Sat, Oct 12, 2019: 11:30 AM
- 12:30 PM
Research Poster Presentation
New Orleans Ernest N. Morial Convention Center
Room: Exhibit Hall I-1 - Poster Session
During this poster session, attendees will chat with a select group of prominent scholars who have published research articles in recent issues of Journal of Literacy Research, Reading Research Quarterly, and Research in the Teaching of English.
The project will illuminate how one teacher-educator found ways to locate her literacy teaching, research, and service as professor in residence in one local high school. This research examines an authentic university-school partnership aimed at transforming how preservice teachers, practitioners, and students experience literacy teaching/learning at the school level.
Latrise Johnson, University of Alabama
This poster focuses on: Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226. This study is a systematic review of vocabulary interventions with comprehension outcomes (i.e., comprehension of passages that included taught words or more generalized comprehension measures). The authors analyzed 36 studies to looked for patterns in characteristics of vocabulary instruction.
Tanya S. Wright, Michigan State University
Gina Cervetti, University of Michigan
This presentation examines an emergent participation framework within whole-group read alouds involving the teacher holding space for students of color who were also identified as "struggling" readers. That is, the teacher held the interactional floor for focal students to assert themselves as responsive readers, positioning them as both literate and literary. There are important implications for how teachers and students interact around text.
Michiko Hikida, Ohio State University
We analyzed current research and theories related to adult functional literacy (FL) to understand the ideologies shaping current conceptualizations of FL, as well as how and why FL is researched and assessed. We also discuss the larger implications of these ideologies: What is legitimated or reified, and what is ignored, dismissed, or subsumed, by these conceptualizations? We offer future directions and raise important questions.
Kristen Perry, University of Kentucky
Donita J Shaw, Oklahoma State University
Scholars contend that disciplinary literacy helps all secondary learners, including those identified as struggling readers, to build literacy and content knowledge. Yet little research has examined "struggling" readers and disciplinary literacy. I share the case of 1 ninth-grade history class in which disciplinary literacy provided avenues for youths to critique texts, compare perspectives across sociohistorical periods, see themselves in history, and disrupt deficit positioning in school.
Julie Learned, University at Albany, State University of New York
Making a match between oral and written words is key to the reading process. One strategy is to take dictation from students who then read the transcriptions and develop corresponding sight vocabulary, fluency, comprehension, and engagement. This study indicated that users could dictate to Siri and develop similar proficiencies. However, pedagogical caveats also emerged. Student proficiencies and pedagogical caveats will be shared.
Elizabeth A. Baker, University of Missouri
The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs) in kindergarten and first grade.
Steve Amendum, University of Delaware
Mary Bratsch-Hines, UNC-CH
Lynne Vernon-Feagans, UNC-CH
Running records and miscue analysis are commonly used in classrooms today to analyse oral reading behaviors but are often confused. Both procedures, while similar in some ways, differ in how readers produced responses are quantified and analyzed. In this study, Harmey and Kabuto (2018) investigated how the procedures differed and the implications these differences have for how reading ability is framed.
Dr Sinead J Harmey, UCL Institute of Education
A random sample of 1,313 grades 7–9 Chinese language teachers in Shanghai, Hong Kong, Macao, and Taipei were surveyed about writing practices. 3/4 of teachers said they were poorly prepared to teach writing. Only 1/6 of teachers held a class more than biweekly. Evidence- based practices were typically applied monthly. Teachers' preparation, beliefs about writing, and frequency of writing classes predicted their instructional practices and how frequently students engaged in writing activities.
Tien Ping Hsiang, University of Macau
Steve Graham, Arizona State University Teachers College
In this poster session we will present findings from a large-scale study or fourth and fifth grade students' internet use and online reading. We will specifically address findings related to students' digital literacy skills, their perceptions about reading and writing online, their use of digital tools outside of school, and gender and equity issues related to digital literacy and technology use. We will also suggest research-based approaches for integrating technology into literacy instruction and innovative ways to teach traditional and digital literacy skills.
Amy Hutchison, George Mason University
Jamie Colwell, Old Dominon University
This research explores the pathways students take in reading achievement from kindergarten through eighth grade to investigate why some students who enter kindergarten as struggling readers recover while others remain struggling. Additionally, this study investigates students who start kindergarten with average literacy skills but become struggling readers in later grades. The research focuses on what districts, schools and teachers can do to support the long-term reading achievement of their students.
Laura Northrop, Cleveland State University