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Descriptors:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 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:
Action Research; Reading Instruction; Teaching Methods; Secondary Schools; Foreign Countries; English Teachers; Text Structure; Adolescents; Reading; Hermeneutics; Personal Narratives; Low Achievement; Reading Difficulties; Reading Teachers; Grade 7; Reading Comprehension

Abstract:
Teachers of reading in secondary schools know how important it is for low-attaining readers to read whole narratives but time to do this in a crowded curriculum is limited and progress is more easily measured through reading smaller parts of texts. This paper reports on a longitudinal critical action research project in which three English teachers in two different urban secondary schools in the south of England read whole complex narratives with their classes of average and low-attaining Year 8 students (12- to 13-year-olds) with their practice newly theorised by hermeneutics and intertextuality. These theoretical approaches encouraged the teachers to situate the texts in relation to other related texts that supported students in making inferential links. Moreover, teacher pedagogic discourse became newly focused on text structure and coherence as the whole class read the text together and rapidly to the end with pleasure and understanding. The long-term impact of the action research suggests that such a theorised approach can influence teachers' practice at a deep and sustainable level and in one school led to the introduction of a daily reading lesson where students read whole narratives they selected themselves, raising their reading ages and creating a reading culture. (Contains 1 table.) 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:
Language Arts; Reading Instruction; English Instruction; Middle School Students; Reading Strategies; Reading Comprehension; Outcomes of Education; Fidelity; Reading Teachers; Grade 7; Grade 8

Abstract:
This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension outcomes of their students participated in a 2nd-year, new cohort of students. Teachers taught multiple sections of ELA or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks. Examining the role of fidelity revealed that CSR was more prevalent in treatment classes than the comparison classes and that ELA teachers had significantly less treatment spillover than the Reading teachers. Findings indicate that CSR was associated with a greater effect when implemented in ELA classrooms compared to Reading classrooms. (Contains 6 tables and 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:
Teacher Competencies; Developmental Tasks; Childrens Literature; Foster Care; Family Structure; Adoption; Discussion (Teaching Technique); Child Development; Language Usage; Teacher Role; Consciousness Raising; Reading Material Selection; Misconceptions; Stereotypes; Reading Teachers

Abstract:
Teachers often have no preparation for handling the questions and conversations that arise in the classroom when discussing literature having adoption or foster care themes. Instead of relying on personal experiences or stereotypes portrayed through the media, teachers are advised to understand the developmental tasks of children from families formed through adoption or foster care. In addition, teachers can use sensitive classroom language and safe options for enrichment or extension assignments whenever using children's literature about adoption or foster care. Finally, teachers must also be prepared to interpret for children the historical context of adoption and foster care in the literature under study. Guidelines are offered to help teachers select and discuss literature about this type of diverse modern family structure. (Contains 1 table.) 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:
Knowledge Base for Teaching; Reading Teachers; Beginning Reading; English (Second Language); Second Language Instruction; Preservice Teachers; Spelling; Vocabulary

Abstract:
This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups. 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:
American Indian Education; American Indians; Alaska Natives; Students; Educational Experience; Grade 4; Grade 8; National Competency Tests; Mathematics Achievement; Reading Achievement; Scores; Gender Differences; Economically Disadvantaged; Achievement Gap; Rural Urban Differences; Public Schools; Reading Teachers; Mathematics Teachers; Administrators; Surveys; American Indian Culture; American Indian History; School Community Relationship; School Counselors

Abstract:
Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES was administered in 2005, 2007, 2009, and 2011 as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow for more in-depth reporting on the achievement and experiences of AI/AN students. It fulfills a mandate of Executive Order 13592 issued in 2011 to improve educational outcomes for all AI/AN students. NIES reports present findings that are relevant to research and collaborative provisions of the Executive Order. This report presents results on the performance of fourth- and eighth-grade AI/AN students in the NAEP reading and mathematics assessments, followed by information on their educational experiences based on responses to the NIES student, teacher, and school questionnaires. This represents a change from earlier studies in 2005, 2007, and 2009 when performance and survey results were presented in separate reports. (Contains 36 figures, 28 tables and 7 footnotes.) [The National Indian Education Study (NIES) is directed by NCES and carried out by Educational Testing Service (ETS), Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum IT. Additional support in the development of this report was provided by Levine & Associates.] 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:
Interdisciplinary Approach; Scientific Literacy; School Libraries; Teaching Methods; Elementary School Science; Language Arts; Books; Computers; Museums; Reading Teachers; Teacher Collaboration

