Explicit Literacy Instruction Research Articles

The Role of Metalanguage in an Explicit Literacy Instruction on Scientific Explanation

This paper illustrates the role of metalanguage in an explicit literacy instruction to talk about the forms and functions of scientific genres, particularly the genre of explanation. In the context of science, metalanguage refers to the technical terms for talking about scientific language using words like law, hypothesis, and evidence. Despite many efforts to use literacy strategies to address the challenges of learning scientific language, the conventional genres commonly found in science remain implicit in most science classroom teaching. In order to explicitly discuss the nature of scientific genres and how they are linked to scientific practices, scientific metalanguage provides a potential literacy tool. To illustrate this argument, we draw on a case study where four teachers and their grade 9 students learned how to use a specific type of metalanguage to describe scientific explanation. Analysis of their classroom discourse showed that the use of the metalanguage facilitated explicit communication about the logical sequence, epistemic structure, and validity of scientific explanation. Based on the findings, we discuss the usefulness of metalanguage for teachers and students to describe and analyze scientific genres as well as how these genres are used to construct and communicate scientific knowledge.

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique

AbstractImproving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings.

In-Service Reading Teacher Efficacy

The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.

Comparação entre o peso da iconicidade na leitura orofacial por surdos e ouvintes durante a fase de pré-alfabetização

Este artigo se propõe a discutir o tema da iconicidade-arbitrariedade linguística (Saussure, 1916) no contexto de pré-alfabetização. Antes da instrução explícita, a criança pode se perguntar como decodificar a relação fala-escrita e uma das hipóteses por vezes nutrida é de cunho icônico: há pareamento entre o tamanho da palavra escrita e da coisa que ela representa (PIAGET, 1962). No âmbito arbitrário, há trabalhos que demonstram que crianças a partir de 3 a 9 meses de idade, fase pré-fala, já são capazes de compreender muitas palavras e até pseudopalavras geradas em ambiente de teste e, portanto, não icônicas (LIMA, 2009; WAXMAN & LIDZ, 2006; WAXMAN ET AL, 2009; SHI, 2014). Contudo, para indivíduos surdos, alvo de nosso interesse, que usam língua de sinais como L1, reconhecidamente mais icônica, quais estratégias default de pareamento são usadas antes da instrução formal? Essa é a pergunta que o presente estudo busca responder. Um teste experimental foi elaborado a fim de verificar a preferência de crianças surdas e ouvintes na escolha de palavras e pseudopalavras escritas na representação da mesma articulada, por meio de um vídeo, observando, assim, se fatores icônicos pesam mais significativamente no pareamento letra/som do que fatores arbitrários. ---DOI: http://dx.doi.org/10.31513/linguistica.2018.v14n3a25508

Reading as Statistical Learning.

The purpose of this tutorial is to explain how learning to read can be thought of as learning statistical regularities and to demonstrate why this is relevant for theory, modeling, and practice. This tutorial also shows how triangulation of methods and cross-linguistic research can be used to gain insight. The impossibility of conveying explicitly all of the regularities that children need to acquire in a deep orthography, such as English, can be demonstrated by examining lesser-known probabilistic orthographic cues to lexical stress. Detection of these kinds of cues likely occurs via a type of implicit learning known as statistical learning (SL). The first part of the tutorial focuses on these points. Next, studies exploring how individual differences in the capacity for SL relate to variability in word reading accuracy in the general population are discussed. A brief overview of research linking impaired SL and dyslexia is also provided. The final part of the tutorial focuses on how we might supplement explicit literacy instruction with implicit learning methods and emphasizes the value of testing the efficacy of new techniques in the classroom. The basic and applied research reviewed here includes corpus analyses, behavioral testing, computational modeling, and classroom-based research. Although some of these methods are not commonly used in clinical research, the depth and breadth of this body of work provide a compelling case for why reading can be thought of as SL and how this view can inform practice. Implicit methods that draw on the principles of SL can supplement the much-needed explicit instruction that helps children learn to read. This synergy of methods has the potential to spark innovative practices in literacy instruction and remediation provided by educators and clinicians to support typical learners and those with developmental disabilities.

Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction.

Children in grades 4 to 6 (N=14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once a week after school they first completed HAWK Letters in Motion© for manuscript and cursive handwriting, HAWK Words in Motion© for phonological, orthographic, and morphological coding for word reading and spelling, and HAWK Minds in Motion© for sentence reading comprehension and written sentence composing. A reading comprehension activity in which sentences were presented one word at a time or one added word at a time was introduced. Next, to instill hope they could overcome their struggles with reading and spelling, they read and discussed stories about struggles of Buckminister Fuller who overcame early disabilities to make important contributions to society. Finally, they engaged in the new Kokopelli's World (KW)©, blocks-based online lessons, to learn computer coding in introductory programming by creating stories in sentence blocks (Tanimoto and Thompson 2016). Participants improved significantly in hallmark word decoding and spelling deficits of dyslexia, three syntax skills (oral construction, listening comprehension, and written composing), reading comprehension (with decoding as covariate), handwriting, orthographic and morphological coding, orthographic loop, and inhibition (focused attention). They answered more reading comprehension questions correctly when they had read sentences presented one word at a time (eliminating both regressions out and regressions in during saccades) than when presented one added word at a time (eliminating only regressions out during saccades). Indicators of improved self-efficacy that they could learn to read and write were observed. Reminders to pay attention and stay on task needed before adding computer coding were not needed after computer coding was added.

Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom

Increasing evidence of the re-segregation of students of color within special education suggests that the constructivist-explicit instruction debate may still be relevant for urban educators. While inclusive educators advocate learner-centered constructivist methods for supporting students with disabilities, mainstream special educators equally promote explicit instructional processes. This article describes the literacy instruction of two teachers who drew on both explicit pedagogy and constructivist approaches to student learning. They reconciled these oppositional frameworks through their focus on “real” reading outcomes for their students. I argue that the teachers’ deeper commitments rendered their eclectic approach a form of inclusive pedagogy.

Performance feedback, paraeducators, and literacy instruction for students with significant disabilities.

Literacy skills are fundamental for all learners. For students with significant disabilities, strong literacy skills provide a gateway to generative communication, genuine friendships, improved access to academic opportunities, access to information technology, and future employment opportunities. Unfortunately, many educators lack the knowledge to design or implement appropriate evidence-based literacy instruction for students with significant disabilities. Furthermore, students with significant disabilities often receive the majority of their instruction from paraeducators. This single-subject design study examined the effects of performance feedback on the delivery skills of paraeducators during systematic and explicit literacy instruction for students with significant disabilities. The specific skills targeted for feedback were planned opportunities for student responses and correct academic responses. Findings suggested that delivery of feedback on performance resulted in increased pacing, accuracy in student responses, and subsequent attainment of literacy skills for students with significant disabilities. Implications for the use of performance feedback as an evaluation and training tool for increasing effective instructional practices are provided.

Evaluating the Effects of a Systemic Intervention on First-Grade Teachers’ Explicit Reading Instruction

This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ( j = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ( i = 42) provided 90 min of Tier I reading instruction to first-grade students ( n = 883). In the treatment condition, Tier I classroom teachers were trained to enhance their core reading instruction by making instruction more explicit and intensive through standardized protocols and ongoing coaching support. At-risk treatment students ( n = 240) also received an additional 30 min of Tier II supplemental reading intervention that was highly aligned with Tier I instruction. The focus of this study is on the Tier I portion of the multitiered intervention and the impact of the Tier I Enhancing Core Reading Instruction intervention on teacher practices. Results indicate positive effects of the Tier I intervention on the quality of explicit instruction and the frequency and accuracy of group practice opportunities provided to students.

Evidence-based practice in speech language pathologist training of early childhood professionals

With more children attending formal child care and limited speech language pathology resources, there is a need to consider alternate service delivery models. One such approach is clinician training of early childhood professionals (ECPs). To be appropriately targeted and efficient, training programs should be based on research evidence. This systematic review focuses on studies into which ECP skills improve child language and literacy. Databases searched were PsychINFO, Scopus, Web of Science, CINAHL, ERIC, LLBA, and Medline from 1990 onwards. Papers were included if they were (a) studies reporting the efficacy of professional development programs in terms of positive outcomes for both child and ECP, or (b) longitudinal or cross-sectional experimental investigations that examined the relation between ECP skills and child language/literacy outcomes. The initial search identified 212 potential studies with 34 studies meeting the inclusion criteria. These 34 studies included 2 longitudinal, 1 descriptive, and 31 cross-sectional experiments (16 randomized controlled trials, RCTs; 15 non-RCTs). The review identified four key skill categories: (a) quality adult–child interactions; (b) explicit literacy instruction; (c) storytelling skills; and (d) supporting peer-to-peer interactions. The inclusion of these skills by clinicians in training of ECPs is supported by research evidence. Source of funding: Department of Community Services, Western Sydney area assistance Scheme, NSW, Australia.

Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties and insights regarding community-based research and development approaches.

Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implications are discussed in relationship to the extent of instructional support needed by children identified as LD-SLD in the mainstream, and in terms of the specific dimension of reading skills as a criterion.

Audience Awareness and Internet Publishing: A Qualitative Analysis of Factors Influencing How Fourth Graders Write Electronic Text

The purpose of this study was to investigate how 23 fourth-grade students with different writing abilities translated their teacher's literacy instruction into an understanding of audience awareness when writing for Internet publication. As part of their classroom literacy instruction, students learned the textual features indicative of different types of texts. The students then wrote three versions of the same research report using traditional and electronic textual features to communicate to different audiences. A content analysis of the three electronic versions was completed in conjunction with a qualitative analysis of verbal protocols and semistructured interviews. Data analysis revealed three factors that influenced the fourth graders' decisions: Text levels, appearance, and computer challenges. Findings indicate that (1) writing ability was not a factor in students' decisions about how to use electronic features and (2) explicit literacy instruction on the features of different types of texts increased students' audience awareness. Implications for teacher education and future research are discussed in relation to the study's results.

Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom.

This article, the second in a two-part series, provides guidance to speech-language pathologists (SLPs) for implementing the explicit component of the embedded-explicit emergent literacy intervention model for at-risk preschool and kindergarten children. The explicit component refers to the provision of regular structured therapeutic interactions that intentionally target critical emergent literacy goals. This article describes fundamental principles of explicit literacy instruction, identifies literacy domains targeted as part of explicit literacy instruction, and presents examples of how early childhood classrooms can be organized to implement the embedded-explicit model.