information Center

Bloome, David, Ed.

This book offers a broad range of perspectives on the study of literacy in which reading and writing is examined as it occurs in classrooms, businesses, communities, and families, among other settings. The book contains the following chapters: (1) "In Search of Meaning" (Judith Green); (2) "The Development of Literacy: Access, Acquisition and…

Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis.

PubMed

Lonigan, Christopher J; Goodrich, J Marc; Farver, JoAnn M

2018-04-01

Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Science literacy and academic identity formulation

NASA Astrophysics Data System (ADS)

Reveles, John M.; Cordova, Ralph; Kelly, Gregory J.

2004-12-01

The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students.

Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy

ERIC Educational Resources Information Center

Spencer, Tamara Glupczynski; Falchi, Lorraine; Ghiso, Maria Paula

2011-01-01

The current context of increased accountability and the proliferation of skills-based literacy mandates at the early childhood level pose particular tensions for multilingual children and educators. In this article, we draw on data from two ethnographic studies to examine how educators and children negotiate the constraints of early childhood…

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

ERIC Educational Resources Information Center

Kaminski, Ruth A.; Powell-Smith, Kelly A.

2017-01-01

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early,…

Extending the Classroom Walls: Using Academic Blogging as an Intervention Strategy to Improve Critical Literacy Skills with Elementary Students

ERIC Educational Resources Information Center

Chamberlain, Elizabeth

2017-01-01

"Academic blogging" is a way of extending the primary classroom walls and enhancing learning through collaborative reflective responses to open-ended questions from prescribed text. Students learn from each other, develop critical literacy skills, voice their opinions and ask questions through blogging. This pedagogical approach broaches…

Responses to Struggling, K-2 Readers and Writers: Early Literacy Intervention in Three Urban Schools

ERIC Educational Resources Information Center

Mooney, Kathleen C.

2009-01-01

An abundance of research on early literacy intervention indicates that struggling, K-2 readers and writers can be effectively supported through the receipt of intervention services in school; however, research in the area has not yet addressed study of the unique, contextualized design and implementation of early literacy intervention in different…

Implementing a Robotics Curriculum in an Early Childhood Montessori Classroom

ERIC Educational Resources Information Center

Elkin, Mollie; Sullivan, Amanda; Bers, Marina Umaschi

2014-01-01

This paper explores how robotics can be used as a new educational tool in a Montessori early education classroom. It presents a case study of one early educator's experience of designing and implementing a robotics curriculum integrated with a social science unit in her mixed-age classroom. This teacher had no prior experience using robotics in…

Bodies Matter in Literacy Coaching

ERIC Educational Resources Information Center

Vasudevan, Lalitha

2014-01-01

Reading the implicit invitation in new literacies scholarship to reimagine pedagogy that leans into the lives of youth, Vasudevan reminds readers how the teacher's body is central to the meaning making of students in literacy classrooms. She extends this notion of embodiment to the work of the literacy coach and reiterates Skinner, Hagood,…

In the Classroom.

ERIC Educational Resources Information Center

French, Michael P.; Danielson, Kathy Everts

1991-01-01

Presents seven reading activities involving the preschool classroom writing environment, using big books and predictable books, using cereal boxes to foster emergent literacy, using editorials, visual-auditory links, reading outside the classroom, and ownership of writing. (MG)

Research Ideas for the Classroom: Early Childhood Mathematics.

ERIC Educational Resources Information Center

Jensen, Robert J., Ed.

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the early…

Construct and Predictive Validity Evidence for Curriculum-Based Measures of Early Literacy and Numeracy Skills in Kindergarten

ERIC Educational Resources Information Center

Betts, Joseph; Pickart, Mary; Heistad, Dave

2009-01-01

The assessment of early literacy and numeracy skills can provide useful and important information in pursuance of the goal to increase student academic achievement. At present, there have been promising results using curriculum-based measurement (CBM) for evaluating early literacy and early numeracy. There has been little research investigating…

"Can I Come in Here?" Winston's Discovery of Edge-of-School Spaces and Meaningful Literacy Engagement

ERIC Educational Resources Information Center

Johnson, Latrise

2014-01-01

Literacy classrooms are places of tension in the shaping of literate identities for Black male students because of classroom and cultural mismatch, racialized literacy beliefs and deficit views of Black male literacy achievement. However, research on connections between students' out-of-school literacy and academic literacy participation tells a…

Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools

ERIC Educational Resources Information Center

MacDonald, Colleen; Figueredo, Lauren

2010-01-01

A history of poverty and low academic achievement in four urban schools pointed to the need to implement an early intervention focused on oral language and emergent literacy. The Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old) kindergarten students most at-risk. The intervention consisted of an extra…

Early Development of Graphical Literacy through Knowledge Building

ERIC Educational Resources Information Center

Gan, Yongcheng; Scardamalia, Marlene; Hong, Huang-Yao; Zhang, Jianwei

2010-01-01

This study examined growth in graphical literacy for students contributing to an online, multimedia, communal environment as they advanced their understanding of biology, history and optics. Their science and history studies started early in Grade 3 and continued to the end of Grade 4; students did not receive instruction in graphics production,…

Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators.

ERIC Educational Resources Information Center

Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby

2003-01-01

Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's…

Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early

ERIC Educational Resources Information Center

Wolcott, Willa, Ed.

2011-01-01

The late Margaret J. Early was a nationally renowned educator in the field of English education and reading, a past president of the National Council of Teachers of English, an author and an editor herself, and the recipient of many awards. The book Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early, edited by Willa Wolcott,…

Facilitating emergent literacy: efficacy of a model that partners speech-language pathologists and educators.

PubMed

Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

2012-02-01

This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally occurring classroom interactions. Twenty educators were randomly assigned to experimental and control groups. Educators each recruited 3 to 4 children from their classrooms to participate. The experimental group participated in 18 hr of group training and 3 individual coaching sessions with a speech-language pathologist. The effects of intervention were examined in 30 min of videotaped interaction, including storybook reading and a post-story writing activity. At posttest, educators in the experimental group used a higher rate of utterances that included print/sound references and decontextualized language than the control group. Similarly, the children in the experimental group used a significantly higher rate of utterances that included print/sound references and decontextualized language compared to the control group. These findings suggest that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings. Future research is needed to determine the impact of this program on the children's long-term development of conventional literacy skills.

Portraits of New Literacies in Two Singapore Classrooms

ERIC Educational Resources Information Center

Tan, Lynde; Bopry, Jeanette; Guo, Libo

2010-01-01

The need to broaden the notion of literacy has been continually emphasized within the field of New Literacy Studies in recent years. This is necessary because of the advent of information and communication technology (ICT) in our everyday, school and workplace literacy practices. A broader notion of literacy is needed to pay attention to the…

Head Start Program Quality: Examination of Classroom Quality and Parent Involvement in Predicting Children's Vocabulary, Literacy, and Mathematics Achievement Trajectories

ERIC Educational Resources Information Center

Wen, Xiaoli; Bulotsky-Shearer, Rebecca J.; Hahs-Vaughn, Debbie L.; Korfmacher, Jon

2012-01-01

Guided by a developmental-ecological framework and Head Start's two-generational approach, this study examined two dimensions of Head Start program quality, classroom quality and parent involvement and their unique and interactive contribution to children's vocabulary, literacy, and mathematics skills growth from the beginning of Head Start…

Early Intervention and Culture: Preparation for Literacy. The Interface between Theory and Practice.

ERIC Educational Resources Information Center

Eldering, Lotty, Ed.; Leseman, Paul, Ed.

This collection of 20 papers addresses child development and early intervention issues related to literacy acquisition from a cross-cultural perspective. Titles of the papers are: (1) "Preparing Young Children for Literacy: Issues in Theory and Practice" (Lotty Eldering and Paul Leseman); (2) "Jomtien Revisited: A Plea for a…

School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions.

PubMed

Pentimonti, Jill M; Murphy, Kimberly A; Justice, Laura M; Logan, Jessica A R; Kaderavek, Joan N

2016-03-01

School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention. © 2015 Royal College of Speech and Language Therapists.

Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

NASA Astrophysics Data System (ADS)

VanBuskirk, Shireen Adele

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998

1998-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this third volume are: "Relations between Children's Literacy Diets and Genre Development: You…

Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

ERIC Educational Resources Information Center

Binder, Katherine S.; Snyder, Melissa A.; Ardoin, Scott P.; Morris, Robin K.

2011-01-01

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…

The Big 5: Teacher Knowledge and Skill Acquisition in Early Literacy

ERIC Educational Resources Information Center

Vesay, Joanne P.; Gischlar, Karen L.