Abstract:
Imagine a classroom where students are actively engaged in seeking scientific knowledge from books and computers. Think of a classroom in which students fervently write to create PowerPoint presentations about their scientific topic and then enthusiastically practice their speaking roles to serve as docents in a classroom museum setting. Visualize a group of students that feel knowledgeable and empowered. Such visions could become reality through the initiation of a museum literacy project. The authors decided to transform their school library into a museum--which one might define as a place where one can view a collection of items of natural, scientific, literary, or artistic value--to display their students' projects generated from their air and weather unit. A museum literacy project provides the opportunity for cross-curricular teaching that links science and literacy in an authentic and meaningful context. In this engaging and creative project, the authors will show how a second-grade teacher collaborated with the school reading specialist for 50 minutes twice weekly to provide literacy instruction and support as the teacher taught concurrent science lessons throughout the week. Although this project was conducted with second graders, it would be a viable project for all students from grades 2-8. (Contains 1 figure and 6 online 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:
Disabilities; Assistive Technology; Reading Instruction; Education Courses; Reading Teachers; Teaching Methods; Technology Integration; Computer Uses in Education

Abstract:
Twenty-first century teachers working with diverse readers are often faced with the question of how to integrate technology in reading instruction that meets the needs of the techno-generation. Are today's teachers equipped with the knowledge of how to effectively use Assistive Technologies (AT) for reading? This position paper discusses AT for reading as a vital component to reading education courses, and posits that AT for reading is not for students with disabilities alone. Thus, its usage should not be limited to special education professionals, but all reading professionals should embrace AT, teach students about it, and explore its use with diverse readers in the inclusive classroom. 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:
State Standards; Literacy; Language Arts; Reading Teachers; Program Implementation; Instructional Innovation; Alignment (Education); Change Strategies; Educational Change; Educational Legislation

Abstract:
The English Language Arts Common Core State Standards (ELA CCSS) come at a time when many reading teachers, literacy coaches, and classroom teachers seek more extensive literacy practices than the policy mandates of No Child Left Behind and Reading First. These initiatives placed requirements for instruction in core aspects of reading at the forefront, but left other less-privileged elements of literacy too often forgotten. Implementing the ELA CCSS gives educators a chance to step back, think critically, and make decisions to help foster improved instruction. With the Common Core, educators are engaged in conversations about the "six instruction shifts" and other components of the ELA standards that offer new ideas or reminders of the broader context for literacy instruction. This article presents the six shifts in instruction that educators will need to accomplish to align curricular materials and classroom instruction with the ELA CCSS: (1) Shift 1: Increase reading of informational text; (2) Shift 2: Growth in text complexity; (3) Shift 3: Text-based answers; (4) Shift 4: Academic vocabulary; (5) Shift 5: Writing from sources; and (6) Shift 6: Literacy instruction in all content areas. 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:
Adult Literacy; Teaching Methods; Dyslexia; Focus Groups; Disproportionate Representation; Interviews; Teacher Attitudes; Teacher Surveys; Questionnaires; Reading Teachers; Reading Instruction; Instructional Effectiveness; Adult Students; Foreign Countries; Attitudes toward Disabilities

Abstract:
Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dyslexia. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected were analysed using the conceptual analysis strand of concept analysis. It found that their perception of dyslexia and their approaches to teaching learners with dyslexia were informed by a dominant discourse which derives from a deficit model of dyslexia and which concurs with the metaphor of dyslexia and illiteracy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence in the long-term value of the tuition they provide to their learners. The study concludes by highlighting that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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