Provide Literacy Instruction Research Articles

Lessons learned from remote, early-literacy instruction

The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

모국 언어문화를 병용한 중도입국 청소년의 문해력 지도

This study aims to provide literacy instruction for immigrant adolescents using their native language and culture. To this end, three immigrant adolescents were selected, and a literacy improvement program was designed and implemented. As a result of the RA-RCP test, first, there was an improvement of the study participants in word recognition, reading fluency, reading comprehension, and alphabet knowledge. Second, the improvement of participant C was the greatest. In particular, the presented native language text led to positive attitude change of study participant C. Third, research participant A found his dream of becoming a Korean-native fairy tale translator. Based on this, improvements and suggestions for literacy guidance for immigrant adolescents were written.

‘It’s all about community’: educators’ experiences addressing literacy instruction for adults with complex support needs

ABSTRACT Adults with and without complex support needs (CSN; e.g. with intellectual disability, autism spectrum disorder, multiple disabilities) experience benefit in many areas of their lives from developing or improving literacy skills. However, adults with CSN often face unique barriers to acquiring these critical skills, and few researchers have explored the nature of the available literacy instructional opportunities for them. In this qualitative study, we examined literacy instruction for this group of adults by interviewing 11 teachers who provide literacy instruction to adults with CSN in a variety of community agency settings about their definitions of literacy, how they structure literacy programmes, and how adults access these programmes. Findings revealed insights into the way instructors’ personal definitions of literacy influenced their instructional planning and delivery and the multiple ways in which adults with CSN use literacy in their everyday lives. Barriers to effective literacy instruction were also revealed. Implications for future research and for policy and practice are discussed.

Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate.

Make Deliberate Practice Part of Your Classroom Routine

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

University Faculty Talk About Practitioner Research: A Conversation

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Teacher Credibility in Literacy Learning

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

The Links Between Social and Emotional Learning and Literacy

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Exploring New Ways of Literacy Instruction Through Practitioner Research

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Peer Tutoring: “To Teach Is to Learn Twice”

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Exploring Identity Through Literacy Practice and Practitioner Research

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Reading and Writing on Screen and Paper

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Practitioner Research: Inquiry That Impacts Adolescent and Adult Literacy Learning and Teaching

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

The Enduring Value of Study Skills

AbstractThis forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research

To organize nearly five decades of research regarding teacher preparation in literacy across the disciplines, this study systematically examined and qualitatively synthesized the what, when, and how of the research, resulting in three overarching categories: (a) perceptions, (b) resistance, and (c) experience. Key findings include that when preservice teachers receive instruction through coursework and practicums, their perceptions toward providing literacy instruction in future teaching contexts became more positive. However, researchers often measured such instruction's effect upon content-area literacy courses in the short term, rarely exploring future classroom implementation. Additionally, recommendations for practice and implications for future research are given.

Preparing Teachers to Provide Literacy Instruction to All Students: Faculty Experiences and Perceptions

Although there is an increased focus on reading instruction in schools, little is known about how teachers of students with extensive support needs are prepared to provide literacy instruction for this group of students. This paper reports the results of an exploratory study of how literary instruction is addressed within teacher education programs at institutions of higher education that prepare preservice and inservice teachers to work with students with extensive support needs. We conducted telephone interviews with nine teacher educators in university programs across the country that prepare special educators, asking about their experiences and perceptions of what works well and what presents difficulty in preparing teachers to effectively teach literacy skills to students with significant disability, what additional research and practice knowledge is needed in this area, and how they view literacy instruction for students with extensive support needs fitting into the current national debate on reading instruction methodology. Content analysis of respondents' interviews yielded three broad themes that we describe and discuss: Challenges, changes, and future directions for the field. We explore the implications of the study's findings for teacher preparation programs and directions for future research.

A Critical review of culturally responsive literacy instruction

Eliminating the racial and ethnic achievement gap in reading and writing is a national priority. Providing literacy instruction that is both culturally responsive and evidence-based requires an understanding of culture, effective instructional practices, and how the two intersect. Although many suggestions for implementing culturally responsive reading instruction are intuitively appealing, more research evidence is needed to determine if these practices increase student engagement, motivation, and academic achievement of students who are culturally and linguistically diverse.

A Survey on Literacy Instruction for Students with Multiple Disabilities

The No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Education Act of 2004 stress the importance of giving every child access to the general education curriculum. The Reading First program, under the No Child Left Behind Act, aimed to establish evidence-based literacy instruction for all in kindergarten through the third grade (U.S. Department of Education, 2007). Despite this aim, data from the federal quota registration that are collected annually by the American Printing House for the Blind (APH) revealed that 36% of all school-aged who are legally blind were categorized as nonreaders (APH, 2005). Nonreaders are defined as students [who] show no reading potential; who do not fall into any of the above categories [visual readers, braille readers, auditory readers, and prereaders] (APH, 2007, Reading Media section). This definition starkly implies that nonreaders lack access to literacy instruction, especially considering that the prereader category is defined to include students [who are] working on or toward a readiness level (APH, 2007, Reading Media section). The quota-registration data do not clearly indicate bow many nonreaders have multiple disabilities; however, the literature in the field of visual impairment links the presence of additional disabilities to the illiteracy rates of who are blind or have low vision (Mullen, 1990; Spungin, 1990; Wittenstein & Pardee, 1996). The lack of literacy instruction for with visual impairments and additional disabilities may be the result of teachers not feeling adequately prepared to provide literacy instruction to this unique population of (Agran, Alper, & Wehmeyer, 2002; Cook, 2001; Downing, 1996; Dunst et al., 2001; McLetchie & MacFarland, 1995) and the beliefs of some teachers that these benefit more from a functional curriculum than from literacy instruction (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006; Kliewer, 1998). Although recent studies have demonstrated that children with severe and multiple disabilities can benefit from access to literacy instruction (Browder et al., 2006; Kliewer, 1998; Kliewer et al., 2004; Koppenhaver & Erickson, 2003), few studies have documented the academic priorities for with visual impairments and multiple disabilities. This survey investigated the attitudes and instructional practices of teachers of with visual impairments who provide services to with multiple disabilities in a southeastern state. Specifically, it inquired about the factors that the teachers used to determine when to begin literacy instruction, the teachers' beliefs about reading instruction, and the areas that are targeted for instruction for with multiple disabilities. The term literacy has a variety of meanings, depending on the context in which it is used. For the purpose of this article, literacy is defined as the ability to use words. This simple definition includes all the skills that lead to reading and writing, including using alternative and augmentative devices to communicate or following a daily schedule consisting of object symbols representing the day's activities. These skills may not begin by using text to represent words, but they still provide a mode for to communicate both expressively and receptively. Eventually, they can enable who are unable to speak or write conventionally to demonstrate their comprehension of text. Therefore, the survey included items regarding communication, reading, and writing skills. METHOD The procedures used in this study were approved by the Institutional Review Board of the University of Northern Colorado. The state Instructional Materials Center for Students Who Are Visually Impaired distributed the survey invitations to all teachers of with visual impairments via electronic mail. …

Literacy Is Vital To Survival in the Technical Classroom and Workplace

Brawn is no longer the pre-eminent qualification for the majority of jobs in the technical-vocational field; the ability to read technical manuals and to use computer applications is. Schools must provide literacy instruction to help students prepare for work in today's increasingly demanding environment.