2013-01-01

In this study, the investigators surveyed 215 early childhood educators throughout New Jersey and eastern Pennsylvania to determine teacher knowledge and training in early literacy instruction, with a focus on The 5 Big Ideas in Reading as identified by the National Reading Panel: phonological awareness, accuracy and fluency, alphabetic principle,…

Literacy across the Curriculum: Connecting Literacy in the Schools, Community and Workplace, 1992-1993.

ERIC Educational Resources Information Center

Literacy across the Curriculum, 1992

1992-01-01

The first of four issues in this volume consists of these articles: "The Fourth 'R'--Relating"; "On Baseball Cards and Literacy"; "On Literacy and Success"; "National Assessments: What They Can and Cannot Do"; and "In the Classroom: The Integrated Journal." It also contains two book reviews and a…

"Greenlight study": a controlled trial of low-literacy, early childhood obesity prevention.

PubMed

Sanders, Lee M; Perrin, Eliana M; Yin, H Shonna; Bronaugh, Andrea; Rothman, Russell L

2014-06-01

Children who become overweight by age 2 years have significantly greater risks of long-term health problems, and children in low-income communities, where rates of low adult literacy are highest, are at increased risk of developing obesity. The objective of the Greenlight Intervention Study is to assess the effectiveness of a low-literacy, primary-care intervention on the reduction of early childhood obesity. At 4 primary-care pediatric residency training sites across the US, 865 infant-parent dyads were enrolled at the 2-month well-child checkup and are being followed through the 24-month well-child checkup. Two sites were randomly assigned to the intervention, and the other sites were assigned to an attention-control arm, implementing the American Academy of Pediatrics' The Injury Prevention Program. The intervention consists of an interactive educational toolkit, including low-literacy materials designed for use during well-child visits, and a clinician-centered curriculum for providing low-literacy guidance on obesity prevention. The study is powered to detect a 10% difference in the number of children overweight (BMI > 85%) at 24 months. Other outcome measures include observed physician-parent communication, as well as parent-reported information on child dietary intake, physical activity, and injury-prevention behaviors. The study is designed to inform evidence-based standards for early childhood obesity prevention, and more generally to inform optimal approaches for low-literacy messages and health literacy training in primary preventive care. This article describes the conceptual model, study design, intervention content, and baseline characteristics of the study population. Copyright © 2014 by the American Academy of Pediatrics.

Watching, Creating and Achieving: Creative Technologies as a Conduit for Learning in the Early Years

ERIC Educational Resources Information Center

McDonald, Susan; Howell, Jennifer

2012-01-01

This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for…

Data Literacy is Statistical Literacy

ERIC Educational Resources Information Center

Gould, Robert

2017-01-01

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early.

Language-Rich Early Childhood Classroom: Simple but Powerful Beginnings

ERIC Educational Resources Information Center

Flynn, Erin Elizabeth

2016-01-01

This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling…

Using Classroom Artifacts to Measure the Efficacy of a Professional Development. CRESST Report 761

ERIC Educational Resources Information Center

Silk, Yael; Silver, David; Amerian, Stephanie; Nishimura, Claire; Boscardin, Christy Kim

2009-01-01

This report describes a classroom artifact measure and presents early findings from an efficacy study of WestEd's Reading Apprenticeship (RA) professional development program. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instruction into their regular curricula. The current RA…

Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model.

PubMed

Goodrich, J Marc; Lonigan, Christopher J

2017-08-01

According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred fifty-eight Spanish-speaking language-minority preschoolers (mean age = 60.83 months, 50.2% female) participated in this study. Results indicated that bifactor models that consisted of language-independent as well as language-specific early literacy factors provided the best fits to the data for children's phonological awareness and print knowledge skills. Correlated factors models that only included skills specific to Spanish and English provided the best fits to the data for children's oral language skills. Children's language-independent early literacy skills were significantly related across constructs and to language-specific aspects of early literacy. Language-specific aspects of early literacy skills were significantly related within but not across languages. These findings suggest that language-minority preschoolers have a common underlying proficiency for code-related skills but not language-related skills that may allow them to transfer knowledge across languages.

The Effects of a Comprehensive Early Literacy Project on Preschoolers' Language and Literacy Skills

ERIC Educational Resources Information Center

Xu, Yaoying; Chin, Christopher; Reed, Evelyn; Hutchinson, Cynthia

2014-01-01

The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers' oral language skills, phonological awareness,…

Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

ERIC Educational Resources Information Center

Brooks, Andrea Wilcox

2014-01-01

This article examines the flipped classroom approach in higher education and its use in one -shot information literacy instruction sessions. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model IL instruction. Students from two sections of the same course participated in this…

Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

ERIC Educational Resources Information Center

Dunphy, Elizabeth

2012-01-01

This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

Social Justice Teaching: Adopting a Critical Pedagogy to Negotiate Old and New Literacies

ERIC Educational Resources Information Center

Bender-Slack, Delane

2009-01-01

Literacy is intricately linked to social justice, and it can shape the learning that occurs in our English language arts (ELA) classrooms. Challenging the notion of the traditional secondary ELA classroom--as centered on literature and old literacies--I advocate utilizing a critical pedagogy with a new literacy approach that employs texts to teach…

The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

ERIC Educational Resources Information Center

Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael

2009-01-01

This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional…

Helping Families Connect Early Literacy with Social-Emotional Development

ERIC Educational Resources Information Center

Santos, Rosa Milagros; Fettig, Angel; Shaffer, LaShorage

2012-01-01

Early childhood educators know that home is a child's first learning environment. From birth, children are comforted by hearing and listening to their caregivers' voices. The language used by families supports young children's development of oral language skills. Exposure to print materials in the home also supports literacy development. Literacy…

Fandom and Critical Media Literacy.

ERIC Educational Resources Information Center

Alvermann, Donna E.; Hagood, Margaret C.

2000-01-01

Investigates "Fandom" (exaggerated commitment to some aspect of the music industry, cinema, television, or sports) by looking at two adolescents and their musical preferences. Argues that connecting adolescents' musical fandom to critical media literacy in the classroom can get students interested in school literacy practices, assisting students'…

Digital Storytelling in Primary-Grade Classrooms

ERIC Educational Resources Information Center

Foley, Leslie M.

2013-01-01

As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result,…

Supports for Vocabulary Instruction in Early Language and Literacy Methods Textbooks

ERIC Educational Resources Information Center

Wright, Tanya S.; Peltier, Marliese R.

2016-01-01

The goal of this study was to examine the extent to which the content and recommendations in recently published early language and literacy methods textbooks may support early childhood teachers in learning to provide vocabulary instruction for young children. We completed a content analysis of 9 textbooks with coding at the sentence level.…

Culturally Responsive Literacy Practices in an Early Childhood Community

ERIC Educational Resources Information Center

Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

2018-01-01

Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators)…

The Impact of Structural Barriers and Facilitators on Early Childhood Literacy Programs in Elementary Charter Schools

ERIC Educational Resources Information Center

Ross, Denise; Pinder, Glen; Coles-White, D'Jaris

2015-01-01

Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a…

Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers

NASA Astrophysics Data System (ADS)

Wimmer, Jennifer Joy

The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary and middle school teachers. This study highlights the lived experience of six teachers including two elementary math teachers, two middle school math teachers, and two middle school science teachers. Data sources included five in-depth interviews, teachers' weekly reflection journals, weekly classroom observations, and one principal interview at each of the three high-needs schools. Data were analyzed through an analytic and thematic approach. A reconstructed story was created for each teacher which provides insight into the teacher as an individual. Additionally, a thematic analysis resulted in the identification of five essential themes across all six stories which included: technology exclusively, rethinking who they are as teachers, stabilizing rather than challenging content, rethinking student learning, circumstances, and futures, and serving official context and discourse. The findings indicate that the teachers' lived experience of integrating new literacies in math and science content was filled with uncertainty and a search for stability. A key implication of this study is the need for quality professional development that provides teachers with the opportunity to learn about, question, and rethink the intersection of new literacies, content area literacy, and teacher knowledge.

Bringing It All Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy.

