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Bintz, William; Ciercierski, Lisa – Texas Journal of Literacy Education, 2022
This article describes an instructional strategy developed to integrate reading and writing. This strategy invites students to use reading, writing poetry, and illustrating as tools to represent intertextual connections to self-selected paired text. It identifies poetic inquiry as the research methodology, discusses intertextuality, and provides a…
Descriptors: Reading Instruction, Writing Instruction, Integrated Activities, Educational Strategies
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Kyser, Christine – Texas Journal of Literacy Education, 2022
This research conducted with third graders examined a teacher and her students as they transformed their traditional writing workshop to a designing workshop. Using the New London Group's (1996) pedagogy of multiliteracies and Katie Wood Ray's (2006) units of study as frameworks, students participated in a unit of study on informational texts.…
Descriptors: Multiple Literacies, Grade 3, Elementary School Students, Writing Workshops
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Schrodt, Katie; Barksdale, Bonnie; Fields, R. Stacy – Texas Journal of Literacy Education, 2022
This article seeks to empower teachers to create a literacy environment in which children begin to identify as writers: confident, willing to take risks, engaged, excited, persistent, resilient, resourceful, and self-starting. The teaching methods provided in the article are centered around the writer's workshop model, applied in a Kindergarten…
Descriptors: Independent Study, Writing (Composition), Kindergarten, Young Children
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Athans, Kimberly – Texas Journal of Literacy Education, 2022
This study explores the transformative nature of the National Writing Project (NWP). It employs an interpretive phenomenological analysis approach and self-efficacy theory in order to understand the perceptions of K-12 teachers who attended the NWP in Southeast Texas in the last five years. Using interviews, reflexive journals, and a reflective…
Descriptors: National Programs, Writing Instruction, Phenomenology, Writing Workshops
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Maynard, Chanelle; Young, Chase – Texas Journal of Literacy Education, 2022
The quasi-experimental study utilized an interrupted time-series design to examine the effect of 20 third graders' writing achievement as a result of a trait-based instructional approach to writing. The primary researcher provided writing professional development on traits-based instructional and assessment for a third-grade team. One of those…
Descriptors: Scoring Rubrics, Writing Achievement, Grade 3, Elementary School Students
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Delgado, Priscilla K. – Texas Journal of Literacy Education, 2021
The use and importance of culturally relevant literature in the elementary classroom is discussed in this article. Common classroom practices with regard to use of literature and a review of the need for culturally relevant literature that provides students with windows and mirrors into lived experiences are both explored. Ways to identify and use…
Descriptors: Culturally Relevant Education, Childrens Literature, Classroom Techniques, Best Practices
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Stagg Peterson, Shelley; Grimes, Ashley; Sky, Kathy – Texas Journal of Literacy Education, 2021
In this study, northern Canadian rural and Indigenous parents provided valuable information about the self-initiated writing that their two- through nine-year-old children do at home. In interview responses, participating parents told stories about the writing materials and spaces they make available to children for writing. They talked about how…
Descriptors: Foreign Countries, Canada Natives, Rural Population, Family (Sociological Unit)
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Zoeller, Emily; Briceño, Allison – Texas Journal of Literacy Education, 2021
Although a multilingual, translanguaging approach to teaching reading has been found to have a positive impact on literacy development of Dual Language Learners, bilingual programs continue to fail students by delivering literacy instruction in separate linguistic times and spaces. In this article, we propose an approach we call Transleyendo,…
Descriptors: Reading Instruction, Teaching Methods, Bilingual Education, Holistic Approach
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Hendrickson, Rachel; Peterson-Hernandez, Katie – Texas Journal of Literacy Education, 2020
This article reports on how pen pals can be incorporated into the literacy classroom for engagement and motivational interest. The authors describe a study in which focused, interactive pen pals were implemented in a third-grade classroom, and the influence this practice had on students' writing. Incorporating pen pals during writing instruction…
Descriptors: Teaching Methods, Letters (Correspondence), Authentic Learning, Instructional Effectiveness
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Youngs, Suzette; Loyd, Stacy – Texas Journal of Literacy Education, 2020
Learning to question power relationships, symbols of power, and how power is used and negotiated in children's literature through critical dialogue can support young readers to move toward a social justice mindset. The authors of this article share critical strategies and analytic tools to support teachers and readers to analyze types of power,…
Descriptors: Picture Books, Childrens Literature, Power Structure, Social Justice
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Wilson, Tara – Texas Journal of Literacy Education, 2020
The purpose for this qualitative study was to describe elementary school teachers' perspectives on working with a literacy instructional coach. The particular literacy instructional coach in this study was also a university professor, not employed by the school district. The university professor provided professional learning to meet instructional…
Descriptors: Teacher Attitudes, Elementary School Teachers, College Faculty, Partnerships in Education
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Casey, J. Elizabeth; Linn, Diana; Pennington, Lisa K.; Mireles, Selina V.; Lopez, Dallas J. – Texas Journal of Literacy Education, 2020
It is important that preservice and in-service teachers use effective supports for English language learners (ELLs) in science classes to enhance learning. ELLs with limited English proficiency may need more supports to address language barriers that affect student learning. Literature circles can be used to enhance understanding of content when…
Descriptors: Picture Books, Teaching Methods, English Language Learners, Language Proficiency
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Back, Amy J. – Texas Journal of Literacy Education, 2020
Public schools in the U.S. today are educating more students from language and racial/ethnic minority backgrounds and from lower socioeconomic groups. Schools, however, have a long history of providing inequitable educational opportunities that disadvantage low income students and students of color who are increasingly segregated in under-funded…
Descriptors: High Stakes Tests, Standardized Tests, Student Evaluation, Bilingual Students
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González Martín, Ana María; Pulte, William; Hall, Viviana – Texas Journal of Literacy Education, 2020
Dual language programs are poised to produce bilingual/biliterate teacher candidates to alleviate bilingual educator shortages. Therefore, in search for ways to support the growing number of Spanish/English dual language programs in Texas, the authors of this paper analyzed the variations of Spanish language and proficiency levels of 9th grade…
Descriptors: Spanish, Heritage Education, Bilingualism, Literacy
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Hudson, Alida K.; Pletcher, Bethanie – Texas Journal of Literacy Education, 2020
This article presents findings from a study in which nine classroom teachers interacted with campus literacy coaches. Teachers were interviewed about qualities that they believe constituted an effective literacy coach. The themes that emerged were that literacy coaches have strong interpersonal skills, are knowledgeable, provide specific feedback,…
Descriptors: Teacher Attitudes, Literacy Education, Coaching (Performance), Teacher Effectiveness
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