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Childs, Kamshia – Texas Association for Literacy Education Yearbook, 2021
During the COVID pandemic, faculty and staff working within educator preparation programs faced the challenge of having to get future educators the tools they needed to be successful in a "normal" setting while working to set up and create their own virtual environments. This article looks at the practice of structuring course…
Descriptors: COVID-19, Pandemics, Literacy Education, Electronic Publishing
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Pletcher, Bethanie C.; Nichols, Marilyn; Elizondo, Andrea – Texas Association for Literacy Education Yearbook, 2021
The purpose of this self-study was to examine my coaching conversation skills in the context of individual coaching sessions held with undergraduate student tutors enrolled in my Reading Assessment and Intervention course in Fall 2020. Each tutor met with their tutee once per week for 30 minutes while their partner observed the lesson. Prior to…
Descriptors: Coaching (Performance), Preservice Teachers, Tutors, Undergraduate Students
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Hooper-Bressler, Kellie; Butler, Melinda – Texas Association for Literacy Education Yearbook, 2021
What happened when a global pandemic shut down schools in March of 2020, causing an after-school graphic novel book club to be all but forgotten? Magic happened, when led by a determined instructional literacy coach and a local university professor. Undaunted, they decided to adapt the graphic novel book club into a synchronous virtual experience…
Descriptors: Cartoons, Novels, Books, Clubs
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Loewenstein, Melanie; Slay, Laura E.; Morton, Tami – Texas Association for Literacy Education Yearbook, 2021
The onset of the COVID-19 pandemic forced teachers to shift teaching and learning from face-to-face in brick-and-mortar classrooms to online learning platforms. For many teachers, this abrupt change was not an easy transition, particularly when working with students in early childhood who are reading and writing in the early years of literacy…
Descriptors: Writing Instruction, Web Based Instruction, Educational Change, Electronic Learning
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Kerbs, Macie – Texas Association for Literacy Education Yearbook, 2021
The literacy classroom is a powerful context for students to learn about their own lives and the lives of others. By integrating lessons on identity and diversity in the literacy classroom, the learning experiences become more relevant and engaging. Not only is this the case for K-12 students, but also for the preservice teachers in teacher…
Descriptors: Undergraduate Study, Preservice Teacher Education, Preservice Teachers, Literacy
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Revelle, Carol – Texas Association for Literacy Education Yearbook, 2020
The new ELAR TEKS include consistent content vocabulary across grade levels that represent an opportunity for teachers to build a strong foundation for efficient growth and development. In this article, the author looks at consistent content vocabulary, shifting content vocabulary, and content vocabulary spread in the new ELAR TEKS and then ends…
Descriptors: Vocabulary, English, Language Arts, Elementary Secondary Education
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Barrios, Amy; Kohler, Karen – Texas Association for Literacy Education Yearbook, 2020
The establishment of self-identity within the learning community is at the core of participation; as educators, it is critical that we consider the cultural makeup of our classroom participants, and address those cultures through instructional decision making, teaching opportunities, and development of the classroom community. This article…
Descriptors: Secondary School Students, Literature, Cultural Awareness, Culturally Relevant Education
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Childs, Kamshia R. – Texas Association for Literacy Education Yearbook, 2020
Writing often serves as a medium for students to express their feelings as well as share their perspectives gained. Students can benefit from learning to articulate through authentic and relevant writing. Writing can be beneficial in all core subjects (not just English Language Arts) as well as special programs (such as Fine Arts and Physical…
Descriptors: Writing Across the Curriculum, Writing Instruction, Relevance (Education), Instructional Effectiveness
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Pauloski, Gwen – Texas Association for Literacy Education Yearbook, 2020
In a recent classroom-based action research study, the author's adolescent students deepened their informational text comprehension skills over the course of several interactive, strategic shared text studies. As suggested by research and theory, her students appeared to observe and appropriate cognitive, executive, and discourse strategies as…
Descriptors: Adolescents, Secondary School Students, Reading Instruction, Reading Comprehension
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Childs, Kamshia; Jennings, Ileana; Panozzo-Schagene, Matthew – Texas Association for Literacy Education Yearbook, 2020
R.E.A.D @TALE (Really Accept and Engage with Diversity) is a Special Interest Committee of the Texas Association for Literacy Education whose mission is to engage in understanding and supporting the needs of all students and teachers in Texas no matter their backgrounds. Beyond understanding the characteristics that make us unique, this committee…
Descriptors: Literacy Education, Student Needs, Student Characteristics, Culturally Relevant Education
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Ray, Jennifer S. – Texas Association for Literacy Education Yearbook, 2020
Learning to read is a complex endeavor that requires developing brain connections. The brain connections for reading written words begins forming during the development of oral language. The maturing of oral language and reading instruction continue the growth of the necessary brain connections to read and write. Structured Literacy instruction…
Descriptors: Dyslexia, At Risk Students, Literacy Education, Student Needs
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Brabham, Beth; Johnson, Rose – Texas Association for Literacy Education Yearbook, 2019
Our district reading data at the secondary level has remained stagnant over the last decade with respect to grade-level reading ability. We knew we wanted to find a way to engage students in reading and strengthen their literacy skills. In response to this, we sought to examine if we were hindering literacy development through our instructional…
Descriptors: Literacy Education, School Districts, Reading Skills, Teaching Methods
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Hughes, Crystal D.; Diego-Medrano, Elsa – Texas Association for Literacy Education Yearbook, 2019
The most recent generation of graduates, known as millennials -- those born between the years of 1981 and 1996 -- are entering the workforce and the teaching profession. A recent publication indicated that millennials now comprise approximately 50% of the workforce, and they will make up 75% by the year 2030 (Emmons, 2018). As millennials enter…
Descriptors: Preservice Teachers, Preservice Teacher Education, Professionalism, Outcomes of Education
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Bippert, Kelli; Espinosa, Tomas – Texas Association for Literacy Education Yearbook, 2019
An elementary-level content area reading course was redesigned using a project-based learning (PBL) model to improve undergraduate pre-service teacher course content instruction. The research question was, "What are college/ university students' perceptions of a project-oriented undergraduate course?" Six university pre-service teachers,…
Descriptors: Active Learning, Student Projects, Expectation, Student Satisfaction
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Revelle, Carol – Texas Association for Literacy Education Yearbook, 2019
The new ELAR TEKS includes a new standard that requires students to "self-select text and read independently for a sustained period of time" (19 TAC Chapter 110). Though independent reading has been a literacy practice across the state, the state standards has only recently included it as a student expectation. Literacy leaders include…
Descriptors: Independent Reading, Academic Standards, State Standards, Reading Ability
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