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Response to Intervention: A Cautious Tale in the Quest to Transform Lives
Get PDFThis narrative, a cautionary fictional tale, addresses the way in which theoretical models, specifically the Response to Intervention (RTI) model buckles and collapses when situated within an institutional system. The model of RTI, with its elegance and simplicity, lures educators and administrators into a predictable narrative fantasy where the learning problem resides within the student. As such, the student moves through steps or tiers where computer time, small group activities with classroom aides and volunteer tutoring masquerade as superior instruction. At the same time, each tier functions to gradually isolate the student until s/he becomes dis/abled from the larger group moving towards more restrictiveness. Regrettably, rather than dismantling the system of marginalization, RTI strengthens the organizational structure of marginalization by gradually feeding back upon itself.
Understanding the Video Game Experience through Reader Response Theory
Get PDFThe world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students’ multi-modal world outside of school with the world of literacy they encounter in school. As a way to look at the gaming experience, a case study of 15 participants examined three mainstream video games using Louise Rosenblatt’s reader response theory. In this qualitative study, interview transcripts about the gaming experience are coded for themes relating to reader response theory. The literature does not currently contain substantial research regarding how the gaming experience and reading experience are similar, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated in much the same way as the reading experience
Jugar y Aprender-Play and Learn: First Language Literacy and Parent Involvement
Get PDFA column about First Language Literacy, English Language Learners and the transfer of skill from language one to language two
Peer-led Discussions of Social Studies Text: Comprehension Strategies in Action
Get PDFThe purpose of this study was to investigate how small groups of fifth graders construct meaning of social studies text during peer-led discussions. Data collection occurred across six months and included individual and small group student interviews, teacher interview, audio tape recordings, and verbatim transcriptions of the audio tapes, author’s field notes, and students’ artifacts. Transcriptions and observational field notes were examined and coded for instances of students’ meaning making talk. Findings indicated: (1) Fifth graders in this study initiated and maintained meaningful talk of social studies text in peer-led settings with minimum teacher intervention; (2) They used numerous cognitive processes to generate higher levels of awareness to enhance understanding for all group members as they engaged in the discussions. Therefore, classroom teachers may want to use this knowledge to inform their instructional practic
Viewing Content Curriculum Through the Lens of Language Acquisition: A Content Analysis
Get PDFThe purpose of this study was to investigatewhether literacy journals are supporting teachingcontent curriculum as language acquisition.Articles from three literacy journals (N= 1648)during the years 2005-2015 were coded viamixed method content analysis. Articles with afocus on any aspect of content curriculum wereinitially selected. Further coding revealed articlesthat did not discuss forms of literacies (i.e.thinking, reading, writing, listening, and reading),articles that discussed one or more formsof literacies in relation to the content area(s),and articles that connected teaching contentcurriculum to language acquisition either explicitlyor implicitly. The researchers support abelief that students should become fluent in thelanguage of content as content is a language tobe acquired; however findings from this studyindicated that less than 1% of articles in the selectedliteracy journals related teaching contentcurriculum to language acquisition. Further researchto include additional literacy journals aswell as content specific journals is needed toexplore the topic deeper
Expert Student to Novice Teacher: Identity Shifts in Literacy Teacher Education
Get PDFTeacher candidates need to enter today’s increasingly diverse classrooms with the knowledge, skills, and dispositions required to be effective educators. Part of the process includes candidates making an identity shift from student to teacher. This study explores the use of Dialogic Inquiry Groups in a reading methods course as a vehicle for identifying candidates’ current identity stance as well as in facilitating further development. Qualitative methods are used to describe candidates’ characteristics along a continuum from expert student to novice teacher. Findings suggest that while some candidates resist the shift to the teacher identity, careful scaffolding by the instructor can influence change. Implications for teacher education are discussed