ERIC Educational Resources Information Center

Dickinson, David K.; McCabe, Allyssa

2001-01-01

Data from three studies investigating factors supporting literacy development of children from low-income families indicate: early levels of achievement are strongly linked to later success; kindergarten vocabulary is strongly reflective of the use of varied vocabulary during meal times; and teacher training in literacy is beneficial to classroom…

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ERIC Educational Resources Information Center

Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim

2015-01-01

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…

Can You Read Me Now? Disciplinary Literacy Reading Strategies in the 7th Grade Science Classroom

NASA Astrophysics Data System (ADS)

McQuaid, Kelly Kathleen

Adolescent readers require a broad range of reading skills to deal with the challenges of reading complex text. Some researchers argue for a discipline-specific focus to address the low reading proficiency rates among secondary students. Disciplinary literacy attends to the different ways disciplines, such as science, generate and communicate knowledge. The purpose of this quasi-experimental study was to examine if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 132 7th grade science students in five Southern Arizona charter schools and whether reading ability moderates that impact. The theoretical foundation for this study rested on expert-novice theory and Halliday's theory of critical moments of language development. It is not known if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 7th grade science students and whether or not reading ability has a moderating effect on those student learning outcomes. The results for MANCOVA did not produce statistically significant results nor did the moderation analysis for the influence of reading ability on reading comprehension in the disciplinary literacy group. However, the moderation analysis for the influence of reading ability on science content knowledge resulted in conditional significant results for low (p < .01) and average readers (p <. 05). Low to average readers in the disciplinary literacy group appeared to benefit the most from reading comprehension instruction focused on learning science content in the science classroom.

Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s literacy outcomes at grade 3, oral language and mental health

PubMed Central

Goldfeld, Sharon; Snow, Pamela; Eadie, Patricia; Munro, John; Gold, Lisa; Le, Ha N D; Orsini, Francesca; Shingles, Beth; Lee, Katherine; Connell, Judy; Watts, Amy

2017-01-01

Introduction Oral language and literacy competence are major influences on children’s developmental pathways and life success. Children who do not develop the necessary language and literacy skills in the early years of school then go on to face long-term difficulties. Improving teacher effectiveness may be a critical step in lifting oral language and literacy outcomes. The Classroom Promotion of Oral Language trial aims to determine whether a specifically designed teacher professional learning programme focusing on promoting oral language can lead to improved teacher knowledge and practice, and advance outcomes in oral language and literacy for early years school children, compared with usual practice. Methods and analysis This is a two-arm cluster multisite randomised controlled trial conducted within Catholic and Government primary schools across Victoria, Australia. The intervention comprises 4 days of face-to-face professional learning for teachers and ongoing implementation support via a specific worker. The primary outcome is reading ability of the students at grade 3, and the secondary outcomes are teacher knowledge and practice, student mental health, reading comprehension and language ability at grade 1; and literacy, writing and numeracy at grade 3. Economic evaluation will compare the incremental costs of the intervention to the measured primary and secondary outcomes. Ethics and dissemination This trial was approved by the Monash University Human Research Ethics Committee #CF13/2634-2013001403 and later transferred to the University of Melbourne #1545540. The investigators (including Government and Catholic partners) will communicate trial results to stakeholders, collaborators and participating schools and teachers via appropriate presentations and publications. Trial registration number ISRCTN77681972; Pre-results. PMID:29162571

The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices

ERIC Educational Resources Information Center

Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence

2010-01-01

This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices…

Famous Americans: 22 Short Plays for the Classroom.

ERIC Educational Resources Information Center

Schafer, Liza, Comp.

Suggesting that reading plays aloud is an effective way to promote literacy and history in the grade 4-8 classroom, this book presents 22 short, readers' theater plays about extraordinary American men and women. The plays in the book are designed to enrich classroom learning by building oral literacy, fostering a knowledge of American heritage,…

Young African American children constructing identities in an urban integrated science-literacy classroom

NASA Astrophysics Data System (ADS)

Kane, Justine M.

This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which the four children saw and performed themselves as students and as science students in their classroom. Interview data were used for the narrative analysis and classroom Discourse and artifacts were used for the discursive analysis. A constructivist grounded theory framework was adopted for both analyses. The findings highlight the diversity and richness of perspectives and forms of engagement these young children shared and enacted, and help us see African American children as knowers, doers, and talkers of science individually and collectively. In their stories about themselves, all the children identified themselves as smart but they associated with smartness different characteristics and practices depending on their strengths and preferences. Drawing on the children's social, cultural, and ethnolinguistic resources, the dialogic and multimodal learning spaces facilitated by their teacher allowed the children to explore, negotiate, question, and learn science ideas. The children in this study brought their understandings and ways of being into the "lived-in" spaces co-created with classmates and teacher and influenced how these spaces were created. At the same time, each child's ways of being and understandings were shaped by the words, actions, behaviors, and feelings of peers and teacher. Moreover, as these four children engaged with science-literacy activities, they came to see themselves as competent, creative, active participants in science learning. Although their stories of "studenting" seemed dominated by following rules and being well-behaved, their stories of "sciencing" were filled with exploration, ingenuity

The influence of newborn early literacy intervention programs in three canadian provinces.

PubMed

Letourneau, Nicole; Whitty, Pam; Watson, Barry; Phillips, Jennifer; Joschko, Justin; Gillis, Doris

2015-01-01

Low levels of literacy in early childhood can have lasting effects on children's educational and intellectual development. Many countries have implemented newborn literacy programs designed to teach parents pre-literacy promoting activities to share with their children. We conducted 2 quasi-experimental studies using 1) a pre-test/post-test design and 2) a non-equivalent control group design to examine the effect of newborn literacy programs on parents' self-reported literacy intentions/behaviors, values toward literacy, and parent-child interactions. Parents were recruited from 3 provinces, 2 with newborn literacy programs (intervention) and 1 without (control). Parents in the intervention group completed prenatal and postnatal (after participation in program) questionnaires. Parents in the control group completed 1 questionnaire. Questionnaires were designed to capture parents' literacy intentions (prenatal), behaviors (postnatal), values, and parent-child interactions (postnatal). A total of 98 parents were included in study one and 174 were included in study two. Parents' self-reported prenatal intentions and values were higher than their postnatal behaviors and values. Parents in the intervention group exhibited higher literacy behaviors and values and greater enjoyment reading to their children than parents in the control group, though they also reported reading to their children less frequently. Parents in the intervention group had significantly higher Positive Interactive scores than controls. Overall, we found participation in newborn literacy programs positively impacted parenting behaviors and attitudes. Lower postnatal within-group scores (intentions and values versus behaviors and values) may have been the result of participants' high expectations. Given our findings, we recommend that these programs continue.

Making Room for the Transformation of Literacy Instruction in the Digital Classroom

ERIC Educational Resources Information Center

Sofkova Hashemi, Sylvana; Cederlund, Katarina

2017-01-01

Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation…

Practical Ways To Improve Singing in Early Childhood Classrooms.

ERIC Educational Resources Information Center

Neelly, Linda P.

2002-01-01

Suggests developmentally appropriate ways early childhood teachers can help young children express, interpret, and understand their experiences through song. Discusses the importance of singing for gaining music and literacy skills and encouraging self-expression and creativity. Includes tips related to posture, breathing, vocal exploration, vocal…

Literacy Theory in the Age of the Internet.

ERIC Educational Resources Information Center

Taylor, Todd, Ed.; Ward, Irene, Ed.

This book contains a collection of essays about literacy, theory, and the Internet. It addresses problems concerning understanding the new electronic technologies, getting the computer in the classroom, and teaching students to write with it. The book's first section, "Literacy in the Information Age," offers four essays: "Literacy after the…

Teaching Middle-Grades Mathematics through Financial Literacy

ERIC Educational Resources Information Center

Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie

2016-01-01

Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.

“Greenlight Study”: A Controlled Trial of Low-Literacy, Early Childhood Obesity Prevention

PubMed Central

Perrin, Eliana M.; Yin, H. Shonna; Bronaugh, Andrea; Rothman, Russell L.

2014-01-01

Children who become overweight by age 2 years have significantly greater risks of long-term health problems, and children in low-income communities, where rates of low adult literacy are highest, are at increased risk of developing obesity. The objective of the Greenlight Intervention Study is to assess the effectiveness of a low-literacy, primary-care intervention on the reduction of early childhood obesity. At 4 primary-care pediatric residency training sites across the US, 865 infant-parent dyads were enrolled at the 2-month well-child checkup and are being followed through the 24-month well-child checkup. Two sites were randomly assigned to the intervention, and the other sites were assigned to an attention-control arm, implementing the American Academy of Pediatrics' The Injury Prevention Program. The intervention consists of an interactive educational toolkit, including low-literacy materials designed for use during well-child visits, and a clinician-centered curriculum for providing low-literacy guidance on obesity prevention. The study is powered to detect a 10% difference in the number of children overweight (BMI > 85%) at 24 months. Other outcome measures include observed physician–parent communication, as well as parent-reported information on child dietary intake, physical activity, and injury-prevention behaviors. The study is designed to inform evidence-based standards for early childhood obesity prevention, and more generally to inform optimal approaches for low-literacy messages and health literacy training in primary preventive care. This article describes the conceptual model, study design, intervention content, and baseline characteristics of the study population. PMID:24819570

Literacy Programs with Parent Involvement

ERIC Educational Resources Information Center

Montgomery, Joel R.

