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Descriptors:
Literacy; Books; Clubs; Student Reaction; Literacy Education; Reading Comprehension; Childrens Literature; Elementary School Students; Elementary School Teachers; Reading; Reading Instruction; Grade 2; Grade 3; Early Childhood Education; Emergent Literacy; Writing Instruction; Childrens Writing

Abstract:
This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, "The Egypt Game," are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy Education; English (Second Language); Second Language Learning; English Language Learners; Classrooms; Elementary School Science; Science Curriculum; Literacy; Science Education; Science Instruction; Grade 2; Grade 3; Elementary School Students; Instructional Materials; Teaching Methods; Scientific Concepts

Abstract:
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 extending classroom literacy into the home. The suggestions and activities emphasize literacy strategies appropriate for ELLs as well as English-speaking students. (Contains 4 figures and 9 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Item Response Theory; Morphemes; Semantics; Reading Comprehension; Word Frequency; Vocabulary Development; Reading Ability; Adolescents; Reading; Literacy; Middle School Students; Models; Literacy Education; Grade 7; Grade 8; Vocabulary; Raw Scores; Correlation; Syllables

Abstract:
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that reader's ability to read a related derived word (e.g., "isolation"). After controlling for root-word reading, results also suggest that the remaining variability in derived-word reading can be explained by word and reader characteristics. The significant word characteristics include derived-word frequency and root-word frequency but not morpheme neighborhood size, average family frequency, number of morphemes, or semantic opaqueness. The significant reader characteristics include morphological awareness and vocabulary knowledge but not reading comprehension. Only phonological and orthographic-phonological opaqueness interacted with the effect of root-word reading, suggesting that students were less able to apply root-word knowledge when the root word changed phonologically (with or without an orthographic change) in the larger derived word. Discussion is included regarding how findings from this study inform the development of models of word reading for adolescents. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Foreign Countries; Control Groups; Phonemes; Rhyme; Reading Instruction; Computer Assisted Instruction; Reading; Intervention; Comparative Analysis; Reading Difficulties; Young Children; Literacy Education; Spelling; Phoneme Grapheme Correspondence; Phonics; Phonemic Awareness; Phonological Awareness; Effect Size; Pretests Posttests; Grade 2; Elementary School Students

Abstract:
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up. (Contains 4 tables, 2 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Literacy Education; Written Language; Foreign Countries; Bilingualism; Writing (Composition); Oral Language; Comparative Analysis; Teaching Methods; Role; Japanese

Abstract:
Literacy education is always a potentially problematic undertaking, one that shifts people's relationships among themselves, with bodies of transmitted knowledge and with structures of political control (Collins & Blot, 2003; Lee, 2004; Mazrui, 1990). The teaching of writing and composition in early 20th-century Japan presented a number of unique challenges, centered on the complexity of the writing system and the historical diglossia that had separated the spoken and written forms of the language for centuries. In this article, the author compares the responses of Makiguchi Tsunesaburo (1871-1944) and Ashida Enosuke (1873-1951) to these challenges. Where Ashida promoted the idea of writing as a spontaneous expression of the "self," Makiguchi encouraged a more deliberate, conscious and "scientific" approach to the teaching of writing, one that encouraged more interactive and socialized understanding of language and the self-other relations it embodies. These approaches are compared against the background of the role assigned to language learning and teaching in defining the contours of an emerging national "self." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy Education; Written Language; Interaction; Educational Change; Educational Practices; Researchers; Educational Research; Language Research; Oral Language; Correlation; Cooperation; Educational Improvement; Teaching Methods; Learning Processes

Abstract:
This paper introduces the goals of the research project on which this special issue of "Linguistics and Education" is based. A case is made for considering contemporary education as saturated by and dependent on oral and written language, and on beliefs and practices that relate knowledge, talk, reading and writing. The project is directed at a better understanding of the relationship between oral and written language, and, through collaborations between researchers and teachers, at improving practices that encourage learning. This paper frames the special issue by pointing to a crucial but largely unremarked misalignment--between teaching and learning via classroom interaction and assessment via individual written performance--that lies at the center of current educational practice. A recognition of that misalignment and its significance for students together call for a theoretical and empirical re-engagement with the relationship between literacy education and knowledge on the part of educational practitioners and researchers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Discourse Analysis; Educational Change; Preservice Teachers; Literacy Education; Case Studies; Leadership; Workshops; Culturally Relevant Education; Student Attitudes; Personal Narratives

