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Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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Does Medium Matter? Examining Calibration Accuracy, Comprehension Performance, and Computer Familiarity among Adolescents
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In: ETD Collection for Fordham University (2021)
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A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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Language learners read comics: Background knowledge and perceptions of multimodal texts
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Benjamin, John D.. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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Literacy in development discourse and practice: Comparative studies in Indonesia
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Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention
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Providing Performance Feedback to Paraeducators Implementing PALS
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Jones, Brian. - : eScholarship, University of California, 2020
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A QUALITATIVE STUDY OF THE STRATEGIES DUAL LANGUAGE TEACHERS EMPLOY TO DIFFERENTIATE READING INSTRUCTION IN THEIR CLASSROOMS ...
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書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders
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Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study
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Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri
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Correlations between Classroom Environment and Reading Skill Growth of Third Graders
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Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards
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Abstract:
The Common Core State Standards for English Language Arts (CCSS-ELA) call for a greater focus on informational reading and nonfiction writing during high school instruction. The ELA standards assume that teaching reading and writing will become a shared responsibility within a school and include standards for teachers of science and social studies as well as English. However, not all teachers may be prepared to incorporate informational reading and nonfiction writing into their curriculum and instruction. Using a basic qualitative research methodology, this study examined how educators in one Maryland school district—including English, science, and social studies teachers and school administrators—made sense of the CCSS-ELA and how these educators worked, or did not work, to incorporate more informational reading and nonfiction writing into their classrooms. Educators’ understanding of the CCSS-ELA was shaped, in part, by their district’s curriculum frameworks and a district-required literacy project. This study found (a) that while most of the educators interviewed supported the Common Core, teachers were generally overwhelmed with multiple competing or conflicting polices that made it difficult to focus on implementing the standards; (b) educators had mixed responses to the district-offered supports intended to help them implement the CCSS-ELA; (c) the departmentalization inherent in most high school structures limited collaboration around the standards among teachers of different subjects (d) improving student writing proved to be particularly difficult. The study suggests a need for increased policy alignment at the district and state levels to facilitate implementation of key aspects of the Common Core. Another implication is the continued need for differentiated professional development and other implementation supports based on the subject taught and level of teacher experience.
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Keyword:
Language arts|Education Policy|Reading instruction
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=27668370
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Reported Literacy Engagement among Low-Income Parents and Their Children
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The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ...
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Textrevisionen in der multilingualen Orientierungsstufe : TimO : Projektlaufzeit: 10.2016-09.2019 ... : Text revision in multilingual secondary schools ...
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