2008-01-01

The purpose of this working paper is to review current literature on literacy programs for parents of English language learners (ELLs). The paper includes a summary of five literacy programs for ELL parents throughout the United States of America. Four of these were system-wide interventions affecting more than one school or classroom. Each…

Out-of-School Literacy Activities of Affluent Early Adolescents: Selective Competencies and Hidden Needs

ERIC Educational Resources Information Center

Hester, Amy

2012-01-01

Few studies have documented the literacy activities in an after-school setting of affluent early adolescents assigned to remedial reading. This may be because these students are not considered to be at risk of academic failure. The out-of-school literacy activities of 3 sixth-grade students were examined in this qualitative research. Multiple data…

Envisioning New Literacies through a Lens of Teaching and Learning

ERIC Educational Resources Information Center

Lapp, Diane; Moss, Barbara; Rowsell, Jennifer

2012-01-01

What are new literacies and how do they mesh with core curriculum? Classroom teachers who find their students' interests and bases of knowledge about new technologies expanding exponentially often ask this question. While broadening the definition of new literacies beyond internet literacy this article explores the history of new literacies and…

Literacy in the Early Years and English as an Additional Language: The Case of a British International School

ERIC Educational Resources Information Center

Englezou, Eliana; Fragkouli, Elpiniki

2014-01-01

The study upon which this article is based investigates teachers' literacy development methods used in nursery and reception classrooms of a British international school, and focuses specifically on children having English as an additional language (EAL). Findings from teaching observations and from interviews with teachers present the techniques…

The Views of Nigerian Teachers in Public and Private Primary Schools on the Teaching of Early Literacy in English

ERIC Educational Resources Information Center

Okebukola, Foluso

2012-01-01

Drawing on the bilingual policies and biliteracy programmes of African nations, this paper discusses the context of literacy education in Nigeria and examines Nigerian early literacy teachers' attitudes to teaching literacy and literacy teaching practices as informed by the National Policy on Education, Primary English Language Curriculum and the…

Language, Play and Early Literacy for Deaf Children: The Role of Parent Input

ERIC Educational Resources Information Center

Brown, P. Margaret; Watson, Linda M.

2017-01-01

This paper reviews and synthesizes research into the ways in which parents support their child across three major developmental domains in early childhood: early language, play and early literacy. We show how these domains are linked to each other and suggest that there is some evidence that interventions in all of them will promote mutual…

Early Literacy Programme as Support for Immigrant Children and as Transfer to Early Numeracy

ERIC Educational Resources Information Center

Korat, Ofra; Gitait, Aviva; Bergman Deitcher, Deborah; Mevarech, Zmira

2017-01-01

We researched the efficacy of an early literacy programme in enhancing immigrant children's phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent-child dyads were randomly selected to…

Formal Education, Credential, or Both: Early Childhood Program Classroom Practices

ERIC Educational Resources Information Center

Vu, Jennifer A.; Jeon, Hyun-Joo; Howes, Carollee

2008-01-01

Research Findings: This study is intended to widen the debate around the bachelor's degree (BA) as preparation for early childhood teaching when head teachers possess various levels of credentials and education. We examined classroom quality and teacher involvement in 231 classrooms sponsored by 122 different agencies, staffed and supervised by…

Children's Early Literacy Environment in Chinese and American Indian Families.

ERIC Educational Resources Information Center

Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe

This study examined how Chinese and American Indian mothers support their young children's early literacy development in everyday interactions. Twenty mother-child dyads in each cultural community participated in the study. Analysis of videotaped interactions indicated that the mothers in the two communities differed greatly in the ways they…

Attendance, Performance and the Acquisition of Early Literacy Skills: A Comparison of Indigenous and Non-Indigenous School Children

ERIC Educational Resources Information Center

Ehrich, John; Wolgemuth, Jennifer R.; Helmer, Janet; Oteng, Georges; Lea, Tess; Bartlett, Claire; Smith, Heather; Emmett, Sue

2010-01-01

As part of an evaluation of a web-based early literacy intervention, ABRACADABRA, a small exploratory study was conducted over one term in three primary schools in the Northern Territory. Of particular concern was the relationship between attendance and the acquisition of early literacy skills of Indigenous and non-Indigenous children. Using the…

Literacy as a Social Practice in the Early Years and the Effects of the Arts: A Case Study

ERIC Educational Resources Information Center

Theodotou, Evgenia

2017-01-01

Literacy as a social practice has a fundamental role in children's lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children's literacy development in the early years settings. However, most of them…

Literacy Leadership: Six Strategies for Peoplework

ERIC Educational Resources Information Center

McAndrew, Donald A.

2005-01-01

Become a successful literacy leader and improve the vision of literacy in the classroom, school, and community. This book's six proven strategies will help the reader do the "peoplework" at the heart of successful leadership: Creating and communicating a vision; Modeling that vision; Experimenting with new ideas and taking risks; Nurturing…

A Multivariate Twin Study of Early Literacy in Japanese "Kana"

ERIC Educational Resources Information Center

Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko

2013-01-01

This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, "kana" letter name/sound knowledge,…

Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study

ERIC Educational Resources Information Center

Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita

2014-01-01

This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under…

Literacy for the New Millennium. Volume 1: Early Literacy

ERIC Educational Resources Information Center

Guzzetti, Barbara J., Ed.

2007-01-01

Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on…

Mission I'm Possible: Effects of a Community-Based Project on the Basic Literacy Skills of At-Risk Kindergarteners

ERIC Educational Resources Information Center

Chong, Wan Har; Moore, Dennis W.; Nonis, Karen P.; Tang, Hui Nee; Koh, Patricia; Wee, Sharon

2014-01-01

This study used a nonequivalent group design to evaluate the impact of an emergent literacy intervention on preschool children identified with early reading difficulties. Thirty-five children were compared with 39 typically developing classroom peers on various reading measures in a community-based project--"Mission I'm Possible" (MIP),…

Embedding Augmentative Communication within Early Childhood Classrooms.

ERIC Educational Resources Information Center

DiCarlo, Cynthia; Banajee, Meher; Stricklin, Sarintha Buras

2000-01-01

This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4)…

Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

ERIC Educational Resources Information Center

Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.

2018-01-01

Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…

BookFun--"There's More to It than Reading a Book"--Implementing a Danish Early Literacy Programme That Supports Professionalism, Language Development and Social Inclusion

ERIC Educational Resources Information Center

Clasen, Line Engel; Jensen de López, Kristine

2017-01-01

Several early literacy programmes have documented their effectiveness in enhancing children's early literacy and language development. Despite recent interest in implementing evidence-based programmes, only a few studies have set out to capture the implementation process of early literacy programmes as seen from the programme users' perspectives.…

The New Literacies: Multiple Perspectives on Research and Practice

ERIC Educational Resources Information Center

Baker, Elizabeth A., Ed.

2010-01-01

With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning--and the changing nature of literacy itself--in today's K-12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to…

English Literacy Levels of the Early Care and Education Workforce: A Profile and Associations with Quality of Care. Who Leaves? Who Stays? A Longitudinal Study of the Early Care and Education Workforce in Alameda County, California.

ERIC Educational Resources Information Center

Phillips, Deborah; Crowell, Nancy; Whitebook, Marcy; Bellm, Dan

Research on parents has shown the critical contribution that linguistic input plays in fostering early literacy, but there have been no systematic studies of the literacy of the early care and education workforce and its role in fostering quality early learning environments. This report examines the literacy levels of early childhood educators in…

Effects of Progress Monitoring Feedback on Early Literacy Student Achievement

ERIC Educational Resources Information Center

Lopuch, Jeremy Jon

2016-01-01

The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…

Early home literacy and adolescents’ online reading behavior in comparative perspective

PubMed Central

Notten, Natascha; Becker, Birgit

2017-01-01

Online reading behavior can be regarded as a ‘new’ form of cultural capital in today’s digital world. However, it is unclear whether ‘traditional’ mechanisms of cultural and social reproduction are also found in this domain, and whether they manifest uniformly across countries at different stages of development. This article analyzes whether the early home literacy environment has an impact on informational online reading behavior among adolescents and whether this association varies between countries with different levels of digitalization and educational expansion. Data from the 2009 Programme for International Student Assessment (PISA) were used for the empirical analyses. The results of regression models with country-fixed effects indicate a positive association between literacy activities in early childhood and informational online reading at age 15. This association was quite stable across countries. These findings are discussed in light of cultural and social reproduction theory and digital divide research. PMID:29276306

Invisible to Visible: Mapping the Continuum of Literacy Learning Experiences in an Early Years Setting

ERIC Educational Resources Information Center

Kervin, Lisa; Turbill, Jan; Harden-Thew, Kathryn

2017-01-01

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, "Early Years Learning Framework" (2009) and the "National Quality Framework" have articulated and defined the work of early years' educators in a range of areas, including literacy. Both frameworks state that their…

The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

ERIC Educational Resources Information Center

Costa, Leandro Oliveira; Carnoy, Martin

2015-01-01

Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetização na Idade Certa [PAIC]) in Brazil's Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present…

Media Literacy: 21st Century Learning

ERIC Educational Resources Information Center

Baker, Frank W.