Abstract:
Critically oriented forms of discourse analysis have focused largely on oppression and injustice. Signaling a new turn in the field, scholars have called for an analytic focus on moments of liberation and agency, referring to this orientation as "positive discourse analysis" (PDA). In this research, we turn our attention to a case study of agency and leadership in teacher education. We analyze the discursive contours of a workshop designed and presented at an Educating for Change Curriculum Fair by a preservice teacher, whom we refer to as Leslie, about culturally relevant teaching. Arguing that PDA is not a new approach but a shift in analytic focus, we draw on the tools of narrative analysis, critical discourse analysis, and multimodal analysis. This turn toward the "positive" provided us with insight into the discourses processes associated with agency: how Leslie accepts and extends invitations for agency, uses problems to extend learning, uses narratives and counter-narratives and creates multiple storylines for herself and others. We call for further research that considers agency across contexts so that we might be better able to identify agentic stances and deepen such acts. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Literacy Education; English (Second Language); Foreign Countries; Second Language Learning; Language Skills; Expertise; Critical Literacy; Participatory Research; Middle School Students; Immigrants; Curriculum Development; Acculturation; Classroom Environment; English Language Learners

Abstract:
This article reports some main findings of a year-long participatory action research study of critical literacy (CL) practices with middle school recent immigrant English language learners (ELLs) in Ontario, Canada. The CL program followed an integrated instructional model informed by Cummins' (2001) "Academic Expertise Framework" and Janks' (2010) synthesis model of CL as well as the poststructuralist/feminist advocacy for emotional engagement and self-reflexivity in CL education. The researcher and the teacher collaboratively developed an emergent curriculum based on the ELLs' concerns about discrimination and cultural adjustment. Through these transformative literacy practices, students gained not only language skills but also a sense of efficacy for social change. The research challenges the linear and segregated view of literacy and CL development, and points to the need to position ELLs as competent learners and to structure classroom conditions and practices to facilitate their gradual development as critical language users. (Contains 1 figure, 1 table and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Literacy; Eskimo Aleut Languages; Eskimos; Foreign Countries; Multilingualism; Language Planning; Multiple Literacies; Literacy Education; Family Environment; Family Relationship; Language Usage; Ethnography; Urban Areas; Cultural Maintenance; Language Maintenance; Community Centers

Abstract:
This study investigates the intersection of family language policy with Indigenous multiliteracies and urban Indigeneity. It documents a grassroots Inuit literacy initiative in Ottawa, Canada and considers literacy practices among Inuit at a local Inuit educational centre, where maintaining connections between urban Inuit and their homeland linguistic and cultural practices is a central objective. Using data from a participatory, activity-oriented, ethnographic project at an Inuit family literacy centre, we argue that state-driven language policies have opened up spaces for Indigenous-defined language and literacy learning activities that can shape and be shaped by family language policies. This has permitted some urban groups in Canada to define their own literacy needs in order to develop effective family language policies. Drawing on two Inuit-centred literacy activities, we demonstrate how literacy practices are embedded in intergenerational sharing of Inuit experience, cultural memory, and stories and how these are associated spatially, culturally, and materially with objects and representations. We thus show how Inuit-centred literacy practices can be a driving force for family language policy, linking people to an urban Inuit educational community centre and to their urban and Arctic Inuit families and homelands. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Literacy; Teaching Methods; Preservice Teachers; Computer Mediated Communication; Discussion; Literacy Education; Reflection; Reflective Teaching; Information Technology; Teacher Education

Abstract:
Within the context of an undergraduate literacy methods course, preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking (McVee, Baldassarre, & Bailey, 2004) and respond to specific prompts through an online dialogue discussion and written reflective summaries. This article describes the process these preservice teachers engaged in as they discussed and reflected on their experiences in a language arts class. In the online dialogue, the preservice teachers engaged in reflective strategies that included clarifying, enhancing, providing evidence, challenging, and different thinking. As they dialogued and wrote reflective summaries, these students deepened their comprehension of literacy instruction and enhanced their meta-cognitive awareness of instructional practice as teachers of literacy. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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