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Direct linkNoguerón-Liu, Silvia – Reading Research Quarterly, 2020
This article is a response to claims made by proponents of "science of reading" and "structured literacy" reading instruction approaches, in regard to their effectiveness with emergent bilingual students. The author argues that the strong knowledge base generated from studies examining the dynamic literacy practices of emergent…
Descriptors: Reading Research, Literacy Education, Bilingualism, Reading Instruction
Lefstein, Adam; Snell, Julia – Reading Research Quarterly, 2011
This article problematises a broad consensus in favour of importing popular culture into classrooms as a means of engaging pupils, transforming interactional norms and facilitating pupil understanding. A literacy lesson in which an English primary school teacher invoked the televised talent show, "X factor", in organising the class to…
Descriptors: Feedback (Response), Popular Culture, Teaching Methods, Ethnography
Sperling, Melanie; Appleman, Deborah – Reading Research Quarterly, 2011
The concept of voice permeates perspectives on reading and writing and has helped guide both literacy research and teaching. However, what voice is for scholars, researchers, and teachers takes many guises, some in apparent contradiction to others. We offer a theoretical perspective on the concept of voice, situating it within sociocultural…
Descriptors: Literacy, Research, Literacy Education, Language Research
Risko, Victoria J.; Roller, Cathy M.; Cummins, Carrice; Bean, Rita M.; Block, Cathy Collins; Anders, Patricia L.; Flood, James – Reading Research Quarterly, 2008
The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in…
Descriptors: Teacher Education, Criticism, Reading Teachers, Pedagogical Content Knowledge
Mathes, Patricia G.; Denton, Carolyn A.; Fletcher, Jack M.; Anthony, Jason L.; Francis, David J.; Schatschneider, Christopher – Reading Research Quarterly, 2005
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's…
Descriptors: High Risk Students, Grade 1, Beginning Reading, Student Characteristics
