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Using Word Walls to Promote Literacy Skills and Social-Behavioral Success for Students with Emotional and Behavioral Disorders
Get PDFThe purpose of this manuscript is to demonstrate ways that word walls can be used to promote literacy skills and social-behavioral success as part of multi-component interventions that include evidence-based instructional and behavioral strategies for students with emotional-behavioral disorders (EBD). This approach is designed to address the inter-connection between literacy skill deficits and social-behavioralskill deficits that many students with EBD experience
Literacy Pioneer: Seminal Works of James Paul Gee
Get PDFJames Paul Gee’s seminal works have led to recommendations that support changes in current pedagogical approaches to learning. Gee’s (1999) seminal work An introduction to Discourse Analysis Theory and Method describesthe multiple factors, tools of inquiry, necessary for analyzing discourse: language-in-use with context, situated meanings, and cultural models. Gee has transferred his theory and method for discourse analysis to the field of video games, visual media, language, and learning. Gee’s (2003) What Video Games Have to Teach Us About Learning and Literacy explains on how well designed video games can enhance learning through effective learning principles. Situatedlanguage and learning: A critique of traditional schooling (2004a) includes video games in the sociocultural and sociolinguistic theory of learning and literacy as well as ways to reform school curriculum
Sustained Effects of Participation in Imagination Library
Get PDFThe Imagination Library (IL), an organizationwhich promoted literacy by mailing high quality,age-appropriate picture books to newbornseach month until they were five years old.Parents enrolled the children in the programand responded to annual surveys about familyliteracy practices. According to the self-reportedresults of the surveys, parents readaloud more often to their children after receivingthe books in the mail. The school effects ofthis additional time with exposure to books weretested by this researcher. First graders weregrouped by their enrollment in the IL program.Two groups of 15 students were chosen randomlyfrom the total group of 80 first graders; agroup which participated in the IL program,and a group that did not participate in the program.The first-grade Dynamic Indicators ofBasic Early Literacy Skills (DIBELS) test wasused to measure these specific competencies:letter naming, phoneme segmentation fluency,nonsense word fluency, and oral reading fluency,which included speed, accuracy, and comprehensionsof the main idea. Fourteen sets oftest scores were compared to find the differencebetween the mean scores of the two groups. Usingan analysis of variance with a = .10, themean scores of the IL students were found to behigher, but not significantly higher, on all thesubtests except two. The grade level competency pass rate was also compared for the two groups. The IL pass rate for grade-level requirements was 72 percent while the pass rate for non-IL students was 55 percent
21st Century Digital and Global Teacher Preparation Efforts: A Content Analysis of Major Assignments and Assessments in Stand-Alone Children’s Literature Courses
Get PDFoai:read-ojs-shsu.tdl.org:article/1The expansion of technology access and digital devices has engendered the need for different approaches with literacy instruction in order to adequately prepare individuals to be active and successful participants in a digital and global environment. The purpose of this study was to explore how stand-alone children’s literature courses have been transformed to address 21st century digital and global preparation efforts among preservice teachers. A content analysis methodology was employed using publically-accessible course syllabi for stand-alone children\u27s literature courses required in Generalist (Grade Level EC-6) initial certification programs offered among educator preparation programs in Texas. Analyses conducted identified a total of 372 types of major assignments and assessments within which 18 were specific digital preparation efforts and eight were specific global preparation efforts. Limitations and discussion are addressed, which included two recommendations for educator preparation programs
Creating Teachers\u27 Digital Toolboxes through Modeling: Lessons Learned from Technology Rich Teacher Education Classrooms
Get PDFFrom sending texts around the world to follow-ing Snapchats from traveling celebrities, humans are more globally connected than ever before. Interactions around the world that seemed impossible 20 years ago are now literally at our fingertips. Due to the increases in technology, education can no longer be seen as an entity unique to individual countries but rather, an integrated system of cross-cultural societies. With these shifts comes changes to education. Students learn through technology and teachers must adapt their instruction to best fit their students’ needs. As a result, teacher education must become more focused and deliberate about preparing future and current teachers to utilize technology effectively. Linking digital literacies with modeling, we include two perspectives on integrating technology into teacher education. The first perspective is from a former middle school teacher who now instructs pre-service teachers, while the second perspective is from a former K-12 teacher who now primarily instructs in-service teachers seeking graduate degrees or additional training. After reflecting on the two experiences, we summarize lessons learned and provide recommendations to other literacy teacher educators