2011-01-01

The media, for better or worse, deliver the news and the gossip; they entertain, educate and inform. The media have not always been in American classrooms. Yes, teachers teach with media, but rarely do they teach "about" the media. It's called media literacy. Most students are not receiving adequate media literacy instruction, mostly because their…

(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

ERIC Educational Resources Information Center

Nolan, Andrea; Paatsch, Louise

2018-01-01

Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

The Association of Kindergarten Entry Age with Early Literacy Outcomes

ERIC Educational Resources Information Center

Huang, Francis L.; Invernizzi, Marcia A.

2012-01-01

The authors investigated whether age at kindergarten entry was associated with early literacy achievement gaps and if these gaps persisted over time. Using the kindergarten age eligibility cutoff date, they created 2 groups of students who represented the oldest and youngest children in a cohort of students in high-poverty, low-performing schools.…

Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor…

Strengthening Connections between Elementary Classroom Mathematics and Literacy

ERIC Educational Resources Information Center

Altieri, Jennifer L.

2009-01-01

Enjoyable literacy strategies help elementary teachers reinforce students' mathematics knowledge. This article shares a number of literacy strategies that can easily connect with mathematics. These strategies include word associations, multimeaning word cards, and games. (Contains 7 figures.)

Critical Viewing in Media Literacy Practice.

ERIC Educational Resources Information Center

Semali, Ladislaus

This paper introduces the concept of critical viewing and illustrates what it means to take a critical stance in classroom teaching practice. The paper's purposes are: first, to discuss the possibilities of criticism in classroom practice as defined by progressive educators; second, to explain the interrelationship between critical literacy and…

Developing Scientific Literacy in a Primary School

ERIC Educational Resources Information Center

Smith, Kathleen Veronica; Loughran, John; Berry, Amanda; Dimitrakopoulos, Cathy

2012-01-01

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of…

Characteristics and Roles of Literacy Clinic Directors

ERIC Educational Resources Information Center

Ortlieb, Evan; Pearce, Daniel L.

2013-01-01

A literacy clinic is an ideal setting where research and exploration often lead to breakthroughs in reading remediation; that information can then be transferred to classroom instruction (Morris, 2003). Although it is clear that literacy clinics should be structured around what works for their student populations, there remains ambiguity…

Classroom Currents: Interrupting the Single Story: LGBT Issues in the Language Arts Classroom

ERIC Educational Resources Information Center

Hermann-Wilmarth, Jill; Ryan, Caitlin L.

2013-01-01

Two literacy leaders acknowledge the challenges of teaching LGBT (lesbian, gay, bisexual, transgender) issues in the classroom. While children come from a variety of family structures, it is necessary to acknowledge that a gay individual was once a child sitting in a classroom. An argument against marginalization and an advocacy for inclusion of…

Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

PubMed

Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

2014-02-01

Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms

ERIC Educational Resources Information Center

Pelatti, Christina Yeager; Dynia, Jaclyn M.; Logan, Jessica A.; Justice, Laura M.; Kaderavek, Joan

2016-01-01

Background: Although classroom quality is an important consideration, few recent research studies have examined the process and structural quality in publicly funded early childhood education (ECE) and inclusive ECE classrooms. This study provides an important contribution to the literature by comparing two conceptualizations of quality in…

Expert Views on TPACK for Early Literacy: Priorities for Teacher Education

ERIC Educational Resources Information Center

McKenney, Susan; Voogt, Joke

2017-01-01

Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make…

Promoting Early Literacy for Diverse Learners Using Audio and Video Technology

ERIC Educational Resources Information Center

Skouge, James R.; Rao, Kavita; Boisvert, Precille C.

2007-01-01

Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are…

Social Validity: Perceptions of Check and Connect with Early Literacy Support

ERIC Educational Resources Information Center

Miltich Lyst, Aimee; Gabriel, Stacey; O'Shaughnessy, Tam E.; Meyers, Joel; Meyers, Barbara

2005-01-01

This article underscores the potential advantages of qualitative methods to illustrate the depth and complexity of social validity. This investigation evaluates the social validity of Check and Connect with Early Literacy Support (CCEL), through the perspectives of teachers and caregivers whose children participated in the intervention. Teachers…

Seven Research-Based Ways That Families Promote Early Literacy. Research-to-Practice Brief

ERIC Educational Resources Information Center

Caspe, Margaret; Lopez, M. Elena

2017-01-01

Positive early-literacy experiences--whether at home, in early-childhood programs, schools, or libraries--set children on a trajectory to become confident readers by the time they reach third grade, which is an important milestone on the pathway toward high school graduation. This review outlines seven practices that research shows families use to…

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

PubMed Central

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2015-01-01

Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills. PMID:25750582

Hymns, Prayers and Bible Stories: The Role of Religious Literacy Practices in Children's Literacy Learning

ERIC Educational Resources Information Center

Papen, Uta

2018-01-01

This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that…

Developing Disciplinary Literacy in a Multilingual History Classroom

ERIC Educational Resources Information Center

Achugar, Mariana; Carpenter, Brian D.

2012-01-01

This paper reports on a design experiment (Brown, 1992) where we explored how providing a linguistic support for understanding historical documents affected students comprehension of historical documents and their disciplinary literacy. The functional approach to disciplinary literacy parallels historians' reading practices while supporting…

Practical Literacy Matters: Teacher Confidence Is Key

ERIC Educational Resources Information Center

Santamaria, Laura A.; Taylor, Marissa K.; Park, Travis D.; Keene, Barrett L.; van der Mandele, Elizabeth

2010-01-01

Literacy is important to career and technical education (CTE) teachers, who strive to integrate core academic and cognitive skills and knowledge into their classrooms. There is little question that educators need to continually address literacy within CTE. Rather, the issue for many CTE teachers and administrators becomes how to effectively…

Literacy Instruction in Canadian Child Care Centers

ERIC Educational Resources Information Center

Perlman, Michal; Fletcher, Brooke A.

2008-01-01

The purpose of this study was to describe literacy instruction in child care centers, examine aspects of child care center quality that may predict such instruction, and provide a limited analysis of whether literacy instruction impacts children's concurrent pre-academic functioning. Staff and children in 103 classrooms serving preschool-age…

Learning ESL Literacy among Indo-Canadian Women.

ERIC Educational Resources Information Center

Cumming, Alister; Gill, Jaswinder

1991-01-01

Reports findings from an action research project that set up an instructional program for Punjabi-speaking women immigrants and traced their English and literacy development in classroom and home settings. Data indicate that efforts to teach and acquire literacy focused on language code; self-control strategies and schematic representations for…

Literacy and Bilingualism: A Handbook for ALL Teachers.

ERIC Educational Resources Information Center

Brisk, Maria Estela; Harrington, Margaret M.

This handbook provides background information, ideas for classroom instruction, and suggestions for reflective practice for teachers of literacy and bilingual students. All approaches described here encourage the integration of all language skills in teaching literacy. An introductory chapter examines the principles and processes of literacy…

The Literacy Pyramid Organization of Reading/Writing Activities in a Whole Language Classroom (Early Childhood).

ERIC Educational Resources Information Center

Bruneau, Beverly J.

1997-01-01

Describes the Literacy Pyramid (based on the United States Department of Agriculture food pyramid), a classification of eight instructional events, which is intended as a framework for teachers to think about the purpose of various instructional formats and about organizing time for language arts instruction. (SR)

Educational Policy and Literacy Instruction: Worlds Apart?

ERIC Educational Resources Information Center

Shanahan, Timothy

2014-01-01

This article explores the relationship between federal and state educational policymaking and classroom reading instruction. The past 50 years of federal literacy education policy is summarized, particularly emphasizing the connections of these policies to reading curriculum and classroom assessment. The paper concludes with a discussion of the…

Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update

ERIC Educational Resources Information Center

Lam, Elizabeth A.; McMaster, Kristen L.

2014-01-01

The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach

ERIC Educational Resources Information Center

Bitter, Catherine; O'Day, Jennifer; Gubbins, Paul; Socias, Miguel

2009-01-01

A core assumption of the San Diego City Schools (SDCS) reform effort was that improved instructional practices, aligned with a balanced literacy approach, would be effective in improving student outcomes. This article explores this hypothesis by presenting findings from an analysis of classroom instruction data collected in 101 classrooms in 9…

Disciplinary Literacy in Science: Developing Science Literacy through Trade Books

ERIC Educational Resources Information Center

Fang, Zhihui

2014-01-01

Developing science literacy requires not only firsthand explorations of the material world but also secondhand investigations with text. A potentially powerful kind of text in science is trade books. This column describes four classroom ploys for using science trade books to enhance students' secondhand experiences.

The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction.

PubMed

Cárdenas-Hagan, Elsa; Carlson, Coleen D; Pollard-Durodola, Sharolyn D

2007-07-01

The purpose of this study was to examine the effects of initial first and second language proficiencies as well as the language of instruction that a student receives on the relationship between native language ability of students who are English language learners (ELLs) and their development of early literacy skills and the second language. This study investigated the development of early language and literacy skills among Spanish-speaking students in 2 large urban school districts, 1 middle-size urban district, and 1 border district. A total of 1,016 ELLs in kindergarten participated in the study. Students were administered a comprehensive battery of tests in English and Spanish, and classroom observations provided information regarding the Spanish or English language use of the teacher. Findings from this study suggest that Spanish-speaking students with high Spanish letter name and sound knowledge tend to show high levels of English letter name and sound knowledge. ELLs with low Spanish and English letter name and sound knowledge tend to show high levels of English letter name and sound knowledge when they are instructed in English. Letter name and sound identification skills are fairly highly positively correlated across languages in the beginning of the kindergarten year. In addition, phonological awareness skills appear to be the area with the most significant and direct transfer of knowledge, and language skills do not appear to be a factor in the development of phonological awareness. Finally, the relationship between oral language skills across languages was low, suggesting little relationship between oral language skills across languages at the beginning of the kindergarten year. Results from this study suggest that pedagogical decisions for ELLs should not only consider effective instructional literacy strategies but also acknowledge that the language of instruction for Spanish-speaking ELLs may produce varying results for different students.

Making Meaning through Translanguaging in the Literacy Classroom

ERIC Educational Resources Information Center

Pacheco, Mark B.; Miller, Mary E.

2016-01-01

In this Teaching Tip, we share three literacy activities for teachers working with emergent bilinguals. Leveraging students' heritage languages in instruction holds rich opportunities for literacy achievement. Translanguaging pedagogies encourage emergent bilinguals to use the full range of their linguistic repertoires when making meaning in the…

Game Literacy, Gaming Cultures and Media Education

ERIC Educational Resources Information Center

Partington, Anthony

2010-01-01

This article presents an overview of how the popular "3-Cs" model (creative, critical and cultural) for literacy and media literacy can be applied to the study of computer games in the English and Media classroom. Focusing on the development of an existing computer games course that encompasses many opportunities for critical activity…

Effects of Explicit and Non-Explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction

ERIC Educational Resources Information Center

MacKay, Leslie D.; McIntosh, Kent

2012-01-01

Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…

Acoustical Barriers in Classrooms: The Impact of Noise on Performance in the Classroom

ERIC Educational Resources Information Center

Dockrell, Julie E.; Shield, Bridget M.

2006-01-01

There is general concern about the levels of noise that children are exposed to in classroom situations. The article reports the results of a study that explores the effects of typical classroom noise on the performance of primary school children on a series of literacy and speed tasks. One hundred and fifty-eight children in six Year 3 classes…

Understanding the Relationship between Inattention and Early Literacy Trajectories in Kindergarten

ERIC Educational Resources Information Center

Ogg, Julia; Volpe, Robert; Rogers, Maria

2016-01-01

The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes. Kindergarten students (N = 181; 55.2% male; 62% white) from two research sites (Southeastern U.S. and Eastern Canada) were assessed using the Letter Naming…

Visual Messages: Integrating Imagery into Instruction. A Media Literacy Resource for Teachers. Second Edition.

ERIC Educational Resources Information Center

Considine, David M.; Haley, Gail E.

Connecting the curriculum of the K-12 classroom with the "curriculum of the living room," this book helps teachers and library media specialists maintain a viable program of visual (or media) literacy by presenting background information on the visual literacy movement and dozens of effective strategies and classroom activities that are ready to…

Connecting Research in Science Literacy and Classroom Practice: A Review of Science Teaching Journals in Australia, the UK and the United States, 1998-2008

ERIC Educational Resources Information Center

Hand, Brian; Yore, Larry D.; Jagger, Susan; Prain, Vaughan

2010-01-01

In the last 15 years (1994-2009), there has been considerable increased research interest in: (1) characterising the distinctive nature and constitutive elements of science literacy and (2) investigating classroom practices or necessary conditions that enable students to acquire this disciplinary capacity. This raises the question of the extent to…

Naturalistic acquisition in an early language classroom.

PubMed

Dahl, Anne; Vulchanova, Mila D

2014-01-01

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

Naturalistic acquisition in an early language classroom

PubMed Central

Dahl, Anne; Vulchanova, Mila D.

2014-01-01

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting. PMID:24860518

A Kaleidoscopic View of Change: Bringing Emotional Literacy into the Library Learning Experience.

ERIC Educational Resources Information Center

Toben, Janice

1997-01-01

Discusses emotional literacy, which combines emotions, intelligence, and literacy, and suggests ways to increase emotional intelligence in school libraries and classrooms. Emotional literacy skills include self-awareness, empathy, social problem solving, mood management, and the understanding of motivation. (LRW)

Oral language supports early literacy: a pilot cluster randomized trial in disadvantaged schools.

PubMed

Snow, Pamela C; Eadie, Patricia A; Connell, Judy; Dalheim, Brenda; McCusker, Hugh J; Munro, John K

2014-10-01

This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by one staff member of each research school of a postgraduate unit on early language and literacy. Schools in the control arm received standard teaching according to state auspiced curriculum guidelines. Full data were available on 979 students at follow-up (time 2). Students in the research arm performed significantly better on Test of Language Development: Primary (Fourth Edition) sub-tests (p ≤ .002) and the Reading Progress Test (F = 10.4(1); p = .001) than students in the control arm at time 2. Narrative scores were not significantly different at time 2, although students in research schools showed greater gains. Findings provide "proof of concept" for this approach, and are discussed with respect to implications for teacher professional development and pre-service education concerning the psycholinguistic competencies that underpin the transition to literacy.

International Perspectives on Literacy Learning with iPads

ERIC Educational Resources Information Center

Gallagher, Tiffany L.; Fisher, Douglas; Lapp, Diane; Rowsell, Jennifer; Simpson, Alyson; Scott, Ruth McQuirter; Walsh, Maureen; Ciampa, Katia; Saudelli, Mary Gene

2015-01-01

This article profiles the use of the iPad in classroom literacy activities in three instructional environments: Toronto, Canada; San Diego, United States; and Sydney, Australia. The two-year, qualitative study included observational fieldwork filming students' interactions with tablets in the midst of literacy events. Students in each context used…

Evaluation Study of "Language, Literacy, & Vocabulary!" Spring 2006 Pilot

ERIC Educational Resources Information Center

McNabb, Mary

2006-01-01

Purpose: A pilot study of the "Language, Literacy, & Vocabulary!" program was conducted by Learning Gauger, Inc., for National Geographic School Publishing, in spring 2006. The program evaluation examined the classroom adoption approaches used by participating teachers and the subsequent impact of the "Language, Literacy, &…

"La Historia de Mi Nombre": A Culturally Sustaining Early Literacy Practice

ERIC Educational Resources Information Center

Nash, Kindel; Panther, Leah; Arce-Boardman, Alicia

2018-01-01

This article features a culturally sustaining practice that many early literacy teachers can adapt and use: "la historia de mi nombre"/the story of my name. The practice is described in the context of a second-grade bi/multilingual class as the Latinx students are learning about their names through culturally authentic literature,…

An Effective Approach to Developing Function-Based Interventions in Early Childhood Classrooms

ERIC Educational Resources Information Center

Wood, Brenna K.; Ferro, Jolenea B.

2014-01-01

Due to the unique features of early childhood classrooms, teachers routinely modify the social and physical environment to support children with mild to moderate challenges. Yet despite their access to behavioral consultants, school-based prekindergarten programs are more likely to expel young children from their classroom settings compared with…

Reading & Writing Together: Collaborative Literacy in Action.

ERIC Educational Resources Information Center

Steineke, Nancy

Success in literacy takes participation born of trust, a positive group dynamic built on sharing tasks, maintaining good working relationships, and examining group functioning. This book tells why and how a truly collaborative environment is at the heart of accomplishment in the secondary classroom. In the classroom profiled in the book, students…

Conceptualising Teachers' Assessment Literacies in an Era of Curriculum and Assessment Reform

ERIC Educational Resources Information Center

Willis, Jill; Adie, Lenore; Klenowski, Val

2013-01-01

Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers' assessment practices. In this article situated examples of classroom assessment literacies are analysed using…

The adventures of Ann: A case study of a kindergarten teacher and her beliefs as she explored integrating science into her literacy curriculum

NASA Astrophysics Data System (ADS)

Potter, Gregory Ralph

Science education is an often neglected portion of the curriculum in elementary school, particularly in the primary grades. While early childhood educators have many choices in their curricula, two constants remain, literacy and math education. Ideally, young children need science along with literacy and mathematics. This study investigated how one kindergarten teacher used science to enhance her literacy program and how this use of science in her classroom affected her teaching beliefs. The case study took place in a publicly funded early childhood education center devoted to teaching kindergarten children in the small town of Summers in rural northern California. "Ann" was a master kindergarten teacher who historically used developmentally appropriate activities to support her literacy instruction. She was posed with the suggestion of infusing science into her literacy program and over the course of one school year, she was observed planning, implementing, and reflecting on six integrated science and literacy units. Ann's general teaching beliefs as well as her beliefs about teaching literacy and science were explored in order to investigate whether her experience with the integrated science and literacy units had altered her teaching beliefs. It was discovered that not only had Ann significantly changed the way she taught science, her beliefs about teaching science had changed and had moved towards mimicking her pro-active and positive beliefs about teaching literacy.

Identifying Scalable Policy Solutions: A State-Wide Cross-CDlassified Analysis of Factors Related to Early Childhood Literacy

ERIC Educational Resources Information Center

Vagi, Robert L.; Collins, Clarin; Clark, Terri

2017-01-01

Given the critical role that literacy plays in children's academic and personal development, policymakers have increasingly focused on policies related to early childhood literacy, particularly among poor and minority students. In this study, authors use a census of data from Arizona, a state with a large and growing population of traditionally…

New Pedagogical Literacy Requirement Resulting from Technological Literacy in Education

ERIC Educational Resources Information Center

Adigüzel, Abdullah

2014-01-01

The aim of this study was to determine the recent pedagogical literacy requirements in the technologically supported lessons. In this study, case study which is one of the qualitative research methods was used. The participants of the study included 12 voluntary classroom teachers who were in service in three different private primary schools…

A Socioeconomic Comparison of Emergent Literacy and Home Literacy in Australian Preschoolers

ERIC Educational Resources Information Center

Neumann, Michelle M.

2016-01-01

Family socioeconomic status (SES) and home literacy practices impact upon children's early literacy development. The present study explored where current emergent literacy and home literacy differences lie in Australian preschoolers aged three to five years from lower SES (n = 49) and higher SES (n = 52) homes. Children were assessed on letter…

The Development and Study of Hmong Literacy: Ensuring the Future and Preserving the Past.

ERIC Educational Resources Information Center

Kang, Hee-Won; And Others

A study of Hmong adult immigrants in a Hmong literacy class investigated four aspects of their learning behaviors: specific behaviors manifested in the literacy classroom; overt learning strategies used for literacy learning; major motivations; and specific uses for Hmong literacy skills. Data were gathered through observation, interviews,…

Investigating Analytic Tools for e-Book Design in Early Literacy Learning

ERIC Educational Resources Information Center

Roskos, Kathleen; Brueck, Jeremy; Widman, Sarah

2009-01-01

Toward the goal of better e-book design to support early literacy learning, this study investigates analytic tools for examining design qualities of e-books for young children. Three research-based analytic tools related to e-book design were applied to a mixed genre collection of 50 e-books from popular online sites. Tool performance varied…

Language and Literacy in Early Childhood Education. Yearbook in Early Childhood Education, Volume 4.

ERIC Educational Resources Information Center

Spodek, Bernard, Ed.; Saracho, Olivia N., Ed.

As classrooms have become more culturally and linguistically diversified, the theories and methods of teaching reading to young children have changed. Early childhood educators must explore new methods of instruction in order to involve and expand the language abilities of young children and must provide engaging activities that will create more…

Critical Research and the Future of Literacy Education

ERIC Educational Resources Information Center

Morrell, Ernest

2009-01-01

This commentary argues for a specific conception of research, what the author and others call "critical research." The author asserts that critical research can help educators to identify quality teaching in literacy classrooms even as it helps to refine (or even redefine) their notions of curricula, pedagogy, literacy, and achievement. Here, the…

Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

ERIC Educational Resources Information Center

Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne

2013-01-01

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…

Using Community Radio in a Rural Women's Post-Literacy Programme in Nepal

ERIC Educational Resources Information Center

Nagaoka, Chizuko; Karki, Manohar

2014-01-01

This paper examines the literacy and post-literacy needs of rural women in Nepal, describes a pilot study in using community radio to supplement a classroom-based post-literacy programme for these women, analyses the findings of this intervention and considers the implications for similar programmes in other settings.

The View from the Principal's Office: An Observation Protocol Boosts Literacy :eadership

ERIC Educational Resources Information Center

Novak, Sandi; Houck, Bonnie

2016-01-01

The Minnesota Elementary School Principals' Association offered Minnesota principals professional learning that placed a high priority on literacy instruction and developing a collegial culture. A key component is the literacy classroom visit, an observation protocol used to gather data to determine the status of literacy teaching and student…

Artistic Technology Integration: Stories From Primary and Elementary Classrooms

ERIC Educational Resources Information Center

Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah

2015-01-01

The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…

Addressing Health Literacy Challenges With a Cutting-Edge Infectious Disease Curriculum for the High School Biology Classroom.

PubMed

Jacque, Berri; Koch-Weser, Susan; Faux, Russell; Meiri, Karina

2016-02-01

This study reports the secondary analysis of evaluation data from an innovative high school biology curriculum focused on infectious disease (ID) to examine the health literacy implications of teaching claims evaluation, data interpretation, and risk assessment skills in the context of 21st-Century health science. The curriculum was implemented between 2010 and 2013 in Biology II classes held in four public high schools (three in Massachusetts and one in Ohio), plus a private school in Virginia. A quasi-experimental design was used in which student participants (n = 273) were compared to an age-matched, nonparticipant, peer group (N = 125). Participants in each school setting demonstrated increases in conceptual content knowledge (Cohen's d > 1.89) as well as in understanding how to apply scientific principles to health claims evaluation and risk assessment (Cohen's d > 1.76) and in self-efficacy toward learning about ID (Cohen's d > 2.27). Participants also displayed enhanced communication about ID within their social networks relative to the comparison group (p < .05). The data show that integrating the claims evaluation, data interpretation, and risk assessment skills critical for 21st-century health literacy health into high school biology classrooms is effective at fostering both the skills and self-efficacy pertinent to health literacy learning in diverse populations. © 2015 Society for Public Health Education.

Student-Produced Movies as a Medium for Literacy Development

ERIC Educational Resources Information Center

Young, Chase; Rasinski, Timothy V.

2013-01-01

In this article the authors integrate literacy with classroom-based technologies to create a student produced movie. The authors explain the steps to classroom movie production that deepens students' comprehension, engages students' in purposeful writing, and utilizes new technologies. (Contains 6 figures.)

Philosophy with Children as Part of the Solution to the Early Literacy Education Crisis in South Africa

ERIC Educational Resources Information Center

Murris, Karin

2016-01-01

In this article I argue that insufficient attention is paid to the explicit teaching of comprehension in South African literacy policies and practices. Like elsewhere, governments reinforce the existing curriculum gap by trying to solve the achievement gap in early literacy. I substantiate my claim through a critical analysis of a report…

Bridging the Gap: A Longitudinal Study of the Relationship between Pedagogical Continuity and Early Chinese Literacy Acquisition

ERIC Educational Resources Information Center

Li, Hui; Rao, Nirmala; Tse, Shek Kam

2011-01-01

This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle-class families in each city. The 24…

Autism Spectrum Disorder Today: Life, Literacy, and the Pursuit of Content

ERIC Educational Resources Information Center

Boroson, Barbara

2016-01-01

We hold this truth to be self-evident: Students on the autism spectrum need support with life literacy before they can reach for content literacy. This article provides educators with an understanding of the interplay between life and content literacy in the classroom, as well as strategies to maximize success for these diverse learners. Students…

The Effect of an Integrated Strategies Approach to Promoting Scientific Literacy on Grade 6 and 7 Learners' General Literacy Skills

ERIC Educational Resources Information Center

Webb, Paul; Mayaba, Nokhanyo

2010-01-01

This study investigates the effects of a scientific literacy strategy which focuses on reading, writing, talking and doing science on the development of grade six and seven learners' general literacy skills, both in their home language (isiXhosa) and the language of classroom instruction (English). A mixed method design was used. Quantitative data…

Scientific Literacy in the Classroom

ERIC Educational Resources Information Center

Brewer, Carol

2008-01-01

In this interview, Brewer discusses the need to foster scientific literacy, knowing enough about science to be able to judge if an article in a newspaper or magazine, or commentary on a newscast or TV is being told in a fair and accurate way. The professor advocates asking questions and observation exercises as a means of empowering students to:…

An Early Intervention Supporting the Literacy Learning of Children Experiencing Substantial Difficulty.

ERIC Educational Resources Information Center

Jackson, Jane B.; Paratore, Jeanne R.; Chard, David J.; Garnick, Sheila

1999-01-01

A study examined the degree to which eight teachers would faithfully implement an early literacy intervention plan. Teachers implemented the intervention with a high degree of fidelity and benefited from the community approach to intervention for struggling readers. Most children made substantial gains in phonemic blending and segmenting…

Genetic and Environmental Influences on Early Literacy Skills across School Grade Contexts

ERIC Educational Resources Information Center

Haughbrook, Rasheda; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2017-01-01

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. "A," "B") often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school…

Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

NASA Astrophysics Data System (ADS)

Tayne, K.

2015-12-01

As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.

Empirically Based Profiles of the Early Literacy Skills of Children with Language Impairment in Early Childhood Special Education

ERIC Educational Resources Information Center

Justice, Laura; Logan, Jessica; Kaderavek, Joan; Schmitt, Mary Beth; Tompkins, Virginia; Bartlett, Christopher

2015-01-01

The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine if one or more profiles suggested…

Empowering the Foreign Language Learner through Critical Literacies Development

ERIC Educational Resources Information Center

Keneman, Margaret

2016-01-01

This article examines current pedagogical trends in the foreign language classroom and argues that a critical literacies pedagogical approach (Freire, 1970) should guide instruction. A critical literacies pedagogical approach is then discussed in the context of foreign language teaching and learning, and particular attention in this article is…

Collaboration around Facilitating Emergent Literacy: Role of Occupational Therapy

ERIC Educational Resources Information Center

Asher, Asha; Nichols, Joy D.

2016-01-01

The article uses a case study to illustrate transdisciplinary perspectives on facilitating emergent literacy skills of Elsa, a primary grade student with autism. The study demonstrates how a professional learning community implemented motor, sensory, and speech/language components to generate a classroom model supporting emergent literacy skills.…

The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. REL 2017-251

ERIC Educational Resources Information Center

Foorman, Barbara; Herrera, Sarah; Dombek, Jennifer; Schatschneider, Chris; Petscher, Yaacov

2017-01-01

Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the…

Collective screening tools for early identification of dyslexia

PubMed Central

Andrade, Olga V. C. A.; Andrade, Paulo E.; Capellini, Simone A.

2015-01-01

Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Non-responders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI’s implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores ≤1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting

Effects of Task Training on Kindergarten Students' Performance on Early Literacy Measures

ERIC Educational Resources Information Center

Mackiewicz, Sara Moore

2010-01-01

The use of early literacy screening measures helps determine which students are at risk for future reading difficulties. However, there has been some recent concern related to the classification validity of screening measures (Hintze, Ryan, & Stoner, 2003; Nelson, 2008). Low classification validity results in the identification of a large number…

The effects of professional development related to classroom assessment on student achievement in science

NASA Astrophysics Data System (ADS)

Mazzie, Dawn Danielle

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households

ERIC Educational Resources Information Center

Mendive, Susana; Lissi, María Rosa; Bakeman, Roger; Reyes, Adriana

2017-01-01

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers' self-reported practices about literacy development predict early literacy outcomes over and…

Mosoms and Moccasins . . . Literacy in an Indigenous Context

ERIC Educational Resources Information Center

Cardinal, Trudy

2015-01-01

In this paper Dr. Trudy Cardinal shares stories of her experiences teaching literacy for 13 years in an Elementary classroom and the shifts that she made in her thinking about literacy in an Indigenous context. She draws on work she was engaged in as a professor in Elementary education where she came alongside undergraduate students to create…

The Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

ERIC Educational Resources Information Center

Coats-Kitsopoulos, Gloria Jean

2011-01-01

The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…

Functional Literacy in Romania: Between Myth & Reality. Chapter 13.

ERIC Educational Resources Information Center

Anghel, Florentina

This chapter reviews the history of literacy training in Romania through the pretotalitarian period (1890-1945), the totalitarian period (1945-1989), and the posttotalitarian period (1989-present). Current literacy development efforts face many challenges including the facts that 592 classrooms do not have indoor plumbing, that more than 1,700…

Fundamentals of Literacy Instruction and Assessment, Pre-K-6

ERIC Educational Resources Information Center

Hougen, Martha C., Ed.; Smartt, Susan M., Ed.

2012-01-01

For future literacy teachers just beginning their professional education, nothing's more important than the first core text that builds their foundation for classroom success. That's why every preservice teacher should start with this introductory reading textbook, ideal for teaching fundamental literacy skills to students in pre-K-Grade 6. Based…

The Use of Literacy Materials in Early Childhood English Language and Literacy Programmes in Singapore: Local Responses to Global Trends

ERIC Educational Resources Information Center

Tang, Alice

2015-01-01

This paper explores local responses by Singapore pre-school teachers to the global trend towards English as the medium of instruction at the early childhood level of education. The paper reports research into how teachers have responded to the national literacy agenda, as outlined in the Curriculum Framework for Kindergartens in Singapore, using…

Literacy: Learning and Schooling.

ERIC Educational Resources Information Center

Milz, Vera E.

1987-01-01

The concern for literacy dominates the elementary classroom as instructional theories mesh with the realities of practice. Reviews of research literature, such as "Becoming a Nation of Readers," have given considerable support to meaning-centered, active language learning curricula. Questioning whether today's children will be literate…

Using Educational Technology to Develop Early Literacy Skills in Sub-Saharan Africa

ERIC Educational Resources Information Center

Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony

2016-01-01

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a…

Adolescent Literacy in the Era of the Common Core: From Research into Practice

ERIC Educational Resources Information Center

Ippolito, Jacy, Ed.; Lawrence, Joshua Fahey, Ed.; Zaller, Colleen, Ed.

2013-01-01

"Adolescent Literacy in the Era of the Common Core" provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom. Exceptionally clear and accessible, the book addresses a full range of topics in this vitally important field, including disciplinary literacy; vocabulary…

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Archer-Bradshaw, Ramona E.

2017-02-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

Let's Go to the Zoo: Guiding Elementary Students through Research; Ladders of Collaboration; Information Literacy and Assessment: Web Resources Too Good To Miss; Top Secret: Collaborative Efforts Really Do Make a Difference; What Is Collaboration to You?; Volunteering for Information Literacy; Getting an Early Start on Using Technology for Research; Collaborations: Working with Restrictions.

ERIC Educational Resources Information Center

Futch, Lynn; Asper, Vicki; Repman, Judi; Tschamler, Addie; Thomas, Melody; Kearns, Jodi; Farmer, Lesley S. J.; Buzzeo, Toni

2002-01-01

Includes eight articles that address the role of the elementary school librarian in developing information literacy, focusing on collaboration between media specialists and classroom teachers. Highlights include student research, including a research planning sheet; Web resources on information literacy and assessment; and helping students use…

Healthy Reading: Teaching Strategies for Integrating Health and Literacy Education

ERIC Educational Resources Information Center

Cummings, Carol A.; Obel-Omia, Carolyn

2016-01-01

Across the world, development of health literacy skills with elementary school students improves health outcomes, reduces health risks, and increases academic success. As elementary school classroom teachers are often responsible for delivering the health curriculum to their students, this article examines ways to integrate health literacy with…

Literacy and Starting School: Views of Parents and Early Childhood Staff and Issues for Transition.

ERIC Educational Resources Information Center

Makin, Laurie

A recent study of literacy practices in early childhood services prior to school entry (Makin, Hayden, Holland, Arthur, Beecher, Jones Diaz & McNaught, 1999) revealed that, for both parents and early childhood staff, school entry often looms as a threat to children's confidence and self-esteem rather than as an opportunity for individual…

iPads as a Literacy Teaching Tool in Early Childhood

ERIC Educational Resources Information Center

Beschorner, Beth; Hutchison, Amy

2013-01-01

Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies (Children Now, 2007), early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar…

iPads as a Literacy Teaching Tool in Early Childhood

ERIC Educational Resources Information Center

Beschorner, Beth; Hutchison, Amy

2013